Nursing

This course focuses on the role of the nurse in the community and public health. The community and public health focus includes caring for people in the home, school, workplace, health department, as well as various agencies. Content focuses on the environment, epidemiological issues, and vulnerable populations across the lifespan, communicable disease, and health promotion. Perspectives on health care and community-oriented nursing, influences on healthcare delivery, and conceptual and scientific approach applied to community-oriented nursing are also emphasized. The principles of professional nursing care to culturally diverse individuals, families, and groups are integrated throughout the health-illness continuum.

In this course, students examine the multifaceted role of the advanced practice nurse within contemporary  in  healthcare systems and political arenas. Students examine the responsibilities, scope of practice, and historical evolving role of the advanced practice nurseand leadership models within a variety of healthcare regulatory settings provide the basis for self-reflection, self-mastery, professional integrity, and ethical decision making to help the student transition from entry-level practice to the advanced practice role A grade of B or higher is required to progress in the MSN program(s).

In this course, students examine pathophysiologic principles and common pathological conditions. In depth theoretical and clinical principles of diseases encountered in primary care settings as well as health disparities resulting from genetic, environmental, and stress related causes are included.The focus is on pathological conditions encountered in advanced clinical practice across the lifespan of patients.. Emphasis is placed on regulatory and compensatory mechanisms as they relate to commonly occurring diseases. A grade of B or higher is required to progress in the MSN program(s).

In this course, students cultivate an understanding of health care policy formation and evaluation, while examining the nursing role in public policy, finance, and politics. The organization and delivery of healthcare is explored, applying the most current knowledge available in health promotion and disease prevention. Guidelines, initiatives, mandates, and recommendations from a variety of agencies and organizations provide a solid foundation from which nurses in advanced practice roles can plan, implement, and evaluate care related to health promotion and disease prevention. A grade of B or higher is required to progress in the MSN program(s).

Students in this course will examine learning theories, learning styles, and factors which influence motivation and learning in students, while applying evidenced-based teaching practices to create learning environments and teaching plans for both didactic and clinical settings to optimize student outcomes. Methods of evaluation will be examined and utilized to determine student outcomes. The emphasis is on innovative teaching strategies, utilizing technology, and collaboration of nurse educators in the in the didactic, simulation, and clinical settings. A minimum grade of B is required to pass this course.

In this course, students review and synthesizes the principles of pharmacokinetics, pharmacodynamics, and pharmacotherapeutics of drugs commonly used in the management of acute and chronic illnesses across the lifespan. Emphasis is on the therapeutic decision-making in drug selection and monitoring therapeutic response for culturally diverse patients. Patient education, legal, ethical and economic issues are reviewed. A grade of B or higher is required to progress in the MSN program(s).

In this course, students apply holistic health concepts by performing culturally sensitive, comprehensive health assessments in clients across the lifespan. History taking includes: physical, and psychological assessment of client’s signs and symptoms, pathophysiologic changes, and psychosocial variations of the client including the individual, family, and community. T Students  develop a thorough understanding of the client’s health statusto determine appropriate and effective health care strategies that include health promotion and illness prevention across the lifespan. Learners must successfully complete all aspects of the practicum, or they must repeat all components of the course.  A grade of B or higher is required to progress in the MSN program(s).

In this course, students’complete an exam  designed to assess preparedness for the practicum experience. The exam is designed to evaluate students’ knowledge in the areas of Advanced Pathophysiology, Advanced Pharmacology, and Advanced Health Assessment. The exam is a standardized assessment. Students must pass all components of the exam to advance in the Nurse Practitioner program. This course is pass/fail.

In this course, students have the opportunity to retake a comprehensive exam related to relate to Advanced Pharmacology, Advanced Pathophysiology and Advanced Physical Assessment.  Based upon identified gaps in knowledge, students complete remedial work to obtain the necessary knowledge and skills necessary to ensure basic competency and to enter clinical preceptorships within the Nurse Practitioner Program.  Students who are unsuccessful in NSG6023 cannot progress in the NP program(s) but may transfer to another MSN degree. This course is pass/fail.

In this course, students develop and refine essential skills necessary to strengthen critique of selected peer-reviewed research studies. The student identifies a topic or problem, related to their field of study, using consideration of national/international research initiatives and priorities. Students review quantitative and qualitative research designs for essential understanding of research elements as a foundation for evidenced-based practice . A grade of B or higher is required to progress in the MSN program(s).

This course focuses on the development of teaching and learning strategies designed to measure learner acquisition of nursing knowledge and achievement of performance standards for use in classroom, laboratory, and clinical practice settings. Content includes formative and summative assessment methodologies. Students will develop and analyze measurable assessments based upon program outcomes, accreditation and regulatory requirements. A minimum grade of B is required to pass this course.

This course prepares the learner to design nursing curriculum and create program mission and philosophy statements. Students will explore the process for course design based upon current health care needs, nursing organizational standards, and evidence-based practices. Course organizational models will be analyzed. Students will develop course objectives and learning activities, and include interdisciplinary collaboration, technology, service learning, and global health. Methods to evaluate and revise curriculums will be examined. A minimum grade of B is required to pass this course.

In this course students enhance their knowledge and skills through a comprehensive exploration into the interconnected disciplines of pathophysiology, pharmacology, and health assessment within the context of healthcare practice across the lifespan. Students delve into the fundamental principles underlying disease processes, the actions and interactions of pharmacological agents, and the essential skills necessary for holistic health assessment. A grade of B or higher is required to progress in the MSN program(s).

In this course, the student participates in the direct care role, under the supervision of a clinical preceptor, to integrate direct care knowledge.  The practicum area should be in an area where the student gains new, advanced knowledge to enhance their professional role.

A minimum grade of B is required to successfully complete this course. Learners must successfully complete all aspects of the practicum, or they must repeat all components of the course.

Under the supervision of a local mentor, the student will apply knowledge of learning theories, learning styles, and evidenced based teaching practices to design lessons for didactic and clinical settings.  The student will engage in evaluation of educational outcomes for both didactic and clinical performance, ensuring the safe practice of patient care. The student will further engage in various roles of the nurse educator, such as facilitator of learning, scholarship, and service.

A minimum grade of B is required to successfully complete this course. Learners must successfully complete all aspects of the practicum, or they must repeat all components of the course.

In this course, students gain enhanced knowledge and skills related to managing patients across the lifespan as they transition to advanced practice. Emphasis is placed on acute, episodic, and chronic conditions in the context of primary care. Management consists of identifying, monitoring, treating, and maintaining health care problems of patients utilizing research and/or evidence-based practice. A grade of B or higher is required to progress in the MSN program(s).

In this course, students build upon previous NP specialization content to gain further knowledge and skills related to managing patients across the lifespan as students transition to advanced practice. Emphasis is placed on acute, episodic, and chronic conditions in the context of primary care. Clinical management of patients consists of identifying, monitoring, treating, and maintaining health care problems utilizing research and/or evidence-based practice. A grade of B or higher is required to progress in the MSN program(s).

In this course, students analyze and provide in-depth care related to alterations  in health within  primary care adult gerontology healthcare settings. Patient management  focuses upon evidence-based practice and the nursing process. This is an advanced nursing practice experience for the beginning Adult-Gerontology Primary Care Nurse Practitioner student with mentoring, coaching and precepting by an approved preceptor.  A grade of B or higher is required to progress in the MSN program(s). Learners must successfully complete all aspects of the practicum, or they must repeat all components of the course.

In this course, r students learn  to manage the primary gender health care of patients from adolescence into adulthood. Focus is on health promotion, disease prevention, and the clinical management and referral of common, recurring health problems of reproductive health. The student identifies normal physiologic alterations associated with reproductive health, which are addressed with emphasis on health promotion behaviors. This is an advanced nursing practice experience for the beginning Adult-Gerontology Primary Care Nurse Practitioner student with mentoring, coaching and precepting by an approved preceptor(s). A grade of B or higher is required to progress in the MSN program(s).

In this course, students continue to work with their approved preceptor to refine diverse, equitable, inclusive care for the Gerontological patient Emphasis is placed on diverse clinical experiences that build upon the student's knowledge base. Clinical experiences may include practice with specialty practices which focus on primary care. The student's level of function becomes more independent in practice. Mentoring, coaching and precepting are provided by approved preceptors.  Learners must successfully complete all aspects of the practicum, or they must repeat all components of the course.

In this course, students analyze and provide in-depth care maintenance in adult health in non-acute, community-office-outpatient clinic settings.  Patient management focuseson evidence-based practice and the nursing process. This is an advanced nursing practice experience for the beginning Family Nurse Practitioner student with mentoring, coaching and precepting by an approved preceptor.  A grade of B or higher is required to progress in the MSN program(s). Learners must successfully complete all aspects of the practicum, or they must repeat all components of the course.

In this course students learn how to manage the primary health care of women from menarche to senescence. Focus is on health promotion, disease prevention, and the clinical management and referral of common, recurring health issues of women, including pregnancy. The student identifies normal physiologic alterations associated with reproductive health, which are addressed with emphasis on health promotion behaviors. This is an advanced nursing practice experience for continuing level Family ARNP students. Mentoring, coaching and precepting are provided by approved and currently licensed and certified physicians, Certified Nurse Midwives or ARNPs.  A grade of B or higher is required to progress in the MSN program(s). Learners must successfully complete all aspects of the practicum, or they must repeat all components of the course.

In this course students focus on advanced nursing and healthcare management for children and adolescents in primary care. Course content includes developmental, physiological, pathological, and psychosocial changes relative to health maintenance, acute and chronic illnesses, and developmental transitions within the family context. This is an advanced nursing practice experience for continuing level Family Nurse Practitioner students. Mentoring, coaching and precepting are provided by an approved preceptor A grade of B or higher is required to progress in the MSN program(s). Learners must successfully complete all aspects of the practicum, or they must repeat all components of the course.

In this course, students continue to work with their approved  preceptor to refine diverse, equitable, and inclusive care for primary care patients across the lifespan.  Emphasis is placed on diverse clinical experiences that build upon the student’s knowledge base.  The student’s level of function becomes more independent in practice.  Mentoring, coaching and precepting are provided by approved apreceptors. A grade of B or higher is required to progress in the MSN program(s). Learners must successfully complete all aspects of the practicum, or they must repeat all components of the course.

This course examines the role of the nurse executive within complex health care environments, focusing on the conceptual frameworks of systems theory, complexity science, appreciative inquiry and organizational learning theory, as well as nursing administration models of organizational management.

This course provides an overview of quality, safety and performance improvement, including an analysis of care processes through evidence-based practice, research and translation of innovation. In addition, this course provides an overview of healthcare financing and financial management for the nurse executive. Topics may include financial accounting, cost accounting, budgeting, capital expenditures, and reimbursement systems.

This course is the first course in a two-course series which synthesizes content from the specialty administrative courses into a culminating “clinical” nursing administrative experience. In both courses the learner enacts the role of the nurse administrator. Content will include didactic and clinical administrative experiences. The course involves obtaining a local mentor and practicing the administrative role under guided mentorship. The majority of didactic course work includes practical experience with budgets, developing and honing leadership style and expertise, initiating collaborative practice and teambuilding, as well as working with change and motivational theories. The learner will incorporate the five pillars of the conceptual framework into administrative experiences. The majority of clinical time will be spent in an administrative organizational setting mutually agreed upon by the instructor, the mentor and the student.

A minimum grade of a B is required to pass the didactic  and practicum component.  Online time will be used to analyze and evaluate this experience. A minimum of 120 practicum hours is required in the chosen administration setting.

This course is the second in the set of two culminating administrative curricular experiences. It expands on previous didactic and clinical coursework, through didactic work in management areas such as quality management, patient care outcomes, and measurement of health care outcomes. Emphasis is placed on long-term and strategic planning, incorporating personnel management tactics such as performance evaluation, and collective bargaining. The student will continue to assimilate knowledge inclusive of the five pillars of caring, communication, critical thinking, professionalism, and holism into the administrative experience.
A minimum grade of a B is required to pass the didactic and practicum components. Online
time will be used to analyze and evaluate this experience. A minimum of 120 practicum hours is
required in the chosen administration setting.

In this course students explore the role of the nurse informaticist using the ANA Scope and Standards of Practice for Nursing Informatics, Nursing Informatics theories, models, and frameworks are examined  Additionally, the integrations of nursing, computer, and information sciences related to a foundation of knowledge within nursing practice  is examined. A grade of B or better is required to progress in the MSN program(s).

In this course students examine issues and trends in nursing informatics from sources such as professional and governmental regulations, academic and professional literature, and case studies. Topics include the Health Information Portability and Accountability Act, Meaningful Use stages, and Health Level 7 standards, with an emphasis on how these issues affect nursing informaticists in their current and future roles. A grade of B or better is required to progress in the MSN program(s).

This course is the first course in a two-course series which synthesizes content from the specialty informatics courses into a culminating "clinical" nursing informatics experience. In both courses the learner enacts the role of the nursing informatics professional. Content will include clinical informatics experiences. The course involves obtaining a local mentor and practicing the informatics role under guided mentorship. The majority of clinical time will be spent in an informatics organizational setting mutually agreed upon by the instructor, the mentor, and the student. A minimum grade of a B is required to pass. A minimum of 120 practicum hours is required.

This course is the second course in a two-course series which synthesizes content from the specialty informatics courses into a culminating "clinical" nursing informatics experience. In both courses the learner enacts the role of nursing informatics professional. Content will include didactic and clinical informatics experiences. The course involves obtaining a local mentor and practicing the informatics role under guided mentorship. The majority of clinical time will be spent in an informatics organizational setting mutually agreed upon by the instructor, the mentor, and the student.
A minimum grade of a B is required to pass. A minimum of 120 practicum hours is required. 

This course focuses on the comprehensive synthesis of skills and knowledge acquired throughout the program’s didactive and clinical courses required for program completion and graduation. The comprehensive review adds breadth and depth to the learner’s knowledge base, while examining the varied roles that students can expect upon graduation from the program. Students will demonstrate competence and readiness to assume the role and professional responsibilities required for the beginning-level nurse practitioner through scholarship, research, and knowledge.  A minimum grade of B is required to pass this course.

This course focuses on the comprehensive synthesis of skills and knowledge acquired throughout the program’s didactive and clinical courses required for program completion and graduation. The comprehensive review adds breadth and depth to the learner’s knowledge base, while examining the varied roles that students can expect upon graduation from the program. Students will demonstrate competence and readiness to assume the role and professional responsibilities required for the beginning-level nurse practitioner through scholarship, research, and knowledge.  A minimum grade of B is required to pass this course. 

NOTE: During the final course in the program, NSG6998_A, students take the APEA Predictor and University exam(s). These exams provide data on the student's readiness for the national certification examination. Students collaborate with their faculty of record to strengthen identified weaknesses in preparation for certification. Each of these exams account for a percentage of the final course grade.

Students unsuccessful on their second attempt are given an incomplete and placed into a workgroup for additional one-on-one mentoring. Requirements include an extension of a mandatory review on identified weak areas. Students who fail to post all necessary requirements of workgroup remediation will receive the initial grade from the course gradebook.

Refer to the Progression Policy for the Nurse Practitioner Student in the Academic Catalog.

**Any student who must retake NSG6998_A must retake the course online.

This course focuses on the comprehensive synthesis of skills and knowledge acquired throughout the program’s didactive and clinical courses required for program completion and graduation. The comprehensive review adds breadth and depth to the learner’s knowledge base, while examining the varied roles that students can expect upon graduation from the program. Students will demonstrate competence and readiness to assume the role and professional responsibilities required for the beginning-level nurse practitioner through scholarship, research, and knowledge.  A minimum grade of B is required to pass this course. 

NOTE: During the final course in the program, NSG6998_F, students take the APEA Predictor and University exam(s). These exams provide data on the student's readiness for the national certification examination. Students collaborate with their faculty of record to strengthen identified weaknesses in preparation for certification. Each of these exams account for a percentage of the final course grade.

Students unsuccessful on their second attempt are given an incomplete and placed into a workgroup for additional one-on-one mentoring. Requirements include an extension of a mandatory review on identified weak areas. Students who fail to post all necessary requirements of workgroup remediation will receive the initial grade from the course gradebook.

Refer to the Progression Policy for the Nurse Practitioner Student in the Academic Catalog.

**Any student who must retake NSG6998_F must retake the course online.

The capstone project is a synthesis and application of advanced nursing knowledge, scholarship, and research in the area of specialization. The student’s inquiry is focused in the area of the specialty concentration and will focus on a substantive nursing practice issues developing solutions based on the available evidence. The student will develop a scholarly project that will either demonstrate an application of evidence to practice for a substantive change or quality improvement, which can include generation of new nursing knowledge. Emphasis is placed on application of evidence-based research methodology, scholarly writing, and critical thinking. These scholarly projects are presented in both written and oral form. A minimum grade of B is required to pass this course.

Theory, evidence, and the systematic translation of nursing science into practice provide the basis for DNP practica experiences across the program of study. Students investigate clinical problems and refine their clinical translational capabilities within the context of the broader health care system. Clinical learning is directed toward systematic application of knowledge and scientific discovery in resolving new or persistent problems affecting the safety and quality of patient care. Mentored clinical application of evidence-based knowledge and skills, as well as independent investigation and evaluation of outcomes, support knowledge acquisition, as well as integration of the DNP role into the complex circumstances of contemporary nursing practice. Leadership, consultation, advocacy, fiscal accountability and interdisciplinary collaboration serve as core competencies to effect organizational change. A grade of B or better is necessary to successfully complete this course. A minimum of 30 clinical hours for each enrolled credit is required.

Theory, evidence, and the systematic translation of nursing science into practice provide the basis for DNP practica experiences across the program of study. Students investigate clinical problems and refine their clinical translational capabilities within the context of the broader health care system. Clinical learning is directed toward systematic application of knowledge and scientific discovery in resolving new or persistent problems affecting the safety and quality of patient care. Mentored clinical application of evidence-based knowledge and skills, as well as independent investigation and evaluation of outcomes, support knowledge acquisition, as well as integration of the DNP role into the complex circumstances of contemporary nursing practice. Leadership, consultation, advocacy, fiscal accountability and interdisciplinary collaboration serve as core competencies to effect organizational change. A grade of B or better is necessary to successfully complete this course. A minimum of 30 clinical hours for each enrolled credit is required.

Theory, evidence, and the systematic translation of nursing science into practice provide the basis for DNP practica experiences across the program of study. Students investigate clinical problems and refine their clinical translational capabilities within the context of the broader health care system. Clinical learning is directed toward systematic application of knowledge and scientific discovery in resolving new or persistent problems affecting the safety and quality of patient care. Mentored clinical application of evidence-based knowledge and skills, as well as independent investigation and evaluation of outcomes, support knowledge acquisition, as well as integration of the DNP role into the complex circumstances of contemporary nursing practice. Leadership, consultation, advocacy, fiscal accountability and interdisciplinary collaboration serve as core competencies to effect organizational change. A grade of B or better is necessary to successfully complete this course. 

This integrated scholarly effort is presented in a series of four sequential one-credit offerings that provide the DNP student with substantive opportunities to engage in exploration of a critical clinical question. This comprehensive exploration is conducted as a mentored experience and includes identification, development, implementation, evaluation and dissemination of an independent scholarly project. This scholarly project focuses on problems of practice within a defined organization or within specific populations. Each course builds on the existing knowledge and practice expertise of the DNP student within the broader context of translating science into clinical practice or solving for intractable clinical problems in which outcomes management, including quality and safety, are essential. The range of projects varies according to the interest of the individual DNP student. A grade of B or better is necessary to successfully complete this course.

In this second of the four-course series, the DNP student works with a faculty mentor to refine the project design and apply contemporary investigative methods to structure data collection. Additionally, the DNP student will complete CITI/NIH training and submit an IRB application for Human subjects review where appropriate, prior to beginning data collection for this scholarly project. Students must successfully complete an oral defense of the project prior to implementation. Each student will be required to submit individual objectives at the beginning of the semester for each of the four courses. The objectives will be signed by the student and the mentor. The student will be evaluated according to the requirements of the course within the context of the agreed-upon objectives. A grade of B or better is necessary in order to successfully pass this course.

In this third course of a four-course series, the DNP student implements the evidence-based scholarly project specific to a population of interest within an identified clinical setting. Continued and ongoing interaction with the assigned mentor is expected and modifications of protocols are completed, where indicated, at this time. . Each student will be required to submit individual objectives at the beginning of the semester for each of the four courses. The objectives will be signed by the student and the mentor. The student will be evaluated according to the requirements of the course within the context of the agreed-upon objectives. A grade of B or better is needed in order to pass this course.

In this fourth and final course, the DNP student conducts the data analysis and writes the discussion section of the scholarly project. The discussion focuses on evaluation of the evidence generated in the scholarly project and the actual or potential impact of the project on identified health care outcomes. Students disseminate their findings through a final oral presentation (defense) and preparation of a manuscript suitable for a peer-reviewed publication. Each student will be required to submit individual objectives at the beginning of the semester for each of the four courses. The objectives will be signed by the student and the mentor. The student will be evaluated according to the requirements of the course within the context of the agreed-upon objectives. A B or better is necessary to successfully complete this course.