NURS 7302 LET
COURSE SYLLABUS 2018 - 2019
(SUMMER 2019)
Lilia A. Fuentes, DNP, APRN, FNP-BC
Associate Professor
Associate Dean for Faculty Affairs – School of Nursing
Master of Science in Nursing
Family Nurse Practitioner Program
Email: Lilia.A.Fuentes@utrgv.edu
Office: EHABE 2.210
956-665-2384 (Office)
956-665-2875 (Fax)
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NURS 7302.90L: PRACTICE INTERVENTION PROJECT
COURSE SYLLABUS
Course Title
Practice Intervention Project (PIP)
Course Number
NURS 7302.90L
Course Description
This course is required for non-thesis students. It involves delineation of a
problem/issue/project related to the student’s clinical or functional area,
review of pertinent literature, and development of a proposed solution with
steps in implementation and evaluation methodology. The student will give a
written and oral presentation of the project to a selected audience.
Course Credit
Three semester hours.
Course Grade
The grade for the course will be entered as “Credit” when requirements have
been met and “No Credit” when they have not been met. Students receiving no
credit must register each semester until requirements are met. Requirements
for the course must be completed in the semester/summer session enrolled.
Students requesting an incomplete grade must submit A Request for
Incomplete Grade form, available from the School of Nursing (SON), along with
documentation and/or supporting rationale. Approval by the SON Director and
College Dean is required for an incomplete grade. Students requesting an
incomplete grade must have completed at least 75% of the course in addition to
having a “passing” status in the course.
Course Objectives
Course objectives are based on the UTRGV Graduate Nursing Student Learning
Outcomes, American Association of Colleges of Nursing’s (AACN) The Essentials
of Master’s Education in Nursing, 2011 (E) and the National Organization of
Nurse Practitioner Faculties’ (NONPF) Nurse Practitioner Core Competencies,
2014 (NPCC). Upon the completion of the course, the student will be expected
to demonstrate graduate level student learner objectives that include:
1. Integrate theory, evidence, clinical judgment, research, and
interprofessional perspectives to analyze literature pertinent to the
problem/issue/process/project in order to improve practice and
associated health outcomes. (E.IV-1); (NPCC-SF; L; Q; PI; P; HDS; E)
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2. Perform rigorous critique of evidence derived from databases to generate
meaningful evidence for nursing practice pertinent to confronted
problem/issue/process/project. (E.IV-5, 6); (NPCC-SF; PI; TIL; HDS; E)
3. Formulate a proposal to study the problem/issue/process/project by
designing a system change strategy whether through the application of
practice guidelines or the implementation of new models of care delivery
and coordination based on current evidence. (E.II-6, 7; E.III-2, 6; E.IV-3);
(NPCC-L; Q; PI; TIL; P; HDS; E)
4. Assume a leadership role in the collaboration and effective
implementation of the practice intervention using effective
communication (scholarly writing, speaking, and group interaction) skills.
(E.II-2); (NPCC-L; Q; TIL)
5. Utilize information and communication technologies, resources and
principles of learning in the implementation of the practice intervention.
(E.V-5); (NPCC-TIL)
6. Demonstrate the ability to use complexity science and systems theory in
the evaluation of the effectiveness of the intervention. (E.II-4); (NPCC-SF;
Q; PI)
*NPCC - Scientific Foundation (SF); Leadership (L); Quality (Q); Practice
Inquiry (PI); Technology and Information Literacy (TIL); Policy (P); Health
Delivery System (HDS); Ethics (E); Independent Practice (IP)
Graduate Student Learning Outcomes
Graduate Student Learning Outcomes facilitate evaluation of learning as
students progress in the curriculum toward the intended Graduate Outcomes.
The Student Learning Outcomes are that the student will:
1. Function as a scholar with critical thinking skills supported by theories
from the behavioral, physical, and nursing sciences.
2. Demonstrate organizational and systems leadership in the application of
client/patient care interventions, incorporating informatics and health
care technology to improve population health care outcomes.
3. Collaborate as a member of an inter-professional health care team to
advocate for safe and effective client/patient care, being cognizant of
cultural, societal, economic, political, and ethicolegal issues.
4. Promote quality improvement in the provision of culturally competent
care to diverse populations through integration of health policy, planned
programs, education, and advocacy.
5. Translate and integrate scholarship and research into masters-level
practice that is grounded in the sciences and humanities.
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Students with Disabilities
Students with a documented disability (physical, psychological, learning, or
other disability which affects academic performance) who would like to receive
academic accommodations should contact Student Accessibility Services (SAS)
as soon as possible to schedule an appointment to initiate services.
Accommodations can be arranged through SAS at any time, but are not
retroactive. Students who suffer a broken bone, severe injury or undergo
surgery during the semester are eligible for temporary services.
Pregnancy, Pregnancy-related, and Parenting Accommodations
Title IX of the Education Amendments of 1972 prohibits sex discrimination,
which includes discrimination based on pregnancy, marital status, or parental
status. Students seeking accommodations related to pregnancy, pregnancyrelated condition, or parenting (reasonably immediate postpartum period) are
encouraged to contact Student Accessibility Services for additional information
and to request accommodations.
Student Accessibility Services:
Brownsville Campus: Student Accessibility Services is located in Cortez Hall
Room 129 and can be contacted by phone at (956) 882-7374 (Voice) or via email
at ability@utrgv.edu. Edinburg Campus: Student Accessibility Services is
located in 108 University Center and can be contacted by phone at (956) 6657005 (Voice), (956) 665-3840 (Fax), or via email at ability@utrgv.edu.
Mandatory Course Evaluation Period
Students are required to complete an ONLINE evaluation of this course,
accessed through your UTRGV account (http://my.utrgv.edu); you will be
contacted through email with further instructions. Students who complete
their evaluations will have priority access to their grades. Online evaluations
will be available on or about:
Summer 10-week Session
August 8th – 15th
Scholastic Integrity
As members of a community dedicated to Honesty, Integrity and Respect,
students are reminded that those who engage in scholastic dishonesty are
subject to disciplinary penalties, including the possibility of failure in the
course and expulsion from the University. Scholastic dishonesty includes but is
not limited to: cheating, plagiarism (including self-plagiarism), and collusion;
submission for credit of any work or materials that are attributable in whole or
in part to another person; taking an examination for another person; any act
designed to give unfair advantage to a student; or the attempt to commit such
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acts. Since scholastic dishonesty harms the individual, all students and the
integrity of the University, policies on scholastic dishonesty will be strictly
enforced (Board of Regents Rules and Regulations and UTRGV Academic
Integrity Guidelines). All scholastic dishonesty incidents will be reported to the
Dean of Students.
Sexual Harassment, Discrimination, and Violence
In accordance with UT System regulations, your instructor is a “Responsible
Employee” for reporting purposes under Title IX regulations and so must report
any instance, occurring during a student’s time in college, of sexual assault,
stalking, dating violence, domestic violence, or sexual harassment about which
she/he becomes aware during this course through writing, discussion, or
personal disclosure. More information can be found at www.utrgv.edu/equity,
including confidential resources available on campus. The faculty and staff of
UTRGV actively strive to provide a learning, working, and living environment
that promotes personal integrity, civility, and mutual respect that is free from
sexual misconduct and discrimination. If students, faculty, or staff would like
confidential assistance, or have questions, they can contact OVAVP (Office for
Victim Advocacy & Violence Prevention) at 665-8287, 882-8282, or
OVAVP@utrgv.edu.
Course Drops
According to UTRGV policy, students may drop any class without penalty
earning a grade of DR until the official drop date. Following that date, students
must be assigned a letter grade and can no longer drop the class. Students
considering dropping the class should be aware of the “3-peat rule” and the “6drop” rule so they can recognize how dropped classes may affect their
academic success. The 6-drop rule refers to Texas law that dictates that
undergraduate students may not drop more than six courses during their
undergraduate career. Courses dropped at other Texas public higher education
institutions will count toward the six-course drop limit. The 3-peat rule refers
to additional fees charged to students who take the same class for the third
time.
Student Services
Students who demonstrate financial need have a variety of options when it
comes to paying for college costs, such as scholarships, grants, loans and workstudy. Students should visit the Students Services Center (U Central) for
additional information. U Central is located in BMAIN 1.100 (Brownsville) or
ESSBL 1.145 (Edinburg) or can be reached by email (ucentral@utrgv.edu) or
telephone: (888) 882-4026. In addition to financial aid, U Central can assist
students with registration and admissions.
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Students seeking academic help in their studies can use university resources in
addition to an instructor’s office hours. University Resources include the
Learning Center, Writing Center, Advising Center and Career Center. The
centers provide services such as tutoring, writing help, critical thinking, study
skills, degree planning, and student employment. Locations are:
• Learning center: BSTUN 2.10 (Brownsville) or ELCTR 100 (Edinburg)
• Writing center: BLIBR 3.206 (Brownsville) or ESTAC 3.119 (Edinburg)
• Advising center: BMAIN 1.400 (Brownsville) or ESWKH 101 (Edinburg)
• Career center: BCRTZ 129 (Brownsville) or ESSBL 2.101 (Edinburg)
Teaching Methods
The student will begin an outline of the proposed problem/issue/project before
soliciting a Director and Committee Member. The Director will work closely
with the student to guide progress. An appropriate venue for presentation or
implementation will be selected by the Director. A suggested contract and
timeline for the Director and Student is included.
Evaluation
This course will be offered on a credit/non-credit basis. Credit will be given
upon acceptance and presentation of the project and completion of a scholarly
paper.
Committee Selection
Selection of Director and Committee Member should follow the criteria
addressed later in this syllabus.
PIP Content Outline
The following is suggested as an appropriate arrangement of content for the
PIP. Variations will occur depending upon content area and related subheadings.
1. Title page
2. Table of Contents page
3. Abstract (Usually completed after most of the paper has been
written)
4. Introduction and Statement of Problem/Issue (Includes the
conceptual and empirical background)
5. Significance of the Problem
6. Quality Measures
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7. Description of the Project/Program/Solution
8. Theoretical Framework
9. Review of Related Literature
10. Steps in Project Implementation
11. Evaluation of Project
12. Implications for Health Outcomes
13. Project Summary / Conclusion
14. References
15. Appendix
Presentation of Project Guidelines
Presentation Guidelines
Each student is required to present their project to their PIP Faculty/Director
for approval way in advance of the student committing to the approved venue.
The student should also be aware that no project presentation will be
approved without steps 1 – 9 being completed and reviewed by the PIP
Director.
All students must follow intervention implementation guidelines as specified
on the Intervention Implementation Guidelines and Intervention Implementation
Rubric forms on page 13 through 15 of the course syllabus.
Preparation Guidelines
The PIP written document must be as follows:
•
•
•
•
•
•
Times New Roman 12-point font ONLY
Double spaced
1-inch margins left, 1-inch margins right, top, and bottom
Running head and page numbers upper right
No number in title page
APA format including but not limited to references, abbreviations, text
citations, and headings as explained in the Publication Manual of the
American Psychological Association, 6th Ed. http://www.apastyle.org/
Academic dishonesty including plagiarism is a serious academic offense and
may result in disciplinary action according the UTRGV Scholastic Integrity
guidelines. Please be aware that all submitted drafts/papers will be placed
through SafeAssign which is a tool used to prevent plagiarism and to create
opportunities to help students identify how to properly attribute sources rather
than paraphrase. SafeAssign is effective as both a deterrent and an educational
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tool. SafeAssign compares submitted assignments against a set of sources to
identify areas of overlap between the submitted assignment and existing works.
If a student’s draft is deemed more than 50% matched to other sources, the
student will be warned and asked to rewrite the draft. Any final paper
submissions deemed more than 50% matched to other sources will result in the
student being reported to the Dean of Students, dropped from the course and
expelled from the graduate program.
Selection of Committees for Practice Intervention Project
NURS 7302 Practice Intervention Project requires a Project Director. A
committee member may be added in addition to the Project Director. The PIP
Director must be from the School of Nursing Faculty and have either full or
associate Graduate Faculty status. The second member does not require
graduate faculty status. This may be someone from the School of Nursing,
another department in the University, or the professional community.
Selecting the committee members is a very important task. They should be
selected to assist because of expertise in the content, methodology, or to
facilitate access to a population. They will be responsible for approving and
signing off on the project and paper. Committee members should be selected
as soon as possible after enrolling in the PIP course.
Required Forms
Students are responsible for obtaining committee member signatures on the
following two forms and submitting the original copy to the Course
Coordinator and the Assistant Director of Graduate Nursing Education as
indicated:
•
Practice Intervention Committee Membership
Form submitted at the beginning of work on the PIP.
•
Report of the Practice Intervention Project Examination Committee
Form submitted upon successful completion of the PIP. This form and an
original copy of the PIP must be submitted to the Course Coordinator and
the Assistant Director of Graduate Nursing Education in order to receive
course credit. In addition to the application for graduation required by
the university, all required courses must be successfully completed in
order to participate in graduation ceremonies.
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NURS 7302.90L: PRACTICE INTERVENTION PROJECT
COMMITTEE MEMBERSHIP
Student
Name:
Student Identification
Number:
Date:
Committee Members
Name
Institutional Position
1.
Director
2.
Member
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Area of Expertise
REPORT OF THE PRACTICE INTERVENTION PROJECT
EXAMINATION COMMITTEE
Student:
Title of Practice Intervention Project:
Date Project
Presented:
Date Paper
Reviewed/Approved:
SIGNATURES OF COMMITTEE MEMBERS
Director
Member
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PROJECT Calendar*
(Note: Some students may move along faster than others. The dates are
suggested to help organize so that all components of the PIP will be completed
before week 8).
Suggested Date
Task to be completed/submitted for review
End of Week 2 (June 14 )
th
Table of Contents
Introduction & Statement of Problem/Issue
End of Week 3 (June 21st)
Significance of the Problem
Quality Measures
Description of the Project/Program/Solution
End of Week 4 (June 28th)
Theoretical Framework
Review of Literature
Steps in Implementation
End of Week 5 (July 5th)
End of Week 9 (Aug. 2nd)
Confirm Presentation Appointment:
• Confirm date, time, and place for presentation with
venue and PIP director
• All of the above tasks should have been reviewed by
PIP director before presentation is confirmed
Last day to schedule a presentation
(if the above tasks have not been met, the student will not
be allowed to schedule a presentation and given the
opportunity to drop the course)
**Last day to drop or withdraw from courses**
NO need to drop PIP, a “NC” (no credit) will show up on
your transcript.
Final draft paper due (NO EXCEPTIONS)
Week before Finals (Aug. 9th)
Last day to submit previously reviewed PIP papers
Final Paper Due (Aug. 14th)
STUDENTS MUST SUBMIT A HARD COPY AND AN
ELECTRONIC COPY OF THEIR FINAL PIP!
Start of Week 7 (July 15th)
July 29th
*It is the student’s responsibility to initiate contact routinely and make
arrangements to meet with his/her PIP Director regularly. If no contact has been
established within 1 month of the start of the semester, the student will need to
drop the course and retake in the coming semester.
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Section
Front Matter
I.
II.
I.
II.
III.
IV.
V.
VI.
Introduction
Significance of the
Problem
Quality Measures
Description of the
Project/Program/Soluti
on
Theoretical or
Conceptual
Framework
Review of Related
Literature
# of
Pages*
Included
Includes the title page and a onepage abstract of the project
The conceptual and empirical
background facts
Explanation of why it is important
for this to be addressed
What impact it may have
Explanation of quality measures,
standards of care, practice
guidelines associated with project
A brief description of what the
overall plan is to address the
problem
Identification and discussion of
the supporting theory or
conceptual framework for the
project
Review of research studies related
to the variables in the project
2
1–2
2–3
2
VIII.
Steps in
Implementation
Evaluation of Project
Includes how the project was
assessed, planned, description of
what was developed for
presentation or implementation
and the plan for evaluating the
project
2–4
4-6
Actual evaluation of the project.
1–2
IX.
X.
XI.
Implications for Health
Outcomes
Project Summary /
Conclusion
References
Evaluation of quality measures,
standards of care, practice
guidelines as they relate to health
outcomes.
Personal reflection on the project
1–2
1–2
Listing of all references cited in
the text of the paper
3–6
XII.
Appendices
Copies of documents discussed in
the paper
*Approximate number of pages
12
The abstract is written after the PIP is
presented to reflect each component
addressed in the sections that follow
Address the issue in general
Goes beyond the general into specifics
for the local area / institution / clinic
where the project will be implemented
Address any quality measures, standards
of care or practice guidelines associated
with project
Described in general
1-2
5–8
VII.
Additional Comments
Special attention should be made as to
how the TF/CF is specifically linked to
the project
Sub-sections should be created to
address evidence-based research for
each area being addressed including one
on the TF/CF use in areas related to the
PIP
Sub-sections should be created for each
area being addressed. Detailed
descriptions are expected, i.e.,
permissions, recruitment of attendees,
presentation content, Powerpoint
content, description of evaluation tool,
etc.
Should address who, what, when, where,
and summary of the actual evaluation by
participants
How did the project address quality
measures, standards of care, practice
guidelines? Did/will it improve health
outcomes? How?
Your evaluation of strengths, challenges,
opportunities and disposition of project
(i.e., will it be incorporated into the
organization?)
Correct APA format required. The
number of references should be
sufficient to support the variables in the
project. Primary sources are encouraged,
including those considered classic.
Current information is that which has
been published within the last five years
Must be in order of presentation in paper
Intervention Implementation Guidelines
1. The PIP project must be related to advanced practice in nursing and
benefit a group, population, or community rather than an individual
patient. The student may partner with another entity such as a clinical
agency, school, health department, church, government, organization or
community group. However, the student is responsible for assuming the
leadership role in his/her project.
2. The PIP project must utilize evidence-based research that can be
translated into practice.
3. The significance of the problem and literature review must support the
need for the project.
4. Data from the clinical site must indicate a need for quality improvement
work which affords the student the opportunity to improve something.
5. Quality process and quality tools can assist students to obtain
measurable improvements. FOCUS is based on the original PDSA cycle
developed by Edward Deming as a continuous model of quality
improvement. This tool may help you organize an approach to your PIP
project:
Find a process to improve,
What do you plan to change (preF
data that demonstrates the
problem)?
Organize an effort to work on Who will be involved and what
O
improvement,
support do you need?
Clarify current knowledge of
What is the current state of the
C the process,
science? How is it related to this
process or practice?
Understand process variation Outline specifically how the current
U
and performance capability
process works (if there is one at all).
Select changes aimed at
Choose the intervention or
S performance or process
interventions being cognizant of
improvement,
social, economic and cultural issues.
Plan the change, Analyze and How do you plan to measure the
P
predict results.
effect of the change?
Do it.
Execute the plan taking small steps
D
in controlled circumstances.
S Study.
Check the project results/evaluation.
Act. Take Action
How do you sustain the gains in
A
regards to health outcomes.
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6. Although education is often a part of quality improvement work it cannot
be the full scope of the project. The PIP project must clearly demonstrate
an outcome that will or has the potential to improve patient care or a
system change that impacts patient outcomes.
7. The intervention needs to be concise and provide a full and clear
description of the problem, background, quality measures connected to
health issue, evidence-based solutions, purpose of the project, proposed
solution(s), implications for health outcomes, evaluation, and
“deliverables” the agency will receive at the conclusion of the project.
“Deliverables” include but are not limited to the following:
•
•
•
•
•
•
•
•
•
•
In-service
Pamphlet/brochure
Algorithm
Clinical protocol/guideline
Flow sheet
Screening tool
Policy
Manuscript for publication
Video
Manual
8. All presentations need to have learning/presentation objectives. Writing
objectives is not easy. Please refer to Writing Instructional Objectives in
order to help you develop objectives for your presentation. Please make
sure to have these approve by your PIP Director/Course Coordinator.
9. All project clinical problem, presentations, “deliverables”, venue, etc.
must be approved by the Course Coordinator before scheduling the
implementation of the intervention.
10.All projects must have an evaluation process. Evaluation is a crucial
component of intervention projects. It encompasses the set of tools that
are used to measure the effectiveness of the practice intervention project.
Whether it is a pre-test/post-test and/or an overall intervention
evaluation (5-point Likert Scale), please include an evaluation process
with your intervention. Pre/Post-tests must contain at least 10 questions.
An overall project evaluation must contain outcomes based on project
objectives and at least three other intervention objectives. The evaluation
process must be approved by your PIP Director prior to the
implementation of the project.
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Intervention Implementation Rubric
S=Satisfactory U=Unsatisfactory
Presentation Content Outline:
OBJECTIVES: Presents clear and concise
project/presentation objectives
PROBLEM: Describes a clinical problem, the
significance of the problem and how the
problem has impacted nursing, healthcare,
and/or patient populations (give statistics on
the problem)
QUALITY MEASURES: Identifies crucial
quality measures/standards/guidelines (CMS,
Health People 2020, national organizations,
etc.) associated with the problem and why
they are important
THEORETICAL FRAMEWORK: Introduces a
theoretical framework that is congruent with
the proposed design/plan
EVIDENCE: Critically reviews the evidence
through a literature review
SOLUTION PROPOSAL: Introduces a plan
that effectively addresses the clinical
problem; the proposed intervention/plan
must address quality measures and how it
will improve health outcomes supported by
the evidence
EVALUATION PROCESS: Systematic method
for collecting information for evaluating
project effectiveness and efficiency.
REFERENCES: Complies with APA format
Presentation/Deliverables/Professionalism
Provides professional “deliverables” to
agency making sure to identify them as a
project by a graduate nursing student from
UTRGV
Delivers a professional presentation which
complies with APA format
Provides professional feedback to questions
making sure to cite current research
S
U
Comments
______________________________________________________________________________
Faculty Signature
Date
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