Syllabus
NURS 6000
1
MASTER’S DEGREE PROGRAM
NURSE EDUCATOR CONCENTRATION
NURS 6000: THEORETICAL FORMULATIONS
IN THE DISCIPLINE OF NURSING
Revised: 8.15.11
Fall 2011

I am the Way, the Truth, and the Life.
John 14:6
I.
COURSE NUMBER:
NURS 6000 TO1 (Nurse Educator Concentration)
CRN: 11107
II.
COURSE TITLE:
Theoretical Formulations in the Discipline of Nursing
III.
COURSE CREDITS:
4 credits (Theory/Didactic: 4 credits)
IV.
PLACEMENT IN
CURRICULUM:
Level I (Fall Term)
Core Course
V.
CLASS TIME:
Wednesday evenings, 5:00-9:00 PM
Sessions: 9/7, 9/14, 9/21, 10/5, 10/19, 11/2, 11/9, 11/16
VI.
PLACE:
Whitby Hall, Room J-111
VII.
FACULTY:
Kathleen Kalb, PhD, RN
E-mail: [email protected]
Office: Whitby Hall, Room 320
Phone: #651.690.6587
VIII. COURSE DESCRIPTION
This course forms the basis for understanding theory development, application, and analysis within
the discipline of nursing. Components and processes of theory construction and evaluation are
examined. Theories of nursing, leadership, and ethics are analyzed to enable students to develop a
professional framework for advanced nursing roles in nursing.
IX.
COURSE OBJECTIVES
Upon completion of this course, you will be able to:
1. Examine concepts integral to nursing that have been defined by nursing theorists and used to
develop nursing knowledge. (Phenomena of Nursing; “Discipline-Based Competence”; Sessions
1, 2, 3, 4, and 5)
2. Analyze nursing theories using a systematic process and ethical issues using ethical decision-making
frameworks to evaluate their significance in advanced nursing roles. (Critical Thinking; “Critical and
Creative Inquiry, Ethics and Social Justice”; Sessions 3, 4, 5, 6, 7, and 8)
3. Engage in diverse modes of communication to articulate theoretical perspectives, leadership
styles, and ethical decision-making processes used in advanced nursing roles. (Communication;
Effective Communication in a Variety of Modes, Leadership and Collaboration”; all sessions)
4. Explore ways in which social justice and global interconnectedness impact and influence diverse
systems encountered in advanced nursing roles. (Systems; “Ethics and Social Justice, Diversity
and Global Perspectives”; Sessions 6, 7, and 8)
Master’s Degree Program
Department of Nursing
Syllabus
NURS 6000
2
5. Analyze selected leadership theories to determine their usefulness in advanced nursing roles and
their congruence with personal leadership qualities. (Role; “Leadership and Collaboration”;
Session 5)
6. Explore how theory, research, and practice interconnect in advanced nursing roles to shape
interventions rooted in social justice and ethical action. (Therapeutic Interventions; “DisciplineBased Competence, Purposeful Lifelong Learning”; Sessions 3, 4, 6, 7, and 8)
Please note. Department of Nursing “curricular threads” are identified in italics; St. Catherine
University “Goals of a Liberal Arts Education” are identified in quotes. Sessions identified for each
objective refer to class sessions which specifically address that objective. Teaching-learning activities
and assignments are also designed to address specific course objectives.
X.
TEACHING-LEARNING ACTIVITIES
Teaching-learning activities in NURS 6000 include (a) seminar discussion, (b) small group work, (c)
individual and group presentations, (d) case studies, (e) videos, (f) written assignments, (g) a takehome evaluation, and (h) online course activities using technology. Please refer to the “Master’s
Degree Program: Student Policies” included in the online Nursing Student Handbook, for additional
information about the teaching-learning process.
XI.
COURSE OUTLINE
Please refer to the class outlines and required readings to guide your study and support your learning.
The topical outline for the course is depicted as a conceptual framework in Appendix A: Course
Conceptual Framework.” The course is divided into three parts:
 Part One addresses the “context” of theory in the nurse educator role (Sessions 2 and 3),
 Part Two addresses the “content” of theory in the nurse educator role (Sessions 4 and 5), and
 Part Three addresses the “conduct” of theory in the nurse educator role (Sessions 6 and 7).
A brief description of the content addressed in each class session is presented in Appendix B:
“Overview of Course.” A topical outline with required readings, class activities, and related
assignments for each session is included in the NURS 6000 coursepack. Our course outline may be
revised to address particular areas of interest related to this course. Potential revisions will be
discussed in class prior to making any changes. Class content may also be modified during class
sessions based upon interests of course participants and considerations related to course objectives.
Session 1
Perspectives: Patterns of Knowing in Nursing
Session 2
The Context: Theory Development in Nursing
Session 3
The Context: Theory Evaluation in Nursing
Session 4
The Content: Nursing Theory Group Presentations
Session 5
The Content: Leadership Theory in Nursing
Session 6
The Conduct: Ethics Theories and Principles
Session 7
The Conduct: The Code of Ethics for Nurses and Ethical Decision-Making
Session 8
Reflections: Theory Application in the Nurse Educator Role
Master’s Degree Program
Department of Nursing
Syllabus
NURS 6000
XII.
3
COURSE ASSIGNMENTS AND GRADING
Assignments, assigned points, and due dates will be reviewed, revised, and/or developed by
students and faculty during our first class session.
#
Name of Assignment
Objectives
Points
%
Due Date
Theory Assignments:
1 Patterns of Knowing in Nursing
1
10 points
10%
9/14/11
2 Concept Analysis: Nurse Educator Role
1, 3, 5
10 points
10%
9/21/11
3 Nursing Theory: Group Presentation
1, 2, 3, 6
20 points
20%
10/5/11
4 Take Home Evaluation of Nursing Theory
1, 2, 3, 6
20 points
20% 10/19/11
5 Ethical Principle: Presentation
3, 6
10 points
10%
11/2/11
6 The Code and the Nurse Educator Role (online)
3, 6
5 points
5%
11/9/11
7 Position Paper: Ethics in the Nurse Educator Rolea
2, 3, 4, 6
20 points
20%
11/1611
8 Position Paper: Presentation of Ethical Analysis
2, 3, 4, 6
5 points
5% 11/16/11
Total Points Possible 100 points 100%
Please note. Assignments are designed to address specific course objectives. aThis assignment is the
“formative measure” to evaluate your achievement of “Level I Objectives” for all curricular threads:
Phenomena of Nursing, Critical Thinking, Communication, Systems, Role, and Therapeutic
Interventions.
Assignments:
Students are responsible for completing all course assignments and learning activities. Course
assignments are due at the beginning of class (5 p.m.) on the scheduled due date. Please submit written
assignments by e-mail (preferred) or by using Desire2Learn (D2L), our course management site.
Assignments and papers will be returned at the next class session. Late assignments will not be accepted
unless you notify Kathleen by e-mail ([email protected]) or voice mail (651.690.6587) prior to when
the assignment is due. Thank you!
Grading:
Please refer to the “Assignment Guides” included in your course packet and posted on the online
course management site for specific criteria and evaluation of points for each assignment. Each
assignment must be completed with at least 78% of possible points.
Grading Scale:
Grades in NURS 6000 are determined as follows (revised effective Fall 2011):
A
96-100%
B
87-89%
C
78-80% Passing
A93-95%
B84-86%
C75-77%
B+
90-92%
C+
81-83%
D+
72-74%
D
DF
69-71%
65-68%
64% and below
XIII. COURSE POLICIES
Policies for NURS 6000 are found in LeGuide, the Graduate Academic Catalog, and the online
Nursing Student Handbook (please refer to Master’s Degree Program: Student Policies).
Academic Integrity:
Please refer to the “Academic Integrity Policy” in the Graduate Academic Catalog.
Accommodations:
If you have a documented disability and believe you would benefit from accommodations, please contact
the Disabilities Coordinator in the O’Neill Center for Academic Development (651.690.6563) to ensure
that appropriate accommodations are implemented in a timely manner. Please refer to the student policy
in LeGuide: “Services for Students with Disabilities.”
Master’s Degree Program
Department of Nursing
Syllabus
NURS 6000
4
Attendance:
The most significant learning activity is attendance and active participation in all class sessions. Taking
initiative in learning is a hallmark of advanced nursing practice. This requires preparation for all class
sessions, a belief that you have a unique and valuable perspective to share with others, and the
willingness to share that perspective with others. Therefore, attendance and active participation and
engagement in class discussions and learning activities will be noted.
Please call Kathleen prior to class if you will be absent (651.690.6587). Failure to attend class sessions
without notifying Kathleen results in implementation of the Performance Issue Algorithm described in
the online Nursing Student Handbook (please refer to Master’s Degree Program Student Policies).
Course Communication:
Please check your St. Kate’s e-mail for messages and updates related to the course frequently (at least
every 2-3 days). E-mail messages and voice mail messages will be responded to within 24 hours, except
on weekends and holidays. Assignments and papers will be returned at the next class session. Points for
assignments will be posted in the online gradebook on our online course management site (D2L).
Evaluation:
Evaluation is an essential component of this course. Informal and formal evaluations may be
conducted during the course to ensure that learning is being facilitated through teaching-learning
activities and course assignments. Online course and faculty evaluations are completed at the end of
this course. Information about how to complete these online evaluations will be sent by the
Department of Nursing staff, usually during the final week of the term or before the final class
session. Thank you for completing these evaluations--your feedback, comments, and
recommendations for this course are truly welcomed and valued!
Please note. Final course evaluations are confidential, only the Department of Nursing staff have
access to names of students who have completed course and faculty evaluations; only aggregated data
from course and faculty evaluations are reported to faculty.
Inclusivity:1
Nurses are called to promote human dignity in the context of an ever changing healthcare
environment. In this course, dialogue must be able to occur in a non-threatening environment in
which students and faculty can (a) engage in discussions that are taking place, (b) challenge
comments that are made, and (c) evaluate aspects of the structural environment that foster injustice.
Identifying expressions of cultural bias is a way to model against stereotyping. At any time, a moment
of consideration can be called. This can and should be called by anyone, student or faculty, in order to
facilitate needed conversation around sensitive issues. These moments are times for all of us to learn
how to become more sensitive in our language and actions. Such dialogues may pertain to stereotypes
related to “race,” sex, religion, gender identity, sexual preference, weight, economic status, and
anything that can impact the dignity of persons, including equitable treatment of patients and
students. These moments of consideration should be freely addressed in the classroom and are an
essential aspect of learning in this course.
Grading Policy:
This course must be taken for a grade and must be satisfactorily completed with a minimum grade of C
(70% of the total possible points). A minimum grade of C (70% of total possible points) must be achieved
for each course assignment. Assignments may be resubmitted once if not completed satisfactorily the first
time. Resubmitted assignments receive a C (70% of total possible points for that assignment). If you have
questions about how to complete a particular assignment, please contact Kathleen.
1
This statement is based on a statement written by NURS 6790 student, Maria Kludt (Spring 2009).
Master’s Degree Program
Department of Nursing
Syllabus
NURS 6000
XIV.
5
PROFESSIONAL STANDARDS, WRITING AND TECHNOLOGY REQUIREMENTS
Professional Standards:
Faculty in the Department of Nursing use professional nursing standards to develop, implement, and
evaluate curricula. Professional standards are also used by nursing faculty to promote and evaluate
student learning.
In the Nurse Educator Concentration of the Master’s Degree Program, professional standards include:
Code of Ethics for Nurses with Interpretive Statements (ANA, 2001)
Code of Ethics for Registered Nurses (Canadian Nurses Association, 2008 [Canadian])
Core Competencies of Nurse Educators (NLN, 2005)
International Council of Nurses Code of Ethics for Nurses (ICN, 2006 [All])
 Core Competencies for Interprofessional Collaborative Practice (Interprofessional Education
Collaborative Expert Panel, 2011)
The Essentials of Master’s Education in Nursing (AACN, 2011)
NLNAC Accreditation Standards and Criteria: Master’s Degree Programs (NLNAC, 2008)
Nursing: Scope and Standards of Practice, 2nd Edition (ANA, 2010)
Nursing’s Social Policy Statement: The Essence of the Profession (ANA, 2010)
Nursing Professional Development: Scope and Standards of Practice (NNSDO &ANA, 2010)
 School Nursing: Scope and Standards of Practice (NASN & ANA, 2005)
 The Scope of Practice for Academic Nurse Educators (NLN, 2005)
Writing and Technology Requirements:
The ability to write, use technology, and communicate effectively is essential in advanced nursing
roles. Professional nursing standards and competencies for advanced nursing practice specifically
address these skills. Courses in the Master’s Degree Program in Nursing are designed to provide
opportunities for you to learn and develop writing abilities and skills in using technology.
In NURS 6000, written assignments will be evaluated by faculty for (a) the logical flow of ideas and
organization of content; (b) spelling, grammar, and punctuation; and (c) the use of American
Psychological Association style described in The Bedford Handbook (Hacker & Sommers, 2010). If
specific concerns are identified, you will be encouraged to seek assistance with your professional
writing skills, including the use of APA style. An introductory session will be conducted by staff
from the O’Neill Center for Academic Development to identify resources for writing papers and
using APA style. Appendix C describes guidelines for the preparation of papers for this course.
You will also have the opportunity to develop skills in using technology in NURS 6000. Some of these
skills include (a) opening and sending attachments using e-mail, (b) using the course management
system for accessing course information, (c) accessing articles electronically from the Web and using
CLICnet, (d) word-processing skills, and (e) presentation skills using PowerPoint. Two sessions will be
conducted by library staff to address database searching and the use of “RefWorks.”
Congruence with University Mission:
NURS 6000 advances the vision and mission of St. Catherine University by addressing the principles of
Catholic social teaching and the characteristics of the Catholic intellectual tradition. NURS 6000 also
advances the University “Goals of a Liberal Arts Education,” by challenging you to develop your own
philosophy of nursing by learning about theoretical formulations of nursing, leadership, and ethics in
advanced nursing roles. Each of the “Goals of a Liberal Arts Education” is related to one or more of the
course objectives and consistent with the teaching and learning activities used in this course.
Master’s Degree Program
Department of Nursing
Syllabus
NURS 6000
6
XV.
TEXTBOOKS
The course packet includes the course syllabus, course assignments, class outlines, and related
materials for NURS 6000. Please note. Two page numbers are included on each page of the course
packet. Page numbers in the header reflect the page number of the document; page numbers in the
footer reflect the page number in the course packet.
Required Textbooks:
American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Silver
Spring, MD: Nursesbooks.org
Please note. The Code of Ethics for Nurses is also available online for viewing:
http://nursingworld.org/ethics/code/protected_nwcoe629.htm
Billings, D., & Halstead, J. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO:
Elsevier Saunders.
Grace, P. J. (2009). Nursing ethics and professional responsibility in advanced practice. Sudbury,
MA: Jones & Bartlett: Sudbury.
Hacker, D., & Sommers, N. (2010). The Bedford handbook (8th ed.). Boston, MA: Bedford/St.
Martin’s.
Moyer, B. A., & Wittmann-Price, R. A. (2009). Nursing education: Foundations for practice
excellence. Philadelphia: F. A. Davis.
National League for Nursing. (2005). The scope of practice for academic nurse educators. New York:
Author.
Please note. The Core Competencies of Nurse Educators (included in this text) are also
available online: http://www.nln.org/profdev/corecompetencies.pdf
Parker, M. E., & Smith, M. C. (Eds.). (2010). Nursing theories and nursing practice (3rd ed.).
Philadelphia, PA: F. A. Davis.
United States Catholic Conference. (2009). Ethical and religious directives for Catholic health care
services (5th ed.). Washington, DC: United States Catholic Conference.
Please note. The Ethical and Religious Directives are also available online:
http://www.usccb.org/bishops/directives.shtml
Please note. Required texts in NURS 6000 will be used in other graduate courses in the Nurse
Educator Concentration. All papers and references will be submitted using the format described in
The Bedford Handbook (8th ed., 2010).
Readings:
Please refer to your class outlines for required and recommended readings for each session. Required
and/or recommended readings and articles will be discussed prior to each class session and made
available in class and/or online from St. Catherine University Library.
XVI.
LEARNING RESOURCES
NURSE THEORIST VIDEOS: PORTRAITS OF EXCELLENCE
Videos and DVDs about particular nurse theorists are available for viewing in Media Services at the
Library. These videos may be helpful as you prepare for your “Nursing Theory: Group Presentation.”
Master’s Degree Program
Department of Nursing
Syllabus
NURS 6000
7
If you will be viewing a video in a group, please call Media Services at #651.690.6658 to schedule a
room and time for your viewing.
Videos/DVDs about the following nurse theorists are available for your viewing:
1. V. Henderson
8. F. Nightingale
2. I. M. King
9. D. E. Orem
3. D. E. Johnson
10. R. R. Parse
4. M. M. Leininger
11. H. Peplau
5. M. E. Levine
12. M. E. Rogers
6. B. Neuman
13. Sister C. Roy
7. M. A. Newman
14. J. Watson
DVDs about the following middle-range nurse theorists are also available for your viewing:
1. H. Erickson: Modeling and Role-Modeling
2. M. Mishel: Uncertainty in Illness
3. N. Pender: Health Promotion
4. P. Reed: Self-Transcendence
5. A. Meleis: Transitions
6. P. Benner: Novice to Expert
Websites About Nursing Theory
Websites (meta-sites) for nurse theorists and their theories are available for many nurse theorists:
“Nursing Theory Link Page”
http://nursing.clayton.edu/eichelberger/nursing.htm
“The Nursing Theory Page”
http://www.sandiego.edu/academics/nursing/theory/
“Nursing Theory Page”
http://nursing.valdosta.edu/nursing/history_theory/theory.html
“Nursing Theories”
http://www.nurses.info/nursing_theory.htm
“Middle-Range Theories”
http://www.nurses.info/nursing_theory_midrange_theories.htm
Websites About Ethics
Websites about ethics and nursing ethics that may be helpful include:
Center for Ethical Leadership
http://www.ethicalleadership.org/
Center for Ethics and Human Rights (ANA)
http://www.ana.org/ethics/elinks.htm
International Centre for Nursing Ethics
http://www.nursing-ethics.org/
National Catholic Bioethics Center
http://www.ncbcenter.org
National Reference Center for Bioethics Literature
http://bioethics.georgetown.edu/
Websites About Using APA Style
The primary website about APA style:
Additional resource for APA style from Purdue OWL:
The Library has citation guides on the library website:
http://www.apastyle.org
http://owl.english.purdue.edu/
http://library.stkate.edu
AND FINALLY!
Please let Kathleen know if you have any questions about any of the information included in this
syllabus and the related appendixes.
God bless you!
Master’s Degree Program
Department of Nursing
Syllabus
NURS 6000
8
APPENDIX A
COURSE CONCEPTUAL FRAMEWORK
THEORY AND THE THREE “Cs”
CONTEXT-CONTENT-CONDUCT

 The CONTENT of Theory 
Session 5: Leadership Theory in Nursing
Session 4: Nursing Theory Presentations
 The CONTEXT of Theory 
 The CONDUCT of Theory 
Session 3: Theory Evaluation
Session 2: Theory Development
Session 6:
Session 7:
Ethics Theories and Principles
Ethics: The “Code of Ethics”
and Ethical Decision-Making
Session 1: Perspectives
INTRODUCTION
Session 8: Reflections
CONCLUSION
NURS 6000: THEORETICAL FORMULATIONS
IN THE DISCIPLINE OF NURSING
This figure depicts the conceptual framework for NURS 6000: Theoretical Formulations in the
Discipline of Nursing. (Yes, even this course has a conceptual framework!) The course is organized
into three major parts; each part of the course includes two class sessions and corresponds to the
“context,” “content,” and “conduct” of theory in the nurse educator role.
PART ONE:
CONTEXT of Theory in the Nurse Educator Role
Session 2: Theory Development
Session 3: Theory Evaluation
 “Think Three for T-H-E-O-R-Y” 
PART TWO:
CONTENT of Theory in the Nurse Educator Role
Session 4: Nursing Theory Presentations
Session 5: Leadership Theory in Nursing
 “Inherent Dignity is the Key” 
PART THREE:
CONDUCT of Theory in the Nurse Educator Role
Session 6: Ethics Theories and Principles
Session 7: Ethics: The “Code of Ethics” and Ethical Decision-Making
 “The Code is Core” 
Master’s Degree Program
Department of Nursing
Syllabus
NURS 6000
9
APPENDIX B
OVERVIEW OF COURSE
DESCRIPTION OF CLASS SESSIONS

Table B
Description of Course Parts and Class Sessions in NURS 6000: Theoretical Formulations in the
Discipline of Nursing
Description
INTRODUCTION:
Meaning “to lead in”
Perspectives
Meaning to “see through”
Session 1: 
This session provides an introduction to the course and describes the
Perspectives: The
“conceptual framework/schema” used to organize the course based on the
Patterns of Knowing three Cs: context, content, and conduct. This class explores the ways in
in Advanced Nursing which nurses approach knowledge development, including the patterns of
Roles and the
knowing in nursing: empirics, ethics, personal knowledge, and aesthetics.
Evolution of Nursing The evolution and history of nursing theory are also addressed. Specific
Theory
types of nursing theory are presented and a chronological overview of the
development of nursing theory is discussed. Particular nursing theorists
and highlights of their nursing theories are also described.
Relates to the inner “C” = CONTEXT (meaning “to weave together”)
PART ONE: 
Theme: THINK THREE FOR T-H-E-O-R-Y!
The CONTEXT of
Theory in Advanced
SYMBOL =  the “shamrock”
Nursing Roles
Assignments = 20 points total
 Patterns of Knowing in Nursing: 10 points
 Concept Analysis: My Advanced Nursing Role: 10 points
Part One of the course addresses the context of theory in the nurse
educator role as outlined in the textbooks: Nursing Theories and Nursing
Practice (Parker & Smith, 2010) and Nursing Education: Foundations for
Practice Excellence (Moyer & Wittmann-Price, 2008). Session 2 and
Session 3 of the course are “woven together” to present (a) the processes
of concept analysis and theory development that are used in the
development of nursing theory and (b) a framework for the assessment
and evaluation of nursing theory.
This session addresses the processes of concept analysis and theory
Session 2: 
Concept Analysis and development and applies these processes to the development of nursing
Theory Development theory. Opportunities for exploring, clarifying, and analyzing concepts are
provided using “cases” based on selected concepts including resilience
in Nursing
and nurse educator. You will develop model cases, related cases, and
contrary cases of these concepts.
This session presents a guide for the study (i.e., assessment and
Session 3: 
evaluation) of nursing theory for use in practice that is described in the
Assessment and
course textbook (Parker & Smith, 2010). The framework for this guide
Evaluation of
includes questions and criteria related to assessing and evaluating nursing
Nursing Theory
theories and their application in nursing practice, including the nurse
educator role. We will also assess and evaluate Benner’s nursing theory,
“From Novice to Expert: Excellence and Power in Clinical Nursing
Practice,” and its relevance for the nurse educator role
Master’s Degree Program
Department of Nursing
Syllabus
NURS 6000
Description
Relates to the middle “C” = CONTENT (meaning “to hold together”)
Theme: INHERENT DIGNITY (ID) IS THE KEY!
SYMBOL =  the “key”
Assignments = 40 points total
 Nursing Theory: Group Presentation: 20 points
 Take Home Evaluation of Nursing Theory: 20 points
Part Two of the course addresses the content of nursing and leadership
theory in the nurse educator role as outlined in the textbook: Nursing
Theories and Nursing Practice (Parker & Smith, 2010), and described in
your group presentations of nursing theories. Session 4 and Session 5 are
“held together” to address (a) the content of nursing theories that you
select for your group presentations and (b) the content of leadership
theories that inform the nurse educator role. Examples of “key” content in
nursing theory are described based on the metaparadigm concept “person”
to emphasize the meaning of the theme for this part of the course. The
unique description of the “person” by each nurse theorist distinguishes the
content of each nursing theory and its focus for nursing practice.
Therefore, the “key” content of the theory may be identified (i.e., its
identity or “ID”) by reflecting on the nurse theorist’s description and
definition of the person.
Session 4: 
You will present your “Nursing Theory: Group Presentation” during class.
Nursing Theory:
Each presentation focuses on a selected nurse theorist(s) and nursing
Group Presentations
theory, and includes time for questions and discussion.
Session 5: 
This session focuses on leadership theory in advanced nursing roles,
Leadership Theory in including the nurse educator role. The use of leadership theories in the
Advanced Nursing
nurse educator role, including chaos theory and complexity theory, is also
Roles
assessed and evaluated.
Relates to the outer “C” = CONDUCT (meaning “to lead together”)
PART THREE: 
Theme: THE CODE IS CORE!
The CONDUCT of
Theory in Advanced
SYMBOL =  the “heart”
Nursing Roles: Ethics Assignments = 40 points total
and Ethics-Related
 Ethical Principle: Presentation: 10 points
Theory
 The Code and the Nurse Educator Role: 5 points
 Position Paper: Ethics in the Nurse Educator Role: 20 points
 Position Paper: Presentation of Ethical Analysis: 5 points
Part Three of the course addresses the conduct of the nurse educator role
as it relates to ethics and ethics-related theory. The course texts that are
used for this part of the course include the Code of Ethics for Nurses with
Interpretive Statements (American Nurses Association, 2001), Ethical and
Religious Directives for Catholic Health Care Services (USCCB, 2009),
and Nursing Ethics and Professional Responsibility (Grace, 2009).
Session 6 and Session 7of the course are “led together” to address (a) the
context of ethics in the nurse educator role based on ethical theories,
ethical principles, and virtues; (b) the content of ethics in the nurse
educator role based on the Code of Ethics for Nurses, and (c) the conduct
of ethics in the nurse educator role based on processes of ethical decisionmaking and the application to specific cases. Principles of Catholic social
teaching are also related to the Code of Ethics for Nurses. Examples of
ethics as the heart (i.e., meaning the “core”) of nursing are described to
emphasize the meaning of the theme of this part of the course.
PART TWO: 
The CONTENT of
Theory in Advanced
Nursing Roles
Master’s Degree Program
Department of Nursing
10
Syllabus
NURS 6000
Session 6: 
Ethics in the Nurse
Educator Role: The
“Context”--Ethical
Theories, Ethical
Principles, and
Virtues
Session 7: 
Ethics in the Nurse
Educator Role: The
“Content” and the
“Conduct”
CONCLUSION:
Reflections
Session 8: 
Reflections:
The Application of
Theory in the Nurse
Educator Role
Final Exam Period
Master’s Degree Program
Department of Nursing
11
Description
This session describes the “context” of ethics in the nurse educator role
based on the three ethical approaches used in the Code of Ethics for
Nurses (ANA, 2001): (a) adopting or subscribing to ethical theories, (b)
adhering to ethical principles, and (c) cultivating virtues. Principles of
Catholic social teaching enumerated in the Ethical and Religious
Directives for Catholic Health Care Services (USCCB, 2009) are also
related to the Code of Ethics for Nurses. You will present an ethical
principle, addressing how this ethical principle informs ethical practice in
the nurse educator role.
This session describes the content and the conduct of ethics in the nurse
educator role. The content of the nurse educator role is based on the
content described in the Code of Ethics for Nurses (ANA, 2001). This
content includes the three groups of three provisions related to person,
practice, and profession, and their related interpretive statements. Specific
ethical obligations related to nurse educators described in the Code of
Ethics for Nurses are addressed. Processes, frameworks, and models for
ethical decision-making are presented and critiqued. Ethical obligations
for moral action and ethical decision-making based on exemplar cases and
the nurse educator role will also be discussed.
Meaning “to close together”
Meaning “to bend back”
During this session, you will present the ethical analysis used in your
position paper and its implications for ethical practice in the nurse
educator role. This class summarizes--and celebrates--the theoretical
formulations of nursing, leadership, and ethics in the nurse educator role.
CELEBRATE! Final course grades will be available for you to pick up in
your campus mailboxes or mailed to you, including the evaluation of your
final written assignment, within one week of our final class session. Final
points will also be posted on Desire2Learn (our online course
management site). Please note. Please complete the online course and
faculty evaluations within one week of our final class session.
Thank you and God bless you! 
Syllabus
NURS 6000
12
APPENDIX C
Guidelines for Preparing Written Assignments
The following “helpful hints” are offered as guidelines for preparing written assignments in
NURS 6000. These guidelines are also described in The Bedford Handbook, pages 669-673.
1. Use white, standard size paper (8 1/2 X 11 inch).
2. Use preferred, standard typefaces: Calibri or Times New Roman, 11 or 12 font size.
3. Double space throughout “body” of paper; single spacing within tables and other exceptions to
double spacing are acceptable--please use your best judgment! 
4. Margins of at least 1 inch at the top, bottom, left, and right of each page (the “default setting is
usually set at 1 inch for all margins or for 1.25 inch for left and right margins).
5. Include page numbers at the top of each page (except the title page) in the upper right hand corner.
The title page is not “counted” in the total number of pages for assignments in NURS 6000. The first
page of your paper (page 1) begins on the first page of the “body” (the text) of your paper.
6. Please include a title page (cover page) with your paper and please include the following
information on the title page: (a) the title of your paper, (b) your name, (c) course number and
title, and (d) date.
7. Please type references on a separate page with centered boldface heading (Level 1 heading):
References
Your reference list is not “counted” in the total number of pages for assignments in NURS 6000.
8. Use headings to organize your paper. Usually one or two levels of headings are needed.
 If one level of heading is needed: use the Level 1 heading (centered, boldface, and in upper
and lower case letters).
 If two levels of headings are needed, use the Level 1 (centered, boldface, and in upper and lower
case letters) and the Level 2 heading (left justified, boldface with upper and lower case letters).
 If three levels of headings are needed, use the Level 1 heading (centered, boldface, and in upper and
lower case letters), the Level 2 heading (left justified, boldface with upper and lower case letters),
and the Level 3 heading (indented, boldface, only the first word is capitalized, ends with a period).
9. Prior to submitting your paper, please proofread your paper for formatting, spelling, grammar,
and other “details.” You may want to keep a hard copy for your “files.”
10. Remember that word processing features such “spelling check” and “grammar check” are not
necessarily knowledgeable about particular words and phrases used in nursing and health care. Please
always re-read your paper for spelling and grammar and use of APA style prior to submitting it!
11. Additional questions about word-processing may also be directed to the Help Desk at St.
Catherine’s. Their phone number is 651.690.6402. Additional questions about writing style and
using APA style may also be directed to the O’Neill Center for Academic Development at St.
Catherine’s. Their phone number is 651.690.6563.
12. Please let Kathleen know if you have any questions about these guidelines or about any of your
assignments: 651.690.6587 (voice mail)  [email protected] (e-mail).
God bless you!
Master’s Degree Program
Department of Nursing