COURSE SYLLABUS
FACULTY CONTACT INFORMATION / Day / OFFICE HOURSInstructor / Alina Ruiz MSN Ed, RN / Monday / 0900-1500
0730-0800; 1200-1600; 2100-2130
Available 0900-1700 via email and by phone
0730-0800; 1200-1600
0930-1000; 1200-1230
Phone Number / (407) 478- 0500 x 05792 / Tuesday / 0730-0800; 1200-1600; 2100-2130
Wednesday / Available 0900-1700 via email/phone
Herzing e-mail / / Thursday / 0730-0800; 1200-1600
Friday / 0930-1000; 1200-1230
Instructional Delivery Method / Hybrid
Class Location / TBA
Semester / Spring B 2017
Course Code / NF 420
Course Title: / Nursing X
Course Description / This course will focus on healthcare information systems, database management, data quality, workload, quality improvement, resource utilization, and system design. General computer office applications and healthcare-specific technology applications are presented. Technology that supports patient care and the benefits of healthcare technology are emphasized. Students will learn about emerging information sources and communication technology and their impact on healthcare. Emphasis will be placed on trends and issues in clinical technology as well as security and the use of databases. Students collaborate with a faculty mentor to create a portfolio demonstrating the progress made toward individual and program goals and outcomes. The portfolio includes evidence of ability to conduct integral health assessments and to develop and implement service-learning projects. When completed, the portfolio will contain examples of papers, evaluations from faculty and self, and a reflective summary of the learning that occurred. The portfolio is designed to demonstrate evidence of mastery of program and course learning outcomes and serves as an assessment of student learning.
Credit Hours Contact Hours / 5 Semester Credit Hours
Lecture Hours / Laboratory Hours / Internship/Externship/ Clinical/Practicum Hours / Total Contact Hours
75 / 0 / 0 / 75
Study Time / Lecture, Lab, or Internship/Externship/Clinical/Practicum hours as indicated on the syllabus represent scheduled hours spent engaged in learning activities. Students should expect to spend a minimum of two additional hours engaged in learning activities outside of class for each one hour identified as lecture; students should expect to spend one hour engaged in learning activities outside of class for each two hours of scheduled laboratory time. Learning activities outside of class support the achievement of one or more course learning objectives and may be spent reading textbook material, completing homework assignments, preparing for lab assignments, engaged in drill and practice exercises, working on case studies, completing workbook activities, or conducting library research.
Additional study time outside of scheduled Internship/Externship/Clinical hours is typically not expected.
The total amount of time that students spend engaged in learning activities is consistent, regardless of instructional delivery method. For example, students enrolled a three credit lecture course should expect to spend 45 hours in scheduled class time and an additional 90 hours engaged in learning activities outside of the classroom. Online or blended students should expect to spend the equivalent total of 135 hours engaged in learning activities if they are enrolled in the same course.
Determination of the amount of time that a student should expect to spend engaged in learning activities is based upon faculty judgment regarding the average student. The amount of time spent
Guide to Student Engagement in Learning Activities / The timeframes provided below are estimates based upon the average student.
Lower level reading (10-20 pages) 1 hour
Higher level reading (10-20 pages) 2 hours
Construction of 1 page paper (250 words) 2 hours
Development of 10 minute speech 2 hours
Watch video lecture 1 hour
Read, research and respond to discussion board 1 hour posting
Preparation for unit examination 2 hours
Course Length / 8 Weeks
Prerequisites / NF 319: Nursing IX - or permission from the department
Co-requisites / None
Course Learning Objectives / Upon successful completion of this course, students should be able to:
1) Identify and discuss information technology applications in today’s healthcare field.
2) Analyze the social, ethical, and legal issues associated with technologies used in healthcare delivery.
3) Evaluate the electronic health record (EHR) and the impact on patient care delivery.
4) Analyze the concepts of, and relationships between, data, information, knowledge, and wisdom for implications to nursing practice.
5) Demonstrate leadership in the professional practice of nursing informatics through the use of effective communication, interdisciplinary collaboration, and administrative skills.
6) Promote the use of healthcare informatics-related education for consumers and healthcare providers.
7) Use research, evidence-based practice, quality improvement, and safety methodologies in the evaluation and improvement of healthcare information systems.
Program Learning Outcomes Supported / BSN Program Learning Outcomes / Course Learning Objective Supported
1) Manage quality, safe, evidence-based, skilled, and patient-centered care utilizing the nursing process.
2) Apply research methods to evaluate current knowledge from nursing theory, nursing science, and related disciplines to inform and/or initiate change in educational, clinical, and organizational decision- making.
3) Engage in critical thinking necessary for leadership and management, quality improvement, and patient safety as required to provide high-quality healthcare.
4) Integrate teaching and learning principles in both formal and incidental teaching situations for health promotion in areas of advanced leadership, community/public health, and global health.
5) Participate in collaborative relationships with individuals, families, groups, communities, populations, and members of the interdisciplinary team to provide and improve patient care.
6) Review existing or proposed local, state, national, and global policy and legislation, including financial and regulatory, that affect healthcare. / 2, 4
1, 2, 3, 6, 7
1, 2, 4, 5
4, 6, 7
1, 2, 3, 4, 7
1, 2, 3, 4, 5, 6
7) Demonstrate leadership roles appropriate for the baccalaureate nurse in designing, managing, and coordination of patient care within the context of competent, ethical patient-focused care in a variety of healthcare settings for diverse patient populations.
8) Integrate knowledge, communication skills, and scientific finding from nursing science, computer science, information science, and cognitive science in the professional practice of nursing informatics.
9) Incorporate scholarship, professional behaviors, ethical, and legal principles into baccalaureate nursing performance.
10) Think critically at a conceptual level and by using mathematical analysis as well as the scientific method; write and speak effectively; use basic computer applications; and understand human behavior in the context of the greater society in a culturally diverse world. / 5, 6, 7
1, 2, 6, 7
4, 6, 7
1, 2, 3, 4
Required Textbook(s) / Hebda, T. L., & Czar, P. (2013). Handbook of informatics for nurses & health care professionals. (5th ed.). Upper Saddle River, NJ: Pearson Education Inc.
Optional Textbook(s) / Arikian, V. P., Burckhardt, J. A., Brown, J., Redemske, M., Irwin, B. J., & Finesilver, C. (2012). The basics. Kaplan Nursing.
Hogan, M. A. (2012). Pearson’s reviews & rationales: Comprehensive review for NCLEX- RN® (2nd ed.). Upper Saddle River, NJ: Pearson.
Kaplan nursing. (n.d.). Available: https://nursing.kaplan.com/s_aspx
Additional Learning Material(s) / Others as directed by the instructor.
TOPICS AND LEARNING ACTIVITIES / Course Learning Objective Supported / Points Possible / DUE DATE /
Unit
1 / 3/6 – 3/12 / Topics: Computers, Client-Server Interaction, the Internet, the Web and the Cloud in practice Reading: Hebda & Czar Chapter 1 and 2. The difference between the Internet and World Wide Web A Brief History of the Internet Wink, D. M. (2012).
Technology Corner. Cloud Computing. Nurse Educator, 37(1), 3-5.; Wink, D. M., & Killingsworth, E.
K. (2011). Optimizing Use of Library Technology. Nurse Educator, 36(2), 48-51. ; Wink, D. (2009). Teaching with technology: Computer basics. Nurse Educator, 34(1), 3-5.
Discussions: Technology & Healthcare (by 2300) – Initial post 2 substantive replies / 1, 4 / 2.5
2.5 / 3/9
3/12
Unit
2
/ 3/13 – 3/19 / Topics: Commmunication; Electronic communication; Professional Behaviors; Multidisciplinary collaboration Reading: Hebda & Czar Ch 5 Wink, D. M., & Smith- Stoner, M. (2011). Teaching With Technology. Free Web Resources for Teaching and Learning. Nurse Educator, 36(4), 137-139. Wink, D. (2010). Teaching with technology: automatically receiving information from the internet and web. Nurse Educator, 35(4), 141- 143. Wink, D. (2009). Teaching with technology: Communication tools. Nurse Educator, 34, 180-183.
Discussions: Health Data Standards by 2300 – Initial post
2 substantive replies
Assignments: Begin working on Ebooks vs. hard copy / 1, 4. / 2.5
2.5 / 3/16
3/19
3/14
Unit
3 / 3/20 – 3/26 / Topics: EHR, Health Policy
Reading: Hebda & Czar Ch 7 p 143, Ch 8, p 154 Ch
14, 16.
Discussions: Meaningful Use issues related to EHR usage – Initial post
2 substantive replies
Assignments: Begin working on emergency preparedness plan for Blackboard / 1, 2, 3. / 2.5
2.5 / 3/23
3/26
3/26
Unit
4 / 3/27 – 4/2 / Topics: Metastructures: health information systems, EHR
Reading: Hebda & Czar Ch 7, 14 & 16
Discussions: Patient & Family Health IT Tools - Initial post
2 substantive replies
Assignments: Begin working on Ethics assignment Ebooks vs. Hard copy due / 3, 5, 6. / 2.5
2.5
15 / 3/23
3/26
4/2
4/2
Unit
5 / 4/3 – 4/9 / Topics: Evidence Based practice
Reading: Hebda & Czar Ch 3, 27, 18, 19 Discussions: – Robert Wood Johnson Foundation QSEN Initial post
2 substantive replies
Assignments: Patient education portal compare/ contrast 2 / 1, 2, 3, 4, 7. / 2.5
2.5
15 / 4/6
4/9
4/9
Unit
6 / 4/10 – 4/16 / Topics: Emergency preparedness : alternatives for crisis; Safety: information security
Reading: Hebda & Czar Ch 12 & 22 Assignments: Emergency Preparedness Plan by 2300 / 1, 2, 3, 4,
5, 6, 7. / 10 / 4/13
Unit
7 / 4/17 – 4/23 / Topics: Legal Implications; information confidentiality; Ethics; ethical use of electronic information
Reading: Hebda & Czar Ch 12, National Council of State Boards of Nursing. (August, 2011). White Paper: A nurse's Guide to the Use of Social Media Thompson, P., & Bell, P. (2007). Potential student abuse of technology in the clinical setting. Nurse Educator, 32, 4, 145-146. Stephens, J., Young, M., Calabrese, T. (2007). Does moral judgment go offline when Students are online? A comparative analysis of undergraduates' beliefs and behaviors related to conventional and digital cheating. Ethics & Behavior, 17(3), 233 - 254.
Discussions: Current Practice and views for the future – Initial post
2 substantive replies
Assignments: Ethics Paper Due
Submit Electronic portfolio for review / 1, 2, 3, 4,
5, 6, 7. / 2.5
2.5
20 / 4/20
4/23
4/23
Unit
8 / 4/24 – 4/26 / Topics: Use of an electronic portfolio for professional development
Assignments: Electronic portfolio by 0900 / 4, 5. / 10 / 4/25
Grade Summary / Points
Discussions / 30
Ethics Paper / 20
Emergency Preparedness Policy Paper Presentation / 10
Electronic Portfolio / 10
Pt. Portal assignment / 15
EBooks presentation / 15
Totals / 100
Minimum Passing Grade Scale
A / 90.00 - 100.00 points
B / 80.00 - 89.99 points
C / 76.00 - 79.99 points
F / 75.99 points or below
POLICIES
University policies, such as attendance philosophy, notification of absences, extenuating circumstances, accommodation requests, academic dishonesty, grading and grading symbols, and student conduct are included in the University catalog. Students should reference the catalog for the complete listing of policies.
Note: In some cases, program and/or course specific information may be appended to the syllabus. In these instances, students must consider the syllabus to be inclusive of any appended information, and as such, students must adhere to all course requirements as described in the document in its entirety.