NURS 492 Nursing Capstone

NURS 492 Nursing Capstone
Course Name:
Course Number:
Fall I 2016
Nursing Capstone
NURS 492
Section A:
I. Instructors Contact Information, Course Pre and Co-Requisites

Instructor Information:
See Virtual Office
Course Prerequisites:
NURS 480 and 481L
Course Co-requisites:
NURS 491 and 493
University Mission:
Institutional Learning
Outcomes:
Program Mission:
Program Philosophy:
Program Learning
Outcomes:
II. Mission and Outcomes

At West Coast University, we embrace a student-centric learning
partnership that leads to professional success. We deliver transformational
education within a culture of integrity and personal accountability. We
design market-responsive programs through collaboration between faculty
and industry professionals. We continuously pursue more effective and
innovative ways through which students develop the competencies and
confidence required in a complex and changing world.
Institutional learning outcomes are designed by the University as a whole,
taking into account the role that both instruction and student services play
in contributing to a students success. Institutional learning outcomes
assume achievement of the stated programmatic learning outcomes of
ones discipline. Upon graduating from a degree program offered by West
Coast University, students will be able to:
1. Implement intellectual and practical problem solving skills through
information assessment and critical thinking.
2. Demonstrate effective written communication skills.
3. Demonstrate effective oral communication skills.
4. Demonstrate computer proficiency and information literacy.
5. Describe ethical standards and legal guidelines associated with ones
chosen career field.
6. Explain why knowledge of and respect for the societal contributions of
diverse cultures and perspectives is an important quality in ones
discipline.
7. Articulate the importance of working collaboratively with other
healthcare providers in support of the client/patient.
The mission of the College of Nursing is to provide evidence-based and
innovative nursing education to culturally diverse learners; preparing nurses
to provide quality and compassionate care that is responsive to the needs
of the community and the global society.
The philosophy of the College of Nursing is that education is a continuous
process occurring in phases throughout an individuals lifetime. Nurses are
lifelong learners and critical thinkers.
1. Support professional nursing practice decisions with concepts and
theories from the biological, physical, and social sciences.
2. Plan preventative and population focused interventions with attention
West Coast University Course Syllabus

Revision Date: July 8, 2016
Revision Date: Month, Year (i.e. February, 2010)
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Term: Fall 1,2016
3.
4.
5.
6.
7.
8.
9.
Class Credit Hours:

Class Length:
Study Hours:
Class Required Texts,
Learning Resources:
Fall I 2016
II. Mission and Outcomes

to effectiveness, efficiency, cost, and equity.
Support therapeutic nursing interventions for patients and families in a
variety of healthcare and community settings using evidence based
practice.
Apply nursing process and critical thinking when providing holistic,
patient centered nursing care to diverse populations.
Design health care education for individuals, families, and communities.
Comply with the professional standards of moral, ethical, and legal
conduct in practice.
Develop an effective communication style to interact with patients,
families, and the interdisciplinary health team.
Model leadership when providing safe, quality nursing care;
coordinating the healthcare team; and when tasked with oversight and
accountability for care delivery.
Use patient care technology and information systems when providing
nursing care in a variety of settings.
III. Course Information

2 semester credits/3 contact hours per week/30 hours per term
9 Weeks
For every 1 hour in a theory class, it is expected that students complete 2-3
hours of study in preparation for class. For this course; it is expected that a
minimum of 7-10 hours of study, outside of class, is completed each week.
Brozek, B., McFarland, P. (2013). Surviving and Thriving! Your 1st job as an
RN. Sacramento, CA: Association of California nurse Leaders.
Note: Please be aware that used textbooks may not include access codes, study
guides and/or DVDs containing additional course materials that may be required
for the course. In some cases supplemental materials may be directly purchased
from the publisher. However, students will be held accountable for obtaining
these materials in order to meet all course requirements.
Class Required Texts,

Learning Resources
from Previous term(s):
Class Recommended
Texts, Learning
Resources:
Course Catalog
Description:
Course Learning
American Psychological Association. (2009).Publication manual of the

American Psychological Association (6th ed.).Washington, DC: American
Psychological Association.
No additional recommended texts.
Resources: Nursing code of ethics at www.Nursingworld.org
http://www.rn.ca.gov/ and https://www.ncsbn.org/index.htm .
This capstone course will focus on achievement of the program learning
outcomes and the Essentials of Baccalaureate Education for Professional
Nursing Practice. A portfolio will be used to highlight the professional
endeavors of the students past and present academic and work
achievements that show evidence of meeting the Essentials competencies.
The portfolio will also include a summary of the issues that relate to current
nursing practice, as well as the projection of the students long- term and
short-term professional goals.
1. Complete a professional profile that has evolved throughout the
program of studies and is supported with a composite of nursing,

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Term: Fall 1,2016
Outcomes:
Course outcomes are

comprised of the
knowledge, skills, values
and/or behaviors that
students should be able
to demonstrate upon
completion of the
course.
Course outcomes map to
the Program Learning
Outcomes
Must be assessed in the

course to determine if
learning outcomes are
met
AACN Essentials for

Baccalaureate
Education For
Professional Nursing
Practice:
2.
3.
4.
5.
Fall I 2016

liberal arts and science knowledge.
Integrate critical thinking in the analysis of ethical /legal concerns
that may be encountered in the practice of nursing.
Initiate a computer generated resume that contains
references and/or recommendations, philosophy and
professional goals.
Organize the concepts of accountability and responsibility, critical
thinking, communication, science and liberal arts knowledge, and
therapeutic nursing intervention in relation to the concepts of nurse,
client, health, and environment.
Develop a code of behavior for accountability and responsibility to the
profession of nursing by an activity that promotes the professional image
of nursing.
The purpose of this section of the syllabus is to guide the student in

understanding how the AACN 9 Essentials are incorporated into their
education and to provide guidance to them in developing their individual
portfolios.
These AACN Essentials noted below meet the criteria for the portfolio and
once completed should be placed in the portfolio under the designated
essential and outcome.
The Essentials that are met in NURS 492 Nurisng Capstone include the
following:
Essential II: Basic Organizational and Systems Leadership for Quality Care
and Patient Safety
Demonstrate a basic understanding of organizational structure, mission,
vision, philosophy, and values.
o Professional Activity (Job Search)
Apply leadership concepts, skills, and decision making in the provision of
high quality nursing care, healthcare team coordination, and the
oversight and accountability for care delivery in a variety of settings.
o Literature review on Professional Affiliations/Journals
Essential VI: Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes
Discussion and application of interprofessional and intraprofessional
communication, collaboration and socialization, with consideration of
principles related to communication with diverse culture.
Demonstrate appropriate teambuilding and collaborative strategies
when working with interprofessional teams.
o STT Module Managing the Team
Essential VIII: Professionalism and Professional Values
Articulate the value of pursuing practice excellence, lifelong learning,

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Term: Fall 1,2016
Fall I 2016

and professional engagement to foster professional growth and
development.
o Nursing Professional Portfolio
Teaching and Learning

Strategies
Updated per course

reflecting the
instructional strategies
appropriate to the
subject area.
Examples: simulation
laboratory, clinical
experience, discussion,
case studies, blended
learning, on line
assignments, quizzes or
other electronic teaching
devices, lecture, guest
speakers, community
projects, class
presentations,
videos/DVD, kinesthetic
learning activities
Essential IX: Baccalaureate Generalist Nursing Practice

The baccalaureate graduate nurse is prepared to practice with patients,
including individuals, families, groups, communities, and populations
across the lifespan and across the continuum of healthcare
environments.
The baccalaureate graduate understands and respects the variations of
care the increased complexity, and the increased use of healthcare
resources inherent in caring for patients.
Lecture, class discussion and case presentations
Web enhanced modules - A series of web enhanced learning modules
have been structured for students to utilize in this course to augment
and enhance learning.
Class room discussion regarding major concepts presented in class.
Audiovisual/Computer-assisted instruction providing students with
individualized learning options.
Case studies used for facilitating learning at the analysis and synthesis
levels.
Student-peer interactions and student-faculty consultation.

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Term: Fall 1,2016
Formative Assessment
of Student Learning:
Examples -- Evidencedbased Research,

presentations, Case
Studies, Specific class
projects, Weekly quizzes,
homework assignments,
clinical or lab
assignments/assessment,
practice exams
Summative
Assessment of Student
Learning:
Will not count more

than 30% of final grade
Examples Final Exam,
Term Paper or Term
Project
Signature Assignment
Examples- Term Paper or

Project
Fall I 2016
IV. Evaluation Methods, Grading

Assignment/Assessments
Formative Assessment:
Literature review on professional affiliations,
Professional Journals, etc.
Written Assignment Rubric
Sigma Theta Tau Nurse Manager Cert Module.
Managing the Team ...................................
Project Management .................................
Must spend a minimum of 4 hours on each lesson and score

80% or above to earn points toward the grade.)
ATI Nurse Logic Modules Advanced Test

Knowledge and clinical judgment.............
Nursing Concepts......................................
Priority Setting Frameworks .....................
Testing and Remediation ..........................
Professional Activity (Job Search)
Written Assignment Rubric
Focused Review Hours
After ATI Practice Assessment Leadership B
ATI Proctored Exam
Critical Thinking Exit Exam
Focused Review Hours
Summative Assessment:
Professional Portfolio
Follow professional portfolio guidelines
Table of Contents .........................................
Professional Affiliation ...............................
References/Recommendation ....................
Essentials 1-3 ...............................................
Community Service hours ........................
Nursing Theory/Philosophy .........................
Essentials 4-6. ..............................................
Professional Long-term and Short-term Goals
Nursing Evolution. ......................................
Essentials 7-9 ...............................................
Nursing Competency Checklist....................
Resume/Cover letter ..................................
Final Portfolio Rubric ...................................
Total:
Due
Date
Points
Weight/
Percent
Week 2
24
10
Week 2
Week 3
10
(5)
(5)
10
(5)
(5)
Week 6
20
(5)
(5)
(5)
(5)
24
20
(5)
(5)
(5)
(5)
20
Week 7
Week 7
Week 7
Week 8
4
100
3
4
5
3
100
25
288
100
Week 5
Week 7
Week 2
Week 2
Week 3
Week 3
Week 4
Week 4
Week 4
Week 5
Week 5
Week 5
Week 6
Week 7
Week 7
This is a Pass/Not Passed course. Only students who earn a minimum of 76% cumulative score on course assignments will be given a
Pass (P) for the course. Students who fail to earn a minimum of 76% will be given a Not Passed (NP) grade and will need to repeat
the course before moving forward in the program.
Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course. The portfolio must be passed
at 80%.
All ATI assignments, if required, must be accessed within the term dates that the student is scheduled for the course, and completed
and submitted by the stated deadlines
Each student must meet with the Career Service Specialist to participate in an exit interview prior to the end of the course.

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Term: Fall 1,2016
West Coast
University Grading
Scale (reflective of
final course grade.
See associated
policy in Catalog)
A
AB+
B
BC+
C*
C-*
D+
D
DF
AU
CR
P
NP
I
TC
Fall I 2016
V. Policies and Procedures

Grade
Points
4
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.7
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
WF
0.0
WCU Grading Scale

93-100
90-92
87-89
83-86
80-82
76-79
73-75
70-72
66-69
63-65
60-62
59 or below
Audit
Credit
Pass
Not Passed
Incomplete
Transfer Credit
Withdrawal
(Before Drop Deadline)
Withdrawal
(After Drop Deadline)
Note: AU, CR, I, P, NP, TC, and W are used on the Academic Record but have no point values and are
not computed in the Cumulative Grade Point Average (CGPA) .
C+ is the minimum passing grade in Nursing, Dental Hygiene, and Occupational Therapy.
C* and C-* grades in Nursing, Dental Hygiene, and Occupational Therapy courses reflect that the
course has not been successfully completed.
Grade Rounding
Attendance Policy
P/"NP" will be the only grade issued in the following courses: Developmental
Pathway, Nursing Clinical, Global Studies/Symposium, and Capstone courses and NURS 220/493.
At West Coast University, scores are not rounded to the whole number until the end
of the term. All student assignments, quizzes, and examinations will be rounded to
the first decimal point. At the end of the terms final course grades will be rounded to
the nearest whole point. For programs that use the exam average to determine
whether other course assignments are included in the final scoring (e.g., Nursing),
the end-of-term exam average may be rounded (using the above rules) to make that
determination.
Attendance in class lectures and clinical experiences, including hospital and
community rotations, simulation and skills laboratory, is mandatory. Failure to
attend, arriving late or leaving early will impact the ability of the student to achieve
course objectives. Tardiness to or a failure to call an agency and clinical instructor
prior to missing a scheduled clinical experience is unprofessional, reflects poorly on
the student and the university, and will be reflected in the clinical evaluation. A

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Term: Fall 1,2016
Fall I 2016

referral to the Conduct Committee may be made. All absences will require
documentation of an extenuating circumstance. All missed clinical hours will need to
be made up. Documentation of an extenuating circumstance does not change the
need to make up the hours.
Academic Integrity
Policy
Academic
Dishonesty
Reasonable
Accommodations
West Coast University has a clear requirement for students to attend courses.
Students should review the Attendance Policy in the Academic Policies and
Procedures section of the University Catalog.
Students are expected to approach their academic endeavors with the highest
academic integrity. They must cite sources, and submit original work. Academic
honesty is central to the institution/student partnership towards student success.
Students are accountable for adhering to the Academic Integrity and Academic
Dishonesty policies in the Academic Policies and Procedures section of
the University Catalog.
Students should review the Academic Dishonesty Policy in the Academic Policies
and Procedures section of the University Catalog.
West Coast University strives to provide reasonable accommodations to students
who have a defined need and who follow the appropriate steps towards seeking the
accommodation.
Students who have a disability and wish to request reasonable accommodations may
contact the Disability Services Coordinator / Student Services Office for more
information or to discuss your needs. To avoid delays in implementation of
approved accommodations, please contact Student Services as soon as possible as
accommodations are not retroactive and can take time to implement. Students who
are eligible for accommodations will be provided a letter of verification by the
Student Services office. Please be sure to deliver the letter to your instructors at the
beginning of each term so they may appropriately assist you.
West Coast
University Make-up
Work Policy
The Reasonable Accommodations Policy is also found in the Academic Policies and
Procedures section of the University Catalog.
In order to meet course objectives, students may be allowed to make up

assignments and work missed as a result of absences. The faculty may assign
additional make-up work to be completed for each absence.
Students are required to be present when an examination is given. If

unexpectedly absent for a documented emergency situation (i.e. death in the
immediate family), it is the students responsibility to arrange for a make-up
date by contacting the faculty member within 48 hours of the original
assessment date. The make-up work must be completed within five (5) school
days of the originally assigned date. Students who do not take the exam on the
scheduled make-up date or who do not contact the instructor within 48 hours
will receive a zero score for that assessment activity.
The highest score possible on a make-up examination is passing grade (e.g., if a

student obtained a perfect score (100%) in the make-up examination, the grade
will still be recorded as a passing grade). In order to meet course objectives,
students may be required to make up all assignments and work missed as a
result of absences. The faculty may assign additional make-up work to be

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Term: Fall 1,2016
Classroom Policies
Late Work Policy
Testing and
Examination Policy
Additional Program
or Accreditation
Requirements
Fall I 2016

completed for each absence.
Students are expected to dress professionally during class time as required by

the Code of Conduct in the Catalog and any rules in your programmatic
handbook.
No children are allowed in classes or to be unattended on campus.
Use of cell phones, smart phones, or any other electronic devices in the
classroom during class time is strictly prohibited. Unauthorized use may lead to
faculty member confiscation of the device for the remainder of the class.
Behavior that persistently or grossly interferes with classroom activities is

considered disruptive behavior and may be subject to disciplinary action. A
student responsible for disruptive behavior may be required to leave the class.
Written assignments must be turned in when due. Assignment turned in after
the due date will be penalized at 10% per day up to 3 calendar days.
No late work will be accepted that is more than 3 calendar days late, unless
approved extenuating circumstance exists.
Note due dates and time in syllabus or posted by faculty.
If late submission is due to extenuating circumstances, student may be eligible to

earn a passing grade. Please note student must have contacted faculty member
within 48 hours of due date and have evidence to support circumstance for
lateness. All work must be completed within five (5) school days of the originally
assigned date. Students who do not submit or who do not contact the instructor
within 48 hours will receive a zero score for that activity.
** Be sure to contact the faculty if you believe you must turn in an assignment after
the due date.
The university testing policy stipulates that no phones or other electronic

devices, food or drink, papers or backpacks can be taken into the examination
area. Other restrictions/policies may apply in certain courses, as determined by
the instructor. Any form of communication between students and students and
faculty during the examination period is strictly forbidden.
Results will be posted to Blackboard no later than one week after the exam. The
instructor will review topics, key concepts and themes for learning
improvement. The instructor will NOT review the exam item by item.
Nursing:
Nursing students may repeat no more than one failed or unsuccessfully
completed course. Any Nursing student who fails or unsuccessfully completes any
two courses or the same course twice, with the exception of NURS 492 will be
dismissed from the program. Please see the university catalog for more
information under Course Withdraw and Dismissal Policies.
A student who previously withdrew from a course may not subsequently
withdraw from the same course. In addition, a student who fails a course may not
subsequently withdraw from the same course. In either case, if a student chooses
to withdraw from a course being repeated before successfully completing the
course, the student will receive a grade of F in the course. Please see the
university catalog for more information under Course Withdraw and Dismissal
Policies.

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Term: Fall 1,2016
Tutorials promote acquisition and
application of information related to

nursing concepts and skills.
Practice Assessments help
students to assess learning and

prepare for Proctored Exams.
Students should take the Practice
Assessment the first time without
prior knowledge of the questions
and without looking answers up, as
if it were a Proctored Exam. This will
result in a Focused Review plan that
accurately reflects learning needs
and helps the students to prepare
for Proctored Exams.
Proctored Exams help students to
assess content mastery and prepare

for NCLEX-RN. The goal on these is
to score at least a Level 2 on each
Proctored Exam. This indicates the
ability to meet NCLEX-RN standards
in this content area. But, Focused
Review is always required after
Proctored Exams.
Fall I 2016
ATI Policy
Tutorials
1. Students will be required to spend a minimum amount of time on most assigned

Tutorials. Times required will vary from Tutorial to Tutorial.
2. Points awarded for Tutorial assignments, will be based on time spent (when
applicable), and completion of activities (such as pre-tests and post-tests).
3. Submit evidence of Tutorial hours and activities done to the course faculty as
instructed to earn points toward the course grade. Faculty will determine points
earned based on completion.
Practice Assessments and Focused Review
1. Take the Practice Assessment assigned during the course to determine Focused
Review needed for success on the Proctored Exam.
2. Create a computer generated Focused Review plan from the first Practice
Assessment taken during the course.
3. Complete Focused Review hours and assignments as outlined in the table below.
Assignments may include but are not limited to handwritten templates, focused inclass activities, and/or guided online class discussions.
4. Submit evidence of Focused Review hours and assignments done to the course
faculty as instructed to earn up to three percent (3%) toward the course grade.
Faculty will determine points earned for Focused Review based on correct and
comprehensive completion.
5. Completion of ATI Focused Review hours and assignments is MANDATORY and your
ticket to take the Proctored Exam.
Proctored Exams and Focused Review

1.
2.
3.
4.
Students will have ONE (1) opportunity to take the Proctored Exam.
Create a computer generated Focused Review plan from the Proctored Exam.
Complete Focused Review hours and assignments as outlined in the table below.
Submit evidence of Focused Review hours and assignments done to the course
faculty as instructed to earn up to three percent (3%) toward the course grade.
Faculty will determine points earned for Focused Review based on correct and
comprehensive completion.
5. Completion of ATI Focused Review hours and assignments is MANDATORY. Evidence
of complete, correct, and comprehensive Focused Review must be turned in as
assigned.
Focused Review and Proctored Exam Grading Scale

Practice
Assessment
Score
Focused Review
Proctored
Exam Score
Focused Review
90-100%
1hr on Focused Review

AND 2 templates
Level 3
1hr on Focused Review

AND 2 templates
80-89%
2hrs on Focused Review

AND 4 templates
Level 2
3.5

AND 4 templates
70-79%

AND 6 templates
Level 1

AND 6 templates
<70%

AND 8 templates
Below Level 1

AND 8 templates

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Term: Fall 1,2016
Fall I 2016
Nursing Philosophy Rubric

NAME:
DATE:
CRITERIA
Philosophies of
nursing: Health,
Nursing, Client,
Environment
Accountability
and
Responsibility
Assignment and
delegation of
nursing tasks
Ethical and
Moral
Obligation
Healthcare
Environment
Overall Scoring
Range
4
(Exceeds
Expectations
The student
addressed 3 elements
in each of the 4
nursing paradigms.
Identifies more
than 3 nursing
elements of
accountability and
responsibility for
nursing judgments,
decisions, and actions
Identifies more 3
elements of
assignment and
delegation of nursing
tasks
Identifies and
defines more than3
elements of ethical
obligations and moral
contributions to
nursing
Identifies more
than 3 elements of a
personal
responsibility to the
healthcare
environment
conducive to quality
health care
The student
addressed 2 elements
in each of the 4
nursing paradigms.
Or missing 1 of the 4
paradigms
Identifies 3
nursing elements of
accountability and
responsibility for
nursing judgments,
2
(Approaching
Expectations)
The student
addressed 1 element
in each of the 4
nursing paradigms.
paradigms
Identifies 2
nursing elements of
accountability and
responsibility for
nursing judgments,
1*
(Does Not Meet
Expectations)
The student
addressed 1 element
in each of the 4
nursing paradigms.
paradigms
Identifies 1
nursing element of
accountability and
responsibility for
nursing judgments,
Identifies 3
elements of
assignment and
tasks
Identifies and
defines 3 elements of
ethical obligations
and moral
contributions to
nursing
Identifies 3
elements of a
personal
healthcare
environment
health care
Identifies 2
elements of
assignment and
tasks
Identifies and
defines 2 elements of
ethical obligations
and moral
contributions to
nursing.
Identifies 2
elements of a
personal
healthcare
environment
health care
Identifies 1
element of
assignment and
tasks
Identifies and
defines 1 element of
ethical obligations
and moral
contributions to
nursing
Identifies 1
element of a personal
healthcare
environment
health care
3
(Meets Expectations)
Weight
COMMENTS:
_________________________
STUDENT SIGNATURE:
DATE:
INSTRUCTOR SIGNATURE:
DATE:
If the item is not done or missing completely, the score will be a 0.

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10
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Term: Fall 1,2016
Fall I 2016
WRITTEN ASSIGNMENT RUBRIC

NAME:
DATE:
ASSIGNMENT TOPIC:
COURSE:
4
(Exceeds Expectations
3
Content
Content is clear,
thorough, and
organized
effectively. Meets
all criteria of the
written
assignment.
Writing Style
Writing is
essentially
errorless with no
spelling and
grammar and has
been carefully
proofread.
Content is
somewhat clear,
thorough, and
organized
effectively.
Meets most of
the criteria of the
written
assignment.
Writing follows
normal
conventions and
has minor
spelling and
grammar
throughout.
Clarity and
coherence
Writing flows
smoothly from
one idea to
another. Writer
has taken pains to
assist the reader
in following the
logic of the ideas
expressed.
References
with body of
the paper
References
included
throughout paper
in APA format.
Cover page &

reference sheet
Cover sheet and

reference sheet
are APA format
with at least 3
references.
Paper is presented
professionally,
type-written,
CRITERIA
Presentation
Sentences
structured to
communicate
ideas clearly.
Transitions
between
paragraphs make
the writers
points easy to
follow.
References
included
throughout
paper but not
APA format.
Cover sheet and
reference sheet
are APA format
with at least 2
references.
Paper is typewritten but does
not appear
2
(Approaching
Expectations)
Content is unclear,
not thorough,
and organized
ineffectively.
Does not meet
most of the l
criteria of the
written
assignment.
Writing does not
consistently
follow
appropriate style
of format with
frequent spelling
and grammar
errors,
Sentence
structure and
word choices
sometimes
interfere with
clarity of content
and distract the
reader.
References
included but
unclear which
references are
direct quotes and
which are
paraphrased.
Cover sheet and
reference sheet
are APA format
with at least 1
reference.
Paper is
typewritten, but
does not appear
1
(Does Not Meet
Expectations)
Content is
disconnected,
unorganized, and
meets minimal
criteria of the
written
assignment.
Writing does not
follow
appropriate style
or format with
many spelling &
grammar errors.
Making paper
difficult to
understand
Poor sentence
structure, poor
word choice,
lacks sequencing;
ideas make
reading and
understanding
difficult.
No references
included in the
body of the
paper but
referencing other
sources is
evident.
Cover sheet and
reference sheet
are not APA
format.
Paper is
typewritten, but
does not appear

Weight
Page
11
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Term: Fall 1,2016
CRITERIA
Fall I 2016
4
(Exceeds Expectations
3
double spaced, 12
font, 1 margins.
professional with
an error in one
area of spacing,
font or margins.
Overall Scoring
Range
24 20
19 15
2
(Approaching
Expectations)
professional with
an error in two
areas of spacing,
font or margins.
1
(Does Not Meet
Expectations)
professional with
errors in all area
of spacing, font
or margins.
14 11
Weight
10 - 6
COMMENTS:
__________________________
STUDENT SIGNATURE:
DATE:
DATE:

Page
12
Page 12
Term: Fall 1,2016
Fall I 2016
Professional Portfolio Rubric

NAME:
DATE:
4
(Exceeds
Expectations)
The portfolio is
in a 3-ring binder
with all
appropriate tabs
typed and with a
professional look.
3
(Meets
Expectations)
The portfolio is
in a 3-ring binder
without all tabs or
the tabs are not
typed
Career
Development
Cover letter,
resume,
recommendatio
n letters,
reference list,
professional
affiliations,
community
service hours
chart, licenses
and certificates,
awards and
honors
Evolution from
Novice to
Beginning
Professional
Nurse
All 8 areas of
career
development are
included and
complete.
6-7 Career
development items
listed are included
and complete.
1 *
(Does Not Meet
Expectations)
The portfolio is
not in a 3-ring
binder with tabs
missing or not
typed and not
appropriate tabs
for a professional
binder
4-5 Career
3-4 Career
development items development items
listed are included listed are included
and complete.
and complete.
The student is
able to describe
growth and
development on
becoming a
professional nurse
in a written
paragraph
after 10 nursing
core course
The student is
able to describe
growth and
development in
becoming a
professional nurse
in a written
paragraph
after 8-9 nursing
core course
The student is
able to describe
growth and
development in
becoming a
professional nurse
in a written
paragraph
after 6-7 nursing
core course
The student is
able to describe
growth and
development in
becoming a
professional nurse
in a written
paragraph
after 4-5 nursing
core course
X5
Competency
The student is
able to showcase
competencies
throughout the
clinical experience
(8 documented
Clinical Labs).
The student is
able to showcase
competencies
throughout the
clinical experience
(6 documented
Clinical Labs).
The student is
able to showcase
competencies
throughout the
clinical experience
(4 documented
Clinical Labs).
The student is
able to showcase
competencies
throughout the
clinical experience
(2 documented
Clinical Labs).
X1
Criteria
Professional
Binder
2
(Approaching
Expectations)
The portfolio is
in a 3-ring binder
with tabs missing
or not typed and
lacking a
professional look.

Weight
X1
X5
Page
13
Page 13
Term: Fall 1,2016
Fall I 2016
4
(Exceeds
Expectations)
3
(Meets
Expectations)
2
(Approaching
Expectations)
1 *
(Does Not Meet
Expectations)
Personal &
Professional
Goals
The student will

show evidence in
creating five
professional goals.
In the proper
SMART format
The student will

show evidence in
creating four
professional goals.
In the proper
SMART format
The student will

show evidence in
creating two
professional goals.
Or not in proper
SMART format
X2
Nursing
Philosophy
Student
achieved a 18-20
raw score on the
Nursing Philosophy
Rubric
The student will
show evidence
that the nine
essentials have
been successfully
achieved.
Must include at
least one example
for each essential.
Includes all 9
essentials
Student
achieved a 14-17
raw score on the
Nursing Philosophy
Rubric
The student will
show evidence
that the nine
essentials have
been successfully
achieved. Must
include at least
one example for
each essential.
Includes 7-8
essentials
The student will

show evidence in
creating three
professional goals.
Or one or more
elements missing
from the SMART
format
Student
achieved a 10-13
raw score on the
Nursing Philosophy
Rubric
The student will
show evidence
that the nine
essentials have
been successfully
achieved. Must
include at least
one example for
each essential.
Includes only 5-6
essentials
Student
achieved a 1-9 raw
score on the
Nursing Philosophy
Rubric
The student will
show evidence
that the nine
essentials have
been successfully
achieved. Must
include at least
one example for
each essential
Includes only 4 or
less essentials
X2
Criteria
The Nine
Essentials
Total Score
Weight
X9
/100
Rev. 1-16 NCC Approved
COMMENTS:
STUDENT SIGNATURE:
DATE:
DATE:
* If the item is not done or missing completely, the score will be a 0.

Page
14
Page 14
Term: Fall 1,2016
Fall I 2016
Section B: Course Outline
Week/
Date
Week 1
Week 2
Weekly Class objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning
outcomes as identified in Section A.
Content outline provides the student with a course roadmap. Which topics are intended to be covered each week?
Specific course activities outline the teaching strategies used
Student assignments, identify the learning and assessment requirements that students are to fulfill throughout the duration of the course.
Weekly Course Learning Outcome
1. Identify personal attributes that influence

professional nursing practice decisions
and interaction with others.
2. Preview letters of application and
resignation.
3. Discuss the preparation for a job
interview.
4. Identify sources for information related to
employment.
5. Identify self-strategies for entrance into
nursing
6. Discuss professional memberships and
activities
1. Identify the different approaches
used to develop a professional
resume.
2. Identify proper format of a resume and
content to include in a resume.
3. Recognize the three general types of cover
letters.
4. Identify strategies important to a
successful job search.
5. Discuss job interview preparation.
6. Create a list of sources for information
related to employment.
7. Discuss the preparation for a job interview
Content Outline
Specific Course Activity
Course Orientation
Syllabus Review
Brozek, McFarland pp. 173-196
Self-Assessment
Keirsey Temperament Sorter
http://keirsey.com/sorter/registe
r.aspx
Leadership Legacy Assessment
Building a Resume
Professional
Correspondence
Interview Process
Sources for employment
information
http://www.yourleadershiplegac
y.com/assessment.html
Select the format for a

professional resume.
Brozek, McFarland
pp. 257-275; 157-169
Students interview each

other.
Literature Review Due

Literature review will consist of
professional affiliations and
journals in the specified area of
students interest.
Must include at least three
affiliations and three journals.
Write up to include name and
Portfolio Elements:
Table of Contents and
Professional Affiliations

Student Assignments
PagePage
15 15
Term: Fall 1,2016
Week/
Date
Week 3
Week 4
Week 5
Fall I 2016
Content Outline
Student Assignments
scope of affiliation or journal and

brief description of affiliation and
journal. Must be in APA format.
1. Review how personal values influence and

impact nursing practice.
2. List examples of how personal beliefs
influence nursing practice.
1. Identify short- & long-term professional

goals
2. List higher education achievements other
than nursing.
3. Identify appropriate skills that would
enhance employment opportunities
4. Provide awards, honors, and certifications
that would be pertinent to potential
employers
5. Discuss how community activities enhance
nursing profession and nursing philosophy
1. Identify successful communication
techniques.
2. Identify strategies for incorporating
critical thinking into nursing practice.
Philosophy of Nursing
Values in nursing
practice
Beliefs in nursing
practice
Philosophy in nursing
practice
Current Issues in Nursing

Communication
Critical thinking
Conflict resolution
Delegation
Develop a nursing
theory/philosophy based on
personal values and beliefs.
Portfolio Elements:
References
Letter of Recommendation
requests
Essentials 1-3
Incorporate honors, awards,
certificates, and skills
pertinent to a professional
career into the nursing
portfolio
Portfolio Elements:
Community Service Hours
Nursing Theory/Philosophies
Essentials 4-6
Discuss:
Critical thinking related to
nursing practice.
Approaches to conflict
resolution.

PagePage
16 16
Term: Fall 1,2016
Sigma Theta Tau DUE

Please submit to DropBox.
Managing the Team
Sigma Theta Tau DUE
Please submit to DropBox.
Project Management
Brozek, McFarland
pp. 135-155
Brozek, McFarland
pp. 16-28; 63-122
ATI Nurse Logic Modules
Advanced Tests - Due
Knowledge and Clinical Judgment
Week/
Date
Week 6
Fall I 2016
Content Outline
3. Discuss strategies for implementing

successful conflict resolution.
4. Identify the role of the registered nurse
related to delegation in nursing practice.
5. Explore the use of research in clinical
practice.
Discuss positive leadership qualities.

Identify and discuss personal issues.
Regarding mentors and preceptors.
Discuss purpose and selection of mentor
in nursing practice.
5. Discuss collaborative strategies.
6. Identify assets and barriers to continued
education.
7. Explore the role of power in nursing
practice.
Professional Leadership
Leadership Assessment
Tool
Leadership mentors in
nursing
Education and
leadership
Discuss how power
influences nursing
practice in a positive
way.
1.
2.
3.
4.
Research
Nurse Practice Act on

delegation
Portfolio Elements:
Professional Goals
Nursing Evolution
Essentials 7-9
Discuss
Leadership Assessment
16PF Test
Questions for mentor
Portfolio Elements:
Nursing Competency Checklist
Student Assignments
Nursing Concepts
Priority Setting Frameworks
Testing and Remediation
A minimum time of 1 hour
should be spent on each module.
Brozek, McFarland pp. 29-40;
226-241
Professional Activity Due
Create a job search database that
includes open positions of
interest. Write up must include
three possible employers,
department or specialty of
interest, and hospital mission
and values statement. Student
will identify why they chose the
area of specialty and the
hospital. Must be in APA format.
Take Leadership Assessment:
http://www.nrcs.usda.gov/wps/p
ortal/nrcs/detailfull/national/peo
ple/outreach/oe/?cid=nrcs143_0
21952
Take 16PF Test:
http://www.psychometrictest.or
g.uk/16pf-test/

PagePage
17 17
Term: Fall 1,2016
Week/
Date
Week 7
1. Discuss possible ethical dilemmas in

nursing practice.
2. Develop strategies for effectively dealing
with ethical situations.
3. Recognize personal beliefs and values that
could hinder/enhance ethical issues in
nursing practice.
4. Identify tools to effectively assess and
achieve ethical issues in nursing practice.
Fall I 2016
Content Outline
Ethical Decision-Making
Guidelines for ethical
decision-making
Code of ethics
Discuss:
Situations involving
ethical dilemmas.
Models for ethical
decision-making
Portfolio Elements:
Resume/Cover Letter
Final Rubric
Student Assignments

ATI Focused Review Hours Due
Nursing Portfolio Due
Nursingworld.org nursing code of
ethics with interpretive
statements
ATI Proctored Exam
Critical Thinking Exit Exam
Week 8
Week 9
1. Understand the purpose of the Nurse

Practice Acts.
2. Distinguish licensure certification from
registration and accreditation.
3. Discuss possible legal issues that the nurse
may encounter in nursing practice.
1. Discuss opportunities that have been

presented from the WCU BSN
experience.
2. Identify assets received through BSN
learning
Legal Rights and

Responsibilities
Nursing Practice Act,
Nursing Peer Review
Act, & Nurse
Licensure Compact
Role of the Board of
Nursing versus nursing
(professional)
associations
Discuss rules promulgated

from State law regulating the
Nursing Practice Act Legal
scenarios
Offer insight to peers

Share nursing success stories

PagePage
18 18
Term: Fall 1,2016

Review Nurse Practice Act
ATI Focused Review Hours Due

NURS 492 Nursing Capstone - 2016 - FALL - I

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