DEPARTMENT OF NURSING



MASTER’S DEGREE PROGRAM

Nurse Educator Concentration

NURS 6000: Theoretical Formulations

in the Discipline of Nursing

Revised: 8.15.11

Fall 2011

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I am the Way, the Truth, and the Life.

John 14:6

I. COURSE NUMBER: NURS 6000 TO1 (Nurse Educator Concentration)

CRN: 11107

II. COURSE TITLE: Theoretical Formulations in the Discipline of Nursing

III. COURSE CREDITS: 4 credits (Theory/Didactic: 4 credits)

IV. PLACEMENT IN Level I (Fall Term)

CURRICULUM: Core Course

V. CLASS TIME: Wednesday evenings, 5:00-9:00 PM

Sessions: 9/7, 9/14, 9/21, 10/5, 10/19, 11/2, 11/9, 11/16

VI. PLACE: Whitby Hall, Room J-111

VII. FACULTY: Kathleen Kalb, PhD, RN Office: Whitby Hall, Room 320

E-mail: kakalb@stkate.edu Phone: #651.690.6587

VIII. COURSE DESCRIPTION

This course forms the basis for understanding theory development, application, and analysis within the discipline of nursing. Components and processes of theory construction and evaluation are examined. Theories of nursing, leadership, and ethics are analyzed to enable students to develop a professional framework for advanced nursing roles in nursing.

IX. COURSE Objectives

Upon completion of this course, you will be able to:

1. Examine concepts integral to nursing that have been defined by nursing theorists and used to develop nursing knowledge. (Phenomena of Nursing; “Discipline-Based Competence”; Sessions 1, 2, 3, 4, and 5)

2. Analyze nursing theories using a systematic process and ethical issues using ethical decision-making frameworks to evaluate their significance in advanced nursing roles. (Critical Thinking; “Critical and Creative Inquiry, Ethics and Social Justice”; Sessions 3, 4, 5, 6, 7, and 8)

3. Engage in diverse modes of communication to articulate theoretical perspectives, leadership styles, and ethical decision-making processes used in advanced nursing roles. (Communication; Effective Communication in a Variety of Modes, Leadership and Collaboration”; all sessions)

4. Explore ways in which social justice and global interconnectedness impact and influence diverse systems encountered in advanced nursing roles. (Systems; “Ethics and Social Justice, Diversity and Global Perspectives”; Sessions 6, 7, and 8)

5. Analyze selected leadership theories to determine their usefulness in advanced nursing roles and their congruence with personal leadership qualities. (Role; “Leadership and Collaboration”; Session 5)

6. Explore how theory, research, and practice interconnect in advanced nursing roles to shape interventions rooted in social justice and ethical action. (Therapeutic Interventions; “Discipline-Based Competence, Purposeful Lifelong Learning”; Sessions 3, 4, 6, 7, and 8)

Please note. Department of Nursing “curricular threads” are identified in italics; St. Catherine University “Goals of a Liberal Arts Education” are identified in quotes. Sessions identified for each objective refer to class sessions which specifically address that objective. Teaching-learning activities and assignments are also designed to address specific course objectives.

X. Teaching-Learning Activities

Teaching-learning activities in NURS 6000 include (a) seminar discussion, (b) small group work, (c) individual and group presentations, (d) case studies, (e) videos, (f) written assignments, (g) a take-home evaluation, and (h) online course activities using technology. Please refer to the “Master’s Degree Program: Student Policies” included in the online Nursing Student Handbook, for additional information about the teaching-learning process.

XI. Course Outline

Please refer to the class outlines and required readings to guide your study and support your learning. The topical outline for the course is depicted as a conceptual framework in Appendix A: Course Conceptual Framework.” The course is divided into three parts:

← Part One addresses the “context” of theory in the nurse educator role (Sessions 2 and 3),

← Part Two addresses the “content” of theory in the nurse educator role (Sessions 4 and 5), and

← Part Three addresses the “conduct” of theory in the nurse educator role (Sessions 6 and 7).

A brief description of the content addressed in each class session is presented in Appendix B: “Overview of Course.” A topical outline with required readings, class activities, and related assignments for each session is included in the NURS 6000 coursepack. Our course outline may be revised to address particular areas of interest related to this course. Potential revisions will be discussed in class prior to making any changes. Class content may also be modified during class sessions based upon interests of course participants and considerations related to course objectives.

Session 1 Perspectives: Patterns of Knowing in Nursing

Session 2 The Context: Theory Development in Nursing

Session 3 The Context: Theory Evaluation in Nursing

Session 4 The Content: Nursing Theory Group Presentations

Session 5 The Content: Leadership Theory in Nursing

Session 6 The Conduct: Ethics Theories and Principles

Session 7 The Conduct: The Code of Ethics for Nurses and Ethical Decision-Making

Session 8 Reflections: Theory Application in the Nurse Educator Role

XII. Course Assignments AND GRADING

Assignments, assigned points, and due dates will be reviewed, revised, and/or developed by students and faculty during our first class session.

|# |Name of Assignment |Objectives |Points |% |Due Date |

|Theory Assignments: |

|1 |Patterns of Knowing in Nursing |1 |10 points |10% |9/14/11 |

|2 |Concept Analysis: Nurse Educator Role |1, 3, 5 |10 points |10% |9/21/11 |

|3 |Nursing Theory: Group Presentation |1, 2, 3, 6 |20 points |20% |10/5/11 |

|4 |Take Home Evaluation of Nursing Theory |1, 2, 3, 6 |20 points |20% |10/19/11 |

|5 |Ethical Principle: Presentation |3, 6 |10 points |10% |11/2/11 |

|6 |The Code and the Nurse Educator Role (online) |3, 6 |5 points |5% |11/9/11 |

|7 |Position Paper: Ethics in the Nurse Educator Rolea |2, 3, 4, 6 |20 points |20% |11/1611 |

|8 |Position Paper: Presentation of Ethical Analysis |2, 3, 4, 6 |5 points |5% |11/16/11 |

|Total Points Possible |100 points |100% | |

Please note. Assignments are designed to address specific course objectives. aThis assignment is the “formative measure” to evaluate your achievement of “Level I Objectives” for all curricular threads: Phenomena of Nursing, Critical Thinking, Communication, Systems, Role, and Therapeutic Interventions.

Assignments:

Students are responsible for completing all course assignments and learning activities. Course assignments are due at the beginning of class (5 p.m.) on the scheduled due date. Please submit written assignments by e-mail (preferred) or by using Desire2Learn (D2L), our course management site. Assignments and papers will be returned at the next class session. Late assignments will not be accepted unless you notify Kathleen by e-mail (kakalb@stkate.edu) or voice mail (651.690.6587) prior to when the assignment is due. Thank you!

Grading:

Please refer to the “Assignment Guides” included in your course packet and posted on the online course management site for specific criteria and evaluation of points for each assignment. Each assignment must be completed with at least 78% of possible points.

Grading Scale:

Grades in NURS 6000 are determined as follows (revised effective Fall 2011):

A 96-100% B 87-89% C 78-80% Passing D 69-71%

A- 93-95% B- 84-86% C- 75-77% D- 65-68%

B+ 90-92% C+ 81-83% D+ 72-74% F 64% and below

XIII. COURSE POLICIES

Policies for NURS 6000 are found in LeGuide, the Graduate Academic Catalog, and the online Nursing Student Handbook (please refer to Master’s Degree Program: Student Policies).

Academic Integrity:

Please refer to the “Academic Integrity Policy” in the Graduate Academic Catalog.

Accommodations:

If you have a documented disability and believe you would benefit from accommodations, please contact the Disabilities Coordinator in the O’Neill Center for Academic Development (651.690.6563) to ensure that appropriate accommodations are implemented in a timely manner. Please refer to the student policy in LeGuide: “Services for Students with Disabilities.”

Attendance:

The most significant learning activity is attendance and active participation in all class sessions. Taking initiative in learning is a hallmark of advanced nursing practice. This requires preparation for all class sessions, a belief that you have a unique and valuable perspective to share with others, and the willingness to share that perspective with others. Therefore, attendance and active participation and engagement in class discussions and learning activities will be noted.

Please call Kathleen prior to class if you will be absent (651.690.6587). Failure to attend class sessions without notifying Kathleen results in implementation of the Performance Issue Algorithm described in the online Nursing Student Handbook (please refer to Master’s Degree Program Student Policies).

Course Communication:

Please check your St. Kate’s e-mail for messages and updates related to the course frequently (at least every 2-3 days). E-mail messages and voice mail messages will be responded to within 24 hours, except on weekends and holidays. Assignments and papers will be returned at the next class session. Points for assignments will be posted in the online gradebook on our online course management site (D2L).

Evaluation:

Evaluation is an essential component of this course. Informal and formal evaluations may be conducted during the course to ensure that learning is being facilitated through teaching-learning activities and course assignments. Online course and faculty evaluations are completed at the end of this course. Information about how to complete these online evaluations will be sent by the Department of Nursing staff, usually during the final week of the term or before the final class session. Thank you for completing these evaluations--your feedback, comments, and recommendations for this course are truly welcomed and valued!

Please note. Final course evaluations are confidential, only the Department of Nursing staff have access to names of students who have completed course and faculty evaluations; only aggregated data from course and faculty evaluations are reported to faculty.

Inclusivity:[1]

Nurses are called to promote human dignity in the context of an ever changing healthcare environment. In this course, dialogue must be able to occur in a non-threatening environment in which students and faculty can (a) engage in discussions that are taking place, (b) challenge comments that are made, and (c) evaluate aspects of the structural environment that foster injustice. Identifying expressions of cultural bias is a way to model against stereotyping. At any time, a moment of consideration can be called. This can and should be called by anyone, student or faculty, in order to facilitate needed conversation around sensitive issues. These moments are times for all of us to learn how to become more sensitive in our language and actions. Such dialogues may pertain to stereotypes related to “race,” sex, religion, gender identity, sexual preference, weight, economic status, and anything that can impact the dignity of persons, including equitable treatment of patients and students. These moments of consideration should be freely addressed in the classroom and are an essential aspect of learning in this course.

Grading Policy:

This course must be taken for a grade and must be satisfactorily completed with a minimum grade of C (70% of the total possible points). A minimum grade of C (70% of total possible points) must be achieved for each course assignment. Assignments may be resubmitted once if not completed satisfactorily the first time. Resubmitted assignments receive a C (70% of total possible points for that assignment). If you have questions about how to complete a particular assignment, please contact Kathleen.

XIV. Professional Standards, WRITING AND TECHNOLOGY Requirements

Professional Standards:

Faculty in the Department of Nursing use professional nursing standards to develop, implement, and evaluate curricula. Professional standards are also used by nursing faculty to promote and evaluate student learning.

In the Nurse Educator Concentration of the Master’s Degree Program, professional standards include:

♠ Code of Ethics for Nurses with Interpretive Statements (ANA, 2001)

♠ Code of Ethics for Registered Nurses (Canadian Nurses Association, 2008 [Canadian])

♠ Core Competencies of Nurse Educators (NLN, 2005)

♠ International Council of Nurses Code of Ethics for Nurses (ICN, 2006 [All])

← Core Competencies for Interprofessional Collaborative Practice (Interprofessional Education Collaborative Expert Panel, 2011)

♠ The Essentials of Master’s Education in Nursing (AACN, 2011)

♠ NLNAC Accreditation Standards and Criteria: Master’s Degree Programs (NLNAC, 2008)

♠ Nursing: Scope and Standards of Practice, 2nd Edition (ANA, 2010)

♠ Nursing’s Social Policy Statement: The Essence of the Profession (ANA, 2010)

♠ Nursing Professional Development: Scope and Standards of Practice (NNSDO &ANA, 2010)

← School Nursing: Scope and Standards of Practice (NASN & ANA, 2005)

← The Scope of Practice for Academic Nurse Educators (NLN, 2005)

Writing and Technology Requirements:

The ability to write, use technology, and communicate effectively is essential in advanced nursing roles. Professional nursing standards and competencies for advanced nursing practice specifically address these skills. Courses in the Master’s Degree Program in Nursing are designed to provide opportunities for you to learn and develop writing abilities and skills in using technology.

In NURS 6000, written assignments will be evaluated by faculty for (a) the logical flow of ideas and organization of content; (b) spelling, grammar, and punctuation; and (c) the use of American Psychological Association style described in The Bedford Handbook (Hacker & Sommers, 2010). If specific concerns are identified, you will be encouraged to seek assistance with your professional writing skills, including the use of APA style. An introductory session will be conducted by staff from the O’Neill Center for Academic Development to identify resources for writing papers and using APA style. Appendix C describes guidelines for the preparation of papers for this course.

You will also have the opportunity to develop skills in using technology in NURS 6000. Some of these skills include (a) opening and sending attachments using e-mail, (b) using the course management system for accessing course information, (c) accessing articles electronically from the Web and using CLICnet, (d) word-processing skills, and (e) presentation skills using PowerPoint. Two sessions will be conducted by library staff to address database searching and the use of “RefWorks.”

Congruence with University Mission:

NURS 6000 advances the vision and mission of St. Catherine University by addressing the principles of Catholic social teaching and the characteristics of the Catholic intellectual tradition. NURS 6000 also advances the University “Goals of a Liberal Arts Education,” by challenging you to develop your own philosophy of nursing by learning about theoretical formulations of nursing, leadership, and ethics in advanced nursing roles. Each of the “Goals of a Liberal Arts Education” is related to one or more of the course objectives and consistent with the teaching and learning activities used in this course.

XV. TextbookS

The course packet includes the course syllabus, course assignments, class outlines, and related materials for NURS 6000. Please note. Two page numbers are included on each page of the course packet. Page numbers in the header reflect the page number of the document; page numbers in the footer reflect the page number in the course packet.

Required Textbooks:

American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Silver Spring, MD:

Please note. The Code of Ethics for Nurses is also available online for viewing:

Billings, D., & Halstead, J. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Elsevier Saunders.

Grace, P. J. (2009). Nursing ethics and professional responsibility in advanced practice. Sudbury, MA: Jones & Bartlett: Sudbury.

Hacker, D., & Sommers, N. (2010). The Bedford handbook (8th ed.). Boston, MA: Bedford/St. Martin’s.

Moyer, B. A., & Wittmann-Price, R. A. (2009). Nursing education: Foundations for practice excellence. Philadelphia: F. A. Davis.

National League for Nursing. (2005). The scope of practice for academic nurse educators. New York: Author.

Please note. The Core Competencies of Nurse Educators (included in this text) are also available online:

Parker, M. E., & Smith, M. C. (Eds.). (2010). Nursing theories and nursing practice (3rd ed.). Philadelphia, PA: F. A. Davis.

United States Catholic Conference. (2009). Ethical and religious directives for Catholic health care services (5th ed.). Washington, DC: United States Catholic Conference.

Please note. The Ethical and Religious Directives are also available online:

Please note. Required texts in NURS 6000 will be used in other graduate courses in the Nurse Educator Concentration. All papers and references will be submitted using the format described in The Bedford Handbook (8th ed., 2010).

Readings:

Please refer to your class outlines for required and recommended readings for each session. Required and/or recommended readings and articles will be discussed prior to each class session and made available in class and/or online from St. Catherine University Library.

XVI. Learning Resources

NURSE THEORIST VIDEOS: PORTRAITS OF EXCELLENCE

Videos and DVDs about particular nurse theorists are available for viewing in Media Services at the Library. These videos may be helpful as you prepare for your “Nursing Theory: Group Presentation.” If you will be viewing a video in a group, please call Media Services at #651.690.6658 to schedule a room and time for your viewing.

Videos/DVDs about the following nurse theorists are available for your viewing:

1. V. Henderson 8. F. Nightingale

2. I. M. King 9. D. E. Orem

3. D. E. Johnson 10. R. R. Parse

4. M. M. Leininger 11. H. Peplau

5. M. E. Levine 12. M. E. Rogers

6. B. Neuman 13. Sister C. Roy

7. M. A. Newman 14. J. Watson

DVDs about the following middle-range nurse theorists are also available for your viewing:

1. H. Erickson: Modeling and Role-Modeling

2. M. Mishel: Uncertainty in Illness

3. N. Pender: Health Promotion

4. P. Reed: Self-Transcendence

5. A. Meleis: Transitions

6. P. Benner: Novice to Expert

Websites About Nursing Theory

Websites (meta-sites) for nurse theorists and their theories are available for many nurse theorists:

“Nursing Theory Link Page”

“The Nursing Theory Page”

“Nursing Theory Page”

“Nursing Theories”

“Middle-Range Theories”

Websites About Ethics

Websites about ethics and nursing ethics that may be helpful include:

Center for Ethical Leadership

Center for Ethics and Human Rights (ANA)

International Centre for Nursing Ethics

National Catholic Bioethics Center

National Reference Center for Bioethics Literature

Websites About Using APA Style

The primary website about APA style:

Additional resource for APA style from Purdue OWL:

The Library has citation guides on the library website:

And finally!

Please let Kathleen know if you have any questions about any of the information included in this syllabus and the related appendixes.

God bless you!

APPENDIX A

Course CONCEPTUAL FRAMEWORK

THEORY AND THE THREE “Cs”

CONTEXT-CONTENT-CONDUCT

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( The CONTENT of Theory (

Session 5: Leadership Theory in Nursing

Session 4: Nursing Theory Presentations

( The Context of Theory ( ( The CONDUCT of Theory (

Session 3: Theory Evaluation Session 6: Ethics Theories and Principles

Session 2: Theory Development Session 7: Ethics: The “Code of Ethics”

and Ethical Decision-Making

Session 1: Perspectives Session 8: Reflections

Introduction Conclusion

NURS 6000: Theoretical Formulations

in THE DISCIPLINE OF Nursing

This figure depicts the conceptual framework for NURS 6000: Theoretical Formulations in the Discipline of Nursing. (Yes, even this course has a conceptual framework!) The course is organized into three major parts; each part of the course includes two class sessions and corresponds to the “context,” “content,” and “conduct” of theory in the nurse educator role.

PART ONE: Context of Theory in the Nurse Educator Role

Session 2: Theory Development

Session 3: Theory Evaluation

( “Think Three for T-H-E-O-R-Y” (

PART Two: CONTENT of Theory in the Nurse Educator Role

Session 4: Nursing Theory Presentations

Session 5: Leadership Theory in Nursing

( “Inherent Dignity is the Key” (

PART three: CONDUCT of Theory in the Nurse Educator Role

Session 6: Ethics Theories and Principles

Session 7: Ethics: The “Code of Ethics” and Ethical Decision-Making

( “The Code is Core” (

APPENDIX B

Overview of Course

Description of Class Sessions

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Table B

Description of Course Parts and Class Sessions in NURS 6000: Theoretical Formulations in the Discipline of Nursing

| |Description |

|Introduction: Perspectives |Meaning “to lead in” |

| |Meaning to “see through” |

|Session 1: ( |This session provides an introduction to the course and describes the “conceptual framework/schema” |

|Perspectives: The Patterns of |used to organize the course based on the three Cs: context, content, and conduct. This class |

|Knowing in Advanced Nursing |explores the ways in which nurses approach knowledge development, including the patterns of knowing |

|Roles and the Evolution of |in nursing: empirics, ethics, personal knowledge, and aesthetics. The evolution and history of |

|Nursing Theory |nursing theory are also addressed. Specific types of nursing theory are presented and a |

| |chronological overview of the development of nursing theory is discussed. Particular nursing |

| |theorists and highlights of their nursing theories are also described. |

|Part One: ( |Relates to the inner “C” = CONTEXT (meaning “to weave together”) |

|The Context of Theory in |Theme: THINK THREE FOR T-H-E-O-R-Y! |

|Advanced Nursing Roles |Symbol = ( the “shamrock” |

| |Assignments = 20 points total |

| |Patterns of Knowing in Nursing: 10 points |

| |Concept Analysis: My Advanced Nursing Role: 10 points |

| |Part One of the course addresses the context of theory in the nurse educator role as outlined in the|

| |textbooks: Nursing Theories and Nursing Practice (Parker & Smith, 2010) and Nursing Education: |

| |Foundations for Practice Excellence (Moyer & Wittmann-Price, 2008). Session 2 and Session 3 of the |

| |course are “woven together” to present (a) the processes of concept analysis and theory development |

| |that are used in the development of nursing theory and (b) a framework for the assessment and |

| |evaluation of nursing theory. |

|Session 2: ( |This session addresses the processes of concept analysis and theory development and applies these |

|Concept Analysis and Theory |processes to the development of nursing theory. Opportunities for exploring, clarifying, and |

|Development in Nursing |analyzing concepts are provided using “cases” based on selected concepts including resilience and |

| |nurse educator. You will develop model cases, related cases, and contrary cases of these concepts. |

|Session 3: ( |This session presents a guide for the study (i.e., assessment and evaluation) of nursing theory for |

|Assessment and Evaluation of |use in practice that is described in the course textbook (Parker & Smith, 2010). The framework for |

|Nursing Theory |this guide includes questions and criteria related to assessing and evaluating nursing theories and |

| |their application in nursing practice, including the nurse educator role. We will also assess and |

| |evaluate Benner’s nursing theory, “From Novice to Expert: Excellence and Power in Clinical Nursing |

| |Practice,” and its relevance for the nurse educator role |

|PART TWO: ( |Relates to the middle “C” = CONTENT (meaning “to hold together”) |

|The Content of Theory in |Theme: INHERENT DIGNITY (ID) IS THE KEY! |

|Advanced Nursing Roles |Symbol = ( the “key” |

| |Assignments = 40 points total |

| |Nursing Theory: Group Presentation: 20 points |

| |Take Home Evaluation of Nursing Theory: 20 points |

| |Part Two of the course addresses the content of nursing and leadership theory in the nurse educator |

| |role as outlined in the textbook: Nursing Theories and Nursing Practice (Parker & Smith, 2010), and |

| |described in your group presentations of nursing theories. Session 4 and Session 5 are “held |

| |together” to address (a) the content of nursing theories that you select for your group |

| |presentations and (b) the content of leadership theories that inform the nurse educator role. |

| |Examples of “key” content in nursing theory are described based on the metaparadigm concept “person”|

| |to emphasize the meaning of the theme for this part of the course. The unique description of the |

| |“person” by each nurse theorist distinguishes the content of each nursing theory and its focus for |

| |nursing practice. Therefore, the “key” content of the theory may be identified (i.e., its identity |

| |or “ID”) by reflecting on the nurse theorist’s description and definition of the person. |

|Session 4: ( |You will present your “Nursing Theory: Group Presentation” during class. Each presentation focuses |

|Nursing Theory: Group |on a selected nurse theorist(s) and nursing theory, and includes time for questions and discussion. |

|Presentations | |

|Session 5: ( |This session focuses on leadership theory in advanced nursing roles, including the nurse educator |

|Leadership Theory in Advanced |role. The use of leadership theories in the nurse educator role, including chaos theory and |

|Nursing Roles |complexity theory, is also assessed and evaluated. |

|PART THREE: ( |Relates to the outer “C” = CONDUCT (meaning “to lead together”) |

|The CONDUCT of Theory in |Theme: THE Code is Core! |

|Advanced Nursing Roles: Ethics |Symbol = ( the “heart” |

|and Ethics-Related Theory |Assignments = 40 points total |

| |Ethical Principle: Presentation: 10 points |

| |The Code and the Nurse Educator Role: 5 points |

| |Position Paper: Ethics in the Nurse Educator Role: 20 points |

| |Position Paper: Presentation of Ethical Analysis: 5 points |

| |Part Three of the course addresses the conduct of the nurse educator role as it relates to ethics |

| |and ethics-related theory. The course texts that are used for this part of the course include the |

| |Code of Ethics for Nurses with Interpretive Statements (American Nurses Association, 2001), Ethical |

| |and Religious Directives for Catholic Health Care Services (USCCB, 2009), and Nursing Ethics and |

| |Professional Responsibility (Grace, 2009). Session 6 and Session 7of the course are “led together” |

| |to address (a) the context of ethics in the nurse educator role based on ethical theories, ethical |

| |principles, and virtues; (b) the content of ethics in the nurse educator role based on the Code of |

| |Ethics for Nurses, and (c) the conduct of ethics in the nurse educator role based on processes of |

| |ethical decision-making and the application to specific cases. Principles of Catholic social |

| |teaching are also related to the Code of Ethics for Nurses. Examples of ethics as the heart (i.e., |

| |meaning the “core”) of nursing are described to emphasize the meaning of the theme of this part of |

| |the course. |

|Session 6: ( |This session describes the “context” of ethics in the nurse educator role based on the three ethical|

|Ethics in the Nurse Educator |approaches used in the Code of Ethics for Nurses (ANA, 2001): (a) adopting or subscribing to ethical|

|Role: The “Context”--Ethical |theories, (b) adhering to ethical principles, and (c) cultivating virtues. Principles of Catholic |

|Theories, Ethical Principles, |social teaching enumerated in the Ethical and Religious Directives for Catholic Health Care Services|

|and Virtues |(USCCB, 2009) are also related to the Code of Ethics for Nurses. You will present an ethical |

| |principle, addressing how this ethical principle informs ethical practice in the nurse educator |

| |role. |

|Session 7: ( |This session describes the content and the conduct of ethics in the nurse educator role. The content|

|Ethics in the Nurse Educator |of the nurse educator role is based on the content described in the Code of Ethics for Nurses (ANA, |

|Role: The “Content” and the |2001). This content includes the three groups of three provisions related to person, practice, and |

|“Conduct” |profession, and their related interpretive statements. Specific ethical obligations related to nurse|

| |educators described in the Code of Ethics for Nurses are addressed. Processes, frameworks, and |

| |models for ethical decision-making are presented and critiqued. Ethical obligations for moral action|

| |and ethical decision-making based on exemplar cases and the nurse educator role will also be |

| |discussed. |

|Conclusion: |Meaning “to close together” |

|Reflections |Meaning “to bend back” |

|Session 8: ( |During this session, you will present the ethical analysis used in your position paper and its |

|Reflections: |implications for ethical practice in the nurse educator role. This class summarizes--and |

|The Application of Theory in |celebrates--the theoretical formulations of nursing, leadership, and ethics in the nurse educator |

|the Nurse Educator Role |role. |

|Final Exam Period |CELEBRATE! Final course grades will be available for you to pick up in your campus mailboxes or |

| |mailed to you, including the evaluation of your final written assignment, within one week of our |

| |final class session. Final points will also be posted on Desire2Learn (our online course management |

| |site). Please note. Please complete the online course and faculty evaluations within one week of our|

| |final class session. |

| |Thank you and God bless you! ( |

APPENDIX C

Guidelines for Preparing Written Assignments

The following “helpful hints” are offered as guidelines for preparing written assignments in NURS 6000. These guidelines are also described in The Bedford Handbook, pages 669-673.

1. Use white, standard size paper (8 1/2 X 11 inch).

2. Use preferred, standard typefaces: Calibri or Times New Roman, 11 or 12 font size.

3. Double space throughout “body” of paper; single spacing within tables and other exceptions to double spacing are acceptable--please use your best judgment! (

4. Margins of at least 1 inch at the top, bottom, left, and right of each page (the “default setting is usually set at 1 inch for all margins or for 1.25 inch for left and right margins).

5. Include page numbers at the top of each page (except the title page) in the upper right hand corner. The title page is not “counted” in the total number of pages for assignments in NURS 6000. The first page of your paper (page 1) begins on the first page of the “body” (the text) of your paper.

6. Please include a title page (cover page) with your paper and please include the following information on the title page: (a) the title of your paper, (b) your name, (c) course number and title, and (d) date.

7. Please type references on a separate page with centered boldface heading (Level 1 heading):

References

Your reference list is not “counted” in the total number of pages for assignments in NURS 6000.

8. Use headings to organize your paper. Usually one or two levels of headings are needed.

← If one level of heading is needed: use the Level 1 heading (centered, boldface, and in upper and lower case letters).

← If two levels of headings are needed, use the Level 1 (centered, boldface, and in upper and lower case letters) and the Level 2 heading (left justified, boldface with upper and lower case letters).

← If three levels of headings are needed, use the Level 1 heading (centered, boldface, and in upper and lower case letters), the Level 2 heading (left justified, boldface with upper and lower case letters), and the Level 3 heading (indented, boldface, only the first word is capitalized, ends with a period).

9. Prior to submitting your paper, please proofread your paper for formatting, spelling, grammar, and other “details.” You may want to keep a hard copy for your “files.”

10. Remember that word processing features such “spelling check” and “grammar check” are not necessarily knowledgeable about particular words and phrases used in nursing and health care. Please always re-read your paper for spelling and grammar and use of APA style prior to submitting it!

11. Additional questions about word-processing may also be directed to the Help Desk at St. Catherine’s. Their phone number is 651.690.6402. Additional questions about writing style and using APA style may also be directed to the O’Neill Center for Academic Development at St. Catherine’s. Their phone number is 651.690.6563.

12. Please let Kathleen know if you have any questions about these guidelines or about any of your assignments: 651.690.6587 (voice mail) ( kakalb@stkate.edu (e-mail).

God bless you!

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[1] This statement is based on a statement written by NURS 6790 student, Maria Kludt (Spring 2009).

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