COLLEGE OF HEALTH SCIENCES
School of Nursing

NURS 852Integrated Healthcare Delivery I

COURSE DESCRIPTION:

This course focuses on the theoretical and scientific underpinnings of integrated health care delivery with diverse populations across the lifespan, including an emphasis on the wellness-illness continuum. Students will integrate concepts of population health, life course theory, health behavior change, and integrated health care delivery to conceptualize innovative strategies to promote health and minimize disease burden across diverse populations. Special attention will be given to the role of health policy in promoting and inhibiting the implementation of innovative health care delivery models. Students will be prepared for leadership roles in integrated care settings.

Credit Hours: 3

Pre-requisites: None

Class (Day, Time, & Location): On-line

Enrollment

This course will be open to all graduate students within the University.

Faculty

Mary Elizabeth (Libbey) Bowen, PhD

375 McDowell Hall

Office Hours

Synchronous discussions and by appointment.

Relevant DNP Program Outcome

#1. Integrate nursing science and practice to plan and develop new practice approaches that lead to improvement of health outcomes for diverse populations.

#2. Apply leadership skills to influence inter-professional teams that foster creative innovation in complex healthcare systems.

#3. Analyze evidence for translation of research into best practices to improve quality of care#5. Evaluate and utilize healthcare informatics practices and technologies used to promote health improvement and wellness of individuals and populations.

DNP Essentials

VI: Interprofessional Collaboration for Improving Patient and Population Health Outcomes

COURSE OBJECTIVES:

Upon completion of the course, the student will be able to:

  1. Integrate knowledge from the humanities and sciences within the context of nursing to plan for integrated health care delivery with diverse populations across the lifespan.
  2. Analyze the leadership role of nurses within inter-professional teams delivering innovative integrated health care in complex systems.
  3. Analyze evidence to support the development of and design integrated health delivery models.
  4. Explore outcome criteria and measurement strategies used to evaluate the impact of innovative models of integrated health care delivery.
  5. Evaluate the capacity of health care informatics systems to contribute to the improvement of population health outcomes within integrated care settings.
  6. Integrate principles of population health, life course theory, and integrated health care used in the delivery of clinical care to individuals, families, and populations.
  7. Evaluate the role of health policy in contributing or impeding the development of integrated health delivery models.
  8. Demonstrate competency in selected evidence-based health behavior change strategies including motivational interviewing.

METHODS OF INSTRUCTION:

On-line instructional materials including audiovisuals, database links, peer learning (asynchronous and synchronous), and individualized one-to-one instruction.

Questions related to course content such as assignments or discussionscan beposted to other students in the asynchronous discussions. Email Dr. Bowen directly with any personal questions or questions your peers are unable to answer about the class/content in the asynchronous discussion. Please allow 2 business days for a response. This means you have to allow adequate time for a response if you have a question about an assignment.

Synchronous discussions (Zoom meetings) with Dr. Bowen are another opportunity for you to discussany questions you may have about course assignments, content, and so forth. While it is understandable that you may not beable to participate in all synchronous discussions, it is a good idea to use these as a way to touch base with your instructor and peers.

Academic Honesty

The University of Delaware Academic Honesty Policy is in effect for this course. Academic dishonesty in any form, e.g., plagiarism, cheating on exams, etc., will not be tolerated. All students must be honest and forthright in their academic studies. To falsify the results of one's research, to steal the words or ideas of another, to cheat on an assignment, or to allow or assist another to commit these acts corrupts the educational process. Students are expected to do their own work and neither give nor receive unauthorized assistance. Any violation of this standard must be reported to the Office of Student Conduct ( Nursing faculty will strictly enforce the University policy on academic dishonesty. Falsification of any portion of any assignment will not be tolerated. Any student who violates this policy will receive appropriate disciplinary action. More information may be found at the UD website for the Office of Judicial Affairs, Any questions related to this policy should be discussed with their office and/or nursing faculty.

Academic Misconduct

From the University of Delaware Code of Conduct (

Academic misconduct is any other act that disrupts the educational process or provides a student with an academic advantage over another student.Academic misconduct includes, but is not limited to:

  1. The unauthorized possession, copying, distribution, sale, or other transfer of all or any part of an academic exercise, or the answers or solutions to an academic exercise, whether or not the exercise has been administered;
  2. Changing, altering, attempting to change or alter, or assisting another in changing or altering any grade or other academic record, including grades or records contained in a grade book or computer file, that is received for or in any way attributed to academic work;
  3. Entering any University building, facility, office, or other property, or accessing any computer file or other University record or storage for the purpose of obtaining the answers or solutions to an academic exercise or to change a grade;
  4. Continuing to work on an academic exercise after the specified allotted time has elapsed;
  5. Bribing another person to obtain an academic exercise, including answers to questions of an unadministered academic exercise;
  6. Failing to adhere to standards of professional behavior established by a faculty member, academic program or college in conjunction with an academic course; or
  7. Posting of notes or other materials from a class (whether the student is enrolled in the class or not) on the Internet, whether or not for a fee, if the faculty member has expressly prohibited the posting of such materials.Possession, distribution, photographing, or posting of any materials containing information about exam questions from the current semester or previous semesters is academic misconduct as defined in i. and vii. above. Students involved in these activities will be reported and charged through the Office of Student Conduct.

Disruptivebehavior and use of alcohol or other illegal substances in class, laboratory field experiences, and/or clinical will not be tolerated.The University policies related to use of alcohol and illegal substances will be strictly enforced by course faculty. See

Online civility: Be kind, courteous and respectful to each other. We are challenged in online courses where it can be difficult to determine the "tone" of a post or response and comments maybe taken the wrong way. Therefore, be careful to ensure that you read over all posts before you hit submit and that your comment will be taken in the way it was intended. If you would not say the comment in the classroom you should not post it in a module. Disrespect and inappropriate commentsin the module will not be tolerated: you will not receive credit for that week's post.

Disability Support Services

The University of Delaware is committed to diversity and welcomes students with disabilities. If you have a disability related need for a modification or reasonable accommodation in this course, please contact the Office of Disability Support Services located at 240 Academy St., 119 Alison Hall ( You can contact them via email at or call 302-831-4643

Course Policies

Web-Based- Successful web-based students will plan to access course content on a regular basis to insure appropriate participation in course discussion and/or assignments.It is recommended that students treat this course as if it were an in-person course, scheduling a time on the calendar to "meet" and get all of the readings done and additional time for assignments (with enough time to prepare before they are due).

Course requirements are mandatory. Students are expected to complete assigned readings in Canvas as outlined.

  1. Students are accountable for all information posted on the Canvas course pages. When you post to the Canvas discussion board make sure you go back and read your post on the discussion board to ensure it did in fact post. When you post an assignment to Canvas similarly go back in to the document and make sure it did in fact post. You are responsible for posting all assignments online correctly in a timely manner. If you post but there is an online error that you do not catch you will not receive credit for that post or assignment.
  2. All assignments are required for successful completion of this course and are due Friday 9 AM. Unexcused late assignments after this time will be penalized 10% for every day late.
  3. If a student is unable to complete an assignment by the due date due to illness or emergency, the student must notify Dr. Bowen by email at least 24 hours BEFORE the assignment is due to arrange for a late submission. Failure to do so will result in deductions to the your grade and may result in a zero for that assignment.
  4. All written assignments, including citations and references, must adhere to APA format (6th).
  5. Students are expected to use refereed journals and publicly available databases as primary sources in all assignments. If using an online journal, page numbers and complete information are expected in the citation.
  6. Students having any questions about grades must raise questions within two (2) weeks of the grade posting to Canvas. No grades will be considered after this time.
  7. The discussion board will open at 9 AM Friday and close at 9 AM the following Friday. Following closing, students will be able to view responses on the discussion board, but will be unable to add or edit content.

For full attendance policy, please visit the following website:

Evaluation methods

Item / Percentage
Discussions (9 over course of semester) / 20%
Paper #1 / 25%
Paper #2 / 25%
Presentation / 20%
Peer Evaluation / 10%
Total / 100%

Grading Scale

Interval / Letter Grade
100 – 93.34 / A
93.33 – 90.00 / A-
89.99 – 86.67 / B+
86.66 – 83.34 / B
83.33 – 80.00 / B-
79.99 – 76.67 / C+
76.66 – 73.34 / C
73.33 – 70.00 / C-
69.99 – 66.67 / D+
66.66 – 63.34 / D
63.33 – 60.00 / D-
<60 / F

Course assignments:

All papers must be properly referenced and must conform to Publication Manual of the American Psychological Association (6th ed.), (2009), Washington. Papers are to adhere to page limitations as specified below. Papers must be clearly written, flow logically and be grammatically and syntactically correct. Poorly written papers will be returned ungraded. All papers are due on the date specified. Check the Assignments tool in Canvas for due dates.

Students are required to submit their papers to TurnItIn( before submission for peer review.TurnItIn is used to identify papers containing un-original material (plagiarism). Students are expected to upload their papers into TurnItIn and review the overlap identified with other documents. Special attention will be paid to an overlap of 25% or more. Please be sure you review your document whether it is over 25% or not and address any issues identified, especially sentences that overlap with other work. Failure to do so will result in point reduction or the assignment not being accepted. Also, please allow yourselves enough time to review feedback on TurnItIn (which can take up to 48 hours). Keep in mind that once you receive TurnItIn results you may still need to revise your paper before submitting and that this takes additional time.

Papers

This is a semester-long project. In paper 1, each student will select a personal health behavior they would like to change or improve (e.g., eating better, exercise, sleep, etc.). Students monitor/track the behavior using a daily log provided by the instructor. In paper 2, after using an appropriate app to aid in behavior changestudents will critically analyze pre and post-intervention data, reflect on the process and link their experience to a behavioral framework discussed in class.

Paper #1, (4 pages) 25% of grade

Rubric: (25 points)

  • Identify a health behavior you would like to change, due 9 AM Feb 10 for pre-approval (1 sentence) (1)
  • First half of semester daily log of health behavior (using RedCap online survey) (7)
  • APA format (2)
  • Paper is clearly written, flows logically and is grammatically and syntactically correct. (2)
  • Research on the health behavior and long-term health consequences of the behavior.What is the evidence suggesting changing this behavior may improve your short and long -term health outcomes?(5)
  • What are the noted barriers and facilitators to changing this behavior in the research?Make sure this discussion is framed within a health behavior model/framework we discussed in class (5)
  • Discuss a range of technological and more traditional interventions to manage/curb the health behavior (3)

Paper #2, (4 pages) 25% of grade

Rubric: (25 points)

  • Approval of intervention (1 sentence) due 9 AM March 24 (1)
  • APA format (2)
  • Paper is clearly written, flows logically and is grammatically and syntactically correct (2)
  • Description of intervention chosen and rationale for choosing over others (2)
  • Discuss your experience with the daily log - what was the process like? What did you learn about your behaviors? What were your patterns of behavior? (4)
  • Discuss your experience with the intervention. Was it easy to use? How did it help you track your behaviors? What kinds of data did it provide? Was this easy to access and understand? (5)
  • Reflect on the challenges/successes of your health behavior change using pre and post-intervention data. Were you able to change your health behavior? If yes, what was the extent of the change? Why do you think this was? If not, what were your main barriers? Make sure you incorporate your health behavior theory/framework here. (6)
  • Would you recommend this app to a patient population with your health behavior topic? Why or why not? (2)
  • If you could do this experience over again, what would you change to make it better? (1)

Presentation, 20% of grade

Adeptly using technology for health benefit and being able to recommend these technologies to your patient population are key components of integrated healthcare. Students will be expected to select a common behavioral health problem for their patient population of interest and investigate current technological advances that exist in support. This may include websites, online support groups/webinars, or smart-phone applications. Students will prepare a 20-minute structured power-point presentation with voiceover narratives explaining, but not reading, each slide. The presentation is to include a background on the behavioral health problem and why this is an important topic of concern to manage for their patient population.

Rubric: (20 points)

  • Submit patient population of interest and behavioral health problem for pre-approval by 9AM April 14. (1 sentence) (1)
  • References are in APA format (2)
  • Presentation flows logically and is grammatically and syntactically correct and is well-written. (2)
  • The rationale for discussing this behavioral health problem with this patient population is clear (3)
  • There is a discussion of various technologies (both high and low-tech) that exist which could be used to support the identified behavioral health concern (5)
  • The voiceover narrative is clear and well-constructed and the student does not read the slides, but presents additional information and explanation for each slide (2)
  • Other audiovisuals (such as a video clip, picture of the technology, or graph/chart) are incorporated in to the slides to engage audience and provide additional on topic (2)
  • There is a discussion of how their patient population may access these existing technologies and the barriers they may face accessing these technologies (3)

Peer Evaluation: (10 points)

You are expected to evaluate each student’s presentation in your group. Review the presentation all the way through once. Make note of any parts that are confusing or that you don’t understand. Make notes and explain what you found interesting or novel about their presentation. Do not begin answering any questions on the peer review form until you complete this step.

Complete the peer evaluation form posted online and submit to your peer group so to provide them with critical feedback on their presentation.

Rubric:

  • Provide a critical review of each group member's presentation responding to all sections of the peer review form with more than a yes/no answer (10)

Discussion board: (20 points) or 2.22 points each

Most distance courses are run in a seminar format. Therefore, interaction between students and faculty and between students is essential. All students are expected to participate in discussion. Online discussions are designed to augment the class content. For each module, a distinct asynchronous discussion forum will be posted on Canvas unless there is an assignment due that week. Asynchronous discussions enhance learning as you share your ideas, perspectives, and experiences with the class. Your entries should include a variety of evidence from peer-reviewed journal articles, assigned readings and current news issues. Students are expected to synthesize knowledge and critically respond to topics on population health. Students are encouraged to read the discussions more than once a week to keep up with other students' postsand post one well-written response to the topical question(s) and respond to at least two individual student’s postings. Students need to post their own response to the discussion before reviewing other students’ posts. The discussion grade is based on discussion involvement and the quality of research contributed. Student responses will be scored based on the depth of information, use of relevant literature and readings, and knowledge synthesis. Discussions are student generated, meant to spur conversations with other class members around module content and enhance the learning experience. Thus,I will monitor but not comment on the discussion.If I identify the need for clarification in an asynchronous discussion, I will post a response to all and/orsend out the response in a separate email. NOTE: Participation in discussion is worth 20% of the course grade.Thus, your active participation in the discussion could help make up for a poor grade on another assignment. Discussion will run from 9 AM Fridayuntil the followingFridayat 9 AM.