WASHINGTON STATE UNIVERSITY

COLLEGE OF NURSING

Course Syllabus

COURSE NUMBER: NURS596

Fall 2015

COURSE TITLE: Theory and Science of Nursing II

CREDIT HOURS: 3 semester credits

COURSE FACULTY: Mel Haberman, PhD, RN, FAAN

Professor

Janet R. Katz, PhD, RN Associate Professor

Email: mel.haberman@wsu.edu

jkatz@wsu.edu

Office Location: WSU College of Nursing, Room 414D (Haberman)

WSU College of Nursing Room 437 (Katz)

Office Hours: By appointment

Office Phone: 509-324-7358 (Haberman)

509-324-7274 (Katz)

Faculty Directory Information: http://directory.nursing.wsu.edu/faculty/?faculty/124

Community of Science Profile: http://www.scholaruniverse.com/profiles/people/98A4331DCE47B01E010D

E67327F67D93

PREREQUISITES: NURS536 concurrently or by permission

COREQUISITES: None

MEETING TIMES/DATES: Fridays 9 AM to Noon, 1/8, 1/15, 1/22, 1/29, 2/5, 2/12, 2/19, 2/26, 3/4,

3/11 (spring break), 3/18, 3/25, 4/1, 4/8, 4/15, 4/22

MEETING LOCATION: SNRS (Nursing) 203

LAST DAY TO DROP CLASS: TBD

CATALOG DESCRIPTION: Analysis and application of concepts and theories for nursing science

and research with focus on preventing and managing illness conditions across the lifespan.

NURS 596: Theory and Science of Nursing II Page 2 of 18

COURSE DESCRIPTION:

Explore the historical foundations for nursing science and the concomitent evolution of nursing research,

the impact of scientific discovery on diffusion of innovation in nursing, and advances in evidence-based

nursing therapeutics for acute and chronic conditions. Examine conceptual models and theories from

nursing and other health-related disciplines as they pertain to physical and mental health illnesses in

cultural, social, economic, political and population contexts; and to the biopsychosocial determinants of

health, equity of care, and health disparities. Biosocial and behavioral perspectives will be employed to

explore health promotion and the transitions that characterize passages from wellness to illness and the

continuum between acute and chronic conditions. Relevant political, cultural, ethnic/racial, geographic,

gender, age, and economic factors that influence health disparities and the unique needs of vulnerable

populations are examined. Class discussion and debate using a community of science approach will

facilitate critical thinking about preventing and managing acute and chronic conditions.

Student Learning Outcomes

1. Demonstrate an understanding of how the historical evolution of nursing and the emergence of

biopsychosocial and cultural theories, influenced the advancement of nursing research and the

diffusion of nursing knowledge in the modern era of nursing science.

2. Formulate critical questions pertaining to the biopsychosocial and cultural determinants of health

and health disparities, and apply a specific nursing or health-related theory to examine the

questions both conceptually and empirically.

3. Synthesize the nursing and interdisciplinary literature related to a phenomena of interest to

nursing and relative to a vulnerable population, and propose a high impact, paradigm shifting

next or first-step approach to the advancement of the nursing science, research and clinical

practice.

4. Analyze familial, socio-cultural, and political influences in preventing and managing acute and

chronic conditions across the lifespan.

5. Critique existing concepts and theories related to acute and chronic conditions, including

assumptions and biases.

6. Propose an innovative method to facilitate research translation to practice for a selected aspect of

preventing and managing acute and chronic conditions.

COURSE POLICIES:

Submission of Electronic Files

The proper labeling of electronic files is required to protect your intellectual property and to safeguard

you in the event an allegation of scientific misconduct is brought against you or if you want to allege

someone else has plagiarized your materials. Edits and revisions to a paper should be added to a new

version. Use the file “SAVE AS” command and change the date to reflect the most recent version. This

procedure allows you to maintain a record of every version of a paper from the first draft to final

version. Label all files like this:

Make sure your files include your last name, assignment, and date Example: Last Name-Final Paper-4-8-16.docx

NURS 596: Theory and Science of Nursing II Page 3 of 18

Academic Integrity

As an institution of higher education, Washington State University is committed to principles of truth

and academic honesty. All members of the University community share the responsibility for

maintaining and supporting these principles. When a student enrolls in Washington State University, the

student assumes an obligation to pursue academic endeavors in a manner consistent with the standards

of academic integrity adopted by the University. To maintain the academic integrity of the community,

the University cannot tolerate acts of academic dishonesty including any forms of cheating, plagiarism,

or fabrication. Washington State University reserves the right and the power to discipline or to exclude

students who engage in academic dishonesty. You can learn more about Academic Honesty at WSU by

visiting: http://conduct.wsu.edu.

Academic integrity violations include actions defined as “cheating” in the Washington State University

Standards of Conduct for Students. See Washington Administrative Code 504-26-010. Sanctions for

academic integrity violations may include receiving a failing grade for the assignment or examination,

and may also include receiving a failing grade for the course. In some cases, the violation also may lead

to the student’s dismissal from the WSU College of Nursing.

Turnitin®

Papers with questionable citations, paraphrases that are too close to the original, and other text that is

questionable as to its originality, will be run through Turnitin® software that detects plagiarism. Papers

with too high of a similarity rating to original sources (>22%) will be returned ungraded to the student.

One opportunity will be given to revise the paper satisfactorily before a student-faculty meeting is

offered to discuss any allegation of plagiarism and, if required, to report the allegation to the University.

See explanation and instructions for using Turnitin® in Angel/Lessons. Information on plagiarism

detection and the use of Tegrity can be found at http://angel.wsu.edu/Angel_Plagiarism_Detection.asp

WSU’s Campus Safety Statement

Washington State University is committed to enhancing the safety of the students, faculty, staff, and

visitors to the Pullman campus. As part of this commitment, the university has prepared a Campus

Safety Plan for each campus. These plans include a listing of university policies, procedures, statistics

and information relating to campus safety, emergency management and the health and welfare of the

campus community.

WSU-Pullman Campus Safety Plan

http://safetyplan.wsu.edu

WSU-Tri-Cities Campus Safety Plan

http://www.tricity.wsu.edu/safetyplan/

WSU-Vancouver Campus Safety Plan

http://www.vancouver.wsu.edu/safety-plan

WSU-Spokane Campus Safety Plan

http://spokane.safetyplan.wsu.edu/

The University emergency management web site at http://oem.wsu.edu/emergencies. Information about

emergencies can be found on the WSU ALERT site – http://alert.wsu.edu. Alert notices can also be

found on each campus Alert Site. All students should sign up for Emergency Alert Notification. To do

so, log onto Zzusis at http://my.wsu.edu and register your emergency contact information for the Crisis

Communication System.

NURS 596: Theory and Science of Nursing II Page 4 of 18

WSU Disability Statement

Reasonable accommodations are available for students with a documented disability. If you have a

disability and may need accommodations to fully participate in this class, please visit the Access Center

on your campus. All accommodations MUST be approved through the appropriate Access Center.

Please stop by or call 509-335-3417 to make an appointment with an Access Advisor.

LEARNING MANAGEMENT SYSTEM

Angel is the learning management system used by Washington State University to teach online portions

of courses. To use the Angel course management system, you must first enroll in Angel. To enroll, you

will need the user name and password assigned for use with MyWSU. To access Angel, go to:

http://lms.wsu.edu. You will find the course syllabus in the section, “Syllabus.” The course readings are

available in Lessons. Angel provides the online repository for all class-related materials and for

discussion forums, assignment drop boxes, grade book, email access and for watching lectures

previously recorded in Tegrity.

See http://ams.wsu.edu/Index.aspx for Academic Media Services to access archived lectures for this

class. It often takes 2-3 working days for IT to upload the lectures for viewing.

INSTRUCTIONAL STRATEGIES

PHILOSOPHY and LEARNING STRATEGIES This course uses critical pedagogical theory (based on post colonization theory from Freire and Fanon),

and reflection (Patricia Benner, Robert Kegan) to think about acute and chronic conditions, concepts and

nursing practice and research. Readings are chosen to stimulate questioning, delving into ideas, and

personal and societal biases/perspectives. Discussion will emphasize analyzing, planning, conducting

and reporting nursing science research about many facets of health promotion, prevention and the

continuum between acute and chronic conditions. Assignments focus on reading, thinking deeply and

scientific writing.

Students are expected to have completed the assigned readings and other preparatory work as a basis for

weekly classes. Class discussion uses a community of science approach to facilitate critical thinking and

the open discussion of ideas in a scholarly, collegial, and constructive manner. Students may lead some

class presentations. Some class lectures and in-class learning activities are conducted over Polycom.

Angel provides the online repository for all class-related materials and for discussion forums,

assignment drop boxes, grade book, email access and for watching lectures previously recorded in

Tegrity.

WSU-Pullman Access Center

Washington Building, Room 217, 509-335-3417

WSU-Vancouver Disability Services

http://studentaffairs.vancouver.wsu.edu/student-resource-center/disability-services

VMMC, Lower Level, 360-546-9138

WSU-TriCities Disability Services

http://www.tricity.wsu.edu/disability/

Student Services Department, West Bldg, Room 262, 509-372-7352

WSU-Spokane Disability Services

http://spokane.wsu.edu/students/current/StudentAffairs/disability/disabilitystatement.html

Academic Center, Room 130, 509-358-7534

Distance students may contact their ‘home’ campus office or may wish to access information at this website:

http://drc.wsu.edu/default.asp?PageID=1799

NURS 596: Theory and Science of Nursing II Page 5 of 18

TECHNOLOGY AND ACCESS TO COURSE LECTURES AND VIDEOSTREAM

1. Computer problems can be resolved by contacting the WSU help desk to fill out the help request

form. http://infotech.wsu.edu/ITRoot/script/ITSHelpForm.asp. Spokane students may email

spok.it.help@wsu.edu and Vancouver students helplog@vancouver.wsu.edu

2. Angel. It is accessed at http://lms.wsu.edu/. Use your WSU User Name and Password to log into

Angel. An online tutorial is located at the Angel site.

3. Polycom. The classes are broadcast live via the WSU Polycom system. This syllabus identifies

which class sessions use Polycom. Student living in the Spokane area can attend Polycom classes in

the assigned classroom or online. Problems: WSU Academic Media Services, 509-335-4535.

Destinations/SLN Info:

WSU-Spokane: SLN________ outside Spokane SLN_______

Polycom: All live and Polycom classes are recorded and archived for later viewing.

To watch archived lectures:

Archived videostreamed lectures are found at: http://ams.wsu.edu/Index.aspx

Click on “streamed classes” on left sidebar

Scroll down and click on NURS 537

Username: your WSU Network user ID and password

Put in the date of the lecture you want to watch in the AIR DATE box and click on

“apply”

Student Materials

Recommended:

o Hadler, N.M. (2008). The worried sick: a prescription for health in an over treated

America. Chapel Hill: University of North Carolina Press.

o King, C.R. & Hinds, P.S. (2012). Quality of life from nursing and patient perspectives

(3rd ed.). Sudbury MA: Jones & Bartlett.

Assigned readings are in Angel

Suggested Reference for Paper Assignment

o Portney, L.G., & Watkins, M.P., (2009). Foundations of Clinical Research: Applications

to Practice (3rd ed.). New Jersey: Pearson/Prentice Hall

We are always looking for articles that are pertinent to this course. Please send references

that you think add a new or different dimension to the course to mel.haberman@wsu.edu

or jkatz@wsu.edu. Thank you!

WORK LOAD: It is WSU policy that for every hour of in-class instruction, or equivalent online

instruction, that students should expect at least 2 hours of outside class course preparation in the form of

reading, course assignments, and review of previous lectures.

ATTENDANCE (3 points): The PhD program requires on-campus or synchronous Polycom

attendance during the class periods assigned to these delivery methods (See weekly class schedule).

Students will be informed of these mandatory classes about two months in advance so you can make

adjustments to your family/work schedules. Absence from part or all of a class is handled on a case-

NURS 596: Theory and Science of Nursing II Page 6 of 18

by-case basis. Please notify faculty by email if you plan to be absent. A make-up assignment may be

required for missed classes.

PARTICIPATION (7 points): Class participation is different from attendance. The following rubric is

adapted from one recommended for graduate level business seminars by the Association to Advance

Collegiate Schools of Business, and will form the basis for evaluation of student participation in this

course. Students should be rated at a level of 2 or above in all categories and 3 or above in at least 3

categories to receive a satisfactory evaluation.

4 3 2 1

Attendance/

Promptness

1 point

Student is always prompt

and regularly attends

classes.

Student is late to class

once every two weeks and

regularly attends classes.

Student is late to class

more than once every two

weeks and regularly

attends classes.

Student is late to class

more than once a week and/or has poor attendance

of classes.

Level of

Engagement In

Class

1 point

Student proactively

contributes to class by

offering ideas and asking

questions more than once

per class.

Student proactively

contributes to class by

offering ideas and asking

questions once per class.

Student rarely contributes

to class by offering ideas

and asking questions.

Student never contributes

to class by offering ideas

and asking questions.

Listening Skill

1 point

Student listens when others

talk, both in groups and in

class. Student

incorporates or builds off of the ideas of others.

Student listens when

others talk, both in groups

and in class.

Student does not listen

when others talk, both in

groups and in class.

Student does not listen

when others talk, both in

groups and in class.

Student often interrupts

when others speak.

Preparation

7 points

Student is almost always

prepared for class with

assignments and required

class materials.

Student is usually

prepared for class with

assignments and required

class materials.

Student is rarely prepared

for class with assignments

and required class

materials.

Student is almost never

prepared for class with

assignments and required

class materials.

WSU GRADUATE SCHOOL GRADING FORMULA: Numerical points are either rounded up or

down using 0.5 as the cut point. Assignment grades and final grades are posted in Angel. From WSU

Graduate School Policies: “No graded courses of “B-“ or below may be dropped from a program of

study for an advanced degree nor can a course be repeated for a higher grade if the final grade is “C” or

higher. Any course listed on the program of study for which a grade of “C-“ or below is earned must be

repeated for a letter grade, not on a Pass/Fail basis.”

GRADING: Grades are not rounded numerically either up or down.

WSU Grading Policy

95-100% 4.0 A

90-94% 3.7 A-

86-89% 3.3 B+

83-85% 3.0 B

80-82% 2.7 B-

76-79% 2.3 C+

73-75% 2.0 C Minimum passing grade

70-72% 1.7 C-

66-69% 1.0 D+

NURS 596: Theory and Science of Nursing II Page 7 of 18

65-60% 1.0 D

=/< 59% F

COURSE ASSIGNMENTS AND WRITING EXPECTATIONS

Additional Assignments

The instructor reserves the right to assign additional papers or activities beyond those described in the

syllabus.

Late assignments

If unforeseen circumstances prohibit you from turning in an assignment on time, be sure to contact

faculty to negotiate for an alternative submission date.

Writing Expectations and Assistance, APA 6th ed. Style

It is recommended that you obtain writing assistance this semester if you consider yourself a poor writer,

if prior faculty indicated your writing performance was weak, or if the PhD Admission Committee

required you to obtain writing assistance this summer. The instructor may require you to obtain writing

assistance to successfully pass the course. The class follows strict APA 6th ed. Manual guidelines.

Students should study and refer to chapter 2 (manuscript structure and content), chapter 3 (writing

clearly and concisely), chapter 4 (mechanics of style), chapters 6-7 (crediting sources and reference

examples), and Tables 3.1 and 6.1. It is strongly recommended that you have a classmate edit your

papers before turning them in. Refer to the documents, CON Graduate Student Writing Expectations

and Resources for Writing Assistance, in Angel/Lessons.

Format for Written Papers

LABEL YOUR ELECTRONIC FILE (YOUR ATTACHMENT) AS REQIRED. Revise the date

of the file as required with each new submission. Improperly labeled files will be returned.

Double-spaced, 1” margins all around, New Times Roman or Arial 11 point font.

Follow APA 6th ed. guidelines.

Title page and Reference list do not count for page limitation.

The reference list, if any, should be double-spaced.

NURS 596: Theory and Science of Nursing II Page 8 of 18

Class Assignments

Class Discussion. Students engage in the discussion of each week’s selected topics and the assigned

readings either in class or in the Angel discussion forum.

Week 1, Jan 8, Spokane. Class presentation of your definition of nursing science and nursing

research (5 points). Prepare your original definitions and models of nursing science and research. Your

definition and model of nursing science should provide the framework for your model and definition of

nursing research. The definitions and models should include a continuum that illustrates how acute

conditions may become chronic and chronic may have acute exacerbations. References and PowerPoints

are discouraged. On one sheet of paper, write your definition of nursing science and insert a computer

generated conceptual model or draw it free-hand to illustrate the definition. Do the same for nursing

research. Bring copies for everyone to Week 1 class. Add this title to establish the handouts as your

intellectual property: N596: Theory and Science of Nursing II, Your Name, Date, Do not photocopy or

cite without permission of the author. Plan on 15 minutes maximum per student including Q/A.

Week 2, Jan 15, Angel. Write paper and complete discussion forum of familial, biopsychosocial,

cultural, economic and political determinants of health and their influences on

preventing/managing acute and chronic conditions (5 points). Pick ONE article in Week

2/Angel/Lessons and write a paper. You are not restricted to the articles found in Angel. Format: 2 page

maximum, 1” margins, double-spaced, 12-point font. Post your paper in Week 2 Angel Discussion

Board. First, include the full citation, your name and current date. Write an annotated abstract to briefly

summarize the key points and list the key concepts identified in the article (1/2 page). Formulate two

questions pertaining to your topic. After each question, discuss how the article influenced your thinking

about how you would approach the question in three ways: as a nurse scientist, researcher and clinician.

In the Discussion Forum, select one of your classmate’s papers to read. Write a very short, 1/4 page

discussion of how your classmate’s paper influenced your thinking about this week’s class topic.

Week 3, Jan 22, Angel. Discussion forum on biopsychosocial/cultural, familial, economic and

political determinants of health disparities and vulnerable populations (5 points). Pick ONE article

in Week 5/Angel/Lessons. Describe how the author defined a vulnerable population of interest. Briefly

discuss which health disparities characterize this population and which biopsychosocial, cultural,

familial and political determinants of health were identified as being associated with the disparities.

Lastly, identify the theoretical framework employed by the author to guide the discussion of

determinants. If no theoretical basis was described, find and identify a theory that would guide your

thinking about the population and health disparities (cite the theoretical framework). In the Discussion

Forum, select one of your classmate’s entries and discuss how their write-up influenced your thinking

about the biopsychosocial or cultural determinants of health disparities.

Week 4, Jan 29, Angel. Open Discussion Forum on questions about the HRQOL and Final Paper

assignments (part of class participation grade). See Week 6 for HRQOL paper guidelines. See

Final Paper guidelines on p. 11 of syllabus. In 1 page, share your preliminary ideas about the two

assignments to obtain feedback from your classmates. Obviously, the more explicit information you can

provide, the better opportunity it will be to get meaningful feedback. Everyone, read the submissions

and provide feedback to all of your classmates about the direction the paper is taking. Are the papers

following the assignment rubric?

Week 5, Feb 5, Polycom. Student facilitated seminar on historical evolution of the discipline of

nursing using Tegrity recording and class discussion (5 points). Each student is to facilitate the class

discussion of ONE article in Week 4/Angel/Lessons. You are not restricted to the articles found in

Angel. Prepare a Tegrity recording. Maximum length is 15 including Q/A session. Instructions for

Tegrity are found in Angel/Lessons. Provide your name, course, date, and article full citation on the title

slide. Demonstrate how the article (a) contributed to the historical evolution of the discipline of nursing,

NURS 596: Theory and Science of Nursing II Page 9 of 18

(b) advanced the agenda for nursing science and research at that time in history and any carryover to the

present time, and (c) resulted in a diffusion of nursing knowledge that ultimately improved nursing

practice in the modern era of nursing science. To address “c,” do a Google Scholar search to find out

how many times the article has been cited and identify how many citations were for research projects

and for non-research purposes. Post the recording in Tegrity by 5 PM the day before the presentation.

Week 6, Feb 12, Angel. Work on HRQOL Concept Paper (20 points). Open discussion forum in

Week 6 Angel. Discuss the assignment with classmates and pose any questions for faculty.

1. Chose a concept that has relevance to quality of life for persons with a chronic condition. Consider

whether there is a concept of interest to you that is also relevant to your research interest. If so, you may

choose that one.

2. Find a QOL model or theory that contains your concept of interest and review and critique.

3. Does the concept of QOL have a philosophical and cultural viewpoint? What do you think? What

does the nursing literature say?

4. As an example, in one area of research you might write on the importance of interventions to enhance

self-efficacy and make the case that self-efficacy is necessary for optimal self-management. Self-

management can positively impact quality of life. Self- care management theory would be the theory

you use.

5. Be sure to adequately define and explain your concept and theory or model. Make smooth and strong

links between your concept and quality of life for people with chronic conditions. The challenge of this

assignment is to write clearly and concisely while making a strong point.

Grading Rubric: 20 points

Introduction: 5 points: It should catch the reader’s attention and clearly identify the direction, purpose

and significance of the essay.

Body: 8 points: Make the connection between your concept and QOL for persons with chronic

conditions, social determinants of health, and philosophical or cultural perspective. It should solidly

convey the message of your essay.

Conclusion: 5 points: It should nicely summarize the body and lead the reader to a strong ending of

what the author is conveying in the essay.

Grammar, punctuation, spelling, APA references (if used): 2 points.

Thoughtful response to colleagues’ critique: (included in participation grade)

Please respond to each of them thoughtfully in a way that will further their understanding of your essay

or in a way that uses their critique to expand upon your initial essay.

Due Feb 19 on Angel your response to other’s papers

Due Feb 26 on Polycom-in class. Present your concept QOL paper, summarize critiques from

classmates, and respond to critiques: 15 minutes.

NURS 596: Theory and Science of Nursing II Page 10 of 18

Week 7, Feb 19, Angel. Hadler Assignment due today in Angel/Discussion Forum (5 points).

Discussion forum in Week 7 Angel to discuss with classmates and faculty the assignment and to pose

any questions prior to due date.

READ:

Choose a chapter that interests you and present online- 10-15 minutes

Guidelines:

1. What is the author saying?

2. What do you think?

3. How does it fit nursing science?

4. Is there a research study you could think of that would help clarify the issue(s) in this chapter?

5. Discuss with your classmates/Respond to your classmates

Week 8, Feb 26, Angel. Hadler critique of classmate’s paper due today in Angel/Discussion Forum

(5 points included in class participation grade). In 1 page, share your critique of ONE of your

classmate’s assignment. Does the paper meet guidelines 1-4 in Week 7?

Week 9, March 4, Angel. Open discussion forum on progress made for HRQOL and Final Paper.

In 1 page, discuss how you responded to your classmates’ critique of both papers in Week 4. Everyone,

read the responses and provide feedback to all of your classmates about the direction the paper is taking.

Are the papers following the assignment rubric?

Week 10, Spring Break

Week 11, March 18, Polycom (5 points). Present your Tegrity recording of the HRQOL concept

paper. Maximum 15 minutes including Q & A.

Week 12-13, March 25, Polycom (Group 1); April 1, Polycom, (Group 2). Group facilitated

seminars on resilience using Tegrity and class discussion (10 points). This is a group assignment.

Select THREE articles in Week 12-13/Angel/Lessons. You are not restricted to the articles found in

Angel as long as the article conforms to the concept selected for each group: Group 1 = Individual,

Group 2 = Community. Prepare a Tegrity presentation of and lead class discussion for the entire

seminar. Instructions for Tegrity are found in Angel/Lessons. Provide names of presenters, course, date,

and article citations on the title slide. Provide a brief summary of the article. How did conceptualize

and/or operationalize resilience? From nursing science, research, theory and clinical perspectives,

discuss the relevance of resilience to the biopsychosocial/cultural determinants of health and disparities.

Note: it is sometimes difficult to make a clean distinction among the three levels as some papers cross

more than one level of abstraction. If this is the case, you should discuss the obfuscation and how it

affects conceptual clarity and the operationalization of the resilience. Post Tegrity by 5 PM the day

before the presentation.

Week 14, April 8, Angel. Post final paper in Angel/Drop Box (20 points). See guidelines for final

paper below. Open discussion forum in Angel to discuss assignment with classmates and faculty prior

to due date.

Week 15 April 15 (Spokane) and April 22, Week 16 (Polycom) (5 points). Tegrity presentation of

final paper. We will watch your recorded presentations in class. The presentation should be no more

than 25 minutes including Q & A. Instructions for Tegrity are found in Angel/Lessons. Post Tegrity by 5

PM the day before the presentation.

NURS 596: Theory and Science of Nursing II Page 11 of 18

Guidelines for Final Paper: Acute/Chronic Theory Critique/Reflection (25% of class grade)

Due Date: April 8. Post in Week 14 Angel Drop Box

Present Tegrity recording (maximum 25 minutes including Q & A) April 15 & 22.

Goal of paper. The purpose of this assignment is to critique a specific theory according to its strengths

and limitations for guiding practice and research related to acute and/or chronic conditions and

biobehavioral outcomes.

Format of Paper. See page 7 of syllabus for writing expectations and format. Quality of evidence

and clarity in thinking and writing is valued over quantity and confusion.

Guidelines: Note: This is not a formal paper. You may answer each of the sections independently.

The total document should be no more than 8 pages plus a reference page and a page with a diagram of

the theory/model. While you do not have to do a formal cover page, be sure to include your name on the

first page…or perhaps as a header or running head on each page.

1. Introduction (2.5 points): Include the name of theory, date first published, and describe the

strategies used to develop the theory, e.g., practice-theory, research-empirically derived,

apriori/armchair derived. Is it a middle-range or situation-specific theory/model? Provide

rationale for your classification. Provide rationale for why you think this theory is useful for

guiding nursing practice and/or research related to acute and/or chronic conditions. Has the

theory been modified since first dissemination and, if so, how was it modified?

2. Theoretical assumptions (2.5 points): Examine the theoretical assumptions and their

relationship or implications for chronic illness care. For example, an assumption is that people

with acute/chronic illness want to maintain as much independence and control as possible. This

assumption has significant implications for nursing interventions and outcomes of care, e.g.,

promoting autonomy, providing education and skills for self-care, etc.

3. Theory’s Diversity and Comprehensiveness (5 points): Evaluate the theory’s usefulness for:

(a) diverse populations by gender, ethnicity/race, medical versus psychiatric or co-occuring, and

acute and/or chronic conditions; and (b) across settings of acute care, community, long term care,

etc. Does the theory state propositions for testing the validity and generalizability of the theory?

4. Applicability to research (5 points): Evaluate the theory’s strengths and limitations for guiding

nursing practice for persons with acute and/or chronic conditions. (see Meleis’ usefulness)

5. Applicability to nursing science (5 points): Evaluate the theory’s strengths and limitations for

advancing nursing science related to persons with acute and/or chronic conditions (may use

Meleis’ usefulness or other).

6. Applicability to translate research to practice (2.5 points): State the strengths and/or

limitations of the theory for translating the tenets of the theory to practice.

7. Reflection (2.5 points): In your own words, citations are not required. What is your opinion

about the usefulness of the theory for the work you are interested in doing for your dissertation?

Is the theory capable of guiding selected aspects of your dissertation and, if so, how does it guide

NURS 596: Theory and Science of Nursing II Page 12 of 18

your conceptual understanding of your phenomenon of interest and the operationalization of the

concepts of interest?

8. References (not included in page limit)

9. Figure of Theoretical Framework (not included in page limit)

Present Tegrity recording (maximum 25 minutes including Q & A) April 15 & 22 (5 points).

You will have 25 minutes to summarize your theory paper, critiques from others and your

response to those critiques. In addition, you will propose further research:

1. Summarize your theory paper, the critiques from others and your response to their critiques. 2.5

2. Describe the gap(s) in knowledge you found that could be filled by nursing research. Clearly

state and describe the purpose/reason for your paper and justify the gap you identify through the

current literature. 2.5 points

3. What steps could you take in to advance nursing science in this area? Justify by presenting a

logical research question(s) that comes from the gap identified. 5 points

4. Suggest a line of research with a choice of methodology. Provide a clear rationale for your

choice of inquiry and method 5 points.

NURS 596: Theory and Science of Nursing II Page 13 of 18

Course Map

Program Outcome Student Learning Outcomes: At the

Completion of the Course, the Student

will be able to:

Demonstration of Student

Learning

(assignments, presentations,

discussion forums)

Advances nursing science through

clinical research and dissemination of

dissertation study and other research

projects.

(1) Demonstrate an understanding of

how the historical evolution of nursing

and the emergence of biopsychosocial

and cultural theories, influenced the

advancement of nursing research and the

diffusion of nursing knowledge in the

modern era of nursing science.

(4) Analyze familial, socio-cultural, and

political influences in preventing and

managing acute and chronic conditions

across the lifespan.

Week 1. Assignment 1: Models

and definitions of nursing science

and research

Week 12-13. Student facilitated

seminar on resilience

Week 11, 15-16. Presentation of

HRQOL and Final Paper by

Tegrity and class discussion.

Demonstrates ability to analyze,

construct, or test theoretical

frameworks that guide nursing

research design, methodology, data

analyses, and the transfer of new

knowledge into practice.

(2) Formulate critical questions

pertaining to the biopsychosocial and

cultural determinants of health and

health disparities, and apply a specific

nursing or health-related theory to

examine the questions both conceptually

and empirically.

(5) Critique existing concepts and

theories used in clinical practice and

research related to acute and chronic

conditions, including identifying

assumptions and biases.

Week 2. Assignment 2: Written

paper and Angel discussion forum.

Psychosocial/ cultural determinants

of health

Week 3: Angel discussion forum.

Psychosocial/cultural determinants

of health and disparities in

vulnerable populations

Week 4 & 9: Open discussion

forum on questions about HRQOL

and Final Paper assignments

Week 12-13: Group facilitated

seminar on resilience

Collaborates with interdisciplinary

scholars in research and transfers

evidence-based knowledge into best

clinical practices through

dissemination processes.

(2) Formulate critical questions

pertaining to the biopsychosocial and

cultural determinants of health and

health disparities, and apply a specific

nursing or health-related theory to

examine the questions both conceptually

and empirically.

(6) Propose an innovative method to

facilitate research translation to practice

for a selected aspect of preventing and

managing acute and chronic conditions.

Week 2. Assignment 2: Written

paper and Angel discussion forum.

Psychosocial/ cultural determinants

of health

Week 5. Group facilitated seminar

on historical evolution of the

discipline of nursing

Week 12-13. Group facilitated

seminar on resilience

NURS 596: Theory and Science of Nursing II Page 14 of 18

Synthesizes knowledge from a variety

of disciplines to create research designs

and methods for nursing science and to

address ethical, social, cultural,

political, and professional issues.

(3) Synthesize the nursing and

interdisciplinary literature related to a

phenomena of interest to nursing and

relative to a vulnerable population and

propose a high impact, paradigm shifting

next or first step approach to the

advancement of nursing science,

research and clinical practice.

Week 1. Models and definitions of

nursing science and research

Week 4 & 9: Open discussion

forum on questions about HRQOL

and Final Paper assignments.

Week 11, 15-16. Presentation of

HRQOL and Final Paper by

Tegrity and class discussion.

Implements proven and emerging

technologies to enhance nursing

research and education.

(1) Demonstrate an understanding of

how the historical evolution of nursing

and the emergence of biopsychosocial

and cultural theories, influenced the

advancement of nursing research and the

diffusion of nursing knowledge in the

modern era of nursing science.

Weeks 2, 3, 6-9, 14 (Angel as

classroom management system);

Weeks 5, 11-13, 16 (Polycom for

distance delivery of interactive live

classroom)

Weeks 11-13, 15-16: (Tegrity

recordings).

Implements innovative research

designs, methodologies, leadership

skills, health education, and/or lifestyle

modifications techniques to address the

health care needs of vulnerable

populations and disparities in the

access to or delivery of health care.

(3) Synthesize the nursing and

interdisciplinary literature related to a

phenomena of interest to nursing and

relative to a vulnerable population and

propose a high impact, paradigm shifting

next or first step approach to the

advancement of nursing science, research

and clinical practice.

(6) Propose an innovative method to

facilitate research translation to practice

for a selected aspect of preventing and

managing chronic conditions.

Week 1: Models of nursing science

& research

Week 2-3: Angel discussion

forum. Psychosocial/cultural

determinants of health and

disparities in vulnerable

populations & managing or

preventing acute/chronic illnesses

Week 4-9: Open discussion forum

about questions on HRQOL and

Final paper.

Week 11 & 14: HRQOL and Final

Paper due

NURS 596: Theory and Science of Nursing II Page 15 of 18

COURSE WEEKLY SCHEDULE

Week/Date Topics Readings /

Assignments

SLO

Week 1

Date 1/8

Time 9-Noon

Spokane

Room

(3 hours class

time)

Course introduction

Answer questions about syllabus and assignments.

Community of Science principles for scholars

In class seminar and discussion: Student’s

present definitions and models of nursing science

and research, illustrating the continuum between

acute and chronic conditions.

*Select 3 groups for Week 5 Tegrity recordings.

See Week 1 class

assignments and

readings in

Week1/Angel.

1

Week 2

Date 1/15

Angel

(3 hours

asynchronous)

Biopsychosocial, familial, cultural, economic,

political determinants of health and their

influences in preventing and managing

acute/chronic conditions.

See Week 2 class

assignment.

Post papers in Angel

discussion forum and

respond to

classmates.

See reading

assignments in Week

2/Angel. Faculty will

dialogue with

students.

1, 4, 5, 6

Week 3

Date 1/22

Angel

(3 hours

asynchronous)

Biopsychosocial, familial, cultural, economic,

political determinants of health and their

influences on health disparities and vulnerable

populations.

See Week 3 class

assignment and

Angel for articles.

Discussion forum in

Angel and respond to

classmates. See

reading assignments

in Week 3/Angel.

Faculty will dialogue

with students.

1, 2, 5

Week 4

Date 1/29

Angel

(3 hours

asynchronous)

Open discussion forum on questions about the

HRQOL and Final Paper assignments.

See Week 4

assignment &

guidelines. Discuss

with your classmates

your ideas for the two

assignments and give

each other feedback.

Faculty will dialogue

with students.

3, 5

Week 5

Date 2/5

Time 9-Noon

Polycom

(3 hours class

time)

Student and faculty facilitated seminar on

historical evolution of the discipline of nursing.

See Week 5 class

assignment and

Angel for article

selection. Students

present Tegrity

recordings.

1

NURS 596: Theory and Science of Nursing II Page 16 of 18

Week 6

Date 2/12

Angel

(3 hours

asynchronous)

Work on HRQOL paper.

See guidelines in

syllabus p. 9. Open

discussion forum to

discuss assignment

with classmates.

Faculty will dialogue

with students.

3, 5

Week 7

Date 2/19

Angel

(3 hours

asynchronous)

Work on Hadler assignment.

Hadler Assignment

Due today in

Angel/Discussion

Forum. Open

discussion forum to

discuss assignment

with classmates.

Faculty will dialogue

with students.

1, 4

Week 8

Date 2/26

Angel

(3 hours

asynchronous)

Critique a classmate’s paper for the Hadler

assignment.

Hadler critique of

classmates paper due

today in

Angel/Discussion

Forum,

1, 4, 5

Week 9

Date 3/4

Angel

(3 hours

asynchronous)

Open discussion forum on progress made for

HRQOL paper and Final Paper

See assignment

guidelines. Discuss

with your classmates

your ideas for the two

assignments and give

each other feedback.

Work on Tegrity

presentation. Faculty

will dialogue with

students.

3, 5

Week 10

No Classes

SPRING BREAK

Week 11

Date 3/18

Time 9-Noon

Polycom

(3 hours class

time)

Student Tegrity presentations of HRQOL paper. HRQOL paper due

today. Tegrity

presentations and

class discussion

today.

3, 4, 5

Week 12

Date 3/25

Time 9-Noon

Polycom

(3 hours class

time)

Student facilitated class seminar, lecture and

class discussion: Concept of Individual

Resilience

See Week 12-13

Assignment.

Group Tegrity

presentations and

class discussion.

1, 4

NURS 596: Theory and Science of Nursing II Page 17 of 18

Week 13

Date 4/1

Time 9-Noon

Polycom

(3 hours class

time)

Student facilitated class seminar, lecture and

class discussion: Concept of Community

Resilience

See Week 12-13

Assignment.

Group Tegrity

presentations and

class discussion.

1, 4

Week 14

Date 4/8

Angel

(3 hours

asynchronous)

Work on final paper.

Final paper due today

in Week 14

Angel/Drop Box.

Open discussion

forum to discuss

assignment with

classmates and

faculty prior to due

date.

4, 5

Week 15

Date 4/15

Time 9-Noon

Spokane

(3 hours class

time)

Student Presentations of Final Paper

Final paper due today

in Angel/Drop Box.

Tegrity recordings

and class discussion.

Please complete

online course

evaluation.

3, 6

Week 16

Date 4/22

Time 9-Noon

Polycom

(3 hours class

time)

Student Presentations of Final Paper

Tegrity recordings

and class discussion.

Please complete

online course

evaluation.

3, 6

NURS 596: Theory and Science of Nursing II Page 18 of 18

Activities for Assigning a Grade

Assignments % of

Grade

Due Date

Class attendance 3 Weeks 1-16

Consistent, timely participation in class activities

and discussion forums, based upon reflective,

thorough preparation.

7 Weeks 1-16

Class presentation of your definition of nursing

science and research 5 Jan 8

Write paper and complete discussion forum of

familial, biopsychosocial, cultural, economic and

political determinants of health and their influences

on preventing/managing acute and chronic

conditions.

5 Jan 15

Discussion forum on biopsychosocial/cultural,

familial, economic and political determinants of

health disparities and vulnerable populations.

5 Jan 22

Polycom. Student facilitated seminar on historical

evolution of the discipline of nursing using Tegrity

recording and class discussion (Polycom session).

5 Feb 5

Hadler assignment due in Angel 5 Feb 19

Hadler critique of classmates paper 5 Feb 26

Tegrity presentation of HRQOL paper 5 March 18

HRQOL Concept Paper 20 March 18

Resilience Group Assignment 10 March 25, or April 1

Theory Paper: Acute/chronic theory

critique/reflection

20 April 8

Tegrity presentation of final paper 5 April 15 or April 22

Total Points 100