NURK 456 Integrated Nursing Practice Syllabus Spr 2018 REA

University of Maine at Fort Kent
Division of Nursing and Allied Health

Course Syllabus

Course: NUR 456 Integrated Nursing Practice

Term: Spring 2018

Credit Hours: Three (3) credits

Time: Independent/Faculty Guided Instruction
Location: Web-based, Blackboard Suite

Faculty: Rachel E. Albert, PhD, RN
Professor of Nursing and Allied Health
Division of Nursing
University of Maine at Fort Kent
220 Nadeau Hall

Office Phone: (207) 834-7803

E-Mail: [email protected]

Office Hours: By appointment

Course Description: This practicum provides students with the opportunity to demonstrate
leadership and management abilities by assessing, planning, implementing, and evaluating a
community based nursing intervention. This course assists the RN to BSN student to transition
to baccalaureate level proficiency to include competency development in systems-based
organizations, evidence-based practice, inter-professional collaboration and communication,
and clinical prevention and population health. The community as client is emphasized. RN to
BSN students will integrate prior knowledge and skills and create and implement a self-
designed project. The project must be original work.

Course Prerequisites: NUR 301; Valid RN license required or, for international students,
approval to practice nursing within your jurisdiction or with instructor permission

Course Co-requisites: none

Student Learning and Program Outcomes: Upon completion of this course, the student will
have had the opportunity to:

1. Examine how the values, beliefs, and health related goals of a selected community
or aggregate influence health behaviors (Patient-Centered Care, knowledge).

2. Integrate use of professional standards and guidelines to respond to ethical,
professional, and legal obligations of community health nursing (Professionalism,
skill).

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3. Provide leadership to promote the health and wellbeing in a manner that is
meaningful and acceptable to a selected community or aggregate (Leader, skill).

4. Evaluate the opportunities for baccalaureate prepared nurses to demonstrate
leadership and influence the health and wellbeing of a community, particularly in
rural settings (Leader, knowledge).

5. Appreciates that legal, political, regulatory and economic factors influence the
delivery of patient care (Systems-Based Practice, attitude).

6. Appreciates the potential of the global environment to influence nursing practice
(Systems-Based Practice, attitude).

7. Uses and evaluates information management technologies for patient education
(Informatics and Technology, skill).

8. Assess the accuracy of health information on the Internet (Information and
Technology, skill).

9. Document the process and outcome of a community health nursing intervention
(Communication, skill).

10. Demonstrate effective communication, creativity, and critical thinking when working
in partnership with the community to assist the client to meet an identified health
need (Communication, skill).

11. Understands the principles of effective collegial communication (Teamwork and
Collaboration, knowledge).

12. Discusses potential and actual impact of established patient safety resources,
initiatives and regulations (Safety, knowledge).

13. Describes approaches for improving processes and outcomes of care (Quality
Improvement, knowledge).

14. Uses current evidence and clinical experience to decide when to modify plan of care
(Evidence-Based Practice, skill).

Recommended Textbooks/Readings:

American Nurses Association. (2015). Code of nursing ethics with interpretive statements.
Washington, DC: Author.

Available at nursingbooks.org or http://www.nursesbooks.org/Main-Menu/Ethics/Code-
of-Ethics.aspx
ISBN: 978-1-55810-599-7
PUB# 978155810599

American Nurses Association. (2010). Nursing: Scope and standards of practice. (2nd ed.).
Washington, DC: Author.

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American Nurses Association. (2010). Nursing’s social policy statement: The essence of the
Profession (3rd ed.) Washington, DC: Author

ISBN-13: 978-1558102705
ISBN-10: 1558102701

American Nurses Association. (2010). Standards of clinical nursing practice. (2nd ed.).
Washington, DC: Author.

American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington: D.C.: American Psychological Association.
ISBN-13: 978-1433805615
ISBN-10: 1433950618

Clark, M. J. (2015). Population and community health nursing (6th ed.). Upper Saddle River, NJ:
Pearson Prentice Hall.

Maine State Nurse Practice Act. Available on-line at: http://www.state.me.us/nursingbd
http://janus.state.me.us/legis/statutes/32/title32ch31.pdf

These books may be purchased through the UMFK e-campus bookstore at
http://umfk.ecampus.com/

Supplemental Learning Resources: Students will access and integrate a wide range of
information sources to implement, evaluate, and document a selected nursing intervention
including the Internet, government documents, library, course textbooks, nursing organizations,
professional nursing standards, and guidelines.

Teaching/Learning Philosophy: This course is congruent with the University of Maine at Fort
Kent and the Division of Nursing mission to promote a quality education built upon a liberal arts
foundation. In a learner-centered environment, the students are prepared to assume their future
and ongoing roles as caring, competent, professional nurses.

Teaching/Learning Methodologies: This online course promotes active student learning
through completion of course readings, discussions, and written assignments. These readings,
discussions, and assignments require students to engage with course content through articles
and textbooks as well as use of online library and databases searches to locate and read
research articles. In addition, students will interact with classmates through various methods
such as online discussion forums and/or group assignments.

1. Academic/Course Policies: The following web link contains information on Academic
Honesty, Academic Progression, Course Attendance, Course Withdrawal, Certified
Background Check, Professional Liability Insurance, Assignments/Examinations/Due Dates,
Professionalism, Student Athletes, and Changes to Syllabi
https://mycampus.maine.edu/c/document_library/get_file?p_l_id=497597&folderId=1250464
&name=DLFE-12204.pdf

2. Hand Hygiene Policy:
https://mycampus.maine.edu/c/document_library/get_file?uuid=c45fa376-3d12-4077-bbc7-
f4eef0722211&groupId=219471

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3. Religious Policy: A member of any religious group may, without penalty, absent her or
himself from class, clinical or lab as required in compliance with her or his religious
obligations with the understanding that such an absence my require “make-up” time. Given
diverse religious faiths of nursing students at the University of Maine at Fort Kent, the
nursing faculty uphold a nonsectarian stance and endeavor to accommodate opportunities
for individuals to meet their religious obligations.

Students who anticipate the need to be absent to accommodate their religious practice must
(a) inform course faculty and clinical coordinators (Denise Potvin at UMFK and Eleanor
Hess at UMA campus) at the start of each semester of such an absence; and (b) complete
any scheduled exams and assignments before the class, clinical or lab date. Students who
avail themselves of this policy will experience no adverse or prejudicial effect as a result.

Consistent with the values and expectations of a professional nurse, all students are
required to provide patient care to any patients assigned to them. Regardless of a student’s
beliefs or religious attendance, the student is obligated to accept responsibility for the
assigned patients as delegated by the clinical instructor.

Questions about a student’s requested absence for religious observance should be directed
to UMFK Office of Equal Opportunity: or Alyssa Anaya at [email protected]
UMA Office of Equal Opportunity: Amie Parker, 207-621-3448

4. Computer Netiquette Policy: The UMFK Division of Nursing utilizes electronic forms of
communication to enhance teaching and facilitate timely interaction between faculty, staff,
and students. The Division of Nursing believes communication through discussion boards
and other online classroom devices provide opportunities for professional and academic
exchange between nursing students and faculty. All participants in the electronic classroom
bear responsibility for ensuring that an environment conducive to learning is established and
maintained. Critical dialogue and multiple perspectives are part of a professional education,
whether in a tradition classroom or on-line. The learning environment is characterized by
respect, openness, and ethical conduct with considerations of one another as peers,
classmates, and faculty. All standards apply to all classroom, email, asynchronous threaded
discussions, chat, and group communications.

5. E-mail Communication: This course is delivered completely online. To uphold standards of
professionalism, you are welcome to write me only after you have taken the time to become
informed of all course requirements by reading the syllabus, all announcements, and the
modular student engagement activities, and assignment expectations. E-mail
communication must be formatted in a specific way for me to respond in a sufficient and
timely fashion. Under subject, list the course number NUR 456. Messages will be posted
under announcement or via e-mail. You are encouraged to print the course syllabus and the
course schedule so that you may review these every week to make sure there are no
changes and that you know what your responsibilities are for the following weeks. Any
changes will be followed by an announcement or email. So, check your email every day!
No credit will be given for late assignments, because you overlooked the schedule.

6. Paper/Assignment Reviews: Students wishing for reviews before submission are to get in
contact with student services on their campus. See below for student support services.

7. Turnitin/Plagiarism: It is now a requirement for all students to pass their written paper
assignments through plagiarism detection software. Turnitin is a plagiarism and grammar

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detection software that will assist by highlighting potentially unoriginal content or
resemblance to other sources. Turnitin checks students' work for improper citation or
potential plagiarism and grammar. Plagiarism is defined as the unacknowledged use of the
words, ideas, or creations of another and is frowned upon and penalized according to
university policy. Check your papers before submission for potential plagiarism and errors in
grammar. As a guide, limit your returned Turnitin percentage to below 15%, which indicates
plagiarism has not occurred. A high percentage would probably be anything over 25%
(yellow, orange, or red). See Turnitin button in Blackboard course for further
instructions.

8. Late Submissions: Assignments will NOT be accepted after the submission deadline.
However, each student is permitted to exercise the Family Emergency Option ONCE per
semester. It is essential for the instructor to be able to provide prompt feedback to all
students in the course while preventing anyone from gaining an unfair advantage. Students
are expected to establish earlier personal deadlines to ensure timely completion and
submission of assignments. Family Emergency Option: Each student is permitted to
submit ONE assignment up to 5 days past the posted submission deadline without penalty.
To exercise this option the student MUST seek prior written faculty permission for option
to apply. This option is provided to enable students to focus on more urgent unexpected
concerns (e.g., family illness/emergency) that may arise during the delivery of the course.

9. Academic Integrity: The community of the University of Maine at Fort Kent recognizes

that adherence to high standards of academic integrity is vital to the academic function of
the University. Academic integrity is based upon honesty, and all students of the University

are expected to be honest in their academic endeavors. Therefore, whether you are working
on a problem set, lab report, project, paper, etc., avoid engaging in plagiarism, unauthorized

collaboration, cheating, facilitating academic misconduct, fabricating information, or other
deceptive practices. Violations of academic integrity may result in penalties ranging from an
“F” on the assignment to an “F” for the course or dismissal from the program and/or

university as well as additional sanctions resulting from violation of the UMS Student
Conduct Code. Information on plagiarism and how to avoid it can be found on UMFK’s

Blake Library website

10. Additional Policies: Students are responsible to review and apprise themselves of the
academic and program policies listed in the university catalogue and in the Student
Handbook, both of which are available online.
UMFK Student Handbook: https://www.umfk.edu/student-affairs/affairs/
UMA Student Handbook: http://www.uma.edu/compliance/handbook/

Grading Scale: Student success is evaluated according to the chart below. A grade of “C” or
lower will require that the course be repeated.

Grade Percent GPA
A 93-100% 4.0
A- 90-92% 3.67
B+ 87-89% 3.33
B 83-86% 3.0
B- 2.67
C+ 80-82 2.33
C 78-79% 2.0
C- 76-77% (unsatisfactory for progression) 1.67
70-75% (unsatisfactory for progression)

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D+ 67-69% (unsatisfactory for progression) 1.33

D 63-66% (unsatisfactory for progression) 1.0

D- 60-62% (unsatisfactory for progression)

F <59% (unsatisfactory for progression)

Formative and Summative Evaluation Methods: Student success is evaluated according to
the chart below:

Formative Evaluation Points

1. Integrated Nursing Practice Group Project/Paper 90

Summative Evaluation

2. Portfolio 10
Total 100 points

All the above assignments must be submitted by 12:00 pm noon on the due date. See late
submission policy above.

Course Assignments:

1. Integrated Nursing Practice Group Project/Paper: This course provides students with the
opportunity to select a community-based clinical project that enhances the health and
wellbeing of a community or aggregate as client. Using the nursing process, an assessment,
diagnosis, planning, implementation, and evaluation will be conducted of the aggregate and
selected intervention. Students are encouraged to choose a project of interest to them. For
example, you may want to use previous course work to follow-up on a known community
health need; you may be aware of a clinical project in your work setting that you could
implement; or you may wish to approach some of the community health agencies in your
area to determine if they have any projects just “waiting” to be developed and implemented.
Consider what your long-term plans are after graduation – is there a project that you could
complete in collaboration with a community agency that would give you some experience
and insight into that line of work? Remember, the focus is on promoting community health
and wellness through implementation of a project. Teamwork and team building are
important student learning outcomes in healthcare and in this course. Within the first
few weeks of the course, students will identify projects of interest and sign up for selected
topics in groups of 3. Tips for working in a group online will be provided in Blackboard.
Student groups will also complete a team charter to ensure project accountability and
responsibility. More information will follow in Blackboard.

Papers will be graded on content, organization, clarity, grammar, and APA format. Papers
should be double spaced, 12-point font, one-inch margins (top, bottom, sides). As the
semester progresses, you will submit a component of your group project/paper according to
the due dates. Submit your final paper after submitting it to Turnitin to check for plagiarism
and grammar results. Papers not utilizing Turnitin will not be accepted. Your project will be
submitted as a paper, between 10 to 12 pages, excluding the title and reference page and
will be evaluated using the following criteria in the course schedule below.

2. Portfolio: This course also includes a portfolio requirement. The portfolio should be a

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reflection of the nursing student’s accumulated works supporting the achievement of the
eleven program outcomes for baccalaureate prepared nurses graduating from UMFK.
Please see the Portfolio Guidelines web link.
https://mycampus.maine.edu/c/document_library/get_file?p_l_id=497597&folderId=1250464
&name=DLFE-13012.pdf. Also: the following link will direct you to the library’s information of
portfolios http://offcampus.maine.campusguides.com/content.php?pid=524464
Submit your completed nursing portfolio by the due date listed in the course schedule.

Support Services:

1. Learning Center Services: Available to all University of Maine at Fort Kent students to assist
them in reading, writing, and mathematical skill development. Information about these
services can be accessed by calling 207-834-7530 (1-800-Try-UMFK) or online at
UMFK Campus: http://www.umfk.edu/learning_center/
UMA campus: http://www.uma.edu/academics/student-support/effective-learning-student-
success/

2. UMFK Writing Lab: The Writing Lab is available to all UMFK students in-person and online.
At the Writing Lab, students can receive feedback from expert student tutors to help:
understand an assignment, improve a draft, understand citation styles, review returned work
for further improvement.
UMFK Campus: Students can access the UMFK Writing Lab in three ways:
 On campus site: Powell Hall, Second Floor
 Online at: https://www.umfk.edu/learning-center/writing-center/
 By phone: 207-834-7530 or (Toll Free 1-888-879-8635, ask for Student Support
Services)
UMA Campus: Students have access to individual assistance in the development of their
college-level writing and mathematics skills through dedicated labs staffed by experienced
faculty and students. The Writing Labs provide tutorials in writing, one-on-one feedback on
essays, information on research papers, helpful handouts, and more. Students can access
the UMA Writing Lab as follows:
● On campus: Katz Library Room 206
● Online: http://www.uma.edu/academics/student-support/effective-learning-
student-success/augusta-writing-center/ (from there you can access the Bangor
campus info)
● By phone: 207-621-3199 or Toll free at 1-877-1234 (x3199)
● By email: [email protected]

3. APA Guide to Good Writing: PowerPoint slides to assist students with improving their writing
and APA skills: http://www.umfk.edu/de/jradsma/nur/apastyle/
Also helpful: http://www.apastyle.org/learn/tutorialsa/basics-tutorial.asp

4. Blake Library Services: Library resources from UMFK and the University of Maine System
(UMS) are available to all students and can be accessed by calling 834-7525 (1-800-TRY-
UMFK) or online at http://www.umfk.edu/library/
UMA Campus: Katz Library Services: Library resources from UMA and the University of
Maine System (UMS) are available to all students and can be accessed by calling 207-621-
3349 or Toll free at 1-877-1234 (x3349) or online at
http://www.uma.edu/academics/libraries/

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5. ADA Statement: Students with special needs should contact the ADA Coordinator at 834-
7532 so that appropriate accommodations may be made.

6. ADA Accommodations: If you have a disability which may affect your ability to participate
fully in this course, it is your responsibility to request accommodations promptly. Contact the
Learning Support Services Office on your campus, or Coordinator of Student Services at
your campus or center to discuss possible assistance. Accommodations must be requested
each semester, and are not provided retroactively http://www.uma.edu/academics/student-
support/student-development-division/disability-services/.

7. Title IX Statement: The University of Maine at Augusta and the University of Maine at Fort
Kent is committed to providing an environment free of violence and harassment based on
sex and gender. Such civil rights offences are subject to the same accountability and
support as offences based on race, national origin, etc. If you or someone else within the
campus community is struggling with sex discrimination, sexual harassment, sexual assault
relationship violence, or stalking you can find the appropriate resources at
http://www.uma.edu/about/title-ix-info/.

8. Credit Hour Policy: Following the UMFK Credit Hour policy, to meet the identified student
learning outcomes of this course, the expectations are that students complete, at a
minimum, approximately 2 hours of coursework for every credit hour of classroom and/or lab
instruction.

9. Research Resources for Nursing Papers and Assignments: Go to the following link.
**Please note that either the course instructor or the campus librarian may approve
creditable sources a student is considering to use when writing a paper.**
https://mycampus.maine.edu/c/document_library/get_file?p_l_id=2908035&folderId=130352
3&name=DLFE-3000506.pdf.

10. E-Portfolio Guidelines: Go to the following link:
https://mycampus.maine.edu/c/document_library/get_file?p_l_id=497597&folderId=1250464
&name=DLFE-13012.pdf. Also: the following link will direct you to the library’s information of
portfolios http://offcampus.maine.campusguides.com/content.php?pid=524464.

11. Statement of Understanding: Go to following link:
https://mycampus.maine.edu/web/umfk/supplemental-course-links/-

/document_library_display/2gmB/view_file/8909315?_110_INSTANCE_2gmB_redirect=http

s%3A%2F%2Fmycampus.maine.edu%2Fweb%2Fumfk%2Fsupplemental-course-

links%3Fp_p_id%3D110_INSTANCE_2gmB%26p_p_lifecycle%3D0%26p_p_state%3Dnor

mal%26p_p_mode%3Dview%26p_p_col_id%3Dcolumn-1%26p_p_col_count%3D1

12. Testing Success and Remediation Plan: Go to the following link:
https://mycampus.maine.edu/c/document_library/get_file?p_l_id=497597&folderId=1303523
&name=DLFE-13302.pdf.

13. UMFK/PINES NCLEX-RN Success Resources (go to following link)
https://bb.courses.maine.edu/ Go to the My Organizations section (far right, last section);
Click on the Nursing NCLEX Success Resource

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NUR 456 Integrated Nursing Practice Course Schedule:

Assignment Assignment Criteria Points
Due Date 5
Content To Be Considered/Addressed
Monday 5
February 5, 2018 (Please answer these questions in your paper)
by noon
I. Team Charter/Selection of Topic/Title of Project
 What is your selected topic?
 Is this a project you are continuing from NUR 301

(Community Health)?
 Complete the Team Charter per Blackboard

instructions (3 members per group project)
o Who are the members of your group?
o What are the members’ roles in the project?
o What are the members’ project responsibilities?

II. Introduction

Monday Addresses the context in which the clinical project is 20
February 26, 2018
by noon situated
 What is the nature of the project?
 Why was it selected?
 What is the problem or concern and how does that

relate to community health?
 Discuss your personal investment and professional

interest to the project, and its significance to nursing
Paper component submission follows APA guidelines,

grammatically correct, and includes references.

III. Assessment

What are the needs and issues for the aggregate selected
 A general description and overview of the aggregate or

community
 Description of the community health need, and how

that need was identified
 What impact does the aggregate’s needs have on the

health and wellbeing of the community or population?
 How effective are current community efforts to address

the needs of this aggregate?
 What are the gaps? What are the strengths of this

aggregate? The intervening factors?
 What cultural factors impact the aggregate’s needs?

What growth and development needs are to be

considered?
 Provide a brief review of the literature to summarize

the research-based knowledge.
 What impact does current public policy or legislation

have on the aggregate’s access to services?
 How do the aggregate members perceive their need?

Paper component submission follows APA guidelines,

grammatically correct, and includes references.

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Monday IV. Diagnosis 5
March 19, 2018
by noon Provides the direction for community health nursing 10
intervention
Monday 15
April 9, 2018  Identify at least one diagnostic statement. 10
by noon  How a community based nursing diagnosis (or
10
diagnoses) is (are) drafted depends upon the
philosophy of the nurse. One method is to use NANDA
approves nursing diagnoses, using the PES format
(Problem/Etiology/Signs & Symptoms).
 Community diagnosis is meant to highlight the issue
and be an issue that can be addressed using nursing
interventions.
 You may also need to consider the degree or extent of
community concern, available resources, time,
materials and supplies, facilities, human resources
(including need for training); the solvability/solubility of
the problem; the degree to which community health
nursing can contribute and make a difference
V. Planning

A written plan, stemming from the assessment and
nursing diagnosis is to be submitted to the faculty for
approval before implementation of the project

 Goals and objectives of the project, stated in
behavioral, measurable, and achievable terms

 The timeframe for achievement
 Community agency and contact person(s) with whom

the student is working
 Does your plan identify potential barriers and how they

might be overcome?
 How amenable is the aggregate to making a change?

Does your plan address this?
Paper component submission/s follows APA guidelines,
grammatically correct, and includes references
VI. Implementation

Completing the planned intervention
 Summarize the process and outcome of the intervention

(include specific steps, details, contacts, etc).
VII. Evaluation

Process, outcome, and lessons learned
 Which goals/objectives were successfully met, and
what are some reasons for the success? How was this
evaluated?
 Which objectives were not met, and why not?
 What parts of the project worked well? What did not?
Why did those parts work or not work?
 How could the intervention have been improved to
better meet the needs of the community or aggregate?

Monday For example, did you overlook something? Did 10
April 30, 2018
by noon something change that you had not anticipated? 5
 What changes occurred in the thoughts, feelings, and 10

behaviors of participants as a result of their 11

involvement with the project?
 Did participants increase their knowledge about

behaviors or issues addressed in the program?
 Are participants more positive toward health behaviors

or issues subsequent to the intervention? Have

participants been helped to develop the skills they

need to change their individual health behaviors (e.g.

proper condom use; appropriate food handling skills)

or to work toward larger changes in their communities

(e.g. fundraising, advocacy skills)?
 What changes in community resources and public

policy are happening as a result of the

community/aggregate intervention?

Paper component submission/s follows APA guidelines,

grammatically correct, and includes references

VIII. Conclusion
 Describe how implementation of this

project/intervention contributed to the health of the

community or population health.
 What did you learn from this experience? How has this

experience changed you (e.g. what insights did you

gain about nurses? Nursing? Community? Community

health? Teaching?
 What learning did you rely upon from previous nursing

and other liberal arts courses to assist you with this

project?
 Was the project a worthwhile learning experience?

What recommendations would you make to improve

this learning experience?
 In what way is your philosophy of nursing reflected in

the project you implemented?
 What role do clinical standards, guidelines, and the

nurse practice act have in community based practice

such as the project you implemented?
 Do you have any recommendations for NUR 456 that

would impact how future students might complete a

community based nursing intervention?

Paper component submission/s follows APA guidelines,

grammatically correct, and includes references

IX. Reference List
 A minimum of 5 peer-reviewed scholarly research

journal sources (preferably nursing and healthcare)
 Evidence of other sources: Internet, personal

communication, government documents, etc.
 Be sure this is accurate and uses APA 6th ed.
X. Completion of Portfolio – follow guidelines provided in

Blackboard

Teamwork and  Communicated well with project team members, in 5
Collaboration
project planning, and contributed sufficiently in a
Turn in with each
section as the scholarly and timely fashion to the group project to
paper/project
progresses bring it to fruition.
 Practiced effectively with the healthcare consumer,

family, and inter-professional team(s), to build

relationships and foster open communication, mutual

respect, and shared decision-making.

References
 Use peer-reviewed scholarly research journal sources

(preferably nursing and healthcare)
 Evidence of other sources: Internet, personal

communication, government documents, etc.
 Be sure references are accurate follow APA 6th ed.

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Appendix A

Research Resources for Nursing Papers and Assignments

To demonstrate their expanding knowledge, students are to integrate references from
academic, peer-reviewed, professional literature as described in APA (2010). Only primary
sources are to be used; only those references appearing in the text are to appear in the
references list. Unless permitted by the course faculty, no quotations are to be used in any
written assignment.

Acceptable Sources

 Textbooks less than 5 years old
 Taber’s or similar medical dictionary, paper or online, less than 5 years old
 Peer reviewed journals, paper or online, less than 5 years old
 Government documents available on the web (e.g., gov or .mil)
 Government publications, federal or state, less than 5 years old
 Medscape articles

Sources Requiring Instructor Approval
 Websites ending in org or edu
 Books or e-books that are not textbooks
 Interviews with the public, healthcare or other professionals
 Audiovisual training materials, e.g., videos, DVDs, CDs, audiotapes
 Any online source lacking an identifiable date
 Any source more than 5 years old

Unacceptable Research Sources
 Wikipedia or similar online encyclopedias
 Websites ending in com or net
 Popular literature
 Interviews with health care consumers
 Newspapers
 PowerPoint (ppt) presentations
 Online conference materials

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