NR 667 Complete Course Week 1 - 8

1 1 1 1 1 1 1 1 1 1 Rating 5.00 (1 Vote)

Syllabus for the NR667 APN Capstone PracticumInformation on the Faculty

Jackie Alexander is a woman who lives in the United States.

Contact

 Biography

Reno, Nevada is the location of our office.

Hours of Operation: Friday, 12:00 p.m. to 3:00 p.m. PST; nights and Saturdays by appointment; also available via phone.

Phone:

Greetings from Nevada, the state known as "Battle Born"!

ORDER NOW FOR COMPLETELY ORIGINAL, PLAGIARISM-FREE NURSING  PAPERS.


My name is Dr. Jackie Alexander, and I am a family nurse practitioner, a veteran of the United States Army, a wife, a mother, and a grandmother. I began teaching the next year after receiving my FNP, in 1997. That year, I was the recipient of a scholarship from the American Academy of Nurse Practitioners to attend the National Respiratory Training Course in Warwick, England, which was being taught for the first time in the United States at the time. In addition to completing training in adult education and becoming certified as an Asthma Educator, I have served as a clinical preceptor in many nurse practitioner programs at several colleges since 2000, including a master's degree program in nursing. In order for the next generation of Advanced Practice Nurses to deliver outstanding healthcare wherever they may be, I am committed to aiding them. Syllabus for the NR667 APN Capstone Practicum

My professional healthcare career began in 1980, after graduating from high school, getting married at the age of 18, and enlisting in the United States Army to train as a medical technician. On active service, I worked in ambulatory care, allergy and vaccination clinics, audiology centers, surgical intensive care units, inpatient oncology units, the emergency department, and even drove ambulances for a time. After being honorably discharged from the United States Army in 1988, I worked as an LVN at a nursing facility at night while earning my Associate of Applied Science in Nursing degree. My first job out of college was as a trauma and emergency nurse in Salinas, California, where I lived at the time.

When I moved to El Paso in August 1991, I had three children under the age of one. I was pursuing a Bachelor of Science in Nursing while working part-time in two different emergency departments, a medical/surgical intensive care unit with occasional shifts on the pediatric ward, and with Hospice of El Paso, both as an adult and a child. In 1995, I was accepted into the second class of a brand new program at the University of Texas at El Paso to train Family Nurse Practitioners, which was just getting started. Following completion with my MSN/FNP degree in December 1997, I passed the national FNP certification board exam in February 1998 and went on to work in urgent care, primary care, and pediatric pulmonary care on a part-time basis.

We relocated to Verdi, a small town in northern Nevada, in 2003 and have been there ever since. It is roughly ten miles west of Reno on US Highway 50. Since our children have all graduated from high school and left the house, I have settled on a 10.98-acre ranch in the foothills of the Sierra Nevada Mountains with my husband, several cats and dogs, llamas, alpacas, goats, and chickens. There is an abundance of animals in the area, as well as beautiful paths with hard terrain, which I appreciate. Because of my job experience in Nevada, I've worked at the county prison, an Urgent Care, a primary care clinic and the veteran's hospital, where I worked in the emergency department, general surgery, endocrinology and rheumatology before returning to my home state of California.

In 2008, I chose to return to school to pursue a Doctor of Nursing Practice (DNP). My DNP degree was completed in 2010. Primary care clinicians were taught how to measure and use ankle-brachial index measurements in order to effectively manage chronic diseases such as diabetes, coronary artery disease, and peripheral arterial disease, which was a major focus of my degree. In addition, I have served my profession as the communication/membership officer and Co-Chair of the Nevada Advanced Practice Nurse organization, which I founded.

Please do not hesitate to contact me by email or phone if you have any queries or concerns. From 6:00 p.m. to 8:30 p.m. PST Monday through Friday, and on Saturday afternoons from 2:00 p.m. to 4:00 p.m. PST, I am ready to chat with you. I am looking forward to getting to know each and every one of you! Syllabus for the NR667 APN Capstone Practicum

Information Regarding the Course

APN Capstone Practicum is a course with the number NR667 and the title.
Credits for this course: 3 credits (Theory .4, Clinical 2.6) 6/0/125/3
Course Prerequisites: Prior to May 2019: NR500, NR501, NR503, NR505, NR506, NR507, NR508, NR5509, NR510, NR511, NR512, NR601, NR602, NR603; Effective May 2019: Students enrolling in NR500NP, NR501NP, NR503, NR505NP, NR506NP, NR507, NR509, NR511,
Description of the Course

The student will synthesis all parts of clinical management skills and knowledge and will continue to analyze, apply, and evaluate varied aspects of patient assessment and healthcare intervention as they progress through their educational program. This clinical practicum under the supervision of an approved clinician will take place in an advanced practice setting. Clinical management skills, case studies, chart reviews, and practice critique are among the subjects covered in the course, with a capstone product demonstrating an increase in complicated clinical management skills. After completing this course and passing the national certification exam for the family nurse practitioner, the student will be prepared to enter clinical practice and provide primary healthcare to people throughout their lives.

Textbooks and other materials

Textbooks that are required

This course necessitates the reading of the following books:

A. Hollier, A. Hollier, A. Hollier, A. (2017). Certification questions for family and adult-gerontology nurse practitioners (3rd ed.). Advanced Practice Education Associates, Inc. is based in Scott, Louisiana.

Slater, E. D., David, J. A., Esherick, J. S., and Esherick, J. S. (2019). Practice guidelines for primary care in 2019 are currently being developed. McGraw-Hill Education, New York, 1990.

* This title is suggested, but it may or may not be available for purchase in the online bookstore.

A. Hollier, A. Hollier, A. Hollier, A. (2018). Clinical guidelines in primary care are important to follow (3rd ed.). APECA stands for Advanced Practice Education Associates.

M. Leik is a professor of mathematics at the University of Michigan (2018). The rigorous review for family nurse practitioner certification includes quick facts and practice questions (3rd ed.). Springer Publishing Company, LLC is based in New York, New York.

* This title is suggested, but it may or may not be available for purchase in the online bookstore.

Affiliation of the American Psychological Association (2020).

The American Psychological Association's publication handbook is available online (7th ed.).

Affiliation of the American Psychological Association. https://doi.org/10.1037/0000165-000

If your course includes an E-Book, make sure to go through the contents with your instructor.

Policies of the Chamberlain Administration

Chamberlain policies are documented in the NP Chamberlain Policies, as well as the Chamberlain College of Nursing Student Handbook and the Chamberlain College of Nursing College Catalog.

Outcomes of the Program

You may find information on the program outcomes of Chamberlain's nursing programs in the Program Descriptions section of your College Catalog. You can view your College Catalog by visiting http://www.chamberlain.edu/catalog/index.html.

The outcomes of the MSN program are matched with the American Association of Colleges of Nursing document, The Essentials of Master's Education in Nursing, which is available online (2011). After completing the MSN degree program, the graduate will be able to do the following tasks:

1

Maintain the highest possible standard of care for patients while maintaining their safety and respecting their wishes. (Holistic Health and Patient-Centered Care) NR667 APN Capstone Practicum Syllabus (Holistic Health and Patient-Centered Care)

2

Create a compassionate environment in which to achieve high-quality health results. (Care-Focused)

3

Reflective practice and a respect for cultural diversity are essential components of lifelong personal and professional development. (Humility as a part of one's cultural heritage)

4

Integrate professional principles into health-care practice through scholarship and volunteerism (Professional Identity)

5

Positive health outcomes are advocated for through compassionate, evidence-based, and collaborative advanced nursing practice. (Extraordinary Nursing Care & Services)

Outcomes of the course

Each of the courses at Chamberlain College of Nursing is designed to link course content with particular Course Outcomes (COs). Students will be expected to comprehend and demonstrate understanding of the learning objectives by the time the course is completed, as defined by the COs. On the Overview page for each week, you may see a list of all of the COs that will be addressed in detail that week. Whenever possible, a link will be established from a particular assignment or debate back to the CO that it highlights.

Following the completion of this course, the student will be able to perform the following tasks and duties.

1

Independently develop a management plan that addresses health promotion, disease prevention, and health protection issues for patients and families throughout their lives, taking into consideration evidence-based guidelines. (Police Officer 5) 2, 3, 4, 5, 6, and 7 are the numbers of the alphabet.

2

Collaborate with members of an interdisciplinary team to improve the overall quality of healthcare. (PO 5) 1 1 1 1

3

Evaluate your own personal and professional development as you work toward mastery of the NONPF skills and the Essentials for Master's Education in Nursing (EMEN). (PO 5) 8 (PO 5)

4

As a family nurse practitioner, you must demonstrate a command of the essential knowledge required for safe and high-quality primary care practice. (PO 5) Numbers 1, 2, 3, 4, 5, 6, and 7

5

In order to fulfill the position of family nurse practitioner as a leader and champion for comprehensive, safe, and high-quality care, you must demonstrate the following competencies: 1, 3, and 8 (PO 5)

NURSING ASSIGNMENT PAPER WRITERS

It is mandatory for students to complete the Student Attestation form for each course in which they are enrolled. When you complete the course, the Attestation will appear at the top of the Modules page. We request that you complete the steps outlined below:

Take a look at the Student Handbook
Examine the five statements contained within the Attestation item.
Next, mark “I accept” \sThen submit the Attestation.
You are required to complete the Student Attestation.

Assignment Summary

Due Date Details
Sunday, November 1, 2020
Week 1 assignment: Certification Review Plan, due by 11:59 p.m. on Monday.
Week 1 of the assignment: Discussion due by 11:59 p.m.
Week 1 Assignment: ePortfolio due by 11:59 p.m. on Monday
Week 1 Assignment: MyEvaluations are due by 11:59 p.m. on Monday.
Week 1 of the assignment: Readings are submitted by 11:59 p.m.
Sunday, November 8, 2020
Assignment Week 2: APEA Practice Exam #1 is due by 11:59 p.m. on Monday, February 11.
Weekly Assignment: Due by 11:59 p.m. on the second day of the week.
Assignment Week 2: MyEvaluations are due by 11:59 p.m. on Monday, February 11.
Week 2 of the assignment: Readings are submitted by 11:59 p.m.
Sunday, November 15, 2020
Week 3's assignment is the APEA Practice Exam #2, which is due by 11:59 p.m.
Assignment Week 3: ePortfolio due by 11:59 p.m. on the day of submission
Submitted by 11:59 p.m. on Wednesday, Week 3 of the assignment
Week 3's assignment is to complete the readings by 11:59 p.m.
Worksheet for Week 3: State-Specific Prescribing Laws Quiz, due by 11:59pm
Sunday, November 22, 2020
Weekly Assignment Week 4: APEA Practice Exam #3 is due by 11:59pm on Monday, April 15.
Weekly Assignment: Due by 11:59 p.m. on the fourth day of the week.
Assignment Week 4: MyEvaluations are due by 11:59 p.m. on Monday, April 15.
Assignment Week 4: Readings are due by 11:59 p.m. on Friday.
Week 4's assignment is a virtual interactive student evaluation, which must be completed by 11:59pm.
Sun Nov 29, 2020
Assignment Week 5: APEA Practice Exam #4 due by 11:59pm
Assignment Week 5: ePortfolio due by 11:59pm
Assignment Week 5: Grand Rounds Presentation due by 11:59pm
Assignment Week 5: MyEvaluations due by 11:59pm
Assignment Week 5: Readings due by 11:59pm
Sun Dec 6, 2020
Assignment Week 6: APEA Practice Exam #5 due by 11:59pm
Assignment Week 6: ePortfolio due by 11:59pm
Assignment Week 6: MyEvaluations due by 11:59pm
Assignment Week 6: Readings due by 11:59pm
Sun Dec 13, 2020
Assignment Week 7: APEA Practice Exam #6 due by 11:59pm
Assignment Week 7: ePortfolio due by 11:59pm
Assignment Week 7: MyEvaluations due by 11:59pm
Assignment Week 7: Readings due by 11:59pm
Fri Dec 18, 2020
Assignment Week 8: APEA University Exam due by 11:59pm
Sat Dec 19, 2020
Assignment End of Course Survey due by 11:59pm
Assignment Week 8: APEA Online Review Completion Certificate NR667 APN Capstone Practicum Syllabus

due by 11:59pm
Assignment Week 8: MyEvaluations Clinical Log Summary due by 11:59pm
Assignment Week 8: Readings due by 11:59pm
Assignment Attendance Policy: Intensive Review (Required, 0 points)
Assignment Clinical Performance Evaluation
Assignment Shadow Health Access Assignment Shadow Health Lab Pass Submission

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Late assignments will not be accepted beyond the last day of the course, Saturday (end of day, 12am PT) of Week 8. Any assignments received after the conclusion of the course will result in a zero recorded for the assignment, unless prior arrangements are made with faculty. NR667 APN Capstone Practicum Syllabus

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Late Discussion Policy

Please review the individual discussion board grading rubric for participation requirements within the course.

Evaluation Methods

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Graded Item Points

Weighting Introduction Discussion (Required but not graded)

0 0%
Week 1 Discussion 100 10%
Week 1 Certification Review Plan 100 10%
Week 2-7 APEA Practice Exams (25 points/each)
150 15%
Week 3 State Specific Prescribing Laws Quiz (pass/fail)
0 0%
Week 4 VISE Assignment (Pass/Fail)
0 0%
Week 5 Grand Rounds Infographic 50 5%
Clinical Hours/Patient Encounter Validation (required to progress to Week 5)
N/A N/A
Week 7 ePortfolio 300 30%
Week 8 APEA Post-Predictor University Exam 300 30%
Week 8 APEA Online Review Completion Certificate (mandatory, pass/fail) *Online review must be completed in its entirety and completion certificate uploaded to pass the course. Failure to complete the APEA Online Review will result in course failure.

0 0% On-Ground Intensive Review (Q Center) (mandatory, pass/fail) *

Onsite review must be completed in its entirety to pass the course. Failure to complete the APEA “Live” Review will result in course failure.

0 0% Week 8 MyEvaluations Clinical Log Summary Upload

0 0% MyEvaluations Log (due Weeks 1-8)

Clinical Performance Evaluation

(Week 8)

*A maximum of fifteen (15) alternative hours is allowed in each FNP clinical course. The alternative hours can only be documented in the three (3) approved categories (1. Lab review 2. Telephone management 3. Prescription refills). NR667 APN Capstone Practicum Syllabus

pass/fail
Total 1,000 100% **
The successful passage of clinical practicum for this course includes satisfactory completion of the specific list of requirements for this course and includes, but is not limited to the following:

125 accurately documented clinical hours that includes appropriate patient encounters by an approved preceptor at an approved site.
Appropriate level of student independence for the clinical course.
Abiding by all clinical policies found in compliance documents and the practicum handbook.
Completion of a mid-term evaluation in the time-frame presented by both preceptor and faculty.
A satisfactory final clinical evaluation by both preceptor and faculty.
Mid-term contact with faculty by both student and preceptor reviewing student progress, goals, and any areas of need.
Successful completion of any performance improvement plans (PIP) directly related to clinical if developed during the course of clinical for this course.
Demonstration of meeting course objectives through clinical activities.
MyEvaluations Log & Passing Clinical

Clinical encounters must be posted within 7 days of the office visit. Failure to stay current may result in a “Not Met” on the mid-term and final evaluations.

Students must satisfactorily meet all the clinical requirements noted in the clinical grading rubric to pass clinical.

BEST NURSING WRITING COMPANY

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Rounding may occur for final grade computation. A final grade of 80% (letter grade C) is required to pass the course.

Letter Grade Points Percentage
A 940–1,000 94% to 100%
A- 920–939 92% to 93%
B+ 890–919 89% to 91%
B 860–889 86% to 88%
B- 840–859 84% to 85%
C+ 820–839 82% to 83%
C 800–819 80% to 81%
F 799 and below 79% and below Attendance

Attendance is tracked through the Canvas Learning Management System. Students who do not participate in a course for seven (7) consecutive calendar days will be sent an impending attendance dismissal notice advising that he or she must attend within the next seven (7) calendar days or will be withdrawn from the course. Participation is defined as submitting a class assignment, participating in discussions, or completing quizzes and exams. For more information on the attendance policy and how violations of the policy may result in an administrative withdrawal, please see the Attendance and Administrative Withdrawal and Appeal sections of the Academic Catalog.

Disability Accommodations in Academic Programs

OFFICE OF DISABILITY SERVICES

Chamberlain University is committed to providing reasonable accommodations for eligible students with documented disabilities as defined by state and federal laws relating to the Americans with Disabilities Act (ADA). Our intent is to ensure that every student who makes a request for accommodations under ADA is advised of the accommodation process as promptly as possible. If you are a student with a verifiable documented disability, and you can provide medical documentation regarding this disability, please contact the Office of Student Disability Services at This email address is being protected from spambots. You need JavaScript enabled to view it. or 855-229-0848 for more information on how to receive ADA. You may also fax your request to 630.596.1651.

Web Resources Disclaimer

The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references. NR667 APN Capstone Practicum Syllabus

Chamberlain College Of Nursing NR 506

1 1 1 1 1 1 1 1 1 1 Rating 5.00 (1 Vote)

Discussion about RN as Healthcare Policy Leader in Week 7 of NR 506

Discussion of NR 506 Week 7: The RN as a Healthcare Policy Leader
A Registered Nurse as a Healthcare Policy Leader – Communicating with lay audiences is a crucial ability for master prepared registered nurses to have in order to promote the health of the community in their role as a health policy professional leader. Write an effective position statement that incorporates research findings and expert recommendations in areas such as workplace breastfeeding support, medical marijuana services in the community, genetic testing or applications of stem cell research, transgender care, abortion, end-of-life care, or a community service administered by Family Nurse Practitioners (if you pick this one be specific about the type of community service the FNP would work in or manage)
INSTANTLY PLACE YOUR ORDER AT https://www.nursedepo.com/portal/

This is a copy of the Welcome to Week 7 Announcement.

The following features can be found in position statements:

It is often a short paragraph that has no more than two elements: your argument and your rationale.
It should include an explanation of why your point of view is vital.
A direct and unambiguous statement should be made.
It should be concise while still being dense.
It should be a strong statement that establishes your trustworthiness while also setting the tone for what is expected of you in the future.
Singh and Lukkarila are two of the most talented musicians in the world (2017)

Singh, A.A., and Lukkarila, L. (2001). (2017). A detailed tutorial for social and behavioral scientists on how to write academically successful papers. Guilford Press, New York.

Example of an RN as a Healthcare Policy Leader


Breastfeeding in the Workplace is permitted.
Lactation acceptability in the workplace is one area where society may make strides in the right direction. Breastfeeding provides numerous advantages not only for the baby, but also for the mother (Kozhimannil, Jou, Gjerdingen, & McGovern, 2016). Babies will have lower rates of illnesses such as gastrointestinal infections, Sudden Infant Death Syndrome (SIDS), diabetes, and obesity (Kozhimannil et al., 2016). Mothers can also benefit from having a lower risk of developing postpartum depression, diabetes, arthritis, and even some cancers as a result of the reduced risk (Kozhimannil et al., 2016). It is recommended that women breastfeed their children exclusively during the first six months of their child's life (Kozhimannil et al., 2016). Breastfeeding rates have increased in recent years, but the number of women who continue to breastfeed once they return to work does not reflect this increase in the number of women breastfeeding (Kozhimannil et al., 2016). When asked why they were not nursing, the majority of women stated that returning to their full-time job following maternity leave was the top reason (Kozhimannil et al., 2016). There are challenges with providing appropriate space for women to pump other than a bathroom, having facilities to store expressed milk and a lack of workplace assistance, despite the fact that the government has legislated that employers allow mothers frequent breaks to breastfeed during the day (Kozhimannil et al., 2016).

I've witnessed some of my coworkers go through these difficulties when they return to work after becoming new mothers. We have an office space that serves as a breastfeeding room on an unofficial basis. In one occasion, a mother was there in the room when a physician came to the floor, furious because he was unable to utilize that particular room for charting purposes. Despite the fact that there were plenty of other areas with computer access available, he created a bit of a commotion. Most places of employment have breastfeeding policies in place, however putting those regulations into action may prove difficult in some cases (Anderson et al., 2015). It is essential that there is an open channel of communication between mothers and employers in order to guarantee that moms have all they need to continue breastfeeding when they return to work (Anderson et al., 2015).

The practice of breastfeeding is a healthy one that can have long-term benefits for children; a woman should be in complete control when deciding whether or not to nurse her child. Working mothers should not be discouraged from nursing because they do not have approved time or adequate space to do so at their place of employment for genuine reasons. We should urge for processes to be put in place so that the decision about whether or not to breastfeed is as straightforward as possible for moms who wish to maintain this practice when they return to their jobs. Some of my coworkers have confided in me that they were sometimes afraid to bring up concerns regarding breastfeeding issues at work because they did not want to cause any disruptions in the workplace. They had already missed work due to maternity leave and did not want to raise any concerns or request special treatment at this point. This is not how any mother should feel. The way we support our mothers as a society needs to be improved significantly.

References for an RN as a Healthcare Policy Leader

Andersen (J), Kuehl (RA), Tschetter (L), Drury (SM), Schwaegerl (M), Yoder (J), and colleagues (Anderson et al. J. Lamp et al (2015). It's Not Enough to Have Policies in Place: The Importance of Interpersonal Communication in the Case of Workplace Breastfeeding Support. Journal of Human Lactation, vol. 31, no. 2, pp. 260-266

Kozhimannil, K. B., Jou, J., Gjerdingen, D. K., and McGovern, P. M. (2007). Kozhimannil, K. B. (2016). After the passage of the Affordable Care Act, women will have more access to breastfeeding-friendly workplace accommodations. Women's Health Issues: Official Publication Of The Jacobs Institute Of Women's Health, vol. 26, no. 1, pp. 6-13, doi:10.1016/j.whi.2015.08.002 (online).

Order Now

Why Choose Us

  1. Papers that are 100 percent original are provided.

  2. Service is available 24 hours a day, seven days a week at reasonable prices.

  3. On-time delivery of any paper, regardless of urgency or subject.

  4. Money-back and data-protection policies are in place.

  5. Unlimited amendments are available upon request, and a satisfaction guarantee is provided.

CRJS 9000 - Dissertation

1 1 1 1 1 1 1 1 1 1 Rating 5.00 (1 Vote)

To accomplish Chapter 1, you will need to do the following:

  • Transfer information from the Prospectus Template to the Dissertation Template using the Prospectus Template.
    Describe the research issue, its significance, and the implications for societal change.
    Justify the existence of a knowledge gap in research.
    Justify the research problem you're working on.
    Provide an explanation of the study's purpose.
    Determine the research questions.
    Demonstrate your understanding of the theoretical or conceptual background.
    Specify the nature of the investigation.
    I require as much evidence from peer-reviewed journals as feasible for this to be as thorough as possible. I need to go through the first chapter.

Do you need Dissertation Custom Writing Help? ORDER HERE

The fact that you're reading this means that you're probably in the midst of the intimidating process of writing the opening chapter for your dissertation or thesis. I understand that it can be intimidating.

Here, we'll take a look at the seven main components of a successful dissertation or thesis introductory chapter, along with some of the important considerations you should bear in mind as you write each section. We'll also provide some helpful pointers to help you make the most of your approach.

A general overview of how to write a chapter introduction

  • Recognize the significance and role of the introduction chapter.
  • Create an introductory part that is both appealing and interesting.
  • Provide background information and context for the research.
  • Make a clear statement about the research problem.
  • Clearly state your study objectives, goals, and questions.
  • Explain the significance of your research findings.
  • Identify the research restrictions that you encountered.
  • Create a rough outline of the framework of your dissertation or thesis paper.

The excellent dissertation or thesis introductory chapter is one that includes
For the record, a quick aside: Notice that I've used the terms dissertation and thesis interchangeably throughout this section. When it comes to levels of study (for example, Masters vs PhD), the introduction chapter often comprises the same seven important aspects, regardless of whatever level of research is being discussed. As a result, dissertation introduction and thesis introduction are used interchangeably in this text.

Begin with the why.

When composing a high-quality dissertation or thesis introductory chapter, it is essential that you grasp exactly what this chapter is supposed to do. To put it another way, what is its purpose? The introductory chapter, as the name implies, is responsible for introducing the reader to your research so that they understand what you're attempting to figure out or what problem you're trying to answer. For the purposes of this assignment, you must respond to four critical questions in your introduction chapter.

These are the questions:

What exactly will you be looking into? In other words, why is it beneficial to pursue this as a study topic? What will be the scope of your investigation (in other words, what will be your justification)? (To put it another way, what will you cover and what will you not cover)
What do you expect to be the constraints of your research? (In other words, what are the potential flaws in your research that you anticipate?)
Simply put, the beginning chapter of your dissertation should present an outline of the study you intend to do as well as a clear justification for doing so. For lack of a better phrase, this chapter must describe the "what" and the "why" of your research – what it is about and why it is essential.

Isn't it straightforward?

To be precise, the key is in determining the optimum level of detail. As a researcher, you'll be intimately familiar with your subject matter, which makes it simple to become engrossed in the little aspects of your investigation. While these intricate information may be interesting, you should write your introductory chapter on a "need-to-know" basis rather than on a "want-to-know" basis, otherwise it may end up being far too lengthy and dense. It's important to strike a balance between drawing a clear image and keeping things brief. Don't worry, you'll have plenty of opportunities to dig further into the detailed nuances in coming chapters.

The most important components of a dissertation beginning chapter are as follows:
We can go into the specifics of your introductory chapter now that you have a clear understanding of what you need to accomplish. While the specific criteria for this chapter will vary from university to university, there are seven essential components that will be required by the vast majority of institutions of higher learning. These are referred to as the "seven vital elements."

The Seven Most Important Ingredients

The introduction – in which you will provide a high-level overview of your research and introduce the reader to it
The study's background — this is where you'll discuss the setting in which your project is taking place.
Describe the research challenge, including any "gaps" that exist in present research efforts.
The research aims, objectives, and questions - this is where you'll explicitly describe what you hope to accomplish with your research.
The importance (or justification) of your research - this is where you will explain why your research is worthwhile and what benefit it will bring to the world.
This is the section of your project where you'll address any potential constraints in your project and strategy.
The structure - this is where you will quickly outline the framework of your dissertation or thesis in order to assist the reader in understanding it.
Incorporating these seven crucial aspects into your introduction chapter ensures that you address both the "what" and the "why" I discussed previously - in other words, that you meet the goal of the chapter as stated earlier.

As a side aside, you can also utilize these seven ingredients in this sequence as the structure for your chapter to ensure a seamless, logical flow throughout the book. This isn't required, but it normally aids in the creation of a compelling narrative that is simple to comprehend for your reader.

Okay, let's take a look at each of the ingredients one by one.

The first of the seven dissertation introduction components is the Opening Section.
It goes without saying that the very first and most important component of your dissertation beginning is, well, an introduction or opening section. In the same way that you would begin any other chapter, your introductory chapter should begin by offering a brief overview of the material you will be addressing in the chapter.

Using clear, simple language that can be easily comprehended and digested, this part must captivate the reader and keep them reading. You will lose interest if the reader (your marker!) has to battle to get through it, which will make it more difficult for you to achieve good grades. Because you're writing an academic paper, it doesn't mean you can ignore the fundamental principles of compelling writing that are employed by marketers, bloggers, and journalists to create their content. Finally, at the end of the day, you're all attempting to market an idea — yours is merely a research idea, after all.

So, what exactly goes into this introductory section?

While there is no specific technique for writing an introduction, it is a good idea to include the following four foundational sentences in your first paragraph:

The overall field of your research should be introduced in one or two sentences.

As an illustration:

It is the responsibility of organizational skills development to identify and implement programs to close present or projected skills gaps within a company. Business growth is dependent on the development of organizational abilities," according to management research from the X, Y, and Z schools.

2 – A phrase introducing the specific research subject you are investigating.

As an illustration:

In contrast, there are contradictory opinions and a general lack of research on how to manage skills development projects in highly dynamic workplaces where subject knowledge is rapidly and continuously growing – such as the website development business – according to the authors.

3 – A single statement explaining the aims and objectives of your research.

As an illustration:

"The purpose of this project is to identify and assess methodologies and strategies for skills development in highly dynamic businesses where topic knowledge is constantly growing."

4 – A statement that outlines the overall structure of the chapter.

As an illustration:

'In this chapter, we will first explore the backdrop and context of the study before moving on to discuss the research problem, the research aims and objectives, the questions, the importance, and ultimately, the limits. '

In addition, as previously said, this first section of your introductory chapter should not be overly lengthy. Generally speaking, these four phrases should be able to be condensed into one or two paragraphs at the most. Not a lengthy summary of your research, but rather a clear and short introduction to it, is what you're going for with this piece.

PS – Don't be concerned if some of this language is strange to you; I'll go over each of the principles in greater detail later in this piece.

Keep the thesis opening as basic as possible #2 – Provide background information for the subject
Having presented an overview of your dissertation or thesis, it's time to delve a little further and build the groundwork for your study topic's development. The second ingredient – the background to your research – is all about laying the groundwork for this foundation.

So, what exactly is the purpose of the backdrop section?

This section of your introduction chapter should include a high-level summary of the topic area that you'll be researching, as well as a discussion of the present social and political environment. Included might be a brief history of the subject, recent advancements in the field, major pieces of research in the field, and so on. In other words, you must present sufficient background information in this section to enable the reader to gain a reasonable comprehension of the subject matter of your research.

Now, let's take a look at an example to help put this into perspective.

For example, if we remain with the skills development topic that I stated before, the background to the study section would begin by offering an overview of the skills development area and a summary of the most important existing research. This would be followed by a discussion of why and how the contemporary environment has created a fresh challenge for traditional skills development tactics and approaches. To be more specific, technical knowledge is continually and rapidly evolving in many areas, and traditional education providers are finding it difficult to keep up with the pace of new technological developments.

The most important thing to remember is that you should write this section with the presumption that the reader is not an expert in your subject matter. Consequently, if your document contains industry-specific jargon or technical language, you should include a quick explanation of it here so that the reader can understand the rest of your paper.

Keep in mind that your markers will most likely be unable to ask you questions if they don't grasp something. Don't make assumptions about their understanding. Consequently, always err on the side of caution and explain anything that is not commonly understood.

Dissertation Assistance Number Three – The research problem
The moment has come for you to get specific about the research problem that you will be addressing in your dissertation or thesis. After providing an overview of your research topic, it is time to get precise about the research problem that you will be addressing in your dissertation or thesis. However, while the background part may have alluded to a potential research problem (or perhaps numerous research problems), the aim of this section is to narrow the emphasis and highlight the single research problem you will be focusing on in your research proposal.

But, you might wonder, what exactly is a research problem?

Any issue or query for which there isn't already a well-established and well accepted answer in the existing research might be considered a research problem, according to this definition. In other words, when there is a requirement to answer a question (or group of questions), but there is a gap in the current literature, or when the existing research is contradicting and/or inconsistent, a research dilemma is identified.

When you discuss your research problem, you must make it crystal obvious what exactly is missing from the current literature and why this is a problem for the field of study. It's usually a good idea to break up this debate into three portions - precisely, the following:

Generally speaking, what is already well-established in the literature (in other words, the current state of research)
What is missing from the existing literature (in other words, the literature gap)
Reasons for why this is a problem (in other words, why it is critical to close this gap)
Let's take the issue of skills development as an example of how this framework might be used.

The development of organizational skills is vital for increasing employee happiness while also increasing firm performance (reference). A large number of studies have looked into the techniques and tactics used to manage skills development programs inside organizations (reference).

It is explained in detail in this line what is already well-established in the literature.

These studies, on the other hand, have historically concentrated on relatively slow-paced industries where important skills and knowledge do not change all that frequently, such as manufacturing. Because of this body of thought, businesses with a fast changing skills environment, such as the website development industry, where new platforms, languages, and best practices arise on an increasingly frequent basis, are faced with a challenge.

(This paragraph explains why there is a gap in the existing literature.)

Therefore, existing research is insufficient for industries in which critical information and skills are continually and rapidly evolving, because it is based on the assumption that knowledge development occurs at a slow rate. As a result, industries operating in such contexts find themselves ill-equipped in terms of skill development strategies and methodologies to employ.

(This paragraph describes why there is a research gap that is a concern.)

As you can see in this example, we've explained (1) the current status of research, (2) the literature gap, and (3) why the literature gap is significant in a matter of a few short lines. It is during this process that the research challenge becomes crystal obvious, laying the groundwork for the subsequent element.

Make your research problem as specific as possible.

#4 – The goals, objectives, and questions for the research
Having identified your research topic, it is time to define your research aims and objectives, as well as the research questions that will be used to answer it. For better or worse, it's time to clarify what you intend to accomplish in order to address the research challenge.

So, what exactly are you expected to do here?

Well, the first step is to explicitly explain your research objective (or aims). This is the primary goal or overarching purpose of your dissertation or thesis; it is also known as the research objective. In other words, it's a high-level description of what you want to accomplish in the future.

Consider the following example, which is nevertheless related to the topic of skills development:

"Given the paucity of research on organizational skills development in fast-moving industries, the purpose of this study is to identify and evaluate the skills development methodologies used by web development organizations in the United Kingdom."

As you can see in this example, the research goal, as well as the exact setting in which the research would be conducted, are both clearly stated (in other words, web development companies in the UK).

The next step is to determine the research objective (or objectives). While the research objectives cover the high-level "what," the research aims cover the high-level "how." The research objectives are a bit more practically focused, looking at specific things you'll be doing in order to attain those research purposes.

Let's look at an example of some research objectives (ROs) that would be appropriate for the research goal.

In order to discover the most widely used skills development strategies and methodologies used by web development organizations in the United Kingdom, RO1 must be completed.
Evaluating the success of these techniques and approaches is the second objective.
In order to analyze and contrast different techniques and approaches, it is necessary to first identify their advantages and disadvantages.
Using this example, you can see that these objectives explain the actions you'll do and the specific things you'll explore in order to fulfill your research objectives. There is a breakdown of the research objectives into more precise, practical objectives.

Objectives of the study

It is necessary to specify your research questions as the final phase. Your research questions bring the goals and objectives down to a more "realistic" level by posing them as questions. Those are the exact questions to which your dissertation or theses will attempt to provide a solution. Rather than being ambiguous or conceptual in nature, they are extremely concrete, and you will need to clearly address them in your conclusions chapter.

The research questions are often related directly to the research objectives and can appear to be a little obvious at times, but they are still incredibly important to answer. To illustrate this, let's look at an example of a set of research questions (RQs) that would naturally follow from the study objectives I outlined before.

RQ1 – What tactics and approaches are currently being employed by web development organizations in the United Kingdom to increase their employees' skills?
RQ2 – How effective are each of these methods and approaches in terms of overall effectiveness?
RQ3 – What are the advantages and disadvantages of each of the techniques and approaches discussed above?
Notice that the research questions are similar in nature to the study objectives, but they are presented in question format instead of in list style. As the guiding force throughout your dissertation or thesis – from the literature review to the methodology and beyond – these issues are extremely crucial to consider and consider carefully.

One more point to make about this section: it is critical that you are clear about the scope of your research. For lack of a better phrase, what you WILL cover and what you WILL NOT cover. It is possible that you will lose concentration or that you will investigate an issue that is too large to be solved in a single dissertation if your research aims, objectives, and questions are too broad.

To put it another way, you must clearly define the bounds of your investigation. Limiting your search to a specific industry, country, or time period is one way of accomplishing this goal. You'll be able to ringfence your study in this manner, which will allow you to dig deeply and extensively into your topic - which is what will earn you points!

NSG 4150 Healthcare Policy and Finance

1 1 1 1 1 1 1 1 1 1 Rating 5.00 (1 Vote)

Policy advocacy Assignments  nsg 4150 galen university

Description of the course in the course catalog: In this course, students are exposed to healthcare policy and finance. There is a strong emphasis on evaluating policies that shape responses to concerns of fairness in organizations, communities, and countries on a national and international scale.

Healthcare access, affordability, and social justice are all important considerations. Competencies in economics are required for professional success.

Nursing practice is examined in depth.

Course Syllabus for Galen College of Nursing's NSG 4150 (Nursing Science) - Version 2.2 2

Textbooks and additional resources:

Textbook Requirement (s)

Knickman, J. R., and Kovner, A. R. (in press) (2015). The well-being of Jonas and Kovner

The delivery of health care in the United States (11th ed.). Springer Publishing Company, New York, New York.

Company that publishes books.

9780826125279 is the ISBN-13 for this book.

The American Psychological Association (APA) is a professional organization dedicated to the advancement of psychology (2010). Publication

the American Psychological Association's manual of procedures (6th ed.).

Author's office in Washington, DC.

9781433805615 is the ISBN-13 for this book.

n/a Textbook(s) are recommended.

Recommendation for Resources (s) During the weekly conversations, certain internet resources will be mentioned.

Course Student Learning Outcomes (CSLOs) are the following:

Show fundamental understanding of healthcare policy, financial, and regulatory contexts, including but not limited to

Trends in healthcare at the local, state, national, and international levels.

2. Examine how healthcare is organized and financed, paying particular attention to the implications of business.

Patient and system cost variables, for example, are fundamental ideas.

3. Learn about the many types of reimbursement available in the healthcare industry.

Review legislative and regulatory processes that are related to the provision of healthcare services.

5. Examine the ways in which the duties and responsibilities of regulatory authorities influence the quality of patient care.

Workplace safety, as well as the scope of practice for nurses and other health professionals, are all important considerations.

6. Examine the legal, ethical, and political frameworks in which healthcare policy is being implemented.

7. Identify and assess the impact of policy implementation on issues of access to resources, equity, and affordability in your community.

delivery of health-care services

Prerequisites for this course are as follows:

Completion of the course with a minimum cumulative grade point average of 74 percent.

Finally, the final course grade will be determined, and the assignment schedule will be announced.

Assignments that must be written Week's worth of weight in a unit of measurement Due Date Due Date Due

Nurses are compared to one another

Acts of Practice

Presentation

20 percent 4 (as of November 26, 2017)

Case Study on the Personnel Budget

Study 30 percent 6 on December 10th, 2017.

Advocacy for Public Policy

Project

30 percent is divided into two parts.

  • Part A: Proposal 10 percent 3 (November 19, 2017)
  • Part B: Report 20 percent 7 on December 17, 2017.

Submission of an electronic portfolio

in the case of an artifact and

Document of Introspection

7th grade pass/fail 12/17/2017

Discussions held once a week Week's worth of weight in a unit of measurement Due Date Due Date Due

Weekly discussions account for 20% of all weekly discussions.

a total of one hundred percent

Syllabus for Galen College of Nursing's NSG 4150 course, version 2.15, page 3.

Academic Policies are as follows:

Please refer to the Student Catalog for information on academic policies such as grading, attendance, assignments, and more.

Academic integrity, Section 504 accommodations, and so forth.

Individuals with Disabilities Among the Student Body:

Those students who would like to request an accommodation should do so by contacting the campus Section

Coordinator for Section 504 and Title IX. Accommodations for students with disabilities can be found in the following documents:

The Student Catalog, which is available on the Galen College of Nursing website, contains information about the college.

Policy on Make-Up Exams/Quizzes:

Students are expected to complete all tests and quizzes on the dates and times that have been set. A student who will be late for or absent from class.

If a student is unable to attend an exam or quiz, they are obligated to tell the instructor in advance. The total number of make-up tests or retakes

There may be a restriction to the number of quizzes offered per term. The format of the make-up exam or quiz may change from that of the original exam or quiz.

Version that was originally administered The decision whether or not to conduct a make-up exam or quiz will be at the discretion of the instructors.

a course faculty member working in close collaboration with the program director The program director is responsible for

Approve any changes to the date and time of the final exam in the course that may be necessary.

Evaluation of the course and the faculty:

The Galen Institute's ongoing commitment to providing courses of the greatest quality and effectiveness will see students receive the following benefits:

have the option to leave comments on this course as well as on the course instructors Evaluations

Students will receive their materials prior to the end of the semester. All evaluations are conducted in strictest confidence.

as well as anonymous

Syllabus for Galen College of Nursing's NSG 4150 course, version 2.15, page 4.

Topical Outline and Timetable for the Course:

It is expected that any changes to this curriculum would be reported in writing to the student.

UNIT 1 (THE UNITED STATES OF AMERICA)

Content

An Overview of the Fundamental Elements of the Healthcare Environment in the United States of America

Assignments Discussions held once a week

There are no assignments. 1st discussion of the week:

UNIT NO. 2

Content

Population and Public Health (sometimes known as public health)

Assignments Discussions held once a week

There are no assignments. 2nd Discussion Topic of the Week

UNIT 3 (THE THIRD ONE)

Content

Vulnerable populations have unique health needs, which are influenced by a variety of factors.

Assignments Discussions held once a week

Policy Advocacy Project - Part A: Proposal Weekly Discussion: 3 weeks

UNIT 4 is a four-person team.

Content

Healthcare Delivery Systems are a type of system that delivers healthcare to patients.

Assignments Discussions held once a week

Presentation on the Comparison of Nurse Practice Acts Weekly Discussion: 4 hours

UNIT 5 is a specialized unit.

Content

the role of policy in the outcomes of care: quality, cost, and access to services

Assignments Discussions held once a week

There are no assignments. Discussions each week: 5

UNIT 6 is a specialized unit.

Content

Finance for Health-Care Services

Assignments Discussions held once a week

Discussion on the Personnel Budget Case Study every week: 6

2.2 of the Galen College of Nursing's NSG 4150 Course Syllabus has been released.

UNIT 7 - UNITED NATIONS

Content

The State of Healthcare in the United States in the Twenty-First Century

Assignments Discussions held once a week

Part B of the Policy Advocacy Project is a report.

ePortfolio: Submission of Artifact and Reflection on the Artifact

Document

Discussion each week: seven

UNIT NO. 8

Content

Summary of the Course

Assignments Discussions held once a week

There are no assignments. Discussion Topics for Week 8: Course Wrap-Up Discussion

Description of the course in the course catalog: In this course, students are exposed to healthcare policy and finance. There is a strong emphasis on evaluating policies that shape responses to concerns of fairness in organizations, communities, and countries on a national and international scale.

Healthcare access, affordability, and social justice are all important considerations. Competencies in economics are required for professional success.

Nursing practice is examined in depth.

Course Syllabus for Galen College of Nursing's NSG 4150 (Nursing Science) - Version 2.2 2

Textbooks and additional resources:

Textbook Requirement (s)

Knickman, J. R., and Kovner, A. R. (in press) (2015). The well-being of Jonas and Kovner

The delivery of health care in the United States (11th ed.). Springer Publishing Company, New York, New York.

Company that publishes books.

9780826125279 is the ISBN-13 for this book.

The American Psychological Association (APA) is a professional organization dedicated to the advancement of psychology (2010). Publication

the American Psychological Association's manual of procedures (6th ed.).

Author's office in Washington, DC.

9781433805615 is the ISBN-13 for this book.

n/a Textbook(s) are recommended.

Recommendation for Resources (s) During the weekly conversations, certain internet resources will be mentioned.

Course Student Learning Outcomes (CSLOs) are the following:

Show fundamental understanding of healthcare policy, financial, and regulatory contexts, including but not limited to

Trends in healthcare at the local, state, national, and international levels.

2. Examine how healthcare is organized and financed, paying particular attention to the implications of business.

Patient and system cost variables, for example, are fundamental ideas.

3. Learn about the many types of reimbursement available in the healthcare industry.

Review legislative and regulatory processes that are related to the provision of healthcare services.

5. Examine the ways in which the duties and responsibilities of regulatory authorities influence the quality of patient care.

Workplace safety, as well as the scope of practice for nurses and other health professionals, are all important considerations.

6. Examine the legal, ethical, and political frameworks in which healthcare policy is being implemented.

7. Identify and assess the impact of policy implementation on issues of access to resources, equity, and affordability in your community.

delivery of health-care services

Prerequisites for this course are as follows:

Completion of the course with a minimum cumulative grade point average of 74 percent.

Finally, the final course grade will be determined, and the assignment schedule will be announced.

Assignments that must be written Week's worth of weight in a unit of measurement Due Date Due Date Due

Nurses are compared to one another

Acts of Practice

Presentation

20 percent 4 (as of November 26, 2017)

Case Study on the Personnel Budget

Study 30 percent 6 on December 10th, 2017.

Advocacy for Public Policy

Project

30 percent is divided into two parts.

parts

Part A: Proposal 10 percent 3 (November 19, 2017)

Part B: Report 20 percent 7 on December 17, 2017.

Submission of an electronic portfolio

in the case of an artifact and

Document of Introspection

7th grade pass/fail 12/17/2017

Discussions held once a week Week's worth of weight in a unit of measurement Due Date Due Date Due

Weekly discussions account for 20% of all weekly discussions.

a total of one hundred percent

Syllabus for Galen College of Nursing's NSG 4150 course, version 2.15, page 3.

Academic Policies are as follows:

Please refer to the Student Catalog for information on academic policies such as grading, attendance, assignments, and more.

Academic integrity, Section 504 accommodations, and so forth.

Individuals with Disabilities Among the Student Body:

Those students who would like to request an accommodation should do so by contacting the campus Section

Coordinator for Section 504 and Title IX. Accommodations for students with disabilities can be found in the following documents:

The Student Catalog, which is available on the Galen College of Nursing website, contains information about the college.

Policy on Make-Up Exams/Quizzes:

Students are expected to complete all tests and quizzes on the dates and times that have been set. A student who will be late for or absent from class.

If a student is unable to attend an exam or quiz, they are obligated to tell the instructor in advance. The total number of make-up tests or retakes

There may be a restriction to the number of quizzes offered per term. The format of the make-up exam or quiz may change from that of the original exam or quiz.

Version that was originally administered The decision whether or not to conduct a make-up exam or quiz will be at the discretion of the instructors.

a course faculty member working in close collaboration with the program director The program director is responsible for

Approve any changes to the date and time of the final exam in the course that may be necessary.

Evaluation of the course and the faculty:

The Galen Institute's ongoing commitment to providing courses of the greatest quality and effectiveness will see students receive the following benefits:

have the option to leave comments on this course as well as on the course instructors Evaluations

Students will receive their materials prior to the end of the semester. All evaluations are conducted in strictest confidence.

as well as anonymous

Syllabus for Galen College of Nursing's NSG 4150 course, version 2.15, page 4.

Topical Outline and Timetable for the Course:

It is expected that any changes to this curriculum would be reported in writing to the student.

UNIT 1 (THE UNITED STATES OF AMERICA)

Content

An Overview of the Fundamental Elements of the Healthcare Environment in the United States of America

Assignments Discussions held once a week

There are no assignments. 1st discussion of the week:

UNIT NO. 2

Content

Population and Public Health (sometimes known as public health)

Assignments Discussions held once a week

There are no assignments. 2nd Discussion Topic of the Week

UNIT 3 (THE THIRD ONE)

Content

Vulnerable populations have unique health needs, which are influenced by a variety of factors.

Assignments Discussions held once a week

Policy Advocacy Project - Part A: Proposal Weekly Discussion: 3 weeks

UNIT 4 is a four-person team.

Content

Healthcare Delivery Systems are a type of system that delivers healthcare to patients.

Assignments Discussions held once a week

Presentation on the Comparison of Nurse Practice Acts Weekly Discussion: 4 hours

UNIT 5 is a specialized unit.

Content

the role of policy in the outcomes of care: quality, cost, and access to services

Assignments Discussions held once a week

There are no assignments. Discussions each week: 5

UNIT 6 is a specialized unit.

Content

Finance for Health-Care Services

Assignments Discussions held once a week

Discussion on the Personnel Budget Case Study every week: 6

2.2 of the Galen College of Nursing's NSG 4150 Course Syllabus has been released.

UNIT 7 - UNITED NATIONS

Content

The State of Healthcare in the United States in the Twenty-First Century

Assignments Discussions held once a week

Part B of the Policy Advocacy Project is a report.

ePortfolio: Submission of Artifact and Reflection on the Artifact

Document

Discussion each week: seven

UNIT NO. 8

Content

Summary of the Course

Assignments Discussions held once a week

There are no assignments. Discussion Topics for Week 8: Course Wrap-Up Discussion

School of nursing and health sciences

1 1 1 1 1 1 1 1 1 1 Rating 4.50 (1 Vote)

 The School of Nursing and Health Sciences (SONHS) confers certificates, bachelor's, master's, and doctoral degrees in nursing and public health at the undergraduate and graduate levels. Provide professionals with the knowledge and skills they need in order to fulfill the demands of today's health-care system and inter-professional environment.

 2022 Course Schedules

BS in Public Health Courses

Code Course
MPH5220 Social Determinants of Health Equity_This course provides learners with an in-depth examination of the socioeconomic determinants that contribute to health and health care disparities on a local, regional, national, and worldwide scale, as well as calculations of their impact on overall health status and usage of health care services. In addition, learners construct community-based intervention methods to address the gaps that have been observed.
MPH5503 Environmental Health Concepts in Public Health_This course examines the most important issues relating to environmental and occupational health and safety, as well as potential health threats. Identify the sources of biological, chemical, and physical agents found in the environment and examine their effects on water, food, and land resources in a variety of community and work situations. Additionally, learners learn about climate change principles, as well as the legal framework, laws, and practices related with preventing and regulating environmental and workplace hazards.
MPH5506 Social and Behavioral Foundations in Public Health_The ideas and concepts of social and behavioral science are examined in this course and how they are applied to public health issues are discussed. Individuals, populations, and subgroups' health is influenced by a variety of biological, social, economic, behavioral, and environmental elements, which learners recognize and get a better grasp of. The resources required to implement social and behavioral policies as well as evidence-based public health programs to eliminate inequities and enhance health are also examined by learners.
NHS4000 Developing a Health Care Perspective_Learners will develop and reinforce the information, skills, and abilities that will enable them to succeed in their program and in the job during this course. Throughout the course, students participate in interactive activities that assist them in developing and demonstrating a health-care perspective as well as expanding their academic success methods such as organizing, critical thinking, and problem-solving skills In addition, learners get an awareness of ethics, information literacy, and effective writing techniques. Only for students enrolled in the School of Nursing and Health Sciences. This course must be completed within the learner's first quarter. Transfer or prior learning assessment will not be sufficient to meet this requirement.
PHI3200 Ethics in Health Care_In this course, students develop an awareness of the ethical challenges related with the health care profession and the conceptual framework that health care professionals utilize in order to make ethical decisions in their daily work. Throughout the course, students will investigate current and emerging ethical health-care challenges that are relevant to different stages of life as well as the overall quality of life. The inclusion of actual, real-world examples allows learners to examine ethical dilemmas related with patient care from the perspectives of a variety of health-care professionals, including physicians, nurses, and administrators.
PUBH4001 Foundations of Public Health_During this course, students will gain an understanding of fundamental principles in public health, as well as the contributions and roles played by public health institutions. Learning to address determinants of health from an environmental, social, and behavioral viewpoint requires learners to consider historical perspectives and contemporary trends. Learners also get an understanding of organizational structure and how it influences health-care delivery and access hurdles from a population-based viewpoint.
PUBH4003 Introduction to Theories of Social and Behavioral Change_It is the goal of this course for students to develop a fundamental understanding of the theories of social and behavioral change that may be used by public health practitioners to better understand health behaviors in the contexts in which they occur. In this course, students will examine the theories that drive health habits and public participation activities, as well as gain an understanding of why and how individuals behave in certain ways. Students also explore the structural and social hurdles that prevent them from living healthier lives, and they assess how they may build comprehensive solutions to overcome those barriers.
PUBH4006 Social Determinants of Health and Wellness_Learners will gain an understanding of the social and economic determinants of health and wellbeing in the United States via the course of this course. Individuals learn about the factors that influence their lives and how they can influence them in particular.
PUBH4009 Introduction to Biostatistics_Introduction to the fundamentals of statistical data analysis for individual and community health is the focus of this course. Throughout the course, students will learn about fundamental statistics and how they can be utilized in the field of public health. Learners also get an understanding of and exhibit competency in the use of statistical software tools for analysis, as well as the key approaches used in public health to establish policy and practice in the field.
PUBH4012 Introduction to Epidemiology_Introduction to the fundamentals of statistical data analysis for individual and community health is the focus of this course. Throughout the course, students will learn about fundamental statistics and how they can be utilized in the field of public health. Learners also get an understanding of and exhibit competency in the use of statistical software tools for analysis, as well as the key approaches used in public health to establish policy and practice in the field.
PUBH4015 Planning and Evaluation in Evidence-Based Practice_Course participants evaluate evidence-based practice and how it affects public health planning and assessment as they progress through the course. Participants in this course will learn about how to promote prevention through the planning and assessment of public health programs and policies, and how to do so using a collaborative community approach as well as the most up-to-date research evidence available.
PUBH4018 Introduction to Public Health Policy and Management_In this course, learners gain and demonstrate a wide grasp of how public health and policy intersect in the United States, as well as how public health services, programs, and policies are produced, managed, and funded, by completing a variety of assignments. Throughout the course, students examine the key drivers of public health policies, laws, and legislation that have an impact on private health care systems, people, and the general population.
PUBH4024 Introduction to Environmental Health_ In this course, students will study the interactions that exist between people and their environment, as well as the development of environmentally healthy and safe communities. Also covered are the effects of climate change on public health and how to identify and prevent hazardous agents in the environment (such as airborne particles and bacteria), food (such as bacteria), and workplaces from adversely affecting human health over the course of a short or long period of time. PUBH4009 and PUBH4012 are required prerequisites.
PUBH4027 Community Health Promotion, Education and Advocacy_In this course, students study about the various approaches to health promotion, education, and advocacy that have been used in the United States and around the world. Additionally, learners will look at the ever-expanding realm of social media, as well as more traditional efforts in public health promotion, education, and advocacy initiatives.
PUBH4900 Public Health CapstoneIn the Bachelor of Science in Public Health degree program, the capstone project serves as the climax of the studies. During this course, learners demonstrate the technical and applied public health knowledge, as well as the critical thinking and communication skills, that are required to effectively address the determinants of health from an environmental, social, and behavioral perspective. They also examine the structural and social barriers to better health, with the goal of determining how comprehensive solutions can be designed to remove those barriers. Only for students pursuing a Bachelor of Science in Public Health. This course must be completed during the learner's final quarter. Transfer or prior learning assessment will not be sufficient to meet this requirement.
COM-H4005 Communicating and Integrating Solutions in the Professional World_Through the completion of a final professional presentation and presentation of their results to their instructor and peers, learners will demonstrate their communication skills, information literacy, and first-hand research knowledge. Only honors pathway students are eligible to apply. Student Group HNRS is required as a prerequisite for SOC-H3005. Transfer is unable to complete the task.
PHI-H2005 Honors Seminar: Critical Thinking for the Professional World_This course serves as the introduction to the honors pathway. Throughout the honors pathway, learners utilize critical thinking skills to construct a professionally relevant question in their area or program of study that they will research throughout the course of their studies. Learners learn the information and abilities they need to ask questions and solve problems from a variety of viewpoints as they progress through the program. Learners examine their subject from a variety of angles and engage in fruitful dialogues with professors and their peers to deepen their understanding. Only honors pathway students are eligible to apply. Student Group HNRS is required as a prerequisite. Transfer is unable to complete the task.
SOC-H3005 Honors Professional Seminar_The sociological approach to professional development in the workplace is taken by learners in this course. This course provides learners with the chance to create a professional project that answers a need or solves a problem within their organization. Through interesting discussions and tasks, learners are able to explore ideas and build their project in collaboration with professors and their peers. As they progress through the course, learners will employ a sociological viewpoint to further strengthen their critical thinking and problem-solving abilities as they handle interdisciplinary topics. Only honors pathway students are eligible to apply. HNRS Student Group HNRS and PHI-H2005 are required prerequisites. Transfer is unable to complete the task.

BSN Courses

 
BSN4006 Policy, Law, Ethics, and Regulations WINTER      
BSN4014 Global Perspectives of Community and Public Service WINTER SPRING SUMMER  
BSN4016 Pharmacology for Patient Safety WINTER SPRING SUMMER FALL
BSN4020 Nursing Capstone Project WINTER SPRING SUMMER FALL
NHS4000 Developing a Health Care Perspective WINTER SPRING SUMMER FALL
NURS4010 Leading People, Processes, and Organizations in Interprofessional Practice WINTER SPRING SUMMER FALL
NURS4020 Improving Quality of Care and Patient Safety WINTER SPRING SUMMER FALL
NURS4030 Making Evidence-Based Decisions WINTER SPRING SUMMER FALL
NURS4040 Managing Health Information and Technology WINTER SPRING SUMMER FALL
NURS4050 Coordinating Patient-Centered Care WINTER SPRING SUMMER FALL
NURS4060 Practicing in the Community to Improve Population Health WINTER SPRING SUMMER FALL
NURS4900 Capstone Project for Nursing WINTER SPRING SUMMER FALL
COM-H4005 Communicating and Integrating Solutions in the Professional World WINTER SPRING SUMMER FALL
PHI-H2005 Honors Seminar: Critical Thinking for the Professional World WINTER SPRING SUMMER FALL
SOC-H3005 Honors Professional Seminar