School of Nursing - DNP - 801

z-2023-2024 Catalog - COURSE - Change

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Help Text
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  • CHANGE TYPES

    (NOTE: if the course is undergoing a substantial change (changing more than 33-40% of the course content), delete the course using a "DELETE - Course" proposal form and start a "NEW - Course" proposal form)

    If changing code, code numbers x90-x99 are reserved.  See https://inside.nku.edu/ucc.html under the section titled "Course Naming and Numbering Policy" for detail.  Only use one of these numbers if your course matches one of these categories.

  • Status "Active-Visable" field must be checked for Acalog.

  • Status*

  • IMPORT COURSE DATA FROM CATALOG

    Click on "Import" on the top menu.

    1. In the pop-up screen that appears, select the current catalog,
    2. In field titled or add filter select Prefix from the drop down box; click the drop-down box for add another filter and select Code.
    3. In the Prefix and Code boxes that have appeared, enter the course prefix and number, respectively (e.g. STA and 205).
    4. Click Search Available Curriculum and the course should appear in a list.
    5. Click the course you intend to edit (or return to Step C if it was not found).
    6. Scroll to the bottom (do NOT adjust any of the check-boxes) and click Import This Item."
GENERAL CATALOG INFORMATION
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  • REQUIRED FIELDS

    Data imported into fields should not be changed until after launching the proposal.  Directions for launching proposal are listed further down in the proposal.

    Fields with an (*) are required, any required fields that did not have data imported into them, must be filled in before you will be able to launch the form. 

  • Department*
    Courses may be owned at College level i.e. IST, HNR, MBA, INF.
  • Course Type*
  • Prefix*
    [Do not include course title] Example: APA
    Code*
    801
    801
    [Do not include course title] Example: 100
  • Course Suffix
    (if applicable)
  • Course Title*
    Epidemiology and Population Health
    Epidemiology and Population Health

  • Course Description Guidelines

    Limited to 50 words

    Write the description as it will appear in the University Catalog. Course description should describe the content and be written in present tense. Do not include class activities, class requirements, or repeat the title. Those items are listed in separate fields.

  • Course Description (Maximum of 50 words)*

    Advanced nursing application of epidemiologic principles and biostatistical data analysis in the clinical assessment, program planning, and implementation of interventional population health strategies. Students will explore historical, socio-cultural, and systemic public health infrastructures for health promotion and prevention, and disease/infection control at the individual, community, national, and global levels.  

  • Credits:*
    (3 credits)
    (3 credits)
    i.e. "(3 credits)"
  • Does this course require TEC approval?*
  • Course Level*

  • 5xx courses are usually Undergrad/Grad

    If you selected either the Graduate or Undergrad/Grad option above, it requires graduate approval and you must select "Yes" requires graduate approval in the next question.

  • Does this course require Graduate approval?*
  • Is course currently a General Education Course or is this to propose it as a new General Education Course?*
    Changes to general education courses must be reviewed and approved by Director of General Education Program before going to UCC for final approval.
  • If yes, select Gen-Ed course category
  • General Education Code (in title)
  • For General Education Course - Provide justification on how this course fits into the Foundation of Knowledge program?
  • Type of Change(s) (Select all that apply)
  • Proposed Course Change(s)
    Select all that apply from the following list (NOTE: if the course is undergoing a substantial change (more than 30%), delete the course using a Course Deletion form and start a proposal for a New Course)
  • If other, describe change:
  • Cross-Listing

  • A cross-listed course is one that meets at the same time and place as another course.  If you intend for this course to be cross-listed with an existing course, submit a course change form for the other course to indicate that it will be cross-listed with this course.  Do not specify that this course will be cross-listed if the other course is an x94 (topics course).  Cross-listings between a regular course and a topics course will be handled directly by the Office of the Registrar.

  • Cross Listed:
  • If Yes, enter other cross-listed Course ID?:

  • Does your Approval Process require crosslisting courses? If yes was selected, navigate to the Crosslistings tab in the Proposal Toolbar on the right; select the appropriate behavior for the crosslistings as they go through their workflow.  Click "Save Option" and answer questioins that follow.

  • LAUNCH PROPOSAL NOW

  • Once all the above required fields have been filled in, launch proposal.  After launching the proposal you can begin entering data in the remaining fields or editing the imported or required fields.

  • Prereqs/ Coreqs / Classroom+Lab/Studio Hrs / Semesters Taught
  • Prerequisite(s):

    .

    This field is required. If there is no prerequisite, use the word None. If this course is numbered 3xx or higher, a prerequisite (or corequisite) is required. If it has none, this course will be rejected.
  • Prerequisite(s) or Corequisite(s):
  • Corequisite(s):

    None

  • Classroom + Lab/Studio Hours
    Hours: 3 classroom + 0 lab/studio
    Hours: 3 classroom + 0 lab/studio
    i.e. "3 classroom + 0 lab/studio"
  • Semester Taught:
  • How does this course change strengthen the program?

    The original (4) four student learning outcomes was strengthened to illustrate higher-order thinking when utilizing Bloom's Taxonomy. Next, (2) two additional student learning outcomes were added to reflect higher-order thinking and address the Diversity & Global Learning high-impact practice. 

  • For more information on Student Learning Outcomes, View Resources on the Vice Provost Assessment web page.

  • If changing Student Learning Outcomes, please check the type of change.
  • Student Learning Outcomes For Changed Courses:
    <p>Construct systematic strategies using epidemiologic studies and biostatistics to evaluate public health outcomes at the individual, community, national and global population levels.</p>
    <p>Appraise the scope and limitations of public health data to evaluate the national and/or global burden of health disparities, diseases, infections, injuries, and associated risk factors in population health.</p>
    <p>Formulate a health promotion and/or health prevention plan utilizing epidemiological principles, processes, measurements, and research methodologies to sustain and improve population health globally.</p>
    <p>Investigate the epidemiological principles essential to developing public health policy for health equity, environmental/occupational health, determinants of health, cultural diversity, ethics, and professional practice standards.</p>
    <p>Develop contextual expertise in the health history, key initiatives, and socio-structural determinants of health within the public health infrastructures impacting marginalized populations in the U.S. and/or low- and middle-income countries.</p>
    <p>Evaluate cross-sector organizations&rsquo; structure, program development and implementation, and effectiveness in addressing national and global health needs</p>
    (if course description is being changed, new student learning outcomes must be provided). Also complete box if only changing student learning outcomes for course.
  • Provide Detailed Course Topics

    This course is a 7-week course as identified by (7) seven modules:

    • Module 1: This module aims to provide students with a foundation of public health from an advanced nursing perspective.  Students learn how nurses contribute to the success of population health outcomes past, present, and future. 

      At the end of this module, students will be able to:

      • Apply the definition of population health in both the clinical and community settings. (CO 2, 3, 4, 5, 5)
      • Define the term social determinants of health, relating how social determinants of health influence health outcomes. (CO, 2, 3, 4, 5, 6)
      • Discuss the use of population-based datasets in research. (CO 1, 2, 3, 4, 5, 6)
      • Recognize how the social environment influences public health and health outcomes (CO 1, 2, 3, 4, 5, 6)
      • Evaluate chronic health conditions impacting population health. (CO 1, 2, 3, 4, 5)
    • Module 2: This module aims to provide students with the knowledge and skill to conduct epidemiological research across a global and diverse population. Students will learn about epidemiology study design, methodologies, and how to apply new skills appropriately. 

      At the end of this module, students will be able to:

      • Compare the terms descriptive epidemiology and analytic epidemiology. (CO 1, 2, 3,5)
      • Discuss the use of population-based datasets in research. (CO 1, 2, 3, 4, 5, 6)
      • Interpret the natural history of disease progression from preclinical to clinical state. (CO 1, 2, 3, 4, 5)
      • Define and contrast the three types of prevention: primary, secondary, and tertiary. (CO 2, 3, 4, 5, 6)
      • Contrast the following frameworks: the triangle of epidemiology, the advanced model of the triangle of epidemiology, and the web of causation. (CO 1, 2, 3, 4, 5)
      • Discuss the chain of infection (chain of transmission) relating to infectious diseases. (CO 1, 2, 3, 4, 5)
      • Discuss person, place, and time in relation to descriptive epidemiology. (CO 1, 2, 3, 4, 5)
      • Distinguish between a case report, a case series, and a cross-sectional study. (CO 1, 2, 3, 5)
      • Provide an example of a case report, a case series, and a cross-sectional study. (CO 1, 2, 3, 5)
      • Discuss person, place, and time in relation to descriptive epidemiology. (CO 1, 2, 3, 4, 5, 6)
      • Distinguish between a case report, a case series, and a cross-sectional study. (CO 1, 2, 3, 5)
      • Provide an example of a case report, a case series, and a cross-sectional study. (CO 1, 2, 3, 5)
    • Module 3: Doctorally prepared nurses are equipped with the knowledge and the skill to apply evidence-based practice in meaningful ways. This module aims for students to revisit evidence-based practice from the standpoint of population health. Students will also learn how to make information technology your friend in improving health outcomes. At the end of this module, students will be able to:
      • Interpret results of data for use in public health research, policy, or practice. (CO 1, 2, 3, 4, 5, 6)
      • Use information technology to develop population health tools and profiles aimed at improving health outcomes. (CO, 2, 3, 4, 5, 6)
      • Describe and discuss how information technology is essential to protect, monitor, surveillance, and improve populations' health. (CO, 2, 3, 4, 5, 6)
      • Determine how to integrate evidence into practice using models of practice (i.e., Advancing Research and Clinical Practice through Close Collaboration (ARCC©) Model, the Johns Hopkins Nursing Evidence-Based Practice Model (JHNEBPM), the Chronic Care Model (CCM), and the Iowa Model of Evidence-Based Practice to Promote Quality of Care). (CO 1, 2, 3, 4, 5)
    • Module 4: Program design, development, and implementation are key concepts in population health. In this module, students will receive a snapshot of how to become successful in public health programming, intervention, and other activities.  Students will gain the skills to lead small projects in academia or clinical practice related to epidemiological principles. At the end of this module, students will be able to:
      • Demonstrate an understanding of how to design a population-based program or project with intervention. (CO 1, 2, 3, 4, 5, 6)
      • Assess populations (communities) through a needs assessment to determine the needs, capacities, and assets. (CO 1, 2, 3, 4, 5, 6)
      • Discuss how to apply epidemiologic principles to program or study design. (CO 1, 2, 3, 4, 5, 6)
      • Develop skill in the Plan, Do, Check, Act model for quality improvement. (CO 2, 3, 4, 5)
      • Apply models for program planning and implementation. (CO 1, 2, 3, 4)
    • Module 5: Program evaluation is an essential step in ensuring successful outcomes.  In this module, students will conduct formative and summative assessments, learn how to improve a program’s quality and efficiency, and apply strategies to guarantee successful health outcomes. At the end of this module, students will be able to:
      • Evaluate the principles of community-based participatory research (CBPR). (CO 1, 2, 3, 4, 5)
      • Discuss the importance of selecting the appropriate evaluation method for population health programs, interventions, or activities. (CO 1, 2, 3, 4, 5, 6)
      • Assess the degree to which population health programs and strategies address health disparities. (CO 2, 3, 4, 5, 6)
      • Identify areas for overall improvement and set goals to affect change in those areas. (CO 1, 2, 3, 4, 5, 6)
    • Module 6:  Students will gain valuable insight into how to build relationships and engage communities through collaboration. In this module, students will learn how to develop and implement a community needs assessment and work through a few community toolkit exercises. At the end of this module, students will be able to:
      • Describe the need assessment process for population health and some of the most commonly used metrics and data sources. (CO 2, 3, 4, 5, 6)
      • Identify the basic approach to address the health-related needs and concerns of populations. (CO 1, 2, 3, 4, 5, 6)
      • Assess and monitor the specific needs of communities. (CO 2, 3, 4, 5, 6)
      • Identify the role of the public in promoting population health. (CO 3, 4, 5, 6)
      • Demonstrate professional nursing ethics to foster strong community relationships/partnerships. (CO 2, 3, 4, 5, 6)
    • Module 7: This module is dedicated to the implications of global health in population-based nursing. Students will deepen their understanding and use of the core competencies of global health by learning about how the attainment of health is an international phenomenon. Students will also learn about global health programs and regimes to address health concerns through national and international collaborations. At the end of this module, students will be able to:
      • Apply global health awareness inclusive of cultural values and practices to population health programming and other initiatives. (CO 2, 3, 4 5, 6)
      • Analyze ethical issues surrounding population health programming interventions involving vulnerable and marginalized populations. (CO 1, 2, 3, 4, 5, 6)
      • Recognize and develop public health initiatives for illnesses common to a specific region. (CO 1, 2, 3, 4, 5, 6)
      • Determine how to initiate healthcare delivery in a global area of the world while utilizing the country’s resources and social determinants of health. (CO 1, 2, 3, 4, 5, 6)
    Week by week description.

  • Specify Semester/Year Proposed Changes Are to Take Effect

  • Semester
    Year
  • Grading Option
  • SAP Designator
  • What is the "Primary" Delivery Method for this course?
  • Repeatable:
  • If Repeatable, Max Credits:
    99 for unlimited
  • Is there an additional fee for this course?
  • Fee Data
JUSTIFICATION
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  • Course Changes require a justification and impact report.

    Forms submitted without appropriate justifications and/or an impact report will be returned to the proposer without consideration.

  • Justification For Course Change

    The primary reason for making changes to the student learning outcomes is that the primary instructor for the course attended the Norse Academic Summer Institute for high-impact practices. The goal is to designate DNP 801 - Epidemiology and Population Health as a Diversity & Global Learning high-impact course at NKU. The proposed changes to the course description and student learning outcomes were reviewed and approved by all graduate nursing faculty with the School of Nursing. 

    (this should include any direct or indirect assessment findings that have led you to this proposed change)
IMPACT REPORT
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  • Run an Impact Report by selecting Run Impact Report in the top menu and answer below according to the results.

  • Date of impact report
    11/16/2022
    11/16/2022
  • Courses in impact report

    DNP 820 Integrative Application of EBP I (1-2 credits)

    There are two programs with the Doctoral Nursing Practice Program

    1. Post-Master's DNP
    2. Nurse Anesthesia Specialization DNP

    The change in the course structure will impact both programs. However, DNP 820 is not a course in the Post-Master DNP Program. 

  • Programs in impact report

    Nursing Practice, D.N.P. 

  • Have you contacted the affected Departments?

  • Please attach email notification you sent to Departments affected, by cliking the paperclip with the word File on tab to the right.

    You may also attach syllabi or any additional supporting documents. 

FINALIZE PROPOSAL
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  • To finalize your proposal and send it on to the next approval step, you must click the decision tab on the right side of the proposal, in the decision screen, click approve and then click "make my decision."

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