Dana Wright, Director for Academic Program Development

Transcription

1 Office of Programs and Academic Assessment (MC 103) 2630 University Hall 601 South Morgan Street Chicago, IL January 10, 2014 TO: Ilene Harris, Chair Senate Committee on Educational Policy FROM: Dana Wright, Director for Academic Program Development I am submitting for review and action by the Senate Committee on Educational Policy the attached Proposal to Transfer the Doctor of Nursing Practice (DNP) from the Graduate College to the College of Nursing; Revise the Doctor of Nursing Practice (DNP); and Revise the Concentrations within the Doctor of Nursing Practice (DNP). The proposal was approved by the College of Nursing Curriculum Committee on November 13, 2013 and College Faculty on December 9, The proposal was also approved by the Graduate College Executive Committee on January 10, ATTACHMENT

2 Title: Sponsor: Proposal to Transfer the Doctor of Nursing Practice (DNP) from the Graduate College to the College of Nursing; Revise the Doctor of Nursing Practice (DNP); and Revise the Concentrations within the Doctor of Nursing Practice (DNP). Office of Academic Programs, College of Nursing Executive Summary: The Doctor of Nursing Practice (DNP) offered by the College of Nursing (CON) is the terminal professional practice degree within the profession of nursing. Unlike the research doctorate (PhD) in Nursing, the focus of the practice doctorate in nursing (DNP) is on application of the highest level of scientific knowledge (evidence) and practice expertise to assure quality patient outcomes. The PhD prepares individuals to generate/discover new knowledge while the DNP prepares individuals to translate/implement knowledge in their respective areas of clinical expertise. Because the emphasis of the DNP program is on professional practice, it would be more appropriate for it to reside within the CON rather than the Graduate College. This is in line with other professional degree programs in the health sciences at UIC. Thus this proposal requests the transfer of the DNP from the Graduate College to the College of Nursing. In addition, the proposal requests a number of revisions to the DNP. These revisions are the result of a mandate from the American Association of Colleges of Nursing (AACN) that colleges transition all advanced practice specialty concentrations to the DNP (and away from MS programs see related Proposal to Revise the Master of Science in Nursing), and that the DNP curricula reflect the AACN s Essentials for Doctoral Education. Specifically, the proposed revisions to the DNP are: 1. Changes to the BSN to DNP curriculum, including changes in core and final project/practicum courses and a reduction in required hours; 2. Changes to the MSN to DNP curriculum, including changes in changes in core and final project/practicum courses, the elimination of required electives, and a reduction in required hours; and 3. Changes to the 16 existing specialty concentrations, which will result in a new total of 12 specialty concentrations. In regards to the specialty concentrations, the CON proposes to: 3a. Eliminate five concentrations (Occupational Health /Advanced Community Health Nurse, Occupational Health/Family Nurse Practitioner, Pediatric Clincial Nurse Specialist, Perinatal Clincial Nurse Specialist, School/Family Nurse Practitioner); 3b. Rename and revise the Advanced Community Health Nurse concentration as the Advanced Population Health Nursing concentration; 1

3 3c. Rename and revise the Executive Nursing Leadership concentration as the Health Systems Leadership and Informatics concentration; 3d. Revise the clinical and specialty courses in eight concentrtaions: Adult-Gerontology Acute Care Nurse Practitioner, Adult-Gerontology Primary Care Nurse Practitioner, Family Nurse Practitioner, Family Psychiatric-Mental Health Nurse Practitioner, Neonatal Nurse Practitioner, Nurse Midwifery, Women s Health Nurse Practitioner, Nurse Midwifery/Women s Health Nurse Practitioner concentrations; and 3e. Reorganize the Pediatric Nurse Practitioner concentration as two concentrations (Primary Care Pediatric Nurse Practitioner and Acute Care Pediatric Nurse Practitioner). Description: The College of Nursing (CON) established the DNP in 2007, consistent with the American Association of Colleges of Nursing s (AACN) call to produce advanced nursing clinicians who are able to address the complex care needs of patients in direct care and specialty practice roles. Likewise, the Institute of Medicine, Joint Commission, Robert Wood Johnson Foundation, and other regulatory bodies/agencies have called for a reconceptualization of educational programs that prepare today s health professionals. Because the emphasis of the DNP program is on professional practice, it would be more appropriate for it to reside within the CON rather than the Graduate College, similar to other professional degree programs in the health sciences at UIC [e.g. the Doctor of Physical Therapy (DPT), Doctor of Pharmacy (PharmD), Doctor of Medicine (MD), and Doctor of Public Health (DrPH)]. The CON will implement an infrastructure for academic governance within its Office of Academic Programs modeled after the administrative systems in the Graduate College and other professional programs to ensure adherence to academic and external accreditation standards, and the continued retention and success of students. In addition to the transfer of the DNP, this proposal requests a number of revisions to the degree. These revisions are the result of an AACN mandate that targets 2015 as the year by which graduate nursing programs should transition all advanced practice specialty concentrations out of master s level education and into the DNP degree. Presently the CON awards 16 specialty concentrations within the MS and 16 within the DNP; 14 of the concentrations are shared between the degrees, 2 are unique to the MS and 2 to the DNP. A separate proposal regarding revisions to the MS, eliminating the concentration model and reorganizing it as an advanced generalist degree, is being concurrently submitted for review and action by campus governance. Consistent with the AACN mandate, as well as the need to ensure that the curricula reflect AACN s Essentials for Doctoral Education, the CON 2

4 underwent a intensive curricular review and redesign process during Summer and Fall 2013 to revise the core requirements of the DNP and add/revise DNP specialty concentrations to ensure that curricula have appropriate content and credit allocations for the degree emphasis earned. The proposed changes reflect current demand and future competencies for each specialty, align the curricula with the AACN s Essentials of Doctoral Education for Advanced Nursing Practice (the profession s educational standards), specialty educational requirements, and regulatory standards, while creating a seamless pathway for graduate (BSN to DNP or PhD, MS to DNP or PhD) nursing education at UIC. In addition, the changes result in UIC s DNP program having a credit allocation consistent with other DNP programs across the nation. Summary of DNP Revisions The proposed revisions for the DNP program include: 1. Changes to the BSN to DNP curriculum, including changes in core and final project/practicum courses, and a reduction in required hours; 2. Changes to the MSN to DNP curriculum, including changes in changes in core and final project/practicum courses, the elimination of required electives, and a reduction in required hours; and 3. Changes to the 16 existing specialty concentrations, which will result in a new total of 12 specialty concentrations. 3a. Eliminate five concentrations (Occupational Health /Advanced Community Health Nurse, Occupational Health/Family Nurse Practitioner, Pediatric Clincial Nurse Specialist, Perinatal Clincial Nurse Specialist, School/Family Nurse Practitioner); 3b. Rename and revise the Advanced Community Health Nurse concentration as the Advanced Population Health Nursing concentration; 3c. Rename and revise the Executive Nursing Leadership concentration as the Health Systems Leadership and Informatics concentration; 3d. Revise the clinical and specialty courses in eight concentrtaions: Adult-Gerontology Acute Care Nurse Practitioner, Adult-Gerontology Primary Care Nurse Practitioner, Family Nurse Practitioner, Family Psychiatric-Mental Health Nurse Practitioner, Neonatal Nurse Practitioner, Nurse Midwifery, Women s Health Nurse Practitioner, Nurse Midwifery/Women s Health Nurse Practitioner concentrations; and 3e. Reorganize the Pediatric Nurse Practitioner concentration as two concentrations (Primary Care Pediatric Nurse Practitioner and Acute Care Pediatric Nurse Practitioner). 3

5 Details of DNP Revisions 1. Changes to the BSN to DNP curriculum, including changes in the core courses and a reduction in required hours; Currently, the DNP requires at least 90 semester hours from the baccalaureate. The total actual hours vary by specialty concentration. The required coursework for the BSN to DNP direct practice (e.g., nurse practitioners, nurse midwifes) includes theory and science core courses (32 hours), specialty concentration courses (38-54 hours), and 20 hours of project/practicum coursework. The revised DNP will require at least 60 semester hours from the baccalaureate. The total actual hours will continue to vary by concentration. The BSN to DNP curriculum will require 7-10 core courses (22-31 hours), clinical science core courses for direct practice concentrations (12-14 hours), specialty concentration courses (21-43 hours), and 11 hours of practicum/project implementation coursework. Table 1 is a comparison of current and proposed course changes for the DNP theory and science core courses, as well as project/practicum coursework. Table 1. BSN to DNP Core, Clinical Science, and Practicum/Project Course Comparison Current DNP Core Courses Proposed DNP Core Courses (Hours) (Hours) NURS 525 Intermediate Statistics (3) Application and interpretation of statistical techniques appropriate for health sciences. Prepares students to think quantitatively, use computer to perform statistical analysis, and assess data critically. NURS 526 Inquiry I (2) First of two courses examining interrelationships among theory, research and practice, as integral components of evidence-based practice, emphasizing concepts, theory analysis, and problem identification. NURS 527 Inquiry II (2) Second of two courses examining interrelationships among theory, practice and research as integral components of evidence-based practice, emphasizing research 4

6 methods and ethical issues. NURS 528 Health, Environment, & Systems (2) Examination of the environmental context in which health care in the United States is delivered and received, with an emphasis on populations, policy, cost, access, and quality. NURS 529 Issues of Advanced Practice in Nursing (1) Examines advanced practice in nursing from historical, contemporary, and future dimensions. May be repeated. Students may register in more than one section per term NURS 550 Evidence-Based Practice (3) Application of evidence-based practice to healthcare delivery systems and clinical issues. Emphasizes the integration of retrieved evidence with client preferences in order to design and evaluate best practices. NURS 551 Promoting Health: Translating Science to Practice (3) Examine theories/models of health promotion, disease prevention, and teaching/learning for their application to direct care and systems-focused nursing practice. NURS 552 Advanced Nursing Leadership Concepts (3) Emphasizes leadership in direct care and systems-focused advanced nursing practice roles. Focuses on synthesis of theoretical leadership concepts with personal/professional values and working with multiple disciplines and multiple constituencies NURS 553 Strategic and Financial Planning for Clinical Programs (3) Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. NURS 554 Translating Evidence into Practice (3) Note: Students earning the Health Systems Leadership and Informatics Concentration are not required to complete this course. 5

7 In this course, the student develops competencies in effectively utilizing methods and measures for translating evidence to clinical practice EPID 400 Principles of Epidemiology (3) Introduction to descriptive and analytic epidemiology, determinants of health and disease in populations, and application of epidemiologic methods to disease control; includes use of basic epidemiologic software or EPID 403 Introduction to Epidemiology: Principles and Methods (3) Introduction to descriptive and analytic epidemiology, and determinants of health and disease in populations. Measures of occurrence, association and statistical testing will be addressed, along with study designs, bias and confounding. BHIS 510 Health Care Information Systems I (4) Examination, through case studies, group and class discussions, and problem-based learning, of the effective utilization of information technology applications currently in place and on the horizon in health care organizations. NEW COURSE NURS 511 Epidemiology & Statistics for Evidence-Based Practice (4) 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. Note: Students earning the Advanced Population Health Nursing Concentration are not required to complete this course. 6

8 NEW COURSE NURS 515 EBP 1: Theoretical Foundations for Evidence-Based Practice (3) 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 NEW COURSE NURS 516 EBP 2: Implementing Evidence-Based Practice (3) 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. NEW COURSE NURS 517 Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems (3) Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. NEW COURSE NURS 518 Quality and Safety Through Health Technologies (3) Examination of individual and systemlevel 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. NEW COURSE NURS 519 Health Equity & Social Determinants (3) Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. NEW COURSE NURS 540 Issues in Advanced Practice in Nursing & Policy Implications (3) 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 7

9 perspectives and effect on future APN practice. Note: Students earning the Advanced Population Health Nursing and Health System Leadership and Informatics Concentrations are not required to complete this course. Or EXISTING COURSE NUSP 550 Issues for Research and Practice in Women s Health (3) Analysis of gender-related definitions of health and illness in theory issues and research evaluation criteria for women's health care practice are developed as a basis for research. Note: NUSP 550 is taken only by students in 3 Specialty Practice Concentrations (the course is a required specialty course): Nurse Midwifery, Women s Health Nurse Practitioner, and Nurse Midwifery/Women s Health Nurse Practitioner. NEW COURSE NURS 541 Nursing Information Systems and Technology: Supporting Care and Generating Evidence (3) 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. NEW COURSE NURS 542 Health Promotion Theories and Population-Focused Interventions (3) Translate theories/models of health promotion and disease prevention for individual, population, and systemsfocused nursing practice. Assessment, program planning, intervention and evaluation application for populationbased health care. Note: Students earning the Health System Leadership and Informatics Concentration are not required to complete this course. 8

10 Clinical Science Core Courses Note: Students earning non-advanced practice specialties (i.e., the Advanced Population Health Nursing and Health System Leadership and Informatics Concentrations) are not required to complete these courses. NURS 531 Pharmacotherapeutics (3) Advanced principles of pharmacotherapeutics. Includes legal issues, client adherence, and medication selection factors. NURS 532 Comprehensive Health Assessment for Advanced Practice (4) Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences and documentation. NURS 533 Applied Pharmacotherapeutics in Advanced Practice in Nursing (1) Application of pharmacology principles to sub-specialty populations. NURS 535 Biological Basis of Disease (4) Provides a foundation for clinical therapeutics through an understanding of biophysical mechanisms of disease. Basic concepts of pathological processes are examined with application to organ systems and across the lifespan. NURS 536 Physiologic Basis of Nursing Practice Across the Adult Lifespan (4) 4 hours. Advanced contemporary physiologic principles and their REVISE NURS 531 Pharmacotherapeutics (3) Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and medication selection factors. REVISE NURS 532 Comprehensive Health Assessment for Advanced Nursing (4) 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., but revise credit hour to 1-2 *Only for 6 Advanced Practice Specialty Concentrations: Acute Care Pediatric Nurse Practitioner, Primary Care Pediatric Nurse Practitioner, Neonatal Nurse Practitioner, Family Psychiatric Mental Health Nurse Practitioner, Adult-Gerontology Acute Care Nurse Practitioner, Adult- Gerontology Primary Care Nurse Practitioner NEW COURSE NURS 534 Advanced Physiological Principles Across the Lifespan (2) Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. REVISED COURSE NURS 535 Advanced Pathophysiology Across the Lifespan (3) Critical examination of the pathophysiologic mechanisms of disease across the lifespan. 9

11 relevance to clinical practice in the adult patient. NURS 537 Pathophysiological Basis of Disease (3) 3 hours. Pathophysiologic responses and risk behaviors that are linked to the leading causes of morbidity and mortality in the United States. DNP Practicum/Project NURS 560 Synthesis Project Development (4) Students design a doctoral nursing practice project related to an aggregate of individuals/selected population of interest. NURS 561 Synthesis Project Implementation (4) Students implement a doctoral nursing practice project related to an aggregate of individuals/selected population of interest. NURS 562 Synthesis Project Evaluation and Dissemination (4) Students analyze and disseminate findings from the doctoral nursing practice project. NUPR 584 DNP Practicum I (4) Individualized practicum experience that will expand clinical expertise and specialized knowledge in the selected advanced nursing practice specialty role NUPR 585 DNP Practicum II (4) Individualized practicum experience that will expand clinical expertise and specialized knowledge in the selected advanced nursing practice specialty role. NEW COURSE NURS 555 EBP 3: DNP Proposal Development for Translating Evidence to Practice (3) Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. NEW COURSE NUPR 556 EBP 4: Practicum for DNP Project Implementation, Evaluation, & Dissemination (4) DNP Project implementation, evaluation, and dissemination in a practice or system 10

12 setting in the student s field of expertise. NEW COURSE NUPR 557 DNP Practicum (4) Individualized practicum focused on leadership, interprofessional collaboration, systems, and policy in the Doctor of Nursing Practice role. 2. Changes to the MSN to DNP curriculum, including changes in the core courses, the elimination of required electives, and a reduction in required hours. Currently, the DNP requires a minimum of 90 post-baccalaureate semester hours. Students who have a master s degree or its equivalent may be granted 45 hours towards the DNP if approved by the Director of Graduate Studies. Students then complete the remaining 45 hours (or more depending on the specialty concentration) to fulfil the degree requirements. At present, the 45 required hours are comprised of 25 hours of core practice competency courses (EPID 400 or 403; BHIS 510; NURS 550, 551, 552, 553, and 554; and 3 hours of graduate-level electives) and 20 hours of project/practicum coursework. As the revised DNP will require a minimum of 60 post-baccalaureate semester hours, the number of post-master s credits required for degree completion will also be reduced. Students who have earned an appropriate graduate degree will be required to complete at least 39 credits. Students with an MS in Nursing with a documented specialty will complete hours of core practice courses (generally 9 of 10 revised DNP core courses: NURS 511, 516, 517, 518, 519, 540, 541, 542, 553) and 11 hours of practicum/project courses (NURS 555, NUPR 556, 557). The elective requirement will be eliminated. Credit may be awarded for relevant coursework completed at UIC or another accredited institution up to 7 credits. Any credit awarded will be granted on an individual basis following review by the CON Graduate Admissions and Standards Committee and approval of the CON Director of Graduate Studies. Post-master s students who do not have a graduate specialty concentration or are pursuing a different specialty must complete hours of core practice courses (generally 9 of 10 revised DNP core courses: NURS 511, 516, 517, 518, 519, 540, 541, 542, 553), 11 hours of practicum/project courses (NURS 555, NUPR 556, 557), hours of the clinical science core if not previously completed, and the specialty concentration requirements as outlined within the Catalog Statement below (an additional hours). Credit may be awarded for relevant coursework completed at UIC or another accredited institution. Any credit awarded will be granted on an individual basis following review by the CON Graduate Admissions and Standards Committee and approval of the CON Director of Graduate Studies. 11

13 3. Changes to the 16 existing specialty concentrations, which will result in a new total of 12 specialty concentrations. The table below provides a visual overview of the current concentration structure within the DNP. The first column contains all current concentrations. Changes to existing specialty concentrations are noted in the second column. Given that the DNP core courses and practicum/project courses will change, and elective requirement eliminated, all of the 12 remaining specialty concentrations will be revised. Table 2. DNP Concentrations: Current and Proposed Adult-Gerontology Acute Care Nurse Revise: Practitioner Core, Specialty Courses Adult-Gerontology Primary Care Nurse Revise: Practitioner Core Advanced Community Health Nurse Rename as Advanced Population Health Nursing and Revise: Core, Specialty Courses Family Nurse Practitioner Revise: Core, Specialty Courses Family Psychiatric-Mental Health Nurse Revise: Practitioner Core Neonatal Nurse Practitioner Revise: Core, Specialty Courses Nurse Midwifery Revise: Core, Specialty Courses Nurse Midwifery/Women s Health Revise: Nurse Practitioner Core, Specialty Courses Occupational Health /Advanced Eliminate Community Health Nurse Occupational Health/Family Nurse Eliminate Practitioner Pediatric Clincial Nurse Specialist Eliminate Pediatric Nurse Practitioner Reorganize as concentrations in Primary Care Pediatric Nurse Practitioner and Acute Care Pediatric Nurse Practitioner; and Revise: Core, Specialty Courses Perinatal Clincial Nurse Specialist Eliminate School/Family Nurse Practitioner Eliminate Women s Health Nurse Practitioner Revise: Core, Specialty Courses Executive Nursing Leadership (MSN to Rename as the Health Systems DNP only) Leadership and Informatics (open to BSN to DNP and MSN to DNP) and Revise: Core, Specialty Courses 3a. Five concentrations will be eliminated due to low enrollment and changes in market trends/demands: Occupational Health /Advanced Community Health Nurse, Occupational Health/Family Nurse 12

14 Practitioner, Pediatric Clincial Nurse Specialist, Perinatal Clincial Nurse Specialist, and School/Family Nurse Practitioner. 3b. Rename and revise the Advanced Community Health Nurse concentration as the Advanced Population Health Nursing concentration; In addition to the renaming of the concentration, the core has been revised as part of the revisions to the DNP (see Table 1). In addition, the specialty courses are being revised. See Table 3 below for a comparison of the current and proposed specialty courses for the concentration. Table 3. Current ACHN Concentration and Proposed APHN Concentration Specialty Courses CURRENT: ADVANCED NEW: ADVANCED POPULATION COMMUNITY HEALTH NURSE (35 HEALTH NURSING (32 hours) hours) NUSP 504 Healthcare Human Resources Management (3) Focuses on the development of a strategic human resource plan to support the mission of the health care organization. Current human resources management and organizational performance research findings are explored. NUSP 505 Nursing Systems Operations Management (3) Addresses nursing systems operations management of health services. Examines the managerial role at individual, program, work unit, department, and organizational levels. Includes focus on interaction of the organization and environment. NUSP 509 Population-Focused Assessment (3) Explores population-focused assessment in community and integrated healthcare systems emphasizing the application of assessment models used in health service delivery and market analysis. NUSP 511 Planning and Evaluation for Advanced Nursing Practice (3) Explores strategic and program planning applications. Focuses on evaluation as a measurement of quality, performance, and impact of health services. Emphasizes 13

15 interdisciplinary perspective and addresses integrated quality improvement systems. NUSP 588 Intermediate Epidemiology for Advanced Nursing Practice (3) Provides intermediate level knowledge and skills in epidemiology for nurses and other public health practitioners. Addresses threats to validity and other issues of interpretation of designs. NUSP 589 Grant Writing for Health Care Services (3) Focuses on developing knowledge and application skills needed for successful health service programmatic grant writing. NUSP 591 Issues in Population Focused Nursing (2) Provides introduction to leadership in population-focused nursing: philosophy, theory, roles, competencies, and interventions. NUPR 592 Practicum in Population-Focused Nursing Interventions (2) Advanced nursing practice experiences to develop beginning competency in the design and implementation of evidence-based interventions with populations and aggregates. 6 hours of selectives in the area of specialization ELIMINATE 4 hours of electives ELIMINATE EOHS 400 Principles of Environmental Health Science (3) Environmental influences on health: population, food, energy; community hygiene and injury control; solid/hazardous wastes, air and water pollution, radiation; industrial hygiene and occupational health. EXISTING COURSE BSTT 400 Biostatistics (4) Descriptive statistics, basic probability concepts, one- and two-sample statistical inference, analysis of variance, and simple linear regression. Introduction to statistical data analysis software. EXISTING COURSE EPID 400 Principles of Epidemiology (3) 14

16 Introduction to descriptive and analytic epidemiology, determinants of health and disease in populations, and application of epidemiologic methods to disease control; includes use of basic epidemiologic software. NEW COURSE NUSP 592 Issues in Advanced Population Health Nursing (3) A comprehensive overview and critical appraisal of the role of the advanced population health nurse. Includes and emphasis on the systems, historical, political, regulatory and professional influences on advanced population health nursing. NEW COURSE NUPR 594 Leadership in Population Health Nursing Clinical (3) Advanced nursing practice leadership experiences within community and population health. NEW COURSE NUPR 595 Clinical Option: Population Health Nursing (4) Advanced nursing practice experiences within community and population health subspecialty areas (Public health informatics, public health health policy, school health, economics, epidemiology, Maternal-Child Health, etc). NEW COURSE NUPR 596 Partnering with Populations and Health Assessment (4) Focuses on advanced population assessment models, tools and skills to accurately assess population health and identify gaps in community health care capacity in partnership with community stakeholders. NEW COURSE NUPR 597 Advanced Population Health Interventions and Program Planning (4) Develops comprehensive advanced program planning and implementation competencies for populations, communities and health systems in partnership with community stakeholders. NEW COURSE NUPR 598 Advanced Population Health Program Evaluation and Policy (4) Develops competencies in comprehensive advanced program 15

17 evaluation for communities and health systems in partnership with community stakeholders. 3c. Rename and revise the Executive Nursing Leadership concentration as the Health Systems Leadership and Informatics concentration; The Executive Nurse Leadership concentration was designed for a select group of master s prepared nurses (i.e., a subset of those entering the DNP having already completed an MS degree and experienced as nurse administrators). In order to make available a leadership specialty for all DNP students (those entering post-baccalaureate or post-masters) pursuing administrative roles, the CON proposes to rename the existing concentration as a concentration in Health Systems Leadership and Informatics. In addition to the renaming of the concentration, the core courses have been revised as part of the revisions to the DNP (see Table 1). Further, the specialty courses are being revised. See Table 4 below for a comparison of the current and proposed specialty courses for the concentration. Table 4. Current ENL Concentration and Proposed HSLI Concentration Specialty Courses CURRENT: EXECUTIVE NURSING PROPOSED: HEALTH SYSTEMS LEADERSHIP (32-35 hours) LEADERSHIP AND INFORMATICS EPID 400 Principles of Epidemiology (3) Introduction to descriptive and analytic epidemiology, determinants of health and disease in populations, and application of epidemiologic methods to disease control; includes use of basic epidemiologic software. OR (30 hours) EPID 403 Introduction to Epidemiology: Principles and Methods (3) Introduction to descriptive and analytic epidemiology, and determinants of health and disease in populations. Measures of occurrence, association and statistical testing will be addressed, along with study designs, bias and confounding. NURS 550 Evidence-Based Practice (3) Application of evidence-based practice to healthcare delivery 16

18 systems and clinical issues. Emphasizes the integration of retrieved evidence with client preferences in order to design and evaluate best practices. NURS 552 Advanced Nursing Leadership Concepts (3) Emphasizes leadership in direct care and systems-focused advanced nursing practice roles. Focuses on synthesis of theoretical leadership concepts with personal/professional values and working with multiple disciplines and multiple constituencies NURS 554 Translating Evidence into Practice (3) In this course, the student develops competencies in effectively utilizing methods and measures for translating evidence to clinical practice NUSP 580 Leadership Reflections: Building a Personal Map (2) Reflective practice experience focuses learners to identify personal leadership styles and develop personal leadership growth plans. NUSP 581 Collaboration for Strategic Financial Management in Healthcare (3) Builds on basic financial management skills to prepare the learner to synthesize financial theories and concepts in order to apply knowledge to strategic decision making NUSP 582 Ethical Leadership in Providing Healthcare (2) Provides an opportunity for the student to analyze and critique current ethical issues impacting nurse leaders and formulate a personal ethics code NUSP 583 Transforming the Healthcare Organization (3) Builds on concepts from strategic management to provide a framework for the learner's synthesis project. Applications include: project management, strategic planning, change management processes applied in a transdisciplinary manner. 17

19 NUSP 584 Systems Approach to Healthcare Quality and Safety (3) Focuses on the critical review of current quality and safety guidelines and systems impacting healthcare agencies. NUSP 585 Seminar in Nursing Executive Leadership (1 to 3) Specific topics as announced each semester. In-depth study of selected current topics in executive leadership for nurse leaders. May be repeated. 5 hours of graduate level electives (may include additional hours of NUSP 585) ELIMINATE NEW COURSE NUSP 540 Nursing Administration Models, Policies, and Governance (3) Focuses on identifying and matching one s own personal talents and aspirations to an administrative career path that actively supports the continuous improvement of nursing, health care, and health care system and outcomes. NEW COURSE NUSP 541 Strategic Planning and Operations Management (3) Focuses on applying the principles and techniques for effective strategic and operations management to traditional and entrepreneurial health and nursing initiatives. NEW COURSE NUSP 542 Financial Management and Budget Planning (3) Focuses on the planning, implementation, and evaluation of the financial viability of health care programs and entrepreneurial initiatives and the tools to support the analysis. NEW COURSE NUSP 543 Human Resources and Org Behavior (3) Focuses on the development of a strategic human resource plan to support the mission of the health care organization which reflects the organizational behavior factors that influence it. NEW COURSE NUSP 544 Leading the Transformation of Health Care and Systems (3) Focuses on leadership, negotiation, and strategies at the Corporate-suite (C-suite) level and beyond that will transform health care initiatives within health care systems. 18

20 NEW COURSE NUPR 506 Data Driven Health Care Improvement (Informatics III) (3) Focuses on sources and features of health care data that influence the quality, safety, and ease of use for improving health care; storage, security, privacy, database architecture, accessing, cleaning, transforming, analyzing, and visualizing. EXISTING COURSE HPA 403 U.S. Health Care System (3) Overview of the U.S. healthcare system, including its evolut patterns, providers - human, institutional and organizational regulating, evaluating, and reforming. EXISTING COURSE HPA 451 Health Care Finance (3) Examines practical aspects of finance in health care and recent developments in financial manageent of health care organizations, and applications of financial management techniques to specific problems facing health care managers. EXISTING COURSE HPA 463 Managerial Health Economics (3) Uses managerial economics to study health care system: demand for medical services; role of health insurance; productivity/cost measurement; labor markets and competition. EXISTING COURSE HPA 525 Population-Based Healthcare Services Planning (3) Examines the roles that health care delivery organizations can play, and methodologies used, in developing programs specific to the needs of the community they serve. 3d. Revise the core and specialty courses in eight concentrtaions: Adult- Gerontology Acute Care Nurse Practitioner, Adult-Gerontology Primary Care Nurse Practitioner, Family Nurse Practitioner, Family Psychiatric- Mental Health Nurse Practitioner, Neonatal Nurse Practitioner, Nurse Midwifery, Women s Health Nurse Practitioner, Nurse Midwifery/Women s Health Nurse Practitioner concentrations; and eliminate the elective requirement for the specialty concentrations. Adult-Gerontology Acute Care Nurse Practitioner The core courses have been revised as part of the revisions to the DNP (see Table 1). However, the specialty courses (NUSP 534 and 535; NUPR 539, 540, and 541) will remain the same. The only revision unique to the concentration is the elimination of 3 hours of electives. 19

21 The concentration will have 21 hours. Adult-Gerontology Primary Care Nurse Practitioner The core courses have been revised as part of the revisions to the DNP (see Table 1). However, the specialty courses (NUSP 534 and 535; NUPR 539, 540, and 541will remain the same with one change. NUPR 542, the fourth course in a sequence of nurse practitioner practicum courses that focuses on the management of health and illness and adults, will be eliminated. It was determined that 15 total hours of practicum was more than sufficient to prepare students. This brings the requirements of the Adult-Gerontology Primary Care NP concentration in line with the requirements of the Acute Care NP concentration. The two concentrations now share the same required courses. But students focus their practicum experiences to focus on the distincitions between acute and primary care. The concentration will have 21 hours. Family Nurse Practitioner The core courses have been revised as part of the revisions to the DNP (see Table 1). In addition, the specialty courses are being revised. See Table 5 below for a comparison of the current and proposed specialty courses for the concentration. The concentration will have 25 hours. Table 5. Family Nurse Practitioner Concentration Current Family Nurse Practitioner Proposed Family Nurse Practitioner Specialty Courses (29 hours) Specialty Courses (25 hours) NUSP 515 Health Management in Primary Care I (3) First of a three-course sequence in evidence-based health promotion, health maintenance, and health restoration using a lifespan developmental framework. Emphasizes wellness care. NUSP 516 Health Management in Primary Care II (3) Second in a three-course sequence in evidence-based health promotion, health maintenance, and health restoration using a lifespan developmental framework. Emphasizes common acute and chronic health problems. NUSP 517 Health Management in Primary Care III (3) Last in a three-course sequence in evidence-based health promotion, health maintenance, and health 20

22 restoration using a lifespan developmental framework. Emphasizes common chronic health problems and co-morbidities. NUSP 518 Population-Focused Interventions in Primary Care (2) Population-focused assessment, program planning, and evaluation of interventions for community-based health care providers. NUSP 590 Family-Focused Health Management in Primary Care (3) Assessment and management of common behavioral, lifestyle, and life cycle issues in primary care using a family-focused approach. NUPR 521 Clinical Practice in Primary Care I (3) Practicum emphasizing evidencebased clinical practice, including data-gathering, differential diagnosis, health promotion, disease prevention, and management of common health problems across the lifespan. NUPR 522 Clinical Practice in Primary Care II (2) Practicum emphasizing evidencebased clinical practice, including data-gathering, differential diagnosis, health promotion, disease prevention, and management of common health problems across the lifespan. NUPR 523 Advanced Clinical Practice in Primary Care (4) Practicum emphasizing evidencebased clinical evaluation, differential diagnosis, health promotion, disease prevention, and management of common to complex health problems across the lifespan. NUPR 524 Advanced Clinical Practice in Primary Care II (5) Practicum emphasizing evidencebased clinical evaluation, differential diagnosis, health promotion, disease prevention, and management of common to complex health problems and co-morbidities across the lifespan. REVISE NUPR 522, Clinical Practice in Primary Care II (5) Practicum emphasizing evidence-based clinical practice, including data-gathering, differential diagnosis, health promotion, disease prevention, and management of common to complex health problems across the lifespan. REVISE NUPR 523 Advanced Clinical Practice in Primary Care (5) Practicum emphasizing evidence-based clinical evaluation, differential diagnosis, health promotion, disease prevention, and management of common to complex health problems and comorbidities across the lifespan. 21

23 NUPR 528 Practicum in Population-Focused Interventions in Primary Care (1) Supervised practicum experience in population-focused assessment, program planning, and evaluation. Family Psychiatric-Mental Health Nurse Practitioner The clinical core courses have been revised as part of the revisions to the DNP (see Table 1). However, the specialty courses (NUSP 525, 526, 527, 528 and 529; NUPR 531, 532 and 533) will remain the same. The concentration will have 29 hours. Neonatal Nurse Practitioner The core courses have been revised as part of the revisions to the DNP (see Table 1). In addition, the specialty courses are being revised. See Table 6 below for a comparison of the current and proposed specialty courses for the concentration. The concentration will have 28 hours. Table 6. Neonatal Nurse Practitioner Concentration Current Neonatal Nurse Practitioner Specialty Courses (15-22 hours) NUSP 549 Biological Basis for Women's Health and Perinatal Nursing II (1-2) The anatomy, physiology, and genetics of conception, embryonic development, and fetal and neonatal growth and development as the biological basis for women's health and perinatal nursing. NUSP 558 Advanced Parent-Infant Nursing (2-3) Examines the process of parenting in low-risk and at-risk populations, and health status and behavior of the neonate. NUSP 560 Advanced Neonatal Management I: The High Risk Neonate (3) Focuses on unique nursing care and neurodevelopmental needs and vulnerabilities of high-risk infants emphasizing patient and family centered care interventions that enhance development and outcomes. NUSP 561 Advanced Neonatal Management II: The Acutely Ill Infant (3) Focuses on the Proposed Neonatal Nurse Practitioner Specialty Courses (28 hours) Note: Students in the concentration will take the course for 2 hours. REVISE NUSP 560 Advanced Neonatal Management I: The High Risk Neonate (3) Focuses on unique nursing care and neurodevelopmental needs and vulnerabilities of high-risk infants emphasizing patient and family centered care interventions that enhance development and outcomes. 22

24 assessment, stabilization, and theoretical management of acutely ill infants for common problems associated with prematurity emphasizing a patient and family centered care approach. NUSP 562 Advanced Neonatal Management III: The Gravely Ill Infant (3) Focuses on complex disturbances, alterations, and multi-organ interactions of the cardiopulmonary, neuromuscular, neurosurgical, renal, gastrointestinal systems emphasizing a patient and family centered care approach. NUSP 563 Essentials of Patient and Family Centered Care (2) Analysis of theoretical and research components of socio-culturally appropriate patient and family centered care and its impact on patients, families, and health delivery. NUPR 574 Advanced Neonatal Nurse Clinical Practicum (1-6) Assessment, stabilization, and management of infants with common problems or complex disturbances, alterations, and multi-organ dysfunction and their unique neurodevelopmental needs and vulnerabilities emphasizing patient and family centered care. Note: Students in the concentration will Repeat the course earning a total of 15 hours. Nurse Midwifery The core courses have been revised as part of the revisions to the DNP (see Table 1). In addition, the specialty courses are being revised. See Table 7 below for a comparison of the current and proposed specialty courses for the concentration. The concentration will have 36 hours. Table 7. Nurse Midwifery Concentration Current Nurse Widwifery Specialty Proposed Nurse Widwifery Specialty Courses (24-40 hours) Courses (36 hours) NUSP 548 Biological Basis for Women's Health and Perinatal Nursing I (2) Focuses on the anatomy and physiology of reproductive function, pregnancy, parturition, the puerperium and menopause as the 23

25 biological basis for women's health and perinatal nursing NUSP 549 Biological Basis for Women's Health and Perinatal Nursing II (1-2) The anatomy, physiology, and genetics of conception, embryonic development, and fetal and neonatal growth and development as the biological basis for women's health and perinatal nursing. NUSP 550 Issues for Research and Practice in Women's Health (3) Analysis of gender-related definitions of health and illness in theory issues and research evaluation criteria for women's health care practice are developed as a basis for research. NUSP 555 Health Care of Women I (4) Health care of women through the lifespan with an emphasis on health promotion and disease prevention, fertility control and pregnancy care. NUSP 556 Health Care of Women II (4) Health care of women through the lifespan with an emphasis on the parturition, the puerperium, and common health and pregnancy problems. NUSP 557 Health Care of Women III (4) Health care of women through the lifespan with an emphasis on gynecolgic and primary care. NUSP 558 Advanced Parent-Infant Nursing (2-3) Examines the process of parenting in low-risk and at-risk populations, and health status and behavior of the neonate. NUSP 559 Dimensions of Midwifery and Women's Health Practice (2) Examines the complex functions and roles of women's healthcare providers. NUPR 572 Health Care of Women (1-8) Clinical experiences to develop nurse-midwifery and nurse practitioner competencies in the health care of women. May be repeated NUPR 573 Practicum: Birth and the Newborn (1-8) Clinical experiences to develop beginning Note: Students in the concentration will take the course for 1 hour.. Note: Students will be required to take NUPR 572 in multiple semesters for a total of 8 credits. Note: Students will be required to take NUPR 573 in multiple semesters for a 24

26 competence in the nurse-midwifery care of women and their newborns during parturition. May be repeated. total of 7 credits. NEW NUPR 564 Assessment and Care of the Newborn (1) Emphasizes the assessment of normal newborns and facilitates transition to extrauterine life. Women s Health Nurse Practitioner The core courses have been revised as part of the revisions to the DNP (see Table 1). Specialty courses are not being revised, however students will be required to take additional hours of NUPR 572. See Table 8 below for a comparison of the current and proposed specialty courses for the concentration. The concentration will have 35 hours. Table 8. Women s Health Nurse Practitioner Concentration Current Women s Health Nurse Practitioner Specialty Courses (21-29 hours) (35 hours) NUSP 548 Biological Basis for Women's Health and Perinatal Nursing I (2) Focuses on the anatomy and physiology of reproductive function, pregnancy, parturition, the puerperium and menopause as the biological basis for women's health and perinatal nursing NUSP 549 Biological Basis for Women's Health and Perinatal Nursing II (1-2) The anatomy, physiology, and genetics of conception, embryonic development, and fetal and neonatal growth and development as the biological basis for women's health and perinatal nursing. NUSP 550 Issues for Research and Practice in Women's Health (3) Analysis of gender-related definitions of health and illness in theory issues and research evaluation criteria for women's health care practice are developed as a basis for research. NUSP 555 Health Care of Women I (4) Health care of women through the lifespan with an emphasis on health promotion and disease prevention, fertility control and pregnancy care. Proposed Women s Health Nurse Practitioner Specialty Courses Note: Students in the concentration will take the course for 1 hour. 25

27 NUSP 556 Health Care of Women II (4) Health care of women through the lifespan with an emphasis on the parturition, the puerperium, and common health and pregnancy problems. NUSP 557 Health Care of Women III (4) Health care of women through the lifespan with an emphasis on gynecolgic and primary care. NUSP 559 Dimensions of Midwifery and Women's Health Practice (2) Examines the complex functions and roles of women's healthcare providers. NUPR 572 Health Care of Women (1-8) Clinical experiences to develop nurse-midwifery and nurse practitioner competencies in the health care of women. May be repeated.. Note: Students will be required to take NUPR 572 in multiple semesters totaling 15 hours. Nurse Midwifery/Women s Health Nurse Practitioner The core courses have been revised as part of the revisions to the DNP (see Table 1). In addition, the specialty courses are being revised. See Table 9 below for a comparison of the current and proposed specialty courses for the concentration. The concentration will have 43 hours. Table 9. Nurse Midwifery/Women s Health Nurse Practitioner Concentration Current Nurse Widwifery Specialty Courses (24-40 hours) NUSP 548 Biological Basis for Women's Health and Perinatal Nursing I (2) Focuses on the anatomy and physiology of reproductive function, pregnancy, parturition, the puerperium and menopause as the biological basis for women's health and perinatal nursing NUSP 549 Biological Basis for Women's Health and Perinatal Nursing II (1-2) The anatomy, physiology, and genetics of conception, embryonic development, and fetal and neonatal growth and development as the biological basis for women's health and perinatal nursing. Proposed Nurse Widwifery Specialty Courses (43 hours) Note: Students in the concentration will take the course for 1 hour. 26