College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (For Students Admitted Fall 2014 & After)

Transcription

1 College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (For Students Admitted Fall 201 & After) Please note that: The College of Nursing reserves the right to make program changes as necessary. Websites included in this handbook can change at any time without notification.

2 Table of Contents Introduction... 1 Program Description... 1 Program Objectives... 1 Course Requirements... 2 DNP Specialties... 2 Curriculum... Credits for each Specialty... Course Overviews... Academic Advising... 6 Role of the Faculty Advisor... 6 Student Advisement Responsibilities... 6 Changing Advisors... 7 DNP Practica... 7 Evidence-Based DNP Practice Projects... 8 Introduction... 8 Types of Evidence-Based DNP Practice Projects... 8 Evidence-Based DNP Practice Project Components Evidence-Based DNP Project Team Enrollment in DNP Project Courses ( 555 & 556) Human Subjects Protection Elements of the Evidence-Based DNP Practice Project Academic Policies Student Immunizations and Clinical Compliance Financial Aid and Scholarships Federal Student Aid College of Nursing Scholarships Research Assistantships Teaching Assistantships... 1 Diversifying Higher Education Faculty in Illinois Program (DFI)... 1 Appendix A: Courses Required by Specialty... 1 Acute Care Pediatric Nurse Practitioner Adult-Gerontology Acute Care Nurse Practitioner Adult-Gerontology Primary Care Nurse Practitioner Advanced Population Health Nursing Family Nurse Practitioner... 2 Health Systems Leadership & Informatics Nurse Midwifery Nurse Midwifery/Women s Health Nurse Practitioner Neonatal Nurse Practitioner... 1 Psychiatric-Mental Health Nurse Practitioner... Primary Care Pediatric Nurse Practitioner... 5 Women s Health Nurse Practitioner... 7

3 Introduction The purpose of the Doctor of Nursing Practice (DNP) Handbook is to provide students with the information needed to progress through the DNP program. Students should also be familiar with all policies and procedures in the University of Illinois at Chicago (UIC) Graduate Catalog and the UIC College of Nursing Student Handbook. If there are questions about the information in the DNP Handbook, students should contact their advisor, the Director of Graduate Clinical Studies, the Associate Dean for Academic Affairs, or an Office of Academic Programs staff member. Program Description The DNP program is designed to prepare experts in specialized advanced nursing practice. The DNP degree encompasses advanced nursing practice that influences health care outcomes for individuals, families, and populations, including the direct care of individual patients, management of care for individuals and populations, administration of nursing and health care organizations, and the development and implementation of health policy. Graduates of DNP programs are prepared for direct care roles (e.g. nurse practitioners, clinical nurse specialists, nurse midwives) and indirect care or systems-focused roles (e.g. administrative, public health, and policy) or a blend of these roles. The DNP curriculum consists of three domains of competencies for advanced practice in direct clinical care or systems: a) core practice competencies, b) specialty-specific practice competencies, and c) role competencies. Competencies for the DNP are addressed in the American Association of Colleges of Nursing Essentials of Doctoral Education for Advanced Nursing Practice. Students attending UIC have the opportunity to immerse themselves in an environment that is personally and professionally enriching. Graduates of this program are national and international leaders. UIC graduates shape the future of health care through their foundations in education and evidence-based practice. Program Objectives The DNP program prepares nurse leaders to practice in complex health care systems, manage diverse populations, and reduce disparities in health care outcomes. At completion of the program, graduates will be able to: 1. Translate knowledge from the natural and social sciences to advanced practice nursing. 2. Generate strategies to manage organizational, business and financial systems to ensure safe, timely, effective, efficient, equitable patient-centered care.. Design, implement and evaluate evidence-based practice to optimize health and healthcare outcomes in individuals, families, communities, and organizations using knowledge and technology from diverse sources and disciplines.. Lead the design, selection, and implementation of technology and informational programs/systems to monitor and evaluate programs, outcomes, and systems of care. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 1 P age

4 5. Develop, influence, and advocate for health care policy at all levels that addresses issues of social justice, health care equity, and practice regulation. 6. Collaborate and lead interprofessional health care teams in diverse and complex health care settings and systems. 7. Translate evidence-based knowledge to practice for the promotion and maintenance of health for individuals, families, communities and populations. 8. Provide evidence-based comprehensive biophysical and psychosocial care to individuals and families according to the competencies of specialty practice within a framework of cultural humility. Course Requirements There are three entry points to the DNP program: post-baccalaureate, post-master s, and postmaster s with a new advanced practice specialty. Course requirements and program length are dependent on the student s entry point and program concentration. Students entering postbaccalaureate fall of 201 and after complete a minimum of 60 semester hours; students entering postmasters with a specialty certification complete 2 semester hours. The degree requirements include the completion of an evidence-based practice project and DNP practicum experience. Consistent with certification requirements and the DNP Essentials, post-bsn advanced practice students complete > 600 population-focused clinical hours, along with DNP project/practicum hours to meet the 1,000 clinical hour degree requirement. Post-masters students who hold current advanced practice certification with verified clinical hours are required to complete the DNP practicum to meet the 1,000 clinical hour requirement. The 1,000 clinical hours are required for both direct and non-direct care DNP specialties. DNP Specialties Acute Care Pediatric Nurse Practitioner Adult-Gerontology Acute Care Nurse Practitioner Adult-Gerontology Primary Care Nurse Practitioner Advanced Population Health Nursing Family Nurse Practitioner Health Systems Leadership and Informatics Neonatal Nurse Practitioner Nurse-Midwifery Nurse-Midwifery/Women's Health Nurse Practitioner Primary Care Pediatric Nurse Practitioner Psychiatric-Mental Health Nurse Practitioner Women's Health Nurse Practitioner UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 2 P age

5 Curriculum The DNP curriculum at UIC consists of three domains of competencies for advanced practice in direct clinical care or systems: a) core practice competencies, b) specialty-specific practice competencies, and c) role competencies. Our mission is to develop advanced practitioners of nursing into evidencedbased, intra-disciplinary providers who meet the needs of a rapidly expanding healthcare field. Although some courses may be offered online, our curriculum is delivered in a blended format, requiring occasional in-person classes, sessions or tests on campus. For a complete list of courses required for each specialty, please see Appendix A. Credits for each Specialty Core Hours Clinical Science Core Hours Concentration Specialty Hours Project & Practicum Hours Total Hours Concentration Acute Care Pediatric Nurse Practitioner Adult-Gerontology Acute Care Nurse Practitioner Adult-Gerontology Primary Care Nurse Practitioner Advanced Population Health Nursing Family Nurse Practitioner Family Psychiatric Mental-Health Nurse Practitioner Health Systems Leadership and Informatics Neonatal Nurse Practitioner Nurse Midwifery Nurse Midwifery/Women's Health Nurse Practitioner Primary Care Pediatric Nurse Practitioner Women's Health Nurse Practitioner UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) P age

6 Course Overviews For the most current course descriptions, see the Course Descriptions section of the Graduate Catalog at Epidemiology & Statistics for. hours. Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. Course Information: Prerequisite(s): An undergraduate statistics course EBP 1: Theoretical Foundations for. hours. Emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice. Course Information: Prerequisite(s): Credit or concurrent registration in EBP 2: Implementing. hours. Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, cost-effective health outcomes. Course Information: Prerequisite(s): Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems. hours. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Course Information: Prerequisite(s): Credit or concurrent registration in Quality and Safety Through Health Technologies. hours. Examination of individual and system-level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care Health Equity and Social Determinants. hours. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. 51. Pharmacotherapeutics. hours. Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and medication selection factors. Course Information: Prerequisite(s): Credit or concurrent registration in Comprehensive Health Assessment for Advanced Nursing Practice. hours. Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation. Course Information: Prerequisite(s): 210. Class Schedule Information: To be properly registered, students must enroll in one Laboratory-Discussion and one Lecture-Discussion. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) P age

7 5. Advanced Physiological Principles Across the Lifespan. 2 hours. Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Course Information: Prerequisite(s): Introductory courses in Physiology and Pathophysiology. 55. Advanced pathophysiology across the lifespan. hours. Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Course Information: Prerequisite(s): Issues in Advanced Practice Nursing and Policy Implications. hours. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Course Information: Prerequisite(s): Nursing Information Systems and Technology: Supporting care and generating evidence. hours. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Course Information: Prerequisite(s): Health Promotion Theories and Population-focused Interventions. hours. Translate theories/models of health promotion and disease prevention for individual, population, and systems-focused nursing practice. Assessment, program planning, intervention and evaluation application for population-based health care. Course Information: Prerequisite(s): Credit or concurrent registration in 516. Class Schedule Information: To be properly registered, student must enroll in one Lecture-Discussion and one Clinical Practice. 55. Strategic and Financial Planning for Clinical Programs. hours. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives EBP : DNP Proposal Development for Translating Evidence to Practice. hours. Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. Course Information: Prerequisite(s): 516 and credit or concurrent registration in 55. Class Schedule Information: To be properly registered, students must enroll in one Lecture and one Clinical Practice EBP : DNP Project Implementation, Evaluation, & Dissemination. hours. DNP Project implementation, evaluation, and dissemination in a practice or system setting in the student s field of expertise. Course Information: Prerequisite(s): DNP Practicum. hours. Individualized practicum focused on leadership, interprofessional collaboration, systems, and policy in the Doctor of Nursing Practice role. Course Information: Prerequisite(s): 516 and 517. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 5 P age

8 Academic Advising Upon entering the DNP program, students are assigned an advisor. The faculty advisor must be a member of the UIC College of Nursing and be eligible for full, associate, or adjunct graduate faculty status in the UIC Graduate College. Role of the Faculty Advisor The faculty advisor provides a vital link between the student and the DNP program. The faculty advisor plays an important role in orienting the student to the program, providing appropriate guidance regarding course selection and sequencing and providing mentorship in completing the program curriculum. Specifically, the faculty advisor will: Interpret the DNP program requirements and policies. Assist the student in developing goals for DNP program study and future career planning. Assist the student in proper course selection and sequencing. The faculty advisor should be aware of course content and prerequisites. Review the student s program plan in the CON database every semester to determine if modifications are required. Meet with the student prior to registration each semester to review the program plan. Assist the student with registration procedures as needed. Monitor the student's academic progress through discussions with the student, other DNP faculty members, and grade review. Provide guidance in the topic selection of the evidence-based DNP project throughout preparatory coursework. Assist the student on the selection of the evidence-based DNP Project Team. Maintain communication regarding any requested change in program plan with the student s specialty Program Director (for students in the BS-DNP program). Maintain timely communication with the Director of Graduate Clinical Studies regarding student progress or any issues that may arise with program planning, etc. Student Advisement Responsibilities The student bears substantial responsibility to assure that advisement occurs in a timely and appropriate manner. The student is responsible for: Meeting with his/her faculty advisor regarding progress, plans, goals and any problems that are current or anticipated. Initiating and maintaining contact with the faculty advisor. Adhering to College of Nursing policies and requirements. Following the program plan as agreed upon with the faculty advisor. If problems occur during registration necessitating changes to the plan, the student should consult the faculty advisor for any course substitutions. The student should not attempt to register for any courses not pre-approved by the faculty advisor. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 6 P age

9 Reporting any problems that might delay the completion of coursework, DNP project, or practicum experiences. Requesting and completing all appropriate approval documents pursuant to the completion of the doctoral degree. Participating in the selection of DNP Project Team Faculty and Practice Expert members. Changing Advisors If a change in advisor is necessary, the student and faculty advisor should first discuss this matter. A change in the faculty advisor may be warranted if the student markedly changes his/her clinical interests through the course of study. A Change of Advisor form can be found on the CON website. DNP Practica To qualify for the DNP degree, all students must document a minimum of 1,000 hours of practicum work completed as part of an education program between the BSN and the DNP, whether pursuing a direct care or system-focused degree. All post-masters DNP students must submit verification of the number of supervised clinical practicum hours in their advanced practice educational programs. Students are responsible for obtaining this documentation from the school in which the program was completed and submitting it during the first semester of the DNP program. Faculty advisers and Program Directors use this documentation to determine how many hours of practicum the student will need in the plan of study for the post-masters DNP degree. The practicum experiences of a student earning a practice doctorate include learning activities beyond the clinical hours required for direct patient care. The practicum hours are not an extension or continuation of core specialty clinical hours. Nurses with a practice doctorate must be able to provide leadership to foster intra-professional and inter-professional collaboration, demonstrate skills in promoting a culture of evidence, apply clinical investigative skills to evaluate health outcomes, and be able to influence health policy. Students will experience a broad range of learning activities in order to meet DNP competencies. Examples of learning activities include participation in: A healthcare agency s committee work to evaluate a practice protocol A health initiative in the state s health department Components of program evaluation within a clinical unit DNP practicum hours are arranged by a clinical faculty member and are individualized to assure that students meet the DNP role competencies. Students will use the Typhon clinical database to log DNP practicum experiences and hours. If a site of current employment of the DNP student is determined to be a suitable place for clinical learning that allows the student to master the DNP essentials, faculty will work with the practice preceptor/mentor to ensure that new practice opportunities support the DNP student in meeting competencies and that these opportunities are beyond the current employment expectations of the student. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 7 P age

10 Students should review the Practicum Policies and Procedures in the UIC College of Nursing Student Handbook. Introduction Evidence-Based DNP Practice Projects The DNP evidence-based practice project reflects the culmination of a student s academic work for the Doctor of Nursing Practice degree and should demonstrate the student s ability to organize, analyze, and synthesize a body of knowledge. The DNP Project is a faculty-guided scholarly experience completed in the final semesters of the student s program. This culminating experience provides evidence of the student s critical thinking and ability to translate evidence into practice through problem identification, proposal development, implementation, and evaluation. The DNP project encompasses the synthesis of both coursework and practice application and results in a deliverable product reviewed and evaluated by a faculty member and other experts members of the DNP Project Team (e.g. practice mentor, agency partner facilitator). Final evaluation of the DNP project is the responsibility of the faculty overseeing the project. Types of Evidence-Based DNP Practice Projects DNP projects are related to advanced practice in the nursing specialty and benefit a group, population, system or community rather than an individual patient. Projects most often evolve from practice and may be done in partnership with another entity (e.g., clinical agency, health department, government agency, community group). Types of scholarly projects may include implementation and evaluation of evidence-based practice guidelines, policy analysis, the design and evaluation of new models of care, implementation of quality improvement initiatives, or the design and evaluation of health care programs. The College of Nursing collaborates with the University of Illinois Hospital and other clinical agencies for evidence-based practice initiatives. Students should speak with their advisor or the Director of Graduate Clinical Studies regarding opportunities for current initiatives with affiliated clinical agencies. All DNP Projects should (American Association of Colleges of Nursing, 2015): Focus on a change that impacts healthcare outcomes either through direct or indirect care. Have a systems (micro-, meso-, or macro-level) or population/aggregate focus. Demonstrate implementation in the appropriate arena or area of practice. Include a plan for sustainability (e.g. financial, systems or political realities) Include an evaluation of processes and/or outcomes (formative or summative). DNP Projects should be designed so that processes and/or outcomes will be evaluated to guide practice and policy. Provide a foundation for future practice scholarship. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 8 P age

11 Students may choose to do an individual project or a team project as approved by the faculty mentor. Examples of individual components of a team project include one in which a student serves as a vital member of an interprofessional team, implementing and evaluating a component of a larger project or one in which students are working on the same project but it is done across multiple units within the same organization or across multiple organizations. Guidelines for team projects include: The topic is appropriate to the students area of practice and goals. The project aims are consistent with the focus of the program. Each member of the team must meet all expectations of planning, implementation, and evaluation of the project, and be evaluated accordingly. Each student must have a leadership role in at least one component of the project and be held accountable for a deliverable, individual product. The faculty mentor approves the overall project and each students participation and individual role. The size of the project team is dependent on the type of the project but should include no more than four students. Whether doing an individual or team project, students may want to consider dividing the issue / project / initiative into phases or processes components (e.g. design, implementation, evaluation). Students should also determine who is needed to partner with to facilitate the completion of each phase or component. For example: Design Phase o Meet with key individuals or stakeholders to share project ideas. o Seek the stakeholder(s) project implementation ideas. This enhances potential user buy-in and facilitates the identification of potential roadblocks and barriers. o Write the proposed project plan, including key stakeholders and potential timeline. Implementation Phase o Describe how the proposed plan will be implemented, including the time needed and availability. o Describe project facilitators and barriers (human, environmental, political) and plans to capitalize on the facilitators and strategies to minimize the barriers. o Develop an appropriate timeline. Evaluation Phase o Describe the indicators that will be used to determine the success of the project. o Confirm the validity of the proposed indicators with the stakeholder(s). o Provide an opportunity for the stakeholder(s) to make recommendations for measures of success. o Develop a written evaluation plan that addresses the above areas and proposed timeline. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 9 P age

12 Evidence-Based DNP Practice Project Components The DNP project consists of two components: A single comprehensive paper suitable for publication In conjunction with the Project Team faculty and practice expert member, the student will select a journal for possible manuscript submission. Once a journal is selected, author guidelines will provide the format for the final written product. For example, the journal will dictate the manuscript style (i.e. reference format, line spacing, margins, figures and/or tables, and length of the manuscript). This should be completed in 556 (Evidence- Based Practice IV). An electronic copy of the final, faculty approved publishable paper must be submitted to the Director of Program Assessment, Evaluation and Academic Policies at the completion of 556. A public oral poster presentation Presentation of the final project in a public forum is an important aspect of the student s ability to demonstrate knowledge and the relevance of the final project to nursing/healthcare. Students will present their project at an oral poster session as part of 556 ( IV: Practicum for DNP Project Implementation, Evaluation and Dissemination). Evidence-Based DNP Project Team The DNP Project Team consists of an individual student or a team of students (see guidelines above for team projects) with a minimum of one doctorally-prepared College of Nursing faculty member and a practice mentor or content expert in the practice setting. The College of Nursing faculty member must be a full, associate, or adjunct member of the Graduate College. The practice mentor should have expertise in the content area, population of interest, and setting to provide the guidance needed for successful completion of the project. The DNP Project Team must be approved prior to proceeding with the Project Proposal Approval. The individual student or student team is responsible for submitting a DNP Project Team Approval Form to the Program Assessment, Evaluation, and Academic Operations Assistant in the Office of Academic Programs by the rd week of the semester during the student s enrollment in 555 ( ). If a Project Team Practice Mentor is from outside of the UIC College of Nursing, a current Curriculum Vitae must be attached to and submitted with the Project Team Approval Form. The CON Director of Program Assessment, Evaluation, and Academic Policies appoints the DNP Project Team Faculty member and Practice Mentor upon the approval of the CON Associate Dean for Academic Affairs. Enrollment in DNP Project Courses ( 555 & 556) The DNP Project is designed to be completed in a sequential and concurrent process. Students begin with enrollment in 516 ( II) to conduct a thorough review of the literature related to their project topic. The goal of the subsequent course, 555 (DNP Proposal Development for Translating Evidence to Practice) is for students to develop their evidence-based project related to a selected population or system change to improve practice/outcomes. It is UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 10 P age

13 expected that students enter into the course with a faculty mentor/project Team Leader identified and an approved topic for their projects. Students will work in tandem with their 555 faculty and DNP Project Team to develop a scholarly project. By the end of the course, students should be well positioned to present their project proposal to their faculty and practice mentor for approval, with subsequent implementation, evaluation and dissemination in 556. Human Subjects Protection Students should discuss with their Project Team Faculty Member whether or not their project requires approval by the UIC Institutional Review Board (IRB). If so, then BEFORE beginning the project, the student must submit the proposal for review and approval by the IRB. To minimize delays in starting the DNP project, it is recommended that students develop the DNP project to allow for an exempt IRB review. Every project must be judged to conform to 5 CFR 6 (the federal regulations governing human experimentation) or be determined to be exempt from such regulations. Information, instructions, and forms for IRB approval at UIC can be obtained at: Elements of the Evidence-Based DNP Practice Project The following elements that are applicable to the specific project should be included in the written and oral components of the DNP Project: Title Page Abstract Introduction to the Project Description of the problem and how it is defined Evidence-based practice question (PICO) or problem statement, if applicable Clinical setting or environment and the target population Data supporting the existence of the problem Literature/Evidence Review, including search strategy, terms used in the literature search, and search engines utilized. A literature table of the findings may be included to help students synthesize the evidence Development/description of a creative approach to resolving the problem, program implementation and evaluation, or quality improvement process Analysis of the fiscal and systems impact of the project itself Method/procedures including processes, evaluation of outcomes, use of consultants Findings/outcomes Discussion with a focus on practice or policy impact Conclusions References Acknowledgements UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 11 P age

14 Academic Policies Current academic and course-related policies, as well as policies related to academic integrity can be found in the UIC College of Nursing Student Handbook. Student Immunizations and Clinical Compliance All students must complete immunizations and clinical compliance requirements prior to enrollment in the program. Students who do not meet these requirements will not have the hold removed from their record prior to registering in subsequent semesters. See the following link for detailed information about the requirements and the procedure for documenting the requirements: Financial Aid and Scholarships Financial aid in the form of student loans, scholarships, and/or fellowships is available from a variety of sources. Information is available on the CON website at Federal Student Aid Students with financial need are encouraged to file a FAFSA (Free Application for Federal Student Aid) with the UIC Office of Financial Aid to determine eligibility for federal loans. The priority filing date for the FAFSA is March 1. College of Nursing Scholarships The College of Nursing provides support in the form of scholarships, traineeships, and Board of Trustee tuition and fee waivers. Awards are made on an academic year basis. New and continuing students can apply for these various types of funding by submitting a Graduate Scholarship Application each spring. U.S. citizen and permanent resident students applying for support are also required to file a FAFSA (Free Application for Federal Student Aid) form with the UIC Office of Financial Aid and submit a copy of their SAR (Student Aid Report) with their scholarship application. Graduate scholarship applications are due March 1 of each year. The application form and a list of available funding with award criteria can be found on the College of Nursing website on the Financing Your Education page. Research Assistantships These are given by individual faculty members and by academic departments in the College of Nursing to students to assist on funded research projects. The stipend and percentage of time devoted to the research vary according to the research resources of individual faculty members. Appointments UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 12 P age

15 between 25 and 67 percent time have the added benefit of a base tuition and service fee waiver and may include a waiver of the tuition differential. Teaching Assistantships Awarded by academic departments within the College of Nursing, these are given to students who are prepared to assist with teaching a specific course. The stipend and percent of time devoted to teaching may vary. Appointments between 25 and 67 percent time have the added benefit of a base tuition waiver and a waiver of selected fees. (Teaching assistants for undergraduate clinical nursing courses must have a master's degree in nursing and an active Illinois RN license.) Diversifying Higher Education Faculty in Illinois Program (DFI) The purpose of DFI is to increase the number of underrepresented faculty and staff in Illinois institutions of higher education and higher education governing boards. The DFI fellowship provides an annual stipend that is renewable for one year for master s students and up to three years for doctoral students. DFI Fellows must pursue and accept a full-time position in teaching or administration at an Illinois post-secondary educational institution, Illinois higher education governing board, or an educational-related position at a state agency following the completion of their graduate program for at least the same number of years that they receive the fellowship. Students who apply for the DFI Fellowship must demonstrate financial need and therefore must complete a Free Application for Federal Student Aid (FAFSA) before being considered for the award. Students interested in being nominated for this award should contact the Associate Dean of Academic Affairs prior to the end of the fall semester. More information on the DFI can be found at this website. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 1 P age

16 Appendix A: Courses Required by Specialty UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 1 P age

17 Doctor of Nursing Practice (DNP) Acute Care Pediatric Nurse Practitioner BSN to DNP Program of Study DNP Core Courses Epidemiology & Statistics for EBP 1: Theoretical Foundations for EBP 2: Implementing Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, cost-effective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Clinical Science Core Courses/Advanced Practice Core Courses 0 Pharmacotherapeutics Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and 51 medication selection factors Comprehensive Health Assessment for Advanced Nursing Applied Pharmaceutical Intervention in Advanced Practice in Nursing Advanced Physiological Principles Across the Lifespan Advanced Pathophysiology Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation. Application of pharmacology principles to sub-specialty populations. Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. 1 2 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 15 P age

18 Acute Care Pediatric Nurse Practitioner Concentration Courses Primary Care of the Infant, Child, and Adolescent Management of Acute and Chronic Conditions in Infants, Children, Adolescents, and Young Adults Management of Infants, Children, Adolescent/Young Adults with Complex, Acute, and Critical Illness Practicum: Health Maintenance and Management of Common Acute Illness in the Infant, Child and Adolescent (5, 5) Practicum: Management of Infant, Child, Adolescent/Young Adult with Chronic Illness Practicum in the Care of the Critically Ill Child Emphasizes management of healthy newborns and health maintenance for all childhood age groups. Emphasizes management of common acute episodic illness as well as selected stable chronic illness. Emphasizes management of children with urgent and emergent health problems. Students apply current knowledge in providing care to infants, children, adolescents/young adults in a variety of primary care settings including school based clinics, community clinics, pediatric practices. There is an emphasis on underserved. Students apply current knowledge in providing care to infants, children, adolescents/young adults in a variety of primary care, chronic care, and selected acute care settings. 5 Application of knowledge as an acute care pediatric nurse practitioner providing care for children with complex, emergent, acute, and critical illness. Focus is on clinical management of infants, children and adolescents/young adults in acute settings. DNP Practicum/Project Courses EBP : DNP Proposal Development for Translating Evidence to Practice Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise EBP : Practicum for DNP Project Implementation, Evaluation, & Dissemination DNP Practicum DNP Project implementation, evaluation, and dissemination in a practice or system setting in the student s field of expertise. Individualized practicum focused on leadership, interprofessional collaboration, systems, and policy in the Doctor of Nursing Practice role. 6 Total Credit Hours BSN to DNP 81 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 16 P age

19 Doctor of Nursing Practice (DNP) Adult-Gerontology Acute Care Nurse Practitioner BSN to DNP Program of Study DNP Core Courses Epidemiology & Statistics for EBP 1: Theoretical Foundations for EBP 2: Implementing Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, cost-effective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Clinical Science Core Courses/Advanced Practice Core Courses 0 Pharmacotherapeutics Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and 51 medication selection factors Comprehensive Health Assessment for Advanced Nursing Applied Pharmaceutical Intervention in Advanced Practice in Nursing Advanced Physiological Principles Across the Lifespan Advanced Pathophysiology Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation. Application of pharmacology principles to sub-specialty populations. Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. 2 2 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 17 P age

20 Adult-Gerontology Acute Care Nurse Practitioner Concentration Courses Management of Health and Illness I: Advanced Practice in Adult-Gero Primary & Acute Nursing Management of Health and Illness II: Advanced Practice in Adult-Gero Nursing Practicum I: Management of Health and Illness in Adults Practicum II: Management of Health and Illness in Adults Practicum III: Management of Health and Illness in Adults Advanced practice medical-surgical, primary and acute care nursing, covering the etiology, clinical assessment, diagnosis, treatment, and management of specific acute, primary and long term care health problems of adults and older adults. Continues coverage of the etiology, clinical assessment, diagnosis, treatment, and management of specific acute, primary, and long term care health problems of adults and older adults. Practicum emphasizing clinical evaluation, health promotion, differential diagnosis, symptom management, education and case management of adults with complex health problems that may be acute, episodic, or chronic. Practicum emphasizing clinical evaluation, health promotion, differential diagnosis, symptom management, education and case management of adults with complex health problems that may be acute, episodic, or chronic. Practicum emphasizing clinical evaluation, health promotion, differential diagnosis, symptom management, education and case management of adults with complex health problems that may be acute, episodic, or chronic. DNP Practicum/Project Courses 0 EBP : DNP Proposal Development Development of a DNP proposal that addresses a complex practice, process, or systems issue 555 for Translating Evidence to Practice within the student s field of expertise EBP : Practicum for DNP Project Implementation, Evaluation, & Dissemination DNP Practicum DNP Project implementation, evaluation, and dissemination in a practice or system setting in the student s field of expertise. Individualized practicum focused on leadership, interprofessional collaboration, systems, and policy in the Doctor of Nursing Practice role. Total Credit Hours BSN to DNP UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 18 P age

21 Doctor of Nursing Practice (DNP) Adult-Gerontology Primary Care Nurse Practitioner BSN to DNP Program of Study DNP Core Courses Epidemiology & Statistics for EBP 1: Theoretical Foundations for EBP 2: Implementing Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, cost-effective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Clinical Science Core Courses/Advanced Practice Core Courses 0 Pharmacotherapeutics Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and 51 medication selection factors Comprehensive Health Assessment for Advanced Nursing Applied Pharmaceutical Intervention in Advanced Practice in Nursing Advanced Physiological Principles Across the Lifespan Advanced Pathophysiology Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation. Application of pharmacology principles to sub-specialty populations. Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. 2 2 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 19 P age