NURS 6600: Capstone Synthesis PracticumStudent Support and Calendar InformationSo you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:Syllabus, including the Course Schedule, located below as a linked PDFTerm CalendarStudent SupportCredit Hours5 quarter hoursWalden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirementswill vary by degree level and student learning style, and by student familiarity with the delivery method and course content.Course DescriptionStudents in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note:This course requires a minimum of 144 practicum hours.Course PrerequisitesStudents must have completed all Core Courses:NURS 6001: Foundations for Graduate StudyNURS 6050: Policy and Advocacy for Improving Population Health
The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Beam, R. J., O'Brien, R. A., & Neal, M. (2010). Reflective practice enhances public health nurse implementation of nurse-family partnership. Public Health Nursing, 27(2), 131–139.
Black, P. (2010). Formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 359–364). St. Louis, MO: Elsevier.
Casey, D. C., & Egan, D. (2010). The use of professional portfolios and profiles for career enhancement. British Journal of Community Nursing, 15(11), 547–552.
Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Duers, L. E., & Brown, N. (2009). An exploration of student nurses' experiences of formative assessment. Nurse Education Today, 29(6), 654–659.
Forsyth, D. E., Wright, T. L., Scherb, C. A., & Gaspar, P. M. (2010). Disseminating evidence-based practice projects: Poster design and evaluation. Clinical Scholars Review, 3(1), 14–21.
Gantt, L. T. (2013). The effect of preparation on anxiety and performance in summative simulations. Clinical Simulation in Nursing, 9(1), e25–e33.
Jackson, D., Andrew, S., & Cleary, M. (2012). Telling our stories: Writing for publication to enhance reflective and contextualised family and community practice. Contemporary Nurse: A Journal for the Australian Nursing Profession, 41(1), 2–4.
Jeffress, L., & Lyle, S. D. (2012). Maximizing accessibility of academic publications: Applications of electronic publishing technology. Contemporary Issues in Education Research, 5(4), 257–264.
Kinsella, E. A. (2010). Professional knowledge and the epistemology of reflective practice. Nursing Philosophy, 11(1), 3–14.
Matthews, J. H. (2012). Role of professional organizations in advocating for the nursing profession. Online Journal of Issues in Nursing, 17(1), 1.
McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
Pellegrino, J. W. (2010). Technology and formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 42–47). St. Louis, MO: Elsevier.
Price, B. (2010). Disseminating best practice at conferences. Nursing Standard, 24(25), 35–41.
Roberts, D. (2011). 'Pay it forward' through publication. MEDSURG Nursing, 20(3), 112, 122.
Royds, K. (2010). Using reflective practice to learn from good and bad experiences. Learning Disability Practice, 13(5), 20–23.
Russell, C. L., & Ponferrada, L. (2012). How to develop an outstanding conference research abstract. Nephrology Nursing Journal, 39(4), 307–342.
Sawatzky, J. V. (2011). My abstract was accepted—now what? A guide to effective conference presentations. Canadian Journal of Cardiovascular Nursing, 21(2), 37–41.
Shekleton, M. E., Preston, J. C., & Good, L. E. (2010). Growing leaders in a professional membership organization. Journal of Nursing Management, 18(6), 662–668.
Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses' navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.
Thompson, T. L. (2011). Electronic portfolios for professional advancement. Clinical Nurse Specialist, 25(4), 169–170.
Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.
Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.