COURSE CHANGE PROPOSAL USC Columbia, Lancaster, Salkehatchie, Sumter & Union campuses

Transcription

1 COURSE CHANGE PROPOSAL USC Columbia, Lancaster, Salkehatchie, Sumter & Union campuses CCP INSTRUCTIONS: This form is used to make changes to a course number, title, 4-letter designator, credit hours, pre- or co-requisites, description, delivery location or delivery method, or to delete a course. If the change affects the interests of another unit or campus, letters of concurrence from those units must be attached. The form is available online at edulprovostlacadprog. Date: Campus: Columbia College/School: Department(~applicable): College of Nursing 0 Undergraduate IZJ Graduate OLD COURSE INFORMATION ~"'=a~~~~~~~~~~~~~~~~~~~~~ Course Designation: NURS letter Designator Prefix Course Number Suffix #Credit Hours: 3 0 Variable IZJ Fixed #Times Course Can Be Taken: 2 ---=--- Course Title (24 Character limit): Organizational Leadership I Cross-listed with which course? n/a 4-letter Designator Prefix Course Number Suffix Course Prerequisites/Corequisites: NURS 805 -~~~ Course Delivery Location: IZJ USC Campus 0 Off-Campus site (If an off-campus delivery change is being requested, attach a completed Off-Campus Delivery (OCO) form) Course Delivery Method: 0 Traditional Delivery IZl Distance Technology Delivery (streaming video. web-based. CD/DVD) (If distance technology delivery is being requested, attach a completed Distance Education Oelivery.(OEO) form.) PROPOSED CHANGE Proposed Effective Term- Change to database/bulletin effective no sooner than: Year: ZJ Fall D Spring D May Session D Summer I D Summer II D Delete Course IZl Change Course Title to: Nurse Executive Leadership I D Change Course Designator to: 0 Change Course Number to: 0 Add or Change Cross Listing: RECEIVED NOV USC Graduate School Change Credit Hours to: 0 Change Prerequisites/Corequisites to: 0 Change Course Description/Content (Please attach a completed two-column Bulletin Change Form.) 0 Add or Change Delivery Location (Please attach a completed Off-Campus Delivery (OCO) Form.) 0 Add or Change Delivery Method to Distance Education (Please attach a completed Distance Education Delivery (OED) Form.) D Change Grading System to : Other Change (Specify):

2 CCP-Page ~ IMPACT ON OTHER ACADEMIC UNITS & CAMPUSES Does the proposed course affect the curriculum, students or academic interest of any other unit at USC Columbia or on a USC Regional Campus? DYes ~No ldenti~whichuni~~kampus~~ ~"'=a ~ (If yes, please attach letters of concurrence from relevant units and/or the Office of System Affairs.) REQUIRED ATTACHMENTS (The following documents as appropriate must be attached to this form before submission) "Before" and "After" Course Syllabi required only for these actions: - Course description change - Course title change, if it implies substantially new content - Change in course level from undergraduate to graduate, or vice versa D Course syllabi (see for syllabus component guidelines and template syllabus) D "Before" and "After" bulletin description on two-column Bulletin Change Form (BCH) D Justification Form (JUS) D Letters of concurrence (if appropriate) CONTACT INFORMATION Contact Person: REQUIRED APPROVALS Academic Dean: FacSenate Cours&Curric/ Dean of the Graduate School (as appropriate) Kathleen B. LaSala Print name lasala@mailbox.sc.edu Address Signature Kathleen B. LaSala Print name 1asala@mailbox.sc.edu Address Jeannette 0. Andrews Print name jandrews@mailbox.sc.edu Address Print name Address Associate Dean of Academics Title Phone Number Date 1(a t-.lt.tul f3. t.a.sa0... Signature ~ Phone Number (de_~ Signature Phone Number Signature Phone Number Date (d/'-l.!t t Date Date ~ Graduate Council Date of Faculty Governance Approval (if appropriate) D Faculty Senate University of South Carolina I Provost Office I CCP Form Oct 2010 v3

3 JUSTIFICATION FORM USC Columbia, Lancaster, Salkehatchie, Sumter & Union campuses JUS INSTRUCTIONS: Please attach a statement explaining the justification for the proposed program or course action. This form is available online at Date: Campus: College/School: College of Nursing Department (if applicable): Columbia Degree Program (if applicable): DNP Nurse Executive Leadership D Undergraduate [g) Graduate The College has asked to change the name of the program concentration in the DNP degree from Organizational Leadership (listed in CHE as Nursing Administration) to Nurse Executive Leadership title. This change more accurately reflects the professional degree option and the national movement to call such programs this or similar names. This meets current standards for professional practice as outlined in both the American Nurses Association and the American Organization of Nurse Executives, the standards we uphold as part of national nursing accreditation (by Commission on Collegiate Nursing Education). The two specialty nursing course names are also being changed to match this new name: NURS 806: Organizational Leadership I - change to Nurse Executive Leadership I NURS 807: Organizational Leadership II- change to Nurse Executive Leadership I NURS 809: Advanced Health Care Financing- new coures Justification for distance education delivery method: for tvur BOCJ 1. It is expected that most of the students will be full time, high level nursing executives who would not be able to take time off from work to attend classes. 2. All the other DNP options are offered online and share the same core classes. 3. Method of distance education- Blackboard platform delivery method. University of South Carolina I Provost Office I Justification Form Oct 2010 v3

4 UNIVERSITY OF SOUTH CAROLINA COLLEGE OF NURSING Fall 2014 Course Number Course Title Catalog Description performance Pre- or Co-requisites NURS 806 Nurse Executive Leadership I Evaluation of healthcare organizational dynamics and NURS 805 Placement in Curriculum Required DNP NEL course Credit Allotment 3 (2 didactic; 1 credit field study= 112 contact hours) Course Schedule TBA Course Overview This course is the first of two courses focusing on advanced organizational leadership. Students prepare for top-level executive leadership roles within health care systems or health-related business organizations. The course provides for syntheses of advanced business skills, knowledge of healthcare, and highly developed communication skills to evaluate organizational dynamics and performance. Students customize a plan of study to foster advanced executive role development by building on past academic and experiential learning. Risk-taking, strategic leadership, creativity, and systems theory provide the context for educational exercises/course projects. Student Learning Outcomes 1. Identify 21st century influences on health care environment, including workplace, worker, care delivery models, outcomes research, and leadership. 2. Use systems models to inspire, lead, and manage change. 3. Implement advanced nursing leadership strategies using relationship management and diversity as tools for intra- and inter-professional team building in complex healthcare delivery systems. Graduate Didactic Course Syllabus Template_ QM&ADA compliant Revised 7/22/14 Page 1 of 7

5 4. Explore leadership theories and strategies to support mechanisms to foster healthy work environments. 5. Use theory and evidence-based strategies to establish strategic leadership priorities and implement strategies for clinical practice excellence. 6. Demonstrate leadership in health policy and advocacy through participation on committees, boards, and/or taskforces at local, regional and/or national levels. 7. Employ principles of business, finance, economics and health policy to develop and monitor capital and operational budgets to support quality clinical care and financial accountability. 8. Employ principles of human resource management, risk management, professional development and succession planning. Teaching Methods Online readings, online discussions, web consultations with faculty, and collaborative papers and multimedia projects. Learning Resources literature Internet, Library, text, professional data bases, research Evaluation Methods -Discussion blogs 20% -Project 20% -Executive summary 1 0% -Project plan 20% -Presentation 1 0% -Clinical hour summation and evaluation 20% Grading Scale A B B C c D+ Graduate Didactic Course Syllabus Template_ QM&ADA compliant Revised 7/22/14 Page 2 of 7

6 ' D 69 and Below Required Textbooks/Supplies/Materials None Recommended Textbooks/Supplies/Materials None Topical Outline or Class Schedule -Complexity as it relates to organizational design and change -Quantum thinking applied to leading and managing change -Emotional Intelligence Workforce and workplace dynamics -Advanced understanding of culture, teams, development of healthy workplace and problem-solving -Advanced nurse role in health policy and advocacy -Improved Care Delivery Models, including utilization/case management -Theoretical concepts for improved care delivery models -Issues around patient access, service delivery and through-put -Financial and regulatory impli.cations for organizational effectiveness -Outcomes measurement, management, and reporting -Macro- and micro-systems related to efficiency and organizational performance: Metrics, reimbursement, and aligning incentives for accountability and improved performance -Leading quality and effectively communicating -Principles of human resource management, risk management, professional development and succession planning. -Concepts of marketing University and College Attendance Policy for Graduate Courses. Cite the following ~ : Students are expected to attend all regular class meetings. Unsatisfactory class attendance may be considered adequate reason by the instructor for requesting the Graduate Didactic Course Syllabus Template_ QM&ADA compliant Revised 7/22/14 Page 3 of 7

7 ' ' student to withdraw from a course. (USC Graduate Bulletin, College of Nursing Graduate Student Handbook). University and College Attendance Policy for On-Line Graduate Courses. Cite the following policy: Students are expected to log into the course at least 2 times weekly to read announcements, access course content in Course Weekly Guides, participate in interactive online learning activities. Unsatisfactory class attendance may be considered adequate reason by the instructor for requesting the student to withdraw from the course. (Refer to the most current edition of the USC Graduate Bulletin, current College Graduate Student Handbook, and the current Student Handbook.) College of Nursing Core Values All students are expected to adhere to the Core Values throughout all portions of this course-clinical, didactic, simulation lab, extrinsic, etc. These tenets represent key concepts that guide the students, faculty, and administration of the College of Nursing and we all strive to represent them while in the community and during interactions with each other. The Core Values are as follows: Leadership- Empowering others to achieve a collaborative vision. Professionalism- Congruence of competency, engagement, and ethical behaviors. Respect- Recognizing the inherent worth of others. Integrity- Upholding honesty and promoting trustworthiness. Caring- Perpetuation of an atmosphere of compassion, empathy, and kindness. Excellence- The relentless pursuit of quality in research, teaching, service, and practice. Innovation- Cultivating flexibility, creativity, and adaptability. (8/19/09) Online/Electronic Communication Guidelines Course related communication with faculty and class members is considered professional communication. When posting messages on the course discussion boards or sending class related messages to your classmates or instructors, please follow these guidelines: Always include a concise and descriptive subject line. Always start your message with an appropriate salutation or greeting. Be mindful of the tone of your message. Do not post or send messages when you are angry or upset. Do not type messages in ALL CAPS as it can be perceived as shouting. Use complete sentences and correct grammar, spelling and punctuation. Graduate Didactic Course Syllabus Template_ QM&ADA compliant Revised 7/22/14 Page 4 of 7

8 ' ' I I Carefully review your messages before posting to the discussion board or sending by . Always sign your messages using your first and last name to avoid any uncertainty about the author. An address is not always sufficient to identify the sender. Courses with required online discussions may have additional rules pertaining to participation and academic rigor. Minimal Expectations for Technical Skills Students are expected to be able to: Create and edit documents using Microsoft Word, Excel and PowerPoint Send and receive messages with file attachments. Navigate the Internet and use search engines. Upload and download files from Blackboard and other sites as directed by course instructor(s). Learn additional technical skills following instructions provided by course instructor( s) Students with Disabilities The USC College of Nursing is committed to providing reasonable accommodations for Students with disabilities. Students with disabilities must contact the Office of Student Disability Services prior to or early in their program to determine if reasonable accommodations will be provided. The following is a link to the Office of Student Disability Services website ( Students with disabilities must be able to continuously meet the core performance standards and functional abilities established to ensure that the objectives of the nursing program are met. Academic Support Services Students who have difficulties with the course content or assignments should contact the course instructor for advice on improving their performance. They can also seek academic support from the Student Success Center. The main office of the SSC is located at the Thomas Cooper Library and their contact information is posted at the Student Success Center website ( The SSC provides a variety of services to help students succeed academically. Students who need assistance with writing can receive assistance from the USC Writing Center. Contact information and hours of operation are posted on the Writing Center website ( Graduate Didactic Course Syllabus Template_ QM&ADA compliant Revised 7/22/14 Page 5 of 7

9 ... Student Support Services.The Division of Student Affairs and Academic Support offers a wide range of services to enhance student experience and support academic success. To learn more about available opportunities and to access the services, visit the SAAS Programs & Services web page ( Statement of Academic Responsibility.. Cite the following policy: "It is the responsibility of every student at the University of South Carolina Columbia to adhere steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic program. Any student who violates this rule or who knowingly assists another to violate this rule shall be subject to discipline." (USC Bulletins, Carolina Community, College of Nursing Student Handbooks) Student Code of Conduct on Disruptive Activity (Revised 6/23/05): Cite the following: The University policies on disruptive activity and misuse of telephones and other communications technology are described in the Student Code of Conduct in Carolina Community" as follows (See Carolina Community for full description of Student Code of Conduct): Disruptive Activity: No person or organization may interfere with, disrupt normal activity and operations of, or promote the interference or disruption of students, faculty, administration, staff, or the educational mission of the University, or of the University or its buildings, equipment or facilities. Any form of expression that materially interferes with such activities and operations or invades the rights of persons may be proscribed or prohibited. Noncompliance with reasonable time, place, or manner restrictions on expression is considered a violation of this section. Such activity includes, but is not limited to, behavior in a classroom or instructional program that interferes with the instructor's ot presenter's ability to conduct the class or program, or the ability of others to profit from the class or program. Use of the computer during class is for classroom materials only. Examples of disruptive activity (in and out of the classroom) include, but are not limited to: Talking in class, but not about course content Using social media, Facebook, , games, Twitter, Skype, etc. while in class Entering class late Sleeping in class Fighting Yelling/cursing Threats Graduate Didactic Course Syllabus Template_ QM&ADA compliant Revised 7/22/14 Page 6 of 7

10 s I Misuse of Telephones and/or other Communication Technology: No student shall misuse or abuse, or assist in the misuse or abuse of communication equipment at the University. Such activity includes, but is not limited to, using any form of communication equipment to harass or threaten any person or persons, or using any form of communication equipment to disrupt the normal operations or activities or any person, organization, or the University. Communication equipment includes, but is not limited to, electronic mail, pagers, voice mail, computers, printer, etc. Cell phones and pagers must be turned off or to silent operation during cla~s. Students found in violation of the student code of conduct will be sanctioned in the following manner: 1st violation: written warning 2nd violation: dismissal from the class & report filed with the Office of Student Judicial Programs Blackboard (Revised 4/28/14) Cite the following: A significant amount of course material is available only on Blackboard. You are responsible for accessing this material and using it appropriately. Detailed instructions on accessing Blackboard are available at Getting Started with Blackboard Page ( Once you have followed these instructions and have obtained your username and password, you may access your Blackboard account at the Blackboard Login Page ( Your login will take you to a screen with a listing of all the courses in which you are enrolled. If you experience problems logging into Blackboard, you may contact the Service Desk at the University Technology Services by phone at , Monday-Friday, 8 a.m.- 6 p.m. or send an to bbsupport@sc.edu. After hours or on weekends, you may request assistance by sending an to bbsupport@sc.edu or servicedesk@sc.edu. Please use your official University account when sending requests for technical assistance. Once you've logged on to your course, you can access the complete documentation for Blackboard by clicking on Help on the main course menu. Graduate Didactic Course Syllabus Template_ QM&ADA compliant Revised 7/22/14 Page 7 of 7

11 NURS 806: Distance EducationTime Breakdown 2 credits didactic = 4200 minutes (600 hours) 1 credit clinical = 112 contact hours Week 1: RECEIVED NOV USC Graduate School -Complexity as it relates to organizational design and change -Quantum thinking applied to leading and managing change -Emotional Intelligence Activities Explore the course site & Syllabi View recorded videos/lectures Readings Interactive activities: Introductions on the class discussion board Online discussions related to assignments Instructor-led discussion on topics Clinical contract reviews Didactic hours Time on Task 30 min 2 hours 5 hours 30 min 1 hour 30 min 30 min 10 hours Week 2: Workforce and workplace dynamics -Advanced understanding of culture, teams, development of healthy workplace and problem-solving Activities Read the week 2 guide View recorded videos/lectures Readings Interactive activities: Class discussion of course content via blog Total didactic Clinical hours with preceptor Time on Task 10 min 3 hours 6 hours 1 hour 10.2 hours 20 contact hours

12 Week 3: -Advanced nurse role in health policy and advocacy Activities Read the week 3 guide View recorded videos/lectures Readings Interactive activities: Class discussion via blackboard Time on Task 10 min 2 hours 6 hours 2 hour Total Didactic hours 10.2 Clinical hours with preceptor 20 contact hours Week4: -Improved Care Delivery Models, including utilization/case management -Theoretical concepts for improved care delivery models -Issues around patient access, service delivery and through-put Activities Read the week 4 guide View recorded videos/lectures Readings Interactive activities: Discuss p rojects/projectplans Class discussion of course content Time on Task 10 min 2 hours 6 hours 1 hour 1 hour Total Didactic hours 10.2 Clinical hours with preceptor 20 contact hours Week 5: -Financial and regulatory implications for organizational effectiveness -Outcomes measurement, management, and reporting -Macro- and micro-systems related to efficiency and organizational performance: Metrics, reimbursement, and aligning incentives for accountability and improved performance

13 Activities Read the week 5 guide View recorded videos/lectures Readings Take Test 2 Interactive activities: Class discussion on content Total Didactic hours Clinical hours with preceptor Time on Task 10 min 2 hours 6 hours 2 hours 1 hour 10.2 hours 20 contact hours Week 6: -Leading quality and effectively communicating -Principles of human resource management, risk management, professional development and succession planning. Activities Read the week 6 guide View recorded videos/lectures Readings Interactive activities: Class discussion of course content and projects Total Didactic hours Clinical hours with preceptor Time on Task 10 min 2 hours 6 hours 2 hours 10.2 hours 20 contact hours Week 7: -Concepts of marketing Activities Read the week 7 guide View recorded videos/lectures Readings Explore additional resources Interactive Activities: Class discussion of course content and Executive summaries Total Didactic hours Clinical hours with preceptor Time on Task 10 min 2 hours 6 hours 1 hours 1 hour 10.2 hours 20 hours

14 WeekS Activities Read the week 8 guide View recorded videos/lectures Readings Explore additional resources Interactive activities: Class discussion on posted presentations 2 hour Total Didactic hours 10.2 Time on Task 10 min 1 hours 5 hours 2 hours

15 --~ BULLETIN CHANGE FORM USC Columbia, Lancaster, Salkehatchie, Sumter & Union campuses [1\~ ~;r19es ~ BC H INSTRUCTIONS: This form is normally used to accompany a program or course action form. If the requested change is minor, non-substantive, or editorial, this form may be used alone without other forms. Please insert or attach the proposed language changes exactly as they are to appear in the Bulletin. A two-column format showing both the old wording (left column) and the new wording (right column) is required. This form is available online at Date: Campus: Columbia --~--~ Colleg~School: --~C~o;lle~g~e~o~f~N~u~r=si=ng~~~~~~~~~~~~~~~~~~ Departme~(~ap~ica~~: ~"='=a ~ Degree Program (if applicable): Doctorate of Nursing Practice Proposed Effective Term- Change to database/bulletin effective no sooner than: Year: 2015 ~ Fall C Spring I May Session I Summer I I Summer II Bulletin Version: fx Graduate I Undergraduate Bulletin Section (if applicable): Internet or web link to Bulletin Entry: program.php?catoid=3s&poid=4273&returnto=4235 CURRENT BULLETIN LANGUAGE (text to be deleted in new version show as strikethreugh) Please note that text should be formatted in Word to show strikethrough. Then, cut and paste the text into the space below. NEW LANGUAGE OR PROPOSED CHANGE TO BULLETIN (new text shown as underlined) see attached see attached RECEIVED NOV f ~~~~rthhh~~~ol CONTACT INFORMATION Contact Person: Kathleen B. LaSala Print name lasala@mai I box.sc.edu Address ~~ 13.i1!$a.l.t. Signature Associate Dean for Academics Title Phone Number REQUIRED APPROVALS (for Bulletin Changes not associated with an academic program or curriculum) Office with Authority for Bulletin Section: Print name Signature Date Date Address Phone Number University of South Carolina I Provost Office I Bulletin Change Form Oct 2010 v4

16 ~ , DNP changes Nursing Practice, D.N.P. Print Degree Planner 1 ~P ri nt- F ri e ndly Page Nursing Practice, D.N.P. Print Degree Planner 1 ~ Print-Friendly Page 1Return to: Programs for the College of Nursing Return to: Programs for the College of Nursing Objectives Admission Degree Requirements Learning Outcomes College of Nursing Objectives Admission Degree Requirements Learning Outcomes College of Nursing Objectives Objectives Students in the D.N.P. program acquire skills to a) manage health care of individuals and/or communities in complex health care systems, b) conduct research utilization/evidence-based practice studies to innovate practice, c) influence health care policy at the local, state, and national levels, and d) assume leadership roles in h ealth care. The D.N.P. is a practice degree designed to prepare nurses as clinical practitioners/scholars to assume advanced practice clinical and leadership roles. The D.N.P. program has two entry points, depending upon prior educational experience. The curricular plan is designed for the student who has a B.S.N. or a master's degree in nursing. The curriculum consists of course work equivalent to that of a master's degree in nursing plus additional course work (beyond the master's degree requirements) that extends the leadership skills and provides preparation for a variety of leadership roles in the health care arena. Doctor of Nursing Practice graduates are eligible to apply to take a national certification examinations in at least one area of advanced practice. The D.N.P. degree program is accredited by the Commission on Collegiate Nursing Education. Students in the D.N.P. program acquire skills to a) manage health care of individuals and/or communities in complex health care systems, b) conduct research utilization/evidence-based practice studies to innovate practice, c) influence health care policy at the local, state, and national levels, and d) assume leadership roles in health care. The D.N.P. is a practice degree designed to prepare nurses as clinical practitioners/scholars to assume advanced practice clinical and leadership roles. The D.N.P. program has two entry points, depending upon prior educational experience. The curricular plan is designed for the student who has a B.S.N. or a master's degree in nursing. The curriculum consists of course work equivalent to that of a master's degree in nursing plus additional course work (beyond the master's degree requirements) that extends the leadership skills and provides preparation for a variety of leadership roles in the health care arena. Doctor of Nursing Practice graduates are eligible to apply to take a national certification examinations in at least one area of advanced practice. The D.N.P. degree program is accredited by the Commission on Collegiate Nursing Education. Admission The admission process attempts to identify individuals who have a high probability of successfully completing the program. All factors are considered in combination. Admission requirements for students with a B.S.N. or a Admission The admission process attempts to identify individuals who have a high probability of successfully completing the program. All factors are considered in combination. Admission requirements for students with a B.S.N. or a

17 master's degree in nursing: 1. A B.S.N. or master's degree in nursing from a program that is nationally accredited; 2. Transcripts of all previous college studies. Grade Point Average criteria (50% weighted). (The mean GPA for recently admitted students was 3.57) ; 3. Current authorization to practice as SC Registered Nurse or possession of an unencumbered license in the state in which clinical practice will occur; 4. Completed application to The Graduate School with the College of Nursing supplement; 5. Three references written by doctorally prepared nurses who are able to evaluate the academic potential of the candidate; 6. An admissions interview with writing sample (30% weighted); 7. Evidence of writing competence, which will be evaluated through the candidate's prepared written statement submitted with the application, as well as by written response to an essay question given during the admissions interview. 8. Applicants with a master's degree in nursing must be certified as an advanced practice nurse or hold a master's degree in nursing administration; 9. Applicants with a master's degree in nursing must present a professional portfolio of knowledge, skills, and expertise acquired through education and experience to include documentation of RN licensure or unencumbered license in the state in which clinical practice will occur, documentation of advance practice certification, and an official letter from master's program documenting number of clinical hours completed. master's degree in nursing: 1. A B.S.N. or master's degree in nursing from a program that is nationally accredited; 2. Transcripts of all previous college studies. Grade Point Average criteria (50% weighted). (The mean GPA for recently admitted students was 3.57); 3. Current authorization to practice as SC Registered Nurse or possession of an unencumbered license in the state in which clinical practice will occur; 4. Completed application to The Graduate School with the College of Nursing supplement; 5. Three references written by doctorally prepared nurses who are able to evaluate the academic potential of the candidate; 6. An admissions interview with writing sample (30% weighted); 7. Evidence of writing competence, which will be evaluated through the candidate's prepared written statement submitted with the application, as well as by written response to an essay question given during the admissions interview. 8. Applicants with a master's degree in nursing must be certified as an advanced practice nurse or hold a master's degree in nursing administration; 9. Applicants with a master's degree in nursing must present a professional portfolio of knowledge, skills, and expertise acquired through education and experience to include documentation of RN licensure or unencumbered license in the state in which clinical practice will occur, documentation of advance practice certification, and an official letter from master's program documenting number of clinical hours completed. Degree Requirements (33 Post Masters Hours) 1. doctoral residency of at least 18 graduate credit hours for three consecutive major semesters. Enrollment in a summer term is not required to maintain continuity, but credits earned during summer terms (including May session) will count toward the 18 hours required for residency. The residency requirement may be met only after admission to the D.N.P. program.; 2. completion of an approved program of study; 3. comprehensive assessment through defense of project proposal; 4. completion of a research utilization I evidence based practice project and oral defense. Degree Requirements (33 Post Masters Hours) 1. doctoral residency of at least 18 graduate credit hours for three consecutive major semesters. Enrollment in a summer term is not required to maintain continuity, but credits earned during summer terms (including May session) will count toward the 18 hours required for residency. The residency requirement may be met only after admission to the D.N.P. program.; 2. completion of an approved program of study; 3. comprehensive assessment through defense of project proposal; 4. Completion of a research utilization I evidence based practice project and oral defense. 5. Applicants applying to the post-masters DNP in Nurse Executive Leadership with a BSN and a non-masters in Nursing (MBA, MPH, MHA, etc.)

18 will be evaluated on an individual basis. Curriculum Curriculum The D.N.P. curricular plan totals 33 credit hours for students who enter with a master's degree in nursing. Students must choose either the clinical courses or the organizational leadership courses. All students will take: The D.N.P. curricular plan totals 33 credit hours for students who enter with a master's degree in nursing. Students must choose either the clinical courses or the organizational nurse executive leadership courses. All students will take: NURS Seminar on Advanced Practice Roles NURS Conceptual Basis of Health Systems NURS Health Politics NURS 781- Applied Technology in Health Care NURS Advanced Nursing Leadership NURS 808- Advanced Nursing in Population Health NURS 819- Evidence and Nursing Practice NURS Nursing Leadership Residency NURS 821 -Research Utilization Preparation NURS Research Internship NURS 737- Seminar on Advanced Practice Roles! 1 ~u~s 7a4 Consept~:~al Basis of Healtt:! NURS 819- Evidence and Nursing Practice NU~S 82Q N~:~rsing beaeiership ~esieienoy ~JU~S 821 ~esearoh Utilization Preparation NURS 897 DNP Project Preparation and Residency ~JURS 8Q8 ~esearoh Internship Select one course from the following: BIOS 700- Introduction to Biostatistics EDRM 710- Educational Statistics I NURS 817 Application of Statistics for Evidenced Based Nursing Students choosing the organizational leadership courses will take: Students choosing the erganiz:atienal nurse executive leadership courses will take: NURS Organizational Leadership I NURS 807- Organizational Leadership II NURS Nurse Executive Of9anizatienal Leadership I NURS 807- Nurse Executive r-.n",::; Leadership II "' -==- = NURS 809- Advanced Health Care Finance

19 Students choosing the cl.inical courses will take: Students choosing the clinical courses will take: Note: HGEN Medical Genetics for Health Professionals (3) hours of clinical courses by advisement Note: HGEN Medical Genetics for Health Professionals NURS 734- Conceptual Basis of He Systems (3) hours of clinical courses by advisement Students who enter with a B.S.N. in nursing must take the 33 hours in addition to one of the following advanced practice emphasis areas. Credit hours required for graduation with a D.N.P. degree vary depending on the advanced practice emphasis area chosen by the student. Advanced practice emphasis areas: Students who enter with a B.S.N. in nursing must take the 33 hours in addition to one of the following advanced practice emphasis areas. Credit hours required for graduation with a D.N.P. degree vary depending on the advanced practice emphasis area chosen by the student. Advanced practice emphasis areas: Complete one of the following advanced practice emphasis areas: Adult Gerontology Acute Care Nurse Practitioner (AGACNP) (67 Hours): Complete one of the following advanced practice emphasis areas: Adult Gerontology Acute Care Nurse Practitioner (AGACNP) (67 Credit Hours): NURS 700 -Theoretical and Conceptual Foundation for Nursing NURS Pharmacologic Management of Pediatric, Adult, and Gerontological Patients Across the Healthcare Delivery Continuum NURS Advanced Health Assessment NURS Advanced Pathophysiology for Nurses NURS Diagnostic Interpretation and Therapeutic Modalities NURS Research Methods for Nursing NURS Management of Acute Care Adult and Geronotological Health Problems I * NURS Management of Acute Adult and Gerontological Health Problems II * NURS Advanced Practice Practicum for Emphasis Area: Primary Care (FNP) NURS Theoretical and Conceptual Foundation for Nursing NURS Pharmacologic Management of Pediatric, Adult, and Gerontological Patients Across the Healthcare Delivery Continuum NURS 704- Advanced Health Assessment NURS 707- Advanced Pathophysiology for Nurses NURS 718- Diagnostic Interpretation and Therapeutic Modalities NURS 790- Research Methods for Nursing NURS 786- Management of Acute Care Adult and Geronotological Health Problems I * NURS Management of Acute Adult and Gerontological Health Problems II * NURS Advanced Practice Practicum for Emphasis Area: Primary Care (FNP) Select one course from the following: Sele6t ere 69l:IF6e frem tl=le fellewirg: I BIOS Introduction to Biostatistics EDRM 710- Educational Statistics I BIOS 700 lntrodi:jotion to Biostatistics EDRM 710 Edi:Joational Statistics I

20 Family Nurse Practitioner (FNP) (75 Hours): NURS 700 -Theoretical and Conceptual Foundation for Nursing NURS Pharmacologic Management of Pediatric, Adult, and Gerontological Patients Across the Healthcare Delivery Continuum NURS Advanced Health Assessment NURS 705 -Acute Problems of Adults/Gerontology and Women's Health in Primary Care * NURS Primary Care Nursing of Children * NURS Advanced Pathophysiology for Nurses NURS Conceptual Basis for Family and Community Health Nursing NURS Diagnostic Interpretation and Therapeutic Modalities NURS Public Health Residency NURS Advanced Practice Nursing Management of Chronic Diseases In Pediatric, Adult, and Gerontological Patients across the Health Care Continuum * NURS Research Methods for Nursing NURS Advanced Practice Practicum for Emphasis Area: Primary Care (FNP) * EPID Introduction to Epidemiology Family Nurse Practitioner (FNP) (75 Credit Hours): NURS 700- Theoretical and Conceptual Foundation for Nursing NURS Pharmacologic Management of Pediatric, Adult, and Gerontological Patients Across the Healthcare Delivery Continuum NURS 704- Advanced Health Assessment NURS 705- Acute Problems of Adults/Gerontology and Women's Health in Primary Care * NURS 706- Primary Care Nursing of Children * NURS 707- Advanced Pathophysiology for Nurses NURS 708- Conceptual Basis for Family and Community Health Nursing NURS 718- Diagnostic Interpretation and Therapeutic Modalities NURS Public Health Residency NURS Advanced Practice Nursing Management of Chronic Diseases in Pediatric, Adult, and Gerontological Patients across the Health Care Continuum * NURS Research Methods for Nursing NURS Advanced Practice Practicum for Emphasis Area: Primary Care (FNP) * EPID 700- Introduction to Epidemiology Psychiatric Mental Health Nurse Practitioner (PMHNP-Family)- Family (75 Credit hours NURS 700- Theorettcal and Gonce 1 Foundation for Nursin.,. _ NURS 702- Pharmacologic Management :> Pediatric, Adult, and Gerontological Patlen cross the Healthcare Delivery Continuun NURS 704 -Advanced Health Assessmen Behavior and Psychopharmacolo 1 Management' NURS 790- Research Methods for Nursin NURS 793- Advanced Praclice Practtcum Ps chiatric Mental Health

21 EPID Introduction to 1dem.!Q]d Note: *Emphasis area course. Additional Information: Non-B.S.N. degree prepared students take additional course work as prerequisites and corequisites with the D.N.P. curriculum. These students are awarded the B.S.N. degree upon completion of the additional course work and the prescribed credits of D.N.P. course work needed for licensure. Once the B.S.N. course work is completed, students may take the National Council Licensure Examination (NCLEX). Students must be successful on the NCLEX before they are eligible to enroll in the remaining D.N.P. courses. Length of study for non B.S.N. degree prepared students is typically six years (including summers) of full-time study. Part-time study is available; however, full-time study is required while taking the prelicensure courses. Total D.N.P. Credit Hours After Receipt of B.S.N. Total D.N.P. credit hours after receipt of B.S.N. degree vary according to emphasis area from Note: Note: *Emphasis area course. A~~itianal lnfofmatian: Non B.S.N. degree 13re13ared st~:~dents take additional so~:~rse work as 13rereq~:~isites and soreq~:~isites >Nith the D.N.P. s~:~rris~:~l~:~m. These st~:~dents are awarded the B.S.N. degree l:lf3on somf3letion of the additional so~:~rse work and the 13ressribed credits of D.N.P. so~:~rse work needed for lisens~:~re. Onse the B.S.N. so~:~rse work is som13l~~ st~:~dents may take the National Co~:~nsil Lisens~:~re ejeamination (NCLEX). Stl:ldents m~:~st be SI:JGGessfi:JI on the ~ICLEX before they are eligible to enroll in the remaining D.N.P. so~:~rses. Length of st~:~dy for non B.S.N. degree 13re13ared st~:~dents is ty13isally sije years (insl~:~ding s~:~mmers) of f1:1ll time st~:~dy. Part time st~:~dy is a>jailable; however, full time st~:~dy is req~:~ired while taking the J3relisens~:~re so~:~rses. Total D.N.P. Cre~it Ha~:~rs After Reseipt of B.S.N. Total D. ~I.P. sredit ho~:~rs after resei13t of B. S. ~I. degree vary assording to em13hasis area from *The pre-licensure curricular plan is in the D.N.P. program brochure available in the College of Nursing. *The 13re lisens~:~re s~:~rris~:~lar 13lan is in the D. ~I. P. hr,..,-.h oro ;,., r"'. 11..~