Clinical Prevention and Biostatistics – NURS 832

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/27/2021

Course Description

This course provides an overview of epidemiologic principles and biostatistical methods for evaluation and implementation of evidence based changes in clinical practice to enhance the quality of care and to predict and analyze outcomes. Students will apply descriptive and inferential statistics to examine aggregate data. Health data will be disseminated to further enhance global clinical prevention efforts.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

Advanced practice nurses require an understanding of epidemiological principles and practices to impact global health policy, to improve healthcare systems, and to improve population health outcomes. Disease prevention and reduction through biostatistical analysis will utilize the latest technologies. Woven into this course are principles of genetic epidemiology approached from a biblical worldview, which is the underpinning for legal/ethical considerations for provision of clinical preventive services.

Measurable Learning Outcomes

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

  1. Analyze the role of advanced nursing practice in applying epidemiological principles to lead evidence-based change in population health. (DNP Essentials I, VII; NONPF Leadership Competency-1, 2, 3, 5, 6, Quality Competency-1, Practice Inquiry Competency-1, 3, 4, Technology and Information Literacy Competencies-1, 2, 3, 5; LUPLO 1, 6) (Cognitive Domain)
  2. Coordinate concepts of epidemiology to impact global health policy. (DNP Essentials I, III, V, VII; NONPF Leadership Competency-5, Practice Inquiry Competency-1, 3, 5, Technology and Information Literacy Competencies- 1, 2, 3, 5, Policy Competencies-1, 3, 4, 5, 6, Health Delivery System Competencies-1, 3, 5; LUPLO 3, 5) (Psychomotor Domain)
  3. Apply concepts of epidemiology to improve quality and safety in health care systems. (DNP Essentials I, II, IV, VII; NONPF Leadership Competencies-3, 5, Quality Competency-1, Practice Inquiry Competency-8, Technology and Information Literacy Competencies-11,12, 13, Policy Competencies-14, 15, Health Delivery System Competency-1, 2, 3; LUPLO 5) (Cognitive Domain)
  4. Evaluate biostatistical data to develop population based clinical prevention strategies. (DNP Essentials I, III, IV, VII; NONPF Practice Inquiry Competency-1, 2, 3, 5, Technology and Information Literacy Competencies-1, 2, 3, 5, Policy Competencies-1, 3, 5, 6, Health Delivery System Competency-3; LUPLO 5) (Cognitive Domain)
  5. Critique the role of genetic epidemiology in reducing the incidence of disease. (DNP Essentials I, III, V, VII; NONPF Scientific Foundation Competencies-1, 2, 3, 4, Leadership Competency-5, Quality Competency-1, Practice Inquiry Competencies-1, 3, 5, Technology and Information Literacy Competencies-1, 2, 3, Policy Competencies-3, 4, Health Delivery System Competency-3; LUPLO 1, 2, 3) (Cognitive Domain)
  6. Utilize biostatistics to improve population health outcomes. (DNP Essentials I, III, IV, VI, VII; NONPF Leadership Competencies-3, 4, Quality Competency-1, Practice Inquiry Competency-1, 3, 5, Technology and Information Literacy Competencies-1, 2, 3, Policy Competencies-1, 3, 5, Health Delivery System Competency-1, 3, 5, Ethics Competency-1, 2, 3; LUPLO 3, 5) (Psychomotor Domain)
  7. Integrate biblical worldview into the legal/ethical considerations for the provision of clinical preventive services. (DNP Essentials V, VI, VII; NONPF Scientific Foundation Competency-2, Quality Competencies-1, 5, Practice Inquiry Competencies-1, 2, 3, 4, 5, Technology and Information Literacy Competency-1, 2, 3, 5, Health Delivery System Competencies-1, 2, 3, Ethics Competencies-1, 2, 3, Independent Practice Competencies 2-4; PLO 7) (Affective Domain – incorporates information into existing value system)
  8. Evaluate innovative technologies applied to epidemiology to improve health. (DNP Essentials I, III, VII; NONPF Leadership Competency-1, 2, 3, 5, Practice Inquiry Competency-1-6, Technology and Information Literacy Competency-1, 2, 3, 5, Policy Competencies-1, 4, 5, 6, Health Delivery System Competencies-1, 2, 3, 4, 5; LUPLO 4) (Cognitive Domain)

Course Assignment

Textbook readings and presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (3)

Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided topic for each Discussion. Each thread will be graded on course-related knowledge, including depth and breadth of discussion. In addition to the thread, the student is required to reply to 1 other classmate’s thread. Graduate level writing in current APA format (excluding a cover page) is expected. Two peer reviewed journal articles must be referenced for each thread and 1 different peer reviewed journal article must be referenced for each reply. There are no required word counts for the threads or replies.

HealthMap Assessment Assignment

The student will investigate the HealthMap website and write a 1-page description of the program.

CDC Epi Info 7 Outbreak Tutorial Assignment

The student will download the Epi Info 7.2 program from the CDC website and follow the instructions. Once downloaded, there are numerous YouTube videos and tutorials that teach this program but perhaps the most helpful resource is the Epi Info 7 User Guide. It may prove beneficial to print off a copy of the portions needed to refer to while using Epi Info 7.2. After learning this wonderful program, the student will develop an outbreak survey from the fictitious disease provided below, using the Epi Info 7.2 software. Submit the assignment with cover page. Include in this assignment the topic chosen for the final outbreak paper and the rationale for choosing that topic.  

Outbreak Paper Outline Assignment

The student will submit an outline with cover page and reference list of articles for inclusion in the Outbreak Paper Assignment. It is understandable that the reference list will evolve as the paper is worked on. Use the Full Sentence Outline according to current APA format, as demonstrated at the OWL Perdue Online Writing Lab  website. There is a sample of a full sentence outline in this document: Sample Full Sentence Outline. Include citation in APA within outline for the references used for each section as well as in the reference list on the reference page.

Outbreak Survey Assignment

Using Epi Info 7, the student will develop an outbreak questionnaire that can be used to interview persons of interest or next of kin. The survey will be used to track the student’s chosen outbreak. The survey will be submitted with a cover page.

Outbreak Paper Assignment

The student will write a 10-page research-oriented paper in current APA format that focuses on a disease outbreak of the student’s choice. At least 5 peer-reviewed journal references (dated within the last 5 years) are required in addition to the course textbook and the Bible. The CDC and WHO can be used as peer-reviewed references. This assignment will be submitted via Turnitin.