Nursing

This course introduces professional nursing as a discipline-based profession, centered in the art of caring and integrating principles of holism in its foundation of service. Topics discussed include evolution and philosophy of nursing, theoretical foundations of practice, legal and ethical issues, healthcare delivery systems, finance and health care policy. Students are introduced to critical thinking, the nursing process and documentation. Students learn the unique contribution of nursing to society. The health-illness continuum, health promotion, basic human needs, therapeutic communication and nurse-client interactions are explored, including the interdisciplinary team approach.

This course introduces the student to baccalaureate nursing practice, centered in the art of caring and integrating principles of holism in its foundation of professional service. Students utilize critical thinking and communication skills as they explore issues related to the evolution and philosophy of nursing, theoretical foundations of practice, legal and ethical issues, health care delivery systems, finance and health care policy.

This course provides an introduction to the theories, concepts, and knowledge necessary in professional nursing practice. Emphases are on professional role development; the value of life-long learning; and the trends, issues, values, and standards for advanced nursing practice. The student explores the application of five integral components of the nursing profession: Caring, Communication, Critical Thinking, Professionalism and Holism in the professional practice role.

This course introduces the student to baccalaureate nursing practice centered in the art of caring and integrating principles of holism in its foundation of professional service. Students utilize critical thinking and communication skills as they explore issues related to the evolution and philosophy of nursing, theoretical foundations of practice, health care delivery systems, finance, and health care policy focused on quality outcomes and patient safety.

This laboratory course is designed to provide the student with practical application of NSG3009. Students will be expected to integrate all components of assessment to perform comprehensive holistic assessments. Students practice interviewing skills, obtain health histories, and perform physical assessments. Students must demonstrate competence of all assigned assessment skills and achieve 80% on a dosage calculation examination to pass the course. 60 total course hours. Course final grade is Pass or Fail (P/F).

This course introduces the beginning level nursing student to a systems approach to physical assessment. Each physiological system will be studied with inclusion of normal or expected findings as well as abnormal or pathological findings. A lifespan approach and an end of course integration toward a comprehensive holistic assessment of person will be included. Therapeutic communication skills and cultural diversity issues are integrated.

This laboratory course is designed to provide the student with practical application of NSG3009. Students will be expected to integrate all components of assessment to perform comprehensive holistic assessments. Students practice interviewing skills, obtain health histories, and perform physical assessments. Students must demonstrate competence of all assigned assessment skills and achieve 80% on a dosage calculation examination to pass the course. 4 credits/8 hours week. Course final grade is Pass or Fail (P/F)

This course builds on the physical assessment skills of the registered nurse. The course takes a systems approach to physical assessment and includes both normal and abnormal findings.

Designed to equip nursing students with the active learning skills needed to excel in the nursing education program, emphasis is on critical reading, self-management and complex knowledge acquisition as well as development and application of critical thinking to actual material students are studying. Concrete strategies for preparing for and taking tests are included.

This course focuses on ways to assist the nurse to provide holistic care in a multicultural society. Theories related to culture and caring, holism and spirituality are used as a foundation for understanding our multicultural world. Specific cultural practices, beliefs and issues affecting the health of persons and communities are studied.

This course addresses the basic principles of pharmacology and studies drugs using a pharmacotherapeutic approach. The course focuses on the major pharmacological classifications and utilizes a prototypic approach. Current pharmacological principles, therapeutic effect, drug interactions, and side effects are emphasized. Drugs that affect neurological, cardiovascular, fluid and electrolyte, and hematological balance are included.

This course focuses on holistic caring for basic human needs of individuals, families, and communities. Strategies to promote health and well-being are identified as well as care of persons with special needs including clients with immobility problems, skin integrity and wound problems, sensory alterations, the surgical client, elders and those requiring extended care. Components of professionalism (competency, legal, ethical, political and economic issues), communication, and critical thinking are incorporated throughout this course to enable students to integrate theory and practice.

This laboratory course is designed to provide the student with practical application of NSG3023. This interactive course concentrates on psychomotor performance. Students will practice skills until proficient. Practice sessions may include class partners, simulations manikins, and a variety of supplies and equipment. Students must satisfactorily perform all assigned skills to successfully complete the course. Skills for this course will enable the student to care for persons with special needs including clients with immobility problems, skin integrity and wound problems, sensory alterations, the surgical client, elders and those requiring extended care. Components of professionalism (competency, legal, ethical, political and economic issues), communication, and critical thinking are incorporated throughout this course to enable students to integrate theory and practice for each skill. Students must demonstrate competence of all assigned assessment skills and achieve 80% on a dosage calculation examination to pass the course 4 credits/8 lab hours week. Course final grade is Pass or Fail (P/F).

This first clinical course is designed to provide the student with practical application of NSG3023 and NSG3024 and to assist the beginning level student to become grounded in caring for elders and persons requiring long-term care. This course is conducted in extended care facilities where students focus on the skills of communication, assessment, and assisting residents with personal hygiene, feeding and mobility. Components of Professionalism (competency, legal, ethical, political and economic issues), Communication, and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice. Students must satisfactorily perform all assigned skills and perform satisfactorily to successfully complete the course. 60 practice hours. Course final grade is Pass or Fail (P/F).

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.

This course guides registered nurse students to understand research methods and apply evidenced-based findings to professional nursing practice. Qualitative, quantitative and mixed methods will be examined. Also included is the evaluation of research for translation into clinical practice.

A continuation of NSG3022, this course addresses the basic principles of pharmacology and uses a pharmacotherapeutic focus to study drugs. The course focuses on the major pharmacological classifications and utilizes a prototypic approach. Current pharmacological principles, therapeutic effect, drug interactions, and side effects are emphasized. Content includes drugs that are used in the treatment of cardiovascular, endocrine, reproductive, respiratory, gastrointestinal, bone and joint, cancer, immunologic, inflammatory and infectious disorders.

This course serves as the foundational course in caring for adults with health alterations from a holistic perspective. This unit of study concentrates on adults experiencing cardiovascular, respiratory, gastrointestinal, endocrine and related oncological alterations. Concepts of pathophysiology, diagnostics and treatments including pharmacotherapeutics, are integrated throughout the course. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This clinical practice course is designed to provide the student with application of theoretical content from NSG3033. Students, utilizing therapeutic communication, provide nursing care for adults experiencing health problems. The clinical focus is related to adults experiencing cardiovascular, pulmonary, gastrointestinal, endocrine, cancer and immunological disorders. Emphasis is placed on the processes used to implement care and meet the needs of ill adults and their families. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice. The student must receive a satisfactory clinical evaluation in order to receive a passing grade for this course. 4 credits/120 clinical hours. Course final grade is Pass or Fail (P/F)

Students are introduced to concepts, issues and processes in nursing research and its application to practice. Emphasis is placed on the review, analysis, evaluation, and application of current nursing research. Selected research studies are critiqued.

This course serves as the foundational course in caring for adults with health alterations from a holistic perspective. This unit of study concentrates on adults experiencing cardiovascular, respiratory, endocrine and related oncological alterations. Concepts of pathophysiology, diagnostics and treatments including Pharmacotherapeutics, are integrated throughout the course. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This clinical practice course is designed to provide the student with application of theoretical content from NSG3037. Students, utilizing therapeutic communication, provide nursing care for adults experiencing health problems. The clinical focus is related to adults experiencing cardiovascular, pulmonary, endocrine, cancer and immunological disorders. Emphasis is placed on the processes used to implement care and meet the needs of ill adults and their families. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This course provides students with knowledge and skills to use information management and patient care technologies to deliver safe, efficient and effective care. Nursing's role in decision-making, product testing, asset acquisition, project management and change management will be addressed.

This course provides the student with a foundation for caring for women and neonates. Emphasis is on caring for women before, during and after childbirth. Caring for the neonate is also addressed. Traditional and complementary treatments used in the management of women's health are explored. Students critically examine contemporary issues and concerns in gynecological and reproductive health care. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This course is designed to provide the student with clinical application of NSG3042. Clinical experiences are provided in acute care settings including maternity services and newborn nursery and neonatal intensive care settings. Selected community experiences are also included. Students utilize critical thinking skills in application of the nursing process in the care of the neonate and women. Components of Professionalism, (competency, legal, ethical, political and economic issues), Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice. The student must receive a satisfactory clinical evaluation in order to receive a passing grade for this course. 150 clinical hours. Course final grade is Pass or Fail (P/F).

This course concentrates on caring for adults with neurological, integumentary, and sensory alterations. Concepts of pathophysiology, pharmacotherapeutics, and holistic assessment are integrated throughout the course to promote critical thinking and assimilation of learning. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This clinical practice course is designed to provide the student with application of theoretical content from NSG3044. Utilizing supervised acute, rehabilitative and community-based clinical experiences provides nursing care practice for adults and geriatric adults experiencing health problems primarily in the areas of neurology, integumentary and sensory alterations. Emphasis is placed on utilizing the nursing process to provide holistic care for a culturally diverse population. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice. Students develop increased nursing skills, including problem solving and decision making, as they work toward becoming independent. The student must receive a satisfactory clinical evaluation in order to receive a passing grade for this course.

This course concentrates on caring for adults with neurological, gastrointestinal, integumentary, and sensory alterations. Concepts of pathophysiology, pharmacotherapeutics, and holistic assessment are integrated throughout the course to promote critical thinking and assimilation of learning. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This course provides the student with a foundation for caring for women and neonates. Emphasis is on caring for women before, during and after childbirth. Caring for the neonate is also addressed. Traditional and complementary treatments used in the management of women's health are explored. Students critically examine contemporary issues and concerns in gynecological and reproductive health care. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This course is designed to provide the student with clinical application of NSG3047. Clinical experiences are provided in acute care settings including maternity services and newborn nursery and neonatal intensive care settings. Selected community experiences are also included. Students utilize critical thinking skills in application of the nursing process in the care of the neonate and women. Components of Professionalism, (competency, legal, ethical, political and economic issues), Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice. The student must receive a satisfactory clinical evaluation in order to receive a passing grade for this course. 120 Total course hours.

This course focuses on caring for aggregates, particularly vulnerable populations. Concepts related to community and public health nursing are addressed. Among these are environment, epidemiological issues, and communicable disease. The nursing process is applied to groups and students are introduced to community-based care settings through observational experiences.

This course focuses on caring for aggregates, particularly vulnerable populations. Concepts related to community and public health nursing are addressed. Among these are environment, epidemiological issues, and communicable disease. The nursing process is applied to groups and students are introduced to community-based care settings through observational experiences.

This course gives the registered nurse the opportunity to enhance his/her patient teaching skills and develop skills for staff education. Principles of learning, teaching strategies, communication and preparation of continuing education programs will be included. Considerations for teaching and learning with a diverse population will be explored.

This course prepares the registered nurse to utilize leadership and management theory and skills in professional practice. The need for cultural competence, effective communication skills, understanding of health care systems, commitment to quality improvement and patient safety initiatives are included.

This course prepares the student to practice holistic health promotion across the life span. Content includes assessment and planning care for individuals, families and aggregates. Special emphasis will be given to diverse and vulnerable populations.

This course concentrates on caring for adults with male reproductive, renal and urological, hematological and musculoskeletal alterations. Concepts of pathophysiology, pharmacotherapeutics, and holistic assessment are integrated throughout the course to promote assimilation of learning. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This course is designed to provide the student with clinical application of theoretical content from NSG4052. This practicum offers students opportunities to provide supervised care for a culturally diverse adult population in acute care and home health settings with health care problems related to musculoskeletal, urinary, hematological and male reproductive alterations. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice. The student must receive a satisfactory clinical evaluation in order to receive a passing grade for this course.

This course focuses on current collaborative management of the most problematic national health topics and indicators across the lifespan. The government website Healthy People will serve as the course foundation.

This course provides an understanding of the health care needs of children from birth through adolescence. Caring for the child and the family are addressed using the framework of holism. Health promotion, acute and chronic health concerns, and injury prevention are addressed with integration of child growth and development issues. Components of Professionalism (competency, legal, ethical, political, and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This course is designed to provide the student with the clinical application of NSG4056. Supervised clinical experience takes place with children of various ages both in acute care and community settings. The students learn to care for children within the framework of holism and caring. Components of Professionalism (competency legal, ethical, political, and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice. The student must receive a satisfactory clinical evaluation in order to receive a passing grade for this course. Course final grade is Pass or Fail (P/F).

This course provides the essential theoretical content for the performance of the professional mental health/psychiatric nurse. The conceptual framework of mental health/mental disorders is integrated in caring for culturally diverse individuals, families, and groups throughout the health-illness continuum. Students are introduced to psychiatric disorders, treatment modalities, and contemporary issues that affect persons with mental health/psychiatric problems. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice. Emphasis is placed on therapeutic communication.

This course is designed to provide the student with clinical application of theoretical content from NSG4058. Clinical practice takes place in both in-patient psychiatric facilities and outpatient community settings utilizing the nursing process as well as critical thinking in caring for individuals experiencing specific psychiatric disorders. Group dynamics, treatment modalities, and strategies for prevention of mental illness are practiced. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice. The student must receive a satisfactory clinical evaluation in order to receive a passing grade for this course.

This course concentrates on caring for critically ill adults. Content includes caring for patients experiencing acts of bioterrorism, conditions of cardiac failure, dysrhythmias, respiratory failure, Multiple Organ Failure, multiple traumas, and shock requiring care in emergent and critical care settings. The challenge of holistic caring in high technologic environments is addressed. Concepts of pathophysiology, pharmacotherapeutics, and holistic assessment are integrated throughout the course to promote assimilation of learning. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This course is designed to provide the student with clinical application of theoretical content from NSG4060. This clinical practice offers students opportunities to provide supervised care for a culturally diverse adult population in critical/emergency acute care settings with complex health care problems including multiple system failure. Experiences include providing nursing care within the critical care units, emergency room & PACU. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice. The student must receive a satisfactory clinical evaluation in order to receive a passing grade for this course.

This course provides registered nurses with an overview of the common issues affecting the health care needs of gerontological adults. Theories of aging are reviewed as well as common physiological, psychological, and social changes experienced by the population. Students are provided with assessment tools and strategies to improve nursing practice with older adults. Major foci of this course include promoting wellness and safety, prevention and assessment of elderly neglect or abuse and other legal/ethical concerns. Health promotion of the Gerontologic client in diverse health care settings will be reviewed.

This course explores healthcare, financial and regulatory policies that prepare the Registered Nurse student for an enhanced role as policy maker and healthcare advocate. Economics of healthcare disparities in the healthcare system, legal and ethical issues as well as impact of social trends will be addressed.

This community practice/seminar course builds on NSG3068. Concepts related to community, community-based and public health nursing are addressed. Students participate in public health and community-based experiences. Areas of clinical concentration include: disparity, vulnerability, socioeconomic determinants of health, environment, epidemiological issues, and communicable disease. Evidence-based practice for community and public health nursing is integrated into the clinical experience. The relationship of evidence to formation of health policy is explored. Students explore the impact of culture on the definition of health.

This course analyzes professional ethical and legal issues with the ensuing nursing dilemmas integrating the factors of professional laws/standards, personal ethical stance, social, spiritual, transcultural, economic, institutional and political climate. Legal and ethical practice issues will be reviewed. Emphasis is given to the resolution of ethical dilemmas through ethical reasoning and ethical and legal obligations in professional patient relationships.

This course is designed to assist the student in making the transition into professional practice. Students select, research, analyze and evaluate current issues affecting the nursing profession. This course explores selected topics involving socioeconomics of the healthcare environment, organizational structure and culture, healthcare delivery systems and the impact of political issues on the profession of nursing. Professional roles & responsibilities in leadership, management, consumer advocacy and a commitment to lifelong learning and professional growth are reinforced. Components of Professionalism (competency, legal, ethical, political and economic issues) and Critical Thinking are incorporated throughout this course to enable students to integrate theory and practice.

This course is designed to provide the student, under the direction of the clinical faculty, with a concentrated select clinical nursing practice experience. Students complete 120 hours in the clinical setting. Students gradually assume increased levels of clinical responsibilities in the transition toward entry into practice. Components of professionalism (competency, legal, ethical, political and economic issues) and critical thinking are incorporated throughout this course to enable students to integrate clinical and leadership theory into practice. The student must receive a satisfactory clinical evaluation in order to receive a passing grade for this course.

This course focuses on nursing's role in health promotion and disease prevention in various community settings with emphasis on primary, secondary and tertiary levels of prevention among diverse and vulnerable clients and aggregates.

This course allows the student to develop and initiate a plan of care for aggregates in the community. The plan will include concepts discussed throughout the curriculum. The student will practice roles of provider, designer, manager, coordinator of care and member of a profession.

In this clinical course, the student integrates and synthesizes the curricular components of assessment, health promotion/clinical prevention, research, professionalism, teaching, leadership, information management and technology, as well as healthcare policies to create and implement a clinical project relating to the healthcare needs of an aggregate within the community. Creation and implementation of the project will include direct and indirect care of clients in the selected aggregate. (5 credits 3 credits didactic, 2 credits clinical practicum [60 hours])

This course examines the role of the advanced practice nurse in the clinical, primary care, education, administration, research, healthcare specialty, health policy, and political arenas. The historical role of the nurse, nursing theory and leadership models within a variety of healthcare regulatory models provide the basis for self-reflection, self-mastery, professional integrity, and ethical decision making to help the student transition from clinical expert to the advanced practice role. A minimum grade of B is required to pass this course.

This course explores theories related to nursing, health care and learning. Students will have the opportunity to analyze and critique various theories. Students will demonstrate how theory is applied to research. A minimum grade of a B is necessary to pass this course.

This course builds on and applies concepts from the humanities, behavioral sciences, biological sciences and nursing science in an examination of pathophysiologic principles and common pathological conditions. The topics of cellular biology, genes and gene-environment interactions, mechanisms of self-defense, cellular proliferation, and pathophysiologic alterations related to organs and body systems, are addressed. The focus is on pathological conditions encountered in clinical practice across the life span of patients, including but not limited to geriatric, adult, and pediatric considerations. Emphasis is placed on regulatory and compensatory mechanisms as they relate to commonly occurring diseases. A minimum grade of B is required to pass this course.

The focus of this course is to synthesize content from advanced pathophysiology, pharmacology and evidence-based treatment modalities to develop expertise in disease management and collaborative practice. This course will prepare the learner to manage the most common health problems across the lifespan. A minimum grade of B is required to pass this course.

In this course, the learner cultivates 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 the areas of health promotion and disease prevention. Guidelines, initiatives, mandates and recommendations from a wide range of agencies and organizations provide a solid foundation from which nurses in advanced practice roles can plan, implement and evaluate care designed to promote health and prevent disease.

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 the student reviews and comprehends 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 minimum grade of B is required to pass this course.

This course is designed to assess the student's preparedness for progression into the Nurse Practitioner specialty courses. It is evaluated by an examination that assesses the student's core knowledge of theoretical perspectives in nursing, the roles of the advanced practice nurse, and health policy. Students must pass the exam in order to advance in the program. This course is a pass/fail/limited progress.

This course is designed to apply holistic health concepts by performing culturally sensitive comprehensive history taking, physical and psychological assessment of client’s signs and symptoms, pathophysiologic changes, and psychosocial variations of the client including the individual, family, and community. The purpose of this comprehensive assessment is for the student to develop a thorough understanding of the client’s health status in order to determine appropriate and effective health care strategies that include health promotion and illness prevention across the life span.  Taking into consideration client’s diverse needs, a major focus is on symptom/health problem assessment, client teaching using a culturally appropriate approach and the selection and interpretation of screening and diagnostic tests in order to formulate and effectively communicate differential diagnoses. 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.

This course is designed to assess the student's preparedness for the practicum experience. It is designed to evaluate students' knowledge in the areas of Advanced Pathophysiology, Advanced Pharmacology and Health Assessments. The examination is comprised of a standardized subs test called the 3P examination. Students must pass all portions of the exam in order to advance in the program. This is a pass/fail course.

This course is designed to assist the Nurse Practitioner student identify gaps in knowledge in the areas of Advanced Pharmacology, Advanced Pathophysiology and Advanced Physical Assessment. Based on those gaps the student will work to obtain the necessary knowledge and skills necessary to ensure basic competency and enter clinical preceptorships within the Nurse Practitioner Program. This course is Pass/Fail.

This course prepares the graduate student to develop and refine essential skills necessary to strengthen critique of selected research studies. The student will identify a topic or problem using consideration of national/ international research imitates and priorities. The student will complete a NIH learning module which emphases ethical guidelines to protect the rights of human subjects. Both quantitative and qualitative research designs will be assessed for essential understanding of research elements. A minimum grade of B is required to pass this course.

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, 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 the student analyzes and provides in depth care of alterations in adult health in non-acute, community-office-outpatient clinic settings. Patient management will be focused upon evidence-based practice and the nursing process. This is an advanced nursing practice experience for the beginning Adult-Gerontology Primary Care ARNP (Advanced Registered Nurse Practitioner) student with mentoring, coaching and precepting by an approved and currently licensed physician or ARNP. 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, required for the Adult-Gerontology Primary Care Nurse Practitioner program, the student learns how 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 experience for continuing level Adult Gerontology Nurse Practitioner students. 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.

This course culminates the student's role as the Adult-Gerontology Primary Care Nurse Practitioner through didactic and clinical experiences. Students continue to work with their approved local mentor and refine their practice of the Adult-Gerontology Primary Care Nurse Practitioner professional role. Emphasis is placed on diverse clinical experiences that build upon the student's knowledge base. Clinical experiences may include practice with specialty practices in addition to the focus on primary care. The student's level of function becomes more independent in practice. Using a seminar approach, students and faculty will analyze and evaluate these experiences based upon human diversity and social issues. This is an experience for Adult Gerontology Nurse Practitioner students. Mentoring, coaching and precepting are provided by approved providers. 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 the student analyzes and provides in depth care maintenance in adult health in non-acute, community-office-outpatient clinic settings. Patient management will be focused upon 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 and currently licensed physician or Nurse Practitioner. 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 the student learns 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.

The focus of this course is on advanced nursing and healthcare management of 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 ARNP students. Mentoring, coaching and precepting are provided by approved and currently licensed and certified physicians or ARNPs. 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.

This course culminates the student’s role as the Family Nurse Practitioner through didactic and clinical experiences. Students continue to work with their approved local preceptor/s and refine their practice of the FNP Advanced Practice Nurse professional role. Emphasis is placed on a variety of primary care clinical experiences that build upon the student’s knowledge base. The student’s level of function becomes more independent in practice. Students and faculty will analyze and evaluate these experiences on patients across the lifespan. Mentoring, coaching and precepting are provided by approved and currently licensed and certified physicians or Advanced Practice Registered Nurses. 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.

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 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 explores the role of the nurse informaticist using the ANA (American Nurses Association) Scope and Standards of Practice for Nursing Informatics. Informatics theories, including Rogers Theory of Diffusion of Innovation, the Technology Acceptance Model, and Locsin's Technology Competence as Caring in Nursing will be examined.

This course examines issues and trends in nursing informatics from sources such as professional and governmental regulations, academic and professional literature, and case studies. Topics may include the Health Information Portability and Accountability Act, meaningful use, and Health Level 7, with an emphasis on how these issues affect nursing informaticists in their current and future roles.

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. 

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 their 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.

The capstone project is a synthesis and application of advanced nursing knowledge, scholarship, and research to initiate change and to improve practice. The student’s inquiry is focused in the area of their advanced nursing knowledge and on evidenced-based nursing practice issues to develop solutions using available evidence. The student develops a scholarly capstone that will either demonstrate an application of evidence to practice for a substantive change or of a quality improvement initiative to advance the practice of nursing. Emphasis is placed on application of evidence-based research methodology, scholarly writing, and critical thinking. The scholarly capstone is presented in both written and oral forms. A minimum grade of B is required to pass this course.

The course emphasizes leadership development for complex organizations and systems through a process of self-inquiry. The developmental needs of the student are identified. Unique leadership characteristics are examined and enhanced under the lens of transformational change. Course content focuses on synthesis of theoretical leadership concepts with personal and professional values. The learner will incorporate the five pillars of the conceptual framework into administrative experiences. Topics are rooted in teaching solutions to real problems facing contemporary business leaders. The content emphasizes leadership development, core business skills, ethical comportment and social responsibility. The outcome of the course is a deeper knowledge of leadership, greater confidence, and a keen awareness of the values that guide executive decisions. A grade of B or better is necessary to successfully complete this course.

This course provides students with conceptual frameworks for advanced public health nursing practice, as well as exploring the contributions of population science to the health of the public. Analysis of population-focused nursing research and public health nursing management strategies is explicitly incorporated. Nursing models, theories, and evidence for critiquing and designing population-focused interventions form the basis for this course. Students apply principles, theory, and research about epidemiology/public health/public health nursing interventions in resolution of population-focused health issues. Collaborating with community-based partners to achieve public health objectives is expected. A grade of B or better is necessary to successfully complete this course.

This course advances students' abilities to analyze the politics, institutions, norms, and key stakeholders involved in agenda-setting, legitimating, and decision-making of health policy in the United States. Students learn to utilize analytical frameworks to explain how the policymaking process works, relates to the substance of policy, and applies to contemporary healthcare and nursing issues. Specific methods and strategies which healthcare providers use to influence health policy are explored with respect to grassroots organizing, advocacy, building coalitions among stakeholders, lobbying, working with media, developing and sustaining relationships with legislators and providing expert professional testimony as part of the policy-making process. The focus of dialogue includes ethical principles, as well as legal and regulatory issues that impact the health of the public. The preferences of individuals (politics), economic, psychological, social and technological determinants will be examined. The course also examines the impact of policy on the healthcare workforce, especially on nursing deployment and utilization. A grade of B or better is necessary to successfully complete this course.

This course focuses on complex variables that influence financial management and resource utilization in nursing and healthcare. The conceptual basis and methods of financial analysis and decision making pertinent to healthcare delivery systems are examined. Healthcare economics, marketing principles, human resource management, and the influence of health policy and Healthy People 2020 objectives that impact current healthcare environments are explored. A grade of B or better is necessary to successfully complete this course.

The goal of this course is to provide students with the knowledge and skills necessary to assume a leadership role in transforming care in complex organizations and environments. This course provides the metrics for assessment, use, and evaluation of scientific data into evidence-based nursing practice. The steps in translating evidence into practice are explored. Knowledge assessment, clinical effectiveness, and tools for applying evidence to practice are emphasized. Strategies for creating a culture of evidence-based practice are embedded in course requirements. Barriers to evidence-based practice are identified. A grade of B or better is needed in order to successfully 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.