MERCY COLLEGE

SCHOOL OF HEALTH AND NATURAL SCIENCES GRADUATE NURSING PROGRAM

Spring 2024

Course Number and Section: NURS 504 DLA

Course Title: Biostatistics and Epidemiology 

Credit Distribution: 3 credits

Course Description

This course introduces students to basic concepts, principles, and methods of biostatistics, and its critical role in the field of nursing, epidemiology, community health, population and public health. This course also examines data analysis and the appropriate statistical tests needed to answer specific research questions and interpretation of results based on statistical analyses. Prerequisite: Matriculation in graduate nursing program or permission of nursing program director. 3 sem. hrs. 3 crs.

Course Dates:  January 24, 2024 (Wednesday start) – May 14, 2024 (Wednesday)

Important Information

1. Academic regulations and procedures related to graduate study (see Graduate Catalog, can be accessed online https://www.mercy.edu/academics/catalogs-bulletins-calendars 
2. Graduate services and other information, Graduate Student Handbook. Note: Document can be accessed online through Mercy Connect
3. School emergencies or closing due to inclement weather

Excessive absence interferes with the successful completion of a course of study and diminishes the quality of group interaction in class. To encourage students to accept their obligation to attend class the following policy is established: Class attendance is a matter between the instructor and the student. Instructors are obliged to announce and interpret specific attendance policies to their classes at the beginning of the term and include the policy in the course syllabus. Any student who has been excessively absent from a course and does not present adequate documentation to the instructor and fails to officially withdraw from the course before the last day for course withdrawal may receive the grade of FW (fail-withdrawal), which is computed as an F for GPA purposes and may result in a reduction of financial aid monies.

Withdrawal

Students wishing to withdraw from courses for which they have registered must file an official withdrawal. Ceasing to attend classes does not constitute an official withdrawal, nor does notification to the instructor or to any other office. An official withdrawal must be processed directly by the student in-person at the Office of Enrollment Services or online via Mercy Connect. The grade of W is recorded on the transcript for all student withdrawals. W’s are not calculated in the student's GPA. A student who fails to withdraw officially will receive a grade of FW which will be calculated into the student's GPA and may result in dismissal.

There is a withdrawal deadline for each term. These deadlines are listed on the academic calendar, which is posted on the Mercy website and in Mercy Connect.

Late Withdrawal

Students wishing to withdraw after the last published day of withdrawal for any given term must get permission from the school dean. The withdrawal form, with the dean’s signature, must be processed in person at the Office of Enrollment Services at any Mercy College location. Note: The dean will usually request supporting evidence such as a letter from the student explaining the extraordinary circumstances that warrant a late withdrawal as well as medical or other documentation as needed. Students receiving any form of financial aid including scholarships, grants and loans must also meet with a financial aid counselor to determine the financial implications associated with the withdrawal. It is important to note that all withdrawals are based upon tuition commitments for the full semester in accordance with the published refund schedule. The effective date of withdrawal is the date when the student withdrew using either Mercy Connect, or the date the withdrawal was processed in the Office of Enrollment Services. Failure to attend classes does not constitute a withdrawal.

Students with Disabilities

Mercy College is committed to achieving equal educational opportunities and full participation for persons with disabilities. It is our practice to create inclusive learning environments. If a disability is presenting barriers to your inclusion or access to the class and instructional materials—such as inaccessible web content, or the use of non-captioned videos—please notify the instructor as soon as possible. Students are also welcomed to contact the Office of ACCESSibility as soon as possible, at (914) 674-7523 or This email address is being protected from spambots. You need JavaScript enabled to view it.. For more information, visit our website at www.mercy.edu/student-affairs/access

Incomplete Grades

The grade of I may be granted for a course in which the student has not completed all the course requirements due to unforeseeable and extenuating circumstances. The student must have been in attendance for the full term and completed the majority of the required coursework. The student must request in writing an incomplete grade directly from the instructor and the issuance of an incomplete grade should not be considered automatic.

Issuance of the grade of Incomplete is at the discretion of the individual instructor. All incomplete work must be completed and delivered to the instructor in order for the I to become a passing grade. Individual faculty cannot extend the time limit nor accept work after the deadline has expired. Unless otherwise specified by the school dean, the I will automatically become a permanent grade after one year.

Academic Integrity Policy

Academic integrity is the pursuit of scholarly activity in an honest, truthful and responsible manner. Students are required to be honest and ethical in carrying out all aspects of their academic work and responsibilities.

Dishonest acts in a student’s academic pursuits will not be tolerated. Academic dishonesty undermines the College’s educational mission as well as the student’s personal and intellectual growth. In cases where academic dishonesty is uncovered, the College imposes sanctions that range from failure of an assignment to suspension and expulsion from the College, depending on the severity and reoccurrence of the case(s).

Examples of academic dishonesty include, but are not limited to, cheating, plagiarism, obtaining unfair advantage, and falsification of records and official documents.

Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices, or communication during an academic exercise. Examples of cheating include, but are not limited to:

• Copying from another student during an examination or allowing another to copy your work.
• Providing assistance to acts of academic misconduct.
• Unauthorized collaboration on a take-home assignment or examination
• Using notes during a closed book examination
• Submitting another’s work as your own.
• Unauthorized use during an examination of any electronic device, such as cell phones, computers, or internet access to retrieve or send information.
• Allowing others to research or write assigned papers for you or to complete your assigned projects.

Plagiarism is the act of presenting another person’s idea, research or writings as your own.

Examples of plagiarism include, but are not limited to:

• Copying another person’s actual words or images without the use of quotation marks

and citations attributing the words to their source.

• Presenting another person’s ideas or theories in your own words without

acknowledging the source

• Engaging in plagiarism, via the Internet or other web-based or electronic sources, which includes (but is not limited to) downloading term papers or other assignments and then submitting that work as one’s own or copying or extracting information and then pasting that information into an assignment without citing the source, or without providing proper attribution.

Obtaining unfair advantage is any action taken by a student that gives that student an unfair advantage, or through which the student attempts to gain an unfair advantage in his/her academic work over another student. Examples of obtaining an unfair advantage include, but are not limited to:

• Gaining advance access to examination materials by stealing or reproducing those materials
• Retaining or using examination materials which clearly indicate the need to return such materials at the end of the examination.
• Intentionally obstructing or interfering with another student’s work

Falsification of Records and Official Documents include, but are not limited to, acts of forging authorized signatures, or falsifying information on an official academic record. 

Sanctions for Academic Integrity Violations

If a faculty member believes that the appropriate sanction is academic in nature (e.g., a reduced grade) and the student does not contest either their guilt or the particular reduced grade that the faculty member has chosen, then the student shall be given either a warning or the reduced grade, unless the student is a repeat offender, in which case a sanction more severe than a warning should be applied by the Dean/ Associate Dean. The reduced grade may apply to the particular assignment where the violation occurred or to the course grade, at the faculty member’s discretion. A reduced grade may be an “F”, or another grade that is lower than the grade that the student would have earned but for the violation. If a faculty member determines that a student has committed an act of cheating or plagiarism, and the student withdraws from the course, that student will receive an “FW” for the course regardless of the time of withdrawal. The faculty member shall inform the Dean/ Associate Dean of the resolution via email and the Dean/ Associate Dean shall update the applicable Student Violation of the Academic Integrity Policy Form to reflect that resolution.

In a case where a student admits to the alleged academic dishonesty but contests the academic sanction imposed by the faculty member, or in a case where a student denies the academic dishonesty, the student may appeal by following the process described below.

A student who is found to be dishonest in the submission of academic assignments or other work, or in carrying out their academic responsibilities may receive a warning, a zero for the submitted assignment or exam, a failing grade for the course, or may be subject to further suspension or expulsion from the College, depending on the severity of the offense(s). Regardless, all incidents of academic dishonesty will be reported to the Academic Unit Head and School Dean/ Associate Dean and may be retained by the College in the student’s records.

Reporting Violations and Student Appeal Processes

The process to report or to appeal an academic integrity violation is as follows:

1. A faculty member who suspects that a student has committed a violation of the Academic Integrity Policy shall review with the student the facts and circumstances of the suspected violation whenever feasible.
2. Should the faculty member conclude that there has been an incident of academic dishonesty, the faculty member shall complete and submit the Academic Integrity Reporting Form (located on Mercy Connect under the faculty tab). The faculty member must indicate the sanction for the student violation of the policy on the form.
3. The Academic Integrity Form will be submitted electronically to the Dean and Associate Dean of the appropriate School, and an official notification of violation will be sent to the student. The student may appeal to the Dean or Associate Dean of the School through email within one week of the date of notification. The Dean or Associate Dean will then ask the student and faculty member to submit supporting evidence and may request to meet with both parties separately. After a review of the evidence, the Dean or Associate Dean shall decide to either uphold or overturn the violation and communicate the decision through an email to the student within one week of the filed appeal.
4. Should the student choose to appeal the Dean’s/ Associate Deans’ decision, the Associate Provost for Faculty Affairs shall request the evidence examined by the Dean/ Associate Dean. After a review of the evidence, the Associate Provost for Faculty Affairs shall determine if there is enough evidence to convene the Academic Appeals Committee and send a letter to the student, within one week of requesting an appeal, to inform the student of this determination. If the Associate Provost for Faculty Affairs believes that further review is warranted, the Academic Appeals Committee will be convened to review the case.
5. If the Academic Appeals Committee is convened, the Dean/ Associate Dean, faculty member, and student will be permitted to participate. The faculty member and student are permitted to submit any additional documentation they believe is necessary, including written statements and documentary evidence. The Academic Appeals Committee shall convene within two weeks of the filing of the appeal submission and shall issue a written decision of its finding within one week of convening.  The Associate Provost for Faculty Affairs shall send copies of the Committee’s decision to the student, the faculty member, and the appropriate Dean/ Associate Dean for archiving in the student’s confidential academic integrity record. Unless the resolution exonerates the student, the Student Violation of Academic Integrity Form shall be placed in a confidential academic integrity file created for the purposes of identifying repeat violations, gathering data, and assessing and reviewing policies.

6. If the Academic Appeals Committee finds that no violation occurred, the Office of the Provost shall remove all material relating to that incident from the student’s confidential academic integrity file and destroy the material.
7. The Dean/ Associate Dean shall work with the faculty member to remove the sanction in the course.

Judicial Sanctions

In a case where the allegation of cheating or plagiarism is severe, or where the student has a history of violations of the Academic Integrity Policy which conduct warrants suspension or expulsion from the College, the school Dean shall impose a sanction in addition to or in lieu of academic sanctions, as he/she deems is warranted under the circumstances. If the student contests the judicial sanction imposed, the student may appeal to the Associate Provost for Faculty Affairs.

Program Outcomes/Student Outcomes

By the end of the course, the student should be able to demonstrate the following outcomes:

PROGRAM OUTCOMES	STUDENT OUTCOMES	ASSIGNMENTS
Program Outcome 1  Evaluate the use of safe and effective information technologies to support system-based decision making, coordination of care, education of health care professionals, families, and communities to achieve optimal health outcomes.  (Domain 2, 7 & 8)	SO1: Evaluate the information in data repositories and scientific research in the use of clinical decision making.	Population Health Assignment
Program Outcome 2 Analyze, translate, and disseminate scholarship to provide equitable care and improve and transform health outcomes in various settings.  (Domain 1, 3, 4 & 7)	SO2: Analyze research and statistical information from scholarly literature to improve health outcomes.	Reading, videos, quizzes, exercises, and Population Health Assignment
Program Outcome 3 Incorporate knowledge and expertise in assessing organizations, identifying systems issues, and facilitating organization wide changes in practice delivery. (Domain 1, 4, 5 & 8)	SO3: Apply the concepts of biostatistics and epidemiology in health care administration, education, and practice.	Reading, videos, quizzes, exercises, and Population Health Assignment
Program Outcome 4  Collaborate within the interprofessional team to develop and evaluate plans of care with evidence-based, person-centered care principles promoting quality and safety outcomes.  (Domain 2, 5, 6)	SO4: Assess the theory, evidence-based research and practice, clinical judgment, and interprofessional perspectives to identify researchable health related problems.	Reading, videos, quizzes, exercises, and Population Health Assignment
Program Outcome 5 Model leadership and professionalism within the nursing profession promotes a spirit of inquiry, advocacy, change, mentorship, self-care, and service to others. (Domain 9 & 10).	SO5: Apply principles of research, biostatistics, and epidemiology in health promotion.	Reading, videos, quizzes, exercises, and Population Health Assignment
Program Outcome 6  Develop leadership skills to establish and maintain effective communication and collaborative relationships with interprofessional teams. (Domain 6)	SO6: Identify leadership and collaborative behaviors using biostatistics and epidemiological principles in advanced nursing practice.	Reading, videos, quizzes, exercises, and Population Health Assignment
Program Outcome 7   Advocate for policies and practices that promote social justice and health equity.  (Domain 9 & 10).	SO7: Apply research and statistical information in the promotion of social justice and health care equity.	Reading, videos, quizzes, exercises, and Population Health Assignment
Program Outcome 8 Design and implement evidence-based clinical prevention strategies that are person-centered and culturally responsive to promote health, prevent disease and reduce risk among individuals and populations at the local, national, and global level.  (Domain 3, 5, 7 & 9)	SO8: Evaluate demographic and health behavior data for specific populations and propose preventive measures for population health.	Reading, videos, quizzes, exercises, and Population Health Assignment

Teaching/Learning Strategies

Weekly units will start on Wednesday; each Wednesday, reading, videos, assessments, and other learning materials will be posted. Exercises, quizzes, and the discussion will be due on the following Tuesday from the beginning of the unit. For example, each unit starts on Wednesday; the assignment (quiz, exercise, or discussion) will be due the following Tuesday at 1159.

Required Texts

White, S. E. (2020). Basic and clinical biostatistics (5th ed.). McGraw Hill. ISBN 978-1-206-45536- 6

 McGuire, S. Y. (2018). Teach yourself how to learn: Strategies you can use to ace any course at any level. Stylus Publishing. ISBN ISBN-13 978-1620367568

Open Access Resources (Free)

University of Florida Health Biostatistics Open Learning Textbook: http://bolt.mph.ufl.edu

Carnegie Mellon University Open Learning Initiative Course, Statistical Reasoning (Open & Free). https://oli.cmu.edu/jcourse/webui/guest/join.do?section=statreasoning

Missed Blackboard Assignment Policy   

Students are expected to complete Blackboard assignments (quizzes, papers, and exams) when scheduled. If you, however, are unable to complete the Blackboard assignment, the policy is listed below:

1. If a student is unable to complete the Blackboard, the student must notify course,

faculty prior to the due date.  

1. The student must provide documentation explaining the absence. 

2. The make-up assignment is due in five business days following the original due 

date.  

2. If the student is unable to complete the Blackboard assignment in the five days, they 

will receive a zero. 

3. If a student does not inform faculty prior to the Blackboard assignment due date, the 

student will receive a zero. There will be no exceptions. 

Evaluation

#	Graded Activity	Weight	Points
1	Discussions (1 activity) Unit due date: 3	5%	5
2	Exercises (6 activities) Unit due dates: 2,4,5,6,7,9,10,11	15%	15
3	Quizzes (7 activities) Unit due dates 1,3,7,8,12,13	60%	60
4	Population Health Project (1 activity) Unit due date: 14	15%	15
5	Reflective Essay about Population Health Project (1 activity) Unit due date: 15	5%	5
TOTAL		100%	100

Requirements for all Assignments 

1.    All written work must be typed and double-spaced. APA style and formatting (7th edition) are 

   mandatory. Correct spelling and grammar are expected. 

1. Use spelling and grammar check in your word processing program.  

2. The Learning Center is available to students who need additional academic support. 

2.     All assignments must be uploaded into Blackboard as indicated in the assignment 

    description. 

ALL ASSIGNMENTS MUST BE SUBMITTED IN A WORD DOCUMENT 

3. Assignments will not be accepted in hard copy or via email attachment. 

4. All assignments are due on time. Grades may be lowered when an assignment is late. 

5. When creating a file name for your assignment, please include your last name, course 

number/section, and assignment name.   

6. Safe Assign Software: Selected assignment papers are automatically submitted to Safe 

Assign. It gives you a percentage of the amount of the paper that might be plagiarized. Look at 

the highlighted areas (considered plagiarized) and make sure there is a reference. If you have an accurate reference, you are okay. However, even if the area is referenced, reword the section because it may be too close to what you were citing (if the sentences are statistics, do not bother to reword). If the highlighted area is a quote (not allowed), paraphrase the quote, cite the reference and resubmit. These modifications should reduce the percentage considered plagiarized. No quotes allowed. 

7. Class attendance/on-line participation and preparation for each class are expected. Several 

absences, excused and/or unexplained, may result in a lower grade or faculty requesting a 

withdrawal from the class.  

Evaluation Criteria for Specific Assignments

Discussions (5%)

There will be one discussion. See discussion instructions at the end of the syllabus.

Exercises (15%)

Students will complete exercises as assigned.

Quizzes (60%)

There will be seven open-book timed quizzes consisting multiple choice, multiple answer, and, and problem-solving questions (calculations required).

Population Health Data Final Project (15%)

Students will create a data table on population health indicators. The assignment will require the use of databases such as US census, State Department of Health’s, Healthy People 2030, and other public health databases. In addition to the data table, the student will answer questions posed in the assignment and respond with 450 - 500 words per question.

Safe Assign: Plagiarism Software

Students are required to submit their proposal sections to Safe Assign (program is listed in the course content page). Papers that score 15% or higher are considered problematic. Look at the highlighted area (considered plagiarized) and make sure there is a reference. If you have a reference, you are okay. However, even if the area is referenced, reword the section because it may be too close to what you were citing (if the sentences are statistics, do not bother to reword). If the highlighted area is a quote, paraphrase the quote, cite the reference and resubmit. These modifications should reduce the percentage considered plagiarized. No quotes allowed.

Reflective Essay (5%)

Students will write a 400-word reflective essay about the signature assignment, the Population Health Assignment. Writing a reflective essay gives one the opportunity to think about an assignment in a deeper way and learn from the experience. Writing allows us to make connections between what we are thinking and what we are being taught. Focus on the metacognition of your learning rather than the specific details of learning.

Topical Outline

Week/Unit	Date	Topic/Activities	Readings and Assignments	PO	SO
1	1/24/24	Introduction to Biostatistics & Epidemiology Overall Introduction Research Study Designs Watch You Tube Videos:  Introduction to Biostatistics Biostatistics- Study types Quiz Unit 1 due 1/30/24	White Textbook Chapter 1 and 2 Review PP Lecture Slides Additional Optional Reading Materials posted in Bb: Articles: 1) Nurses’ Health Study 2) Somatic Symptoms after Covid 3)Case Control Study Reducing Nurses’ stress	3 5	3 5
2	1/31/24	Measures of Central Tendency Watch You Tube Videos:  How to calculate Standard Deviation How to make Box and Whisker Plots Exercise Unit 2 due 2/6/24	Review PP Lecture Slides White Textbook Chapter 3	3	3
3	2/7/24	Measures of Dispersion Watch You Tube Videos: Incidence and Prevalence Relative Risk-Its Easy to Calculate and Interpret Measurement Scales and Variables Discrete and Continuous Variables Quiz Unit 3 due 2/13/24 Discussion Unit 3 due 2/13/24	Review Chapter 3 for Quiz#3 McGuire Book, Chapter 3, Metacognition Additional Reading Materials posted on Bb Discussion Unit 3-Watch TED Talk: https://www.ted.com/talks/dorothy_roberts_the_problem_with_race_based_medicine/transcript?language=en	1 3 7	1 3 7
4	2/14/24	Introduction to Probability Distributions Watch You Tube Videos:  Standard Normal Distribution Tables The Normal Distribution and the 68-95-99.7 Rule Exercise Unit 4 due 2/20/24	White textbook Chapter 4 Review PP Lecture Slides	2 3	2 3
5	2/21/24	Applications of Probability Distributions Watch You Tube Videos:  Find the Z Score Bunnies, Dragons and the Normal World  Central Limit Theorem Optional Videos Exercise Unit 5 due 2/27/24	White textbook Chapter 4 Review PP Lecture Slides	3 4	3 4
6	2/28/24	Hypothesis Testing-One Group Watch You Tube Videos:  Simple Hypothesis Testing Introduction to Hypothesis Testing in Statistics Exercise Unit 6 due 3/5/24	White Textbook Chapter 5 Review PP Lecture Slides	3 4	3 4
7	3/6/24	Hypothesis Testing--Two and-Three Groups Watch You Tube Videos:  Student t Test Degrees of Freedom ANOVA- Part I, Part 2, Part 3 & Part 4 Quiz Unit 7 due 3/12/24	White Textbook  Chapters 6 & 7 Review PP Lecture Slides Review Chapters 4&5	3 4	3 4
8	3/13/24	Parametric and Non-Parametric Testing Quiz Unit 8 due 3/19/24	Review PP Lecture Slides and chapters 6&7 Article: 1) A Comparison of Parametric and Non-Parametric Tests 2) Parametric and Non-Parametric Tests in Spine Research: Why Do They Matter? 3) What Statistical Tests Do I Need?	2 3	2 3
9	3/20/24	Relationship among Variables Watch You Tube Videos:  Correlation- Part 1 -Covariance Correlation- Part 2- The Correlation Coefficient Correlation -Part 3- Analysis Basics Simple Linear Regression  Exercise Unit 9 due 4/2/24	White Textbook Chapter 8  Review PP Lecture Slides Review Pop Health  Assignment Instructions Work on Population Health Assignment	3 4	3 4
	3/27/24	Spring Break
10	4/3/24	Predicting Outcomes Watch You Tube Videos:  Test Sensitivity and Specificity Made Easy Sensitivity and specificity- Explained in 3 minutes Clinical Reasoning 6: Sensitivity, Specificity & Predictive Values Quiz Unit 10 due 4/9/24	White Textbook Chapter 12 Review PP Lecture slides Article: Clinical Tests: Sensitivity and Specificity	3 4	3 4
11	4/10/24	Testing Multiple Variables Watch You Tube Videos:  The Threshold Model of Clinical Decision making-(Strong Diagnosis) Exercise Unit 11 due 4/16/24	White Textbook Chapter 10 Review PP Lecture slides	2 3	2 3
12	4/17/24	Testing Categorical Variables Watch You Tube Videos:  How to perform Chi-square test (by hand)  Relative Risk and Odds Ratio Biostatistics Confidence Intervals (USMLE Crash course) Why Confidence Intervals are better than P values Simple explanation of Chi Squared Using Odds Ratio in case-controlled studies Odds Ratios and Risk Ratios   Quiz Unit 12 due 4/23/24	White Textbook Chapter 6 Review PP Lecture slides Chi Square Critical Value Table	5	5
13	4/24/24	Population Health Assignment due 4/30/24	Review Assignment Instructions and Guidelines Population Health Data Template docx Population Health Data Template Example  Population Health Data Instructions APA Reference Guide	1 2 7 8	1 2 7 8
14	5/1/24	Reading Medical Literature Read Article: Part One- What is Medical Literature. Watch You Tube videos:  Reading Articles Part Two- Reading the Method Section Reading the Medical Literature- Biostatistics Concepts Quiz Unit 14 due 5/7/24	White Textbook Chapter 13 Online Article for Assignment: Polypill for Cardiovascular Disease Prevention in an Underserved Population	3 4 5	3 4 5
15	5/8/24	Reflective Pedagogy Reflective Essay due 5/12/24 (Sunday)	McGuire Book, Chapter 3, Metacognition Read additional chapters as desired	6	6

REQUIREMENTS FOR ON LINE DISCUSSIONS

One class discussion (in-person/online) is expected in this course. Discussion week will start on Day 1 of the week at 12:00 AM (Wednesday) and will end on Day 7 of final week (Tuesday) of discussion at 11:59 PM.

Discussion Board Instructions

1. Initial post: Each student must post an initial posting of their own that is substantial, which is 250 words and includes scholarly references to support the posting. One of the references can be from the texts or assigned readings. The other reference(s) must be an additional source that you have found that supports your posting. Scholarly, peer reviewed, articles meet this requirement. If the professor responds and asks you for clarification or a question- you must respond to the professor.
2. Responding to posts: Each student must respond to a minimum of two times on different days during each discussion week. The responses must be to different students. The response(s) must be thoughtful, reference-based and can generate further discussion. The response(s) should be approximately 50-75 words (but can be less if clear). Statements such as “I agree” or “great posting” or general posts that do not provide additional knowledge or value to the discussion do not count as a posting.
3. Students who do not post at all by Day 7 of the discussion week at 11:59 PM will be considered absent and will earn a grade of 0% for the week’s participation grade.  Three absences may result in failure of the course.
4. ALL references must be included at the end of your posting and adhere to APA Style (7th edition).

 Academic Engagement and Time on Task (Hybrid Course) 

This course is designed to foster active and meaningful participation in the coursework, facilitating academic success. The amount of time you spend on each academic task or activity, and the regularity and quality of your interaction with me regarding the course material and learning outcomes are key factors. Your academic engagement and progress will be monitored throughout the semester, and timely assessment and feedback will be provided. 

The chart below details the expected engagement time for each task or activity as well opportunities for faculty-student interaction, including opportunities for you to directly interact with me to further clarify the expectations regarding the breadth and depth of the course content and assessments. According to New Your State Regulations, the total learning time for each semester credit is 15 hours; therefore, for this course, which is 3 semester credits, the total learning time is 3 x 45 hours = 135 hours. This information is also intended to help you with effective planning and time management toward successful completion of the course. Each week that there is a synchronized session will account for that part of the weekly workload.

Course Task or Activity	Expected Student  Engagement or Learning Time		Interaction   (Faculty-Student)	Recording and  Monitoring Student  Engagement
	Per   Week  (hours)	Per  Semester  (hours)
Consultation with professor via email/telephone/zoom at mutually convenient time.	Consultation/ participation is strongly encouraged	Consultation/ participation is strongly encouraged	Students are strongly encouraged to plan time to directly consult with me regarding the course material and their academic progress.  You can email and/or arrange to consult with me via telephone or Zoom over the duration of the semester.	Email/log of telephone/Zoom appointments and participation
Weekly posted taped and written instructions/review of syllabus	20 minutes	5 hours	Questions and comments are encouraged	Emails, discussions, assignments
Required readings/PP slides including audio/video material and class time and one discussion	5.4 hours	81 hours	Interaction in discussion as well as emails/telephone questions. Attendance and participation in synchronous classes.	In addition to the quality of the work submitted, including appropriate use of the concepts, principles, terminology and procedures,  Bb Course Content Review will be used.
Quizzes	7 quizzes = 15 hours over the semester	15 hours	Student/faculty questions and conversations/emails/ clarifications in announcement; feedback from faculty and student response.	Emails/conversations/ timeliness of submission/ adequacy in addressing the stated requirements in the instructions,   Bb Course Activity Overview  will be used.
Exercises	6 exercises = 12 hours over the semester	12 hours	Summary feedback will be provided to the class, identifying key concepts, connections, and areas for improvement. The discussion topic will support the assignment for that module, and meaningful participation will require reading and understanding of the posted course notes.	In addition to the quality and timeliness of the posts,  Bb Discussion Analytics will be used.
Population Health Assignment		20 hours over the semester	Group and individual questions and concerns will be addressed. Feedback will be provided in the grading section.	Monitoring of assignment completion and achievement.
Reflection paper		2 hours toward end of semester	Feedback from faculty	Timeliness and quality (via rubric) will be used to assess
Total (15 weeks)	Approximately 9 hours/week	135 hours/semester

Link to NYS definition of time on task:

Time on task is the total learning time spent by a student in a college course, including instructional time as well as time spent studying and completing course assignments (e.g., reading, research, writing, individual and group projects.) 

In NR 537: Assessment and Evaluation in Education (Summer 2023), you will explore the essential concepts and practices needed to assess and evaluate student progress effectively. This guide provides a breakdown of the course's assignments, discussions, and collaborative activities, highlighting the key terms and themes that will be revisited throughout the course:

NR 537 Week 1 Assignment and Discussions Bundle In the first week of NR 537, students are introduced to the fundamentals of assessment and evaluation through a blend of readings, interactive activities, and class discussions. They explore core principles and engage in discussions to share insights and broaden their understanding.

NR 537 Week 2 Discussions During the second week, students dive deeper into evaluation by participating in discussions that explore various assessment strategies and methods. They critically assess the effectiveness of these approaches in measuring student learning outcomes.

NR 537 Week 3 Assignment and Discussion Bundle Week three of NR 537 focuses on the design and implementation of assessments. Students engage in discussions to exchange personal experiences, learn about different evaluation techniques, and develop their own approaches to assessment.

NR 537 Week 4 Collaboration Café and Scholarly Discussion In Week 4, students collaborate in a café-style setting to tackle challenges and solutions related to upcoming assessments. They also participate in scholarly discussions to explore research findings and best practices in assessment and evaluation.

NR 537 Week 5 Assignment and Discussion Bundle The fifth week centers on data analysis and interpretation. Students learn to analyze assessment results and make data-driven decisions, supported by discussions and assignments focused on these critical skills.

NR 537 Week 6 Collaboration Café Discussion During Week 6, students engage in a collaborative café-style discussion that focuses on evaluation processes and strategies. They share experiences, insights, and ideas, fostering an intellectual exchange that enhances their understanding.

NR 537 Week 7 Assignment and Discussions Bundle Week 7 emphasizes the role of evaluation in driving improvements in classroom learning. Students analyze assessment data and generate recommendations to enhance student learning outcomes.

NR 537 Week 8 Collaboration Café Discussion Question In the final week, students participate in a reflective café-style discussion where they review their learning journey and discuss key takeaways from the course. They share observations and consider how to apply the principles of assessment and evaluation in their future work.

Throughout NR 537, you will encounter various discussion questions and assignments designed to reinforce your understanding and provide real-world applications of assessment and evaluation concepts. This summer 2023 course offers an in-depth exploration of educational assessment practices, equipping students with the knowledge and skills necessary to conduct meaningful evaluations and contribute to academic excellence.

NR 537 Discussion Questions (Weeks 1 – 8) Engaging discussion questions are provided throughout the course to stimulate critical thinking and meaningful conversation among students. These questions encourage the exploration of diverse perspectives and help students connect their learning to the assessment and evaluation processes in educational settings.

NR 537 Course Assignments (Weeks 1 – 8) The assignments in NR 537 are designed to deepen your understanding and introduce practical scenarios where assessment and evaluation principles can be applied. These projects range from creating evaluation tools to analyzing and interpreting results, providing hands-on experiences that enhance your skills and knowledge.

NR 537 Entire Course Overview (Weeks 1 – 8) Over the eight-week duration of NR 537, students will thoroughly explore the field of educational evaluation and assessment. Through readings, class discussions, and collaborative activities, you will gain a comprehensive understanding of both the theoretical foundations and practical applications of effective assessment processes.

By the end of NR 537: Assessment and Evaluation in Education (Summer 2023), you will have gained both the theoretical knowledge and practical skills necessary to perform effective student assessments and critically analyze educational programs. This course empowers you to make informed decisions about assessment and contribute to the enhancement of educational practices through the exploration of various methodologies, data analysis tools, and collaborative discussions.

Online programs are educational courses or degree programs delivered through the internet, allowing students to learn remotely from anywhere with an internet connection. These programs are designed to offer the same quality of education as traditional in-person courses but with added flexibility and accessibility.

Flexibility and Accessibility

One of the primary advantages of online programs is their flexibility. Students can often choose when and where they study, making it easier to balance education with work, family, and other commitments. This flexibility is particularly beneficial for non-traditional students, such as working professionals, parents, or those living in remote areas where access to educational institutions might be limited.

Types of Online Programs

Online programs come in various forms, including:

• Certificates and Diplomas: Short-term programs focused on specific skills or fields.
• Associate Degrees: Typically two-year programs that provide foundational knowledge in a particular area.
• Bachelor’s Degrees: Four-year programs that offer a comprehensive education in a chosen field.
• Master’s Degrees: Advanced programs that require a bachelor’s degree for admission, focusing on specialized knowledge and skills.
• Doctoral Degrees: The highest level of academic achievement, involving extensive research and study in a specific field.

Learning Formats

Online programs utilize various formats to deliver content and facilitate learning:

• Asynchronous Learning: Students access course materials, such as video lectures, readings, and assignments, at their own pace without real-time interaction.
• Synchronous Learning: Real-time classes or discussions via video conferencing, where students and instructors interact simultaneously.
• Blended Learning: A mix of online and in-person instruction, providing the benefits of both learning environments.

Technological Tools and Resources

Online programs leverage various technological tools to enhance the learning experience. Learning management systems (LMS) like Blackboard, Canvas, or Moodle organize and deliver course content. Interactive tools such as discussion forums, video conferencing, and virtual labs facilitate engagement and collaboration among students and instructors.

Embarking on your first online course can be both exciting and daunting. The flexibility and convenience of online learning are unmatched, but they also require a different approach than traditional classroom settings. To help you make the most of your online learning experience, here are five essential tips to guide you through your first online course.

1. Create a Dedicated Study Space

One of the biggest challenges of online learning is maintaining focus. The comfort of studying from home can sometimes lead to distractions. To combat this, it's crucial to create a dedicated study space.

Design Your Ideal Study Environment

• Choose a Quiet Location: Select a spot in your home that is free from noise and interruptions. This could be a separate room or a quiet corner.
• Comfort and Ergonomics: Ensure your study space has a comfortable chair and a desk that’s at the right height. Good lighting is also important to reduce eye strain.
• Keep Supplies Handy: Have all your study materials, such as textbooks, notebooks, and stationery, within reach. This minimizes disruptions during study sessions.

Minimize Distractions

• Limit Digital Interruptions: Turn off notifications on your devices or use apps that block distractions.
• Set Boundaries: Inform family or housemates of your study schedule to minimize interruptions.

Creating a dedicated study space helps signal to your brain that it’s time to focus and can significantly improve your productivity and concentration.

2. Establish a Consistent Routine

Consistency is key to success in online learning. Without the structure of a traditional classroom, it's easy to fall behind. Establishing a routine can help you stay on track.

Set a Study Schedule

• Regular Study Hours: Dedicate specific hours each day or week to study. Treat these hours as non-negotiable appointments.
• Break Down Tasks: Divide your coursework into manageable chunks. Use a planner or digital calendar to schedule specific tasks and deadlines.

Balance Your Responsibilities

• Prioritize Tasks: Identify the most critical assignments and focus on those first.
• Mix It Up: Alternate between different types of tasks (reading, writing, watching lectures) to keep your study sessions varied and engaging.

A consistent routine helps build discipline and ensures that you allocate enough time to cover all your course materials effectively.

3. Engage Actively with the Course Material

Active engagement is crucial for retaining information and understanding complex concepts. Passive reading or watching lectures isn’t enough.

Participate in Discussions

• Join Forums: Engage in course forums or discussion boards. Ask questions, share insights, and interact with your peers.
• Group Studies: Form virtual study groups. Collaborating with others can enhance your understanding and provide different perspectives.

Take Detailed Notes

• Annotate Readings: Highlight key points and write summaries in your own words.
• Use Digital Tools: Tools like Evernote, OneNote, or Notion can help organize your notes efficiently.

Apply What You Learn

• Practical Application: Try to apply theoretical concepts to real-world situations or projects.
• Teach Others: Explaining concepts to someone else is a great way to reinforce your understanding.

Engaging actively with the course material makes learning more interactive and can deepen your comprehension of the subject matter.

4. Utilize Available Resources

Online courses often come with a plethora of resources. Make sure to take full advantage of them.

Explore Course Materials

• Supplementary Resources: Utilize all the provided materials, such as lecture notes, reading lists, and supplementary videos.
• Instructor Office Hours: Attend virtual office hours if available. Direct interaction with instructors can clarify doubts and provide additional insights.

Use Technology Wisely

• Learning Management Systems (LMS): Familiarize yourself with the LMS your course uses. Platforms like Moodle, Blackboard, or Canvas have various features to support your learning.
• Educational Tools: Leverage tools such as Quizlet for flashcards, Grammarly for writing assistance, and Trello for project management.

Seek External Resources

• Online Libraries and Databases: Access academic papers, journals, and eBooks through online libraries.
• Tutorials and Webinars: Watch additional tutorials or attend webinars related to your course topics.

Utilizing a variety of resources can enrich your learning experience and provide a broader understanding of the subject.

5. Maintain a Healthy Work-Life Balance

While online learning offers flexibility, it's important to balance your studies with other aspects of your life to avoid burnout.

Manage Your Time Effectively

• Set Realistic Goals: Break your tasks into smaller, achievable goals.
• Take Regular Breaks: Use techniques like the Pomodoro method (25 minutes of focused work followed by a 5-minute break) to maintain productivity.

Practice Self-Care

• Stay Active: Incorporate physical activity into your routine. Exercise can help reduce stress and improve concentration.
• Healthy Diet: Maintain a balanced diet to keep your energy levels up.
• Sleep Well: Ensure you get enough sleep. A well-rested mind is more productive and capable of retaining information.

Stay Connected

• Social Interaction: Maintain social connections with friends and family to support your emotional well-being.
• Seek Support: Don’t hesitate to reach out for help if you’re feeling overwhelmed. Many institutions offer counseling services for students.

Maintaining a healthy work-life balance ensures that you remain motivated and energized throughout your course.

Conclusion

Navigating your first online course can be a smooth and rewarding experience with the right strategies in place. By creating a dedicated study space, establishing a consistent routine, actively engaging with the course material, utilizing available resources, and maintaining a healthy work-life balance, you can set yourself up for success. Remember, the key to effective online learning is discipline, engagement, and self-care. With these tips, you are well on your way to achieving your academic goals in the digital learning environment.

Why Nurses Need to Learn Dosage Calculation

In the healthcare industry, the role of nurses is pivotal. They are often the primary caregivers, spending the most time with patients, and ensuring that medical treatment plans are followed correctly. One critical skill that nurses must master is dosage calculation. Accurate dosage calculation is essential for patient safety, effective treatment, and overall healthcare quality. This blog will delve into the reasons why nurses need to be proficient in dosage calculation.

Ensuring Patient Safety

The foremost reason for nurses to learn dosage calculation is patient safety. Medication errors can have serious, sometimes fatal, consequences. Incorrect dosages can lead to adverse drug reactions, underdosing, or overdosing. By mastering dosage calculations, nurses can minimize these risks. Accurate calculations ensure that patients receive the correct amount of medication, tailored to their specific needs, body weight, age, and medical condition. This precision is especially crucial in pediatrics and geriatrics, where patients are particularly vulnerable to dosage errors.

Enhancing Professional Competence

Competency in dosage calculation is a fundamental aspect of nursing education and practice. It enhances a nurse’s professional competence and confidence. Proficient dosage calculation skills allow nurses to administer medications accurately and efficiently, improving their overall performance. This competence not only boosts the nurse's confidence but also reassures patients and their families about the quality of care being provided.

Compliance with Legal and Ethical Standards

Nurses are bound by legal and ethical standards to provide safe and effective care. Medication administration is a significant aspect of this responsibility. Errors in dosage calculation can lead to legal ramifications and damage to a nurse’s professional reputation. By ensuring accurate dosage calculations, nurses comply with their ethical duty to “do no harm” and their legal obligations to deliver safe care.

Interdisciplinary Collaboration

Healthcare is a collaborative field where nurses work closely with doctors, pharmacists, and other healthcare professionals. Proficiency in dosage calculation facilitates effective communication and collaboration within this interdisciplinary team. Nurses who can accurately calculate and verify dosages are better equipped to participate in medication management discussions, identify potential errors, and advocate for their patients’ safety.

Adapting to Technological Advances

While technology plays an increasingly significant role in healthcare, with electronic health records (EHRs) and automated dispensing systems, the need for nurses to understand dosage calculations remains critical. Technology can assist but not replace the need for a nurse’s clinical judgment and mathematical skills. Nurses must be able to verify and cross-check automated calculations, interpret the data correctly, and recognize when something is amiss. This capability is crucial in maintaining a high standard of care amidst technological advancements.

Educational and Career Advancement

For nurses aspiring to advance their careers, mastering dosage calculations is indispensable. Specializations such as critical care, oncology, and pediatrics require advanced dosage calculation skills. Continuing education and professional development opportunities often emphasize medication management and dosage accuracy. Nurses proficient in these areas are more likely to excel in advanced practice roles and leadership positions.

Also Read: Do my Nursing Essay and Assignments

Study Tips for Medication Dosage Calculation

Medication dosage calculation is a critical skill for nurses and other healthcare professionals. Mastering this skill ensures patient safety and effective treatment. However, learning and retaining dosage calculation can be challenging. Here are some effective study tips to help you excel in medication dosage calculation.

1. Understand the Basics

Before diving into complex calculations, ensure you have a strong grasp of basic math skills. This includes addition, subtraction, multiplication, and division. Also, familiarize yourself with fractions, decimals, percentages, and ratios, as these are frequently used in dosage calculations. Understanding these fundamentals will make learning more advanced concepts easier.

2. Learn the Common Formulas

There are several key formulas used in medication dosage calculations. Memorize and understand these formulas, as they form the foundation of most calculations you'll encounter. Common formulas include:

• Dose = (Desired Dose / Available Dose) × Quantity
• IV Flow Rate (mL/hr) = Total Volume (mL) / Time (hr)
• IV Drip Rate (gtt/min) = (Volume (mL) × Drop Factor) / Time (min)

Practice these formulas until you can recall and apply them confidently.

3. Use Dimensional Analysis

Dimensional analysis, also known as factor-label method or unit factor method, is a powerful tool for solving dosage calculations. This method involves converting units and solving problems using a step-by-step approach. It helps ensure that you keep track of units and conversions, reducing the risk of errors. Practice using dimensional analysis for various types of dosage calculations to build your proficiency.

4. Practice, Practice, Practice

Like any other skill, proficiency in dosage calculation comes with practice. Work through as many practice problems as you can find. Textbooks, online resources, and study guides often provide numerous practice questions. Start with simpler problems and gradually move on to more complex scenarios. Regular practice helps reinforce your understanding and improves your speed and accuracy.

5. Utilize Online Resources

Many online resources can aid your study efforts. Websites, videos, and interactive quizzes offer explanations and practice problems that can reinforce your learning. Some popular resources include Khan Academy, YouTube channels dedicated to nursing education, and various medical apps that offer practice questions and tutorials.

6. Form Study Groups

Studying with peers can be incredibly beneficial. Form a study group with classmates or colleagues to discuss concepts, work through problems together, and explain solutions to each other. Teaching a concept to someone else is a great way to reinforce your own understanding. Additionally, study groups can provide support and motivation.

7. Seek Help When Needed

If you find certain concepts challenging, don't hesitate to seek help. Approach your instructors, tutors, or colleagues for clarification. Many nursing programs offer additional tutoring or study sessions for students struggling with dosage calculations. Taking advantage of these resources can help you overcome difficult areas and improve your confidence.

8. Stay Organized

Keep your study materials organized. Create a dedicated notebook or digital document for dosage calculation notes and practice problems. Use tabs or sections to separate different types of calculations, such as oral dosages, IV calculations, and pediatric dosages. An organized approach helps you quickly find and review specific topics when needed.

9. Focus on Real-World Applications

Understanding how dosage calculations apply in real-world scenarios can enhance your learning. Consider clinical situations where accurate dosage calculations are crucial, such as administering medications to pediatric patients or calculating IV drip rates in critical care. Relating your study to practical applications can make the material more relevant and memorable.

10. Take Care of Yourself

Lastly, ensure you take care of yourself. Get adequate rest, eat well, and take breaks during study sessions. Studying while fatigued or stressed can hinder your ability to retain information. A healthy mind and body are essential for effective learning.

How to Pass Your Med Dose Calc Tests

Medication dosage calculation (med dose calc) tests are a crucial component of nursing education. These tests ensure that nursing students can accurately calculate medication dosages, which is vital for patient safety and effective treatment. Passing these tests requires a combination of strong mathematical skills, practical understanding, and effective study strategies. Here are some tips to help you pass your med dose calc tests with confidence.

1. Master the Fundamentals

Before you can tackle complex dosage calculations, you need a solid foundation in basic math. Ensure you are comfortable with:

• Basic arithmetic (addition, subtraction, multiplication, division)
• Fractions and decimals
• Percentages
• Ratios and proportions

Review these concepts regularly to keep them fresh in your mind. Websites like Khan Academy offer free resources to help you brush up on these skills.

2. Memorize Key Formulas

Certain formulas are essential for medication dosage calculations. Memorize these key formulas and understand how to apply them:

• Dose = (Desired Dose / Available Dose) × Quantity
• IV Flow Rate (mL/hr) = Total Volume (mL) / Time (hr)
• IV Drip Rate (gtt/min) = (Volume (mL) × Drop Factor) / Time (min)

Create flashcards with these formulas and practice using them in different scenarios to ensure you can recall them easily during your test.

3. Use Dimensional Analysis

Dimensional analysis (or factor-label method) is a systematic approach to solving dosage calculations that helps you keep track of units and conversions. It involves setting up a series of fractions that cancel out units until you are left with the desired unit. This method is particularly useful for complex calculations and helps reduce errors. Practice using dimensional analysis regularly to become proficient.

4. Practice Regularly

Consistent practice is key to mastering dosage calculations. Work through as many practice problems as you can find. Use textbooks, online resources, and study guides to access a variety of questions. Start with simpler problems and gradually progress to more challenging ones. Regular practice helps reinforce your understanding and improves your speed and accuracy.

5. Join a Study Group

Studying with peers can be incredibly beneficial. Join a study group with classmates to discuss concepts, work through problems together, and explain solutions to each other. Teaching a concept to someone else is a great way to reinforce your own understanding. Additionally, study groups can provide support and motivation, making the learning process more enjoyable.

6. Utilize Online Resources

There are many online resources available to help you study for med dose calc tests. Websites, videos, and interactive quizzes offer explanations and practice problems that can reinforce your learning. Some popular resources include:

• Khan Academy for basic math skills
• YouTube channels dedicated to nursing education
• Medical apps with practice questions and tutorials

Use these resources to supplement your study routine and gain different perspectives on challenging topics.

7. Seek Help When Needed

If you find certain concepts challenging, don't hesitate to seek help. Approach your instructors, tutors, or colleagues for clarification. Many nursing programs offer additional tutoring or study sessions for students struggling with dosage calculations. Taking advantage of these resources can help you overcome difficult areas and improve your confidence.

8. Stay Organized

Keep your study materials organized. Create a dedicated notebook or digital document for dosage calculation notes and practice problems. Use tabs or sections to separate different types of calculations, such as oral dosages, IV calculations, and pediatric dosages. An organized approach helps you quickly find and review specific topics when needed.

9. Simulate Test Conditions

Before your actual test, simulate test conditions to practice managing time and handling test pressure. Set a timer and work through a set of practice problems without interruptions. This exercise helps you become accustomed to the test environment and improves your ability to work efficiently under time constraints.

10. Take Care of Yourself

Lastly, ensure you take care of yourself. Get adequate rest, eat well, and take breaks during study sessions. Studying while fatigued or stressed can hinder your ability to retain information. A healthy mind and body are essential for effective learning and optimal test performance.