This course focuses on the role and accountabilities of advanced practice nurses. Emphasis is on historical and contemporary contexts, major themes and theories crucial to successful development; execution of and leadership in advanced practice nursing. The focus is also on the impact and evolution, certification, legal issues, ethics, best practices, standards, standardized procedures, prescriptive authority, and professional activities inclusive of advanced practice nursing roles.


MSN 560 – Transitions in Practice: The Role of the Advanced Practice Nurse
3 hours
This course focuses on the role and accountabilities of advanced practice nurses. Emphasis is
on historical and contemporary contexts, major themes and theories crucial to successful
development; execution of and leadership in advanced practice nursing. Focus is also on the
impact and evolution, certification, legal issues, ethics, best practices, standards, standardized
procedures, prescriptive authority, and professional activities inclusive of advanced practice
nursing roles.
This course has been developed to meet the essential curriculum element I. Background for
Practice & IX. Master’s-Level Nursing Practice as defined by the American Association of
Colleges of Nursing, Essentials of Master’s Education for Advanced Practice Nursing and the
Family Nurse Practitioner Core Competencies defined by the National Association of Nurse
Practitioner Faculties.
By the end of this course, students should be able to:

  1. Discuss the traditional and emerging advanced practice roles in response to local, state,
    national and global healthcare trends.
  2. Analyze historical and contemporary issues of education, titling, certification and licensure
    for advanced practice nursing roles.
  3. Explore the functional roles advanced practice nurses as: Clinician, Educator, Researcher,
    Administrator, Entrepreneur, Consultant, and Leader.
  4. Debate the policies, social, financial, legal and ethical issues pertaining to advanced
    practice nursing.
  5. Evaluate the influence of the theory of human caring as a worldview on the advanced
    practice role.
    Program Learning Outcomes (PLO)
    A student who completes this program will be able to:
    PLO 1 – Demonstrate the ability to effectively engage in collaborative caring intra- and interdisciplinary relationships in the conduct of advanced nursing practice.
    PLO 5 – Analyze socio-cultural, spiritual, ethical, economic, and political issues to improve
    healthcare outcomes and decrease healthcare costs.
    Course Syllabus
    PLO 8 – Demonstrate expertise in a culture of caring and engage in critical dialogue a vision
    for advanced nursing practice.
    This course assures learning by engaging the student using strategies that may include online
    lectures, demonstrations, case studies, simulations, discussions, and other interactive and
    group activities.
    Practicing personal and professional reflection are core principles of Jean Watson’s Caring
    Science Theory. Reflective practice allows us to grow and to develop a better understanding of
    ourselves and our practices. Setting weekly goals provides purposeful planning and
    consequential reflection upon the evaluating the journey and achievement of those goals at the
    end of the week.
    Core Texts:
    Joel, L.A., (2013). Advanced practice nursing. Essentials for role development (3rd Ed.).
    Philadelphia, PA: F.A. Davis Company. [ISBN: 978-0-8036-2785-7]
    America Psychological Association. (2010). Publication manual of the American Psychological
    Association (6th ed.). Washington, DC: Author. [ISBN: 978-1-4338-0561-5]
    To successfully complete this course, you will need access to appropriate technology with
    reliable Internet access and the appropriate system and software to support the D2L learning
    platform. The technical requirements for users can be found in the D2L Course shell.
    Any material not original to the student must be cited in the American Psychological
    Association (APA) style. Deliberate use of information or material from outside sources
    without proper citation is considered plagiarism and can be grounds for disciplinary action.
    See the explanation of Academic Integrity below.
    As a learning community of scholars, United States University emphasizes the ethical
    responsibility of all its members to seek knowledge honestly and in good faith. Students are
    responsible for doing their own work, and academic dishonesty of any kind will not be
    tolerated. Violations of academic integrity include, but are not limited to, cheating, plagiarism,
    or misrepresentation of information in oral or written form. Such violations will be dealt with
    severely by the instructor, the dean/director, and the standards committee. Plagiarism means
    presenting someone else’s idea or writing as if it were your own. If you use someone else’s
    idea or writing, be sure the source is clearly documented. Other guidelines for acceptable
    student behavior are specified in the United States University Catalog.
    Course Syllabus
    According to the Americans with Disabilities Act (ADA) of 1990, an individual with disability is
    defined as having functional limitations resulting from a diagnosed disability and applies to an
    individual who has a physical or mental impairment that substantially limits one or more of the
    individual’s major life activities; has a record of such an impairment; or is regarded as having
    such an impairment. In compliance with ADA guidelines, students who have any condition,
    either permanent or temporary, that may impair or impact their ability to successfully complete
    assignments, tasks or satisfy course criteria are requested to notify the Dean’s Office in order
    to understand how to apply for Student Disability Services. It is highly suggested that the
    student contact their professor to discuss the accommodations during the first week of the
    session. The granting of accommodations will not be retroactive and cannot jeopardize the
    academic standards or integrity of the course.

USU is an attendance taking university; attendance is taken at each face-to-face class meeting
and weekly for each online course. Requirements for students’ attendance and participation
are based on the following policy:
● Monday of the first week is considered the first day of class for online and blended
courses. This includes instruction for fully online classes and online instruction
supporting blended classes.
● Regular attendance is expected for student success. If a student misses more than one
onsite class or one week of engagement in an online class, the student may, at the
discretion of the instructor, fail the course. Students are expected to attend all classes,
particularly the first class.
● Each course will have an initial weekly assignment that must be submitted on-time to be
considered in attendance for that week.
● Students who will miss more than one class have the responsibility to discuss their
attendance with the instructor in advance. Students should also consider withdrawing
from a course if they will be absent more than once. Instructors may, but are not
obligated to, accommodate students under extraordinary circumstances, but the student
must request accommodation and provide requested supporting documentation.
● If a student misses a portion (e.g., arriving late or leaving early) of an onsite course, the
student’s grade may be adversely affected. Students who are not in attendance for at
least 75 percent of any scheduled class may be considered absent for that class.
Students should discuss missing portions of a class with their instructor to determine
how their grade may be affected.
● Regular online attendance and participation/engagement is expected for student
success in both fully online, face-to-face and blended courses. Online participation is
evident through posting to a discussion board, wiki, virtual office or classroom meeting,
drop box submissions, attending a virtual seminar, completing real-time activities or
Course Syllabus
quizzes, and/or other course-related activities (synchronous or asynchronous).
● All course assignments must be completed and submitted for successful completion of the
course. Prior approval is required for submission of late assignments. With appropriate
rationale, a revised due date may be negotiated. Assignments submitted without prior
approval up to 48 hours after the due date will have a 10% reduction in
grade. Assignments submitted without approval >48 hours after the due date will be noted
as turned in but will not receive a grade.
● Instructor will respond to assignment submissions within 1 week, during business days
(Monday-Friday). Instructors may inform the student if additional response time is needed
for assignments that require a significant level of feedback.
● Assignment completion may be measured/graded using a variety of tools including: grading
rubrics, quizzes/exams, clinical observation and self-reflection and mentor evaluation.
● Learners must receive a grade B or higher in all Masters of Science in Nursing courses to
progress through the program.
● The American Psychological Association (APA) Editorial Format is to be used for all written
● Learners are expected to adhere to USU’s ‘netiquette’ expectations for online discussions,
email, and other forms of communication with peers and instructors. Expectations include:
o Be polite and respectful of one another.
o Avoid personal attacks. Keep dialogue friendly and supportive, even when you disagree
or wish to present a controversial idea or response.
o Be careful with the use of humor and sarcasm. Emotion is difficult to sense through text.
o Be helpful and share your expertise. Foster community communication and
o Contribute constructively and completely to each discussion. Avoid short repetitive “I
agree” responses and don’t make everyone else do the work.
o Consider carefully what you write. Re-read all e-mail and discussion before sending or
o Remember that e-mail is considered a permanent record that may be forwarded to
o Be brief and succinct. Don’t use up other people’s time or bandwidth.
o Use descriptive subject headings for each e-mail message.
o Respect privacy. Don’t forward a personal message without permission.
o Cite references. Include web addresses, authors, names of articles, date of publication,
o Keep responses professional and educational. Do not advertise or send chain letters.
o Do not send large attachments unless you have been requested to do so or have
permission from all parties.
o 2 word postings (e.g.: I agree, good point, Oh yeah, No way, Me too) do not “count” as
Course Syllabus
Please refer to the Nursing Student Handbook and review Social Media Policy. This policy
is also posted in the Instructional Materials tab within your D2L course for your convenience.
Grading Scale
Points Letter Grade Indicator
95-100 A Superior
90-94 A87-89 B+ Above average
84-86 B MSN requirement
80-83 B77-79 C+
74-76 C BSN requirement
70-73 C- Failure
0-69 F Failure
Grading Percentage Allocation
CLO(s) Assignment Appendix Weight
1-5 Signature Assignment – APN FAQ Brochure
(Week 6)
A 25%
1-5 Quizzes (Weeks 1, 2, 3, 5, 7) B 15%
1-4 Discussion Boards (Weeks 2, 4, 6) C 15%
1-5 Plagiarism Certificate (Week 2) D 5%
1-5 APA Scavenger Hunt Worksheet (Week 3) E 5%
3 ANP Interview (Week 4) F 10%
1-5 APA Format Template (Week 4) – Title Page, Abstract
Page, Body Page and Reference Page
— P/NP
5 Student PowerPoint Presentation (Week 8) G 10%
1-5 Reflective Journal (Weeks 1, 3, 5, 7) H 10%
Synchronous Class Participation/ Attendance
(Weeks 1 & 7) I 5%
Total 100
Course Syllabus
Course Schedule
1 1, 2
Evolution of the APN
Readings: Joel – Chapter 1 – APN: Doing What Has to Be Done—Radical,
Renegades, and Rebels | Chapter 3 – Role Development: A Theoretical
Perspective | Chapter 4 – Education for APN
Assignments Submissions:
Quiz 1 – Chapter 1, 3, 4
Reflection Journal – Reflections on my thoughts and feelings for becoming an
Advanced Practicing Nurse.
Synchronous Activities: Virtual Class TBA
2 1, 2, 3
Emerging APN Roles
Readings: Joel – Chapter 2 – Emerging Roles of APN | Chapter 21 –
Leadership for APNs: If Not Now, When?
Basics of APA Style Tutorial – Retrieved December 15, 2017
APA Formatting YouTube Video – Creating a APA Format Citations (6th ed.).
Retrieved December 15, 2017
APA Manual Website – Retrieved December 15, 2017 March 31, 2015
Suggested Review: APA Manual 6th Edition
Assignments Submissions:
Quiz Week 2 – Chapter 2, 21
Complete Plagiarism Certificate – –
Submit certificate to D2L Dropbox
Discussion Board Week 2 – Read the IOM 2010 Report – The Future of
Nursing: Leading Change, Advancing Health. Discuss the impact of this
national report on the APN profession. IOM Report Retrieved December 15,
2017 from The Future of Nursing
3 1, 3, 5
Global Perspective on
Readings: Joel – Chapter 5 – Global Perspectives on APN | Chapter 19 –
Culture as a Variable in Practice
Assignments Submissions:
Quiz 3 – Chapter 5, 19
APA Scavenger Hunt Worksheet – Submit to D2L Dropbox
Reflection Journal
2 Competencies in APN
Readings: Joel – Chapter 8 – Credentialing and Clinical Privileges for the
APA Format Citation – Retrieved December 15, 2017
Course Syllabus
Assignments Submissions:
Interview with an APN Leader – Submit to D2L Dropbox
APA Format Template – Submit to D2L Dropbox
Discussion Board
4 Advocating for APN
Readings: Joel – Bonus Chapter on DavisPlus – Promoting APN to the Public
| Chapter 14 – Advocacy and the APN
Assignments Submissions:
Quiz 5 – Chapters Bonus Chapter on DavisPlus – Promoting APN to the
Public, Chapter 14
Reflection Journal
6 4, 5
The Kaleidoscope of
Collaborative Practice
Readings: Joel – Chapter 9 – The Kaleidoscope of Collaborative Practice |
Chapter 22 – Measuring APN Performance: Outcome Indicators, Models of
Evaluation, and the Issue of Value
Assignments Submissions:
APN FAQ Brochure & Bib – Signature Assignment submit to D2L Dropbox
Discussion Board
4 Financial, Ethical, and
Legal Issues of APN
Readings: Joel – Chapter 24 – Starting A Practice and Practice Management
| Chapter 25 – The APN as Employee or Independent Contractor: Legal and
Contractual Considerations | Chapter 26 – The Law, the Court, and the APN |
Chapter 27 – Malpractice and the APN | Chapter 28 – Ethics and the APN
Assignments Submissions:
Quiz 7 – Chapters 24 – 28
Reflection Journal
Synchronous Activities: Virtual Class TBA
8 5
Theory of Human Caring
and the APN Role
Readings: | Chapter 19 – Culture as a Variable in Practice
Assignments Submissions:
PowerPoint or Prezi Presentation: The influence of Jean Watson’s Theory of
Human Caring on your future role as an APN, include speaker notes