Academic Resources
Course Descriptions
Explanation of Symbols
200-level: Generalist nursing or upper-level pre-nursing courses
300-level: Specialist nursing courses
The University reserves the right to change the arrangement or content of courses, to change the texts and other materials used, or to cancel any course on the basis of insufficient enrollment or for any other reason.
231a. Introduction to Nutrition.
This course is designed to assist the student in building a foundation of knowledge which may be used to evaluate nutrition information from varied sources as well as apply nutrition fundamentals to personal and population dietary recommendations. Nutrition research will be integrated with the basic principles of digestion and absorption, the role of specific nutrients in health and illness, and the role of nutrition throughout the lifespan. Topics to be addressed will include nutrition and physical fitness, weight control and energy balance, nutrition and health promotion, and nutrition programs and services available throughout the U.S. public health system. Fall, Spring [2]
231b. Nutrition and Health: Issues and Insights.
This course is designed to compliment N231a to assist the student in building a foundation of knowledge used to evaluate nutrition information from varied sources and apply that knowledge to personal lifestyle and dietary choices. N231b will expand upon nutrition topics introduced in N231a, explore new nutrition related topics, and examine contemporary nutrition controversies. Students will have the opportunity to apply nutrition fundamentals to health promotion and disease prevention for themselves and others. N231b will introduce students to the evaluation of nutrition research, interventions, and recommendations through use of an evidence-based medicine approach. Current research and topics of interest to be addressed will include nutrition concepts as related to life-style diseases (heart disease, cancer, obesity); dietary supplements; vegetarian diets; health implications of alcohol use and abuse; food allergies and intolerances; determinants of eating behavior; weight regulation and disordered eating; and nutrition/health issues unique to a college age population. Pre/co-requisites: 231a. Fall, Spring [1]
231c. Health and Wellness.
This course is designed to further explore the topics discussed in N231A, Introduction to Nutrition, and N231B, Nutrition and Health: Issues and Insights. N231C, Health and Wellness will discuss health care and wellness related topics that are pertinent to the individual, the community, and the global village. Current research and topics will include: Co-morbidities associated with weight-related disorders, substance abuse, benefits of exercise, access to healthcare amongst diverse populations, prevention of communicable diseases, identification of abusive relationships, and rage as public health risks. Fall [1]
Generalist Nursing Courses and Electives
215. Foundations of Professional Nursing I.
This course is the first of a two course sequence addressing professional nursing. This course introduces the student to professional nursing. Historical beginnings, the organization and structure of the professional identity, and role development are explored. Building on this content, students are introduced to theories and models relevant to nursing. Using critical thinking, students will be introduced to clinical decision-making strategies, theory development and research methods. With guidance, students will analyze and synthesize information from a variety of sources related to professional nursing. Fall [2]
216. Professional Nursing Seminar.
This course addresses the role of the professional nurse. The student will have the opportunity to explore the dimensions and responsibilities of the professional nursing role by applying legal/ethical concepts and critical thinking skills to selected case studies involving patients in a variety of settings. Prerequisites: 215, 225, 245. Co-requisites: 236, 246. Spring [1]
217. Foundations of Professional Nursing II.
This course is the second of a two course sequence addressing professional nursing. The student in this course will identify, evaluate, and engage the various steps of scholarly inquiry in order to address research problems related to professional nursing practice. Students also will explore the theoretical and research foundations for knowledge development in nursing. Prerequisites: 215, 216, 218. Spring (RN students only). Summer [3]
218. Conceptual Basis for Nursing Practice.
This course focuses on identification of the unique strengths/perceptions of each RN student and a development of an individualized plan for learning. The course assists RN students in identifying and developing strategies to foster critical thinking, lifelong learning, and nursing practice role development. Theory development and research are introduced as processes essential to the organization and development of nursing knowledge. Limited to RN students. Fall [3]
219. Nursing Practice Seminar.
This course addresses selected topics foundational to the nursing practice role. The RN student will have the opportunity to explore models of nursing practice, credentialing, certification, mentors, collaborative practice, and professional ethics. Limited to RN students. Prerequisite: 218. Spring [2]
225. Population-Based Health Care.
This course provides the student with an opportunity to explore population-based health care principles of prevention, health maintenance and health promotion within the context of Healthy People 2010. Notably, the course will focus on how these principles are used to increase healthy lifespan, decrease discrepancies in health status and health outcomes for different populations and assure access to preventive services for all. It emphasizes epidemiologic principles and population based holistic health promotion/disease prevention as an integral part of populations at risk for illness, disability, or premature death. Further, the course explores population-based care models and environments in which health care is delivered: community agencies, neighborhoods/communities, schools, the family, and the workplace. Legislation and policy implications for primary, secondary, and tertiary care will be discussed. Fall [2]
226. Health Care Systems: Micro Issues.
This course addresses health care systems and their related issues. Course content focuses on leadership and decision making theory, team building, communication and managerial skills. The course also provides information on contemporary trends in the organization and delivery of health care to individuals, families and populations. This course also provides an introduction to health care ethical, legal and policy issues. Quality Improvement will also be addressed in this course. Pre/co-requisite: 225. Spring [2]
227. Health Care Systems: Macro Issues.
N227 is the second course in a two course sequence (N226/N227). N227 addresses issues that relate to the macro system of health care. The course content provides information on contemporary trends in the organization and delivery of health care to individuals, families and populations. The impact of managed care and financial pressures on health care providers is discussed along with outcomes management, informatics, financial management, and economic principles pertinent to the delivery of health care services. Pre/co-requisites: N225 and N226. Spring (RNs only), Summer [2]
235. Human Experience of Health and Illness Across the Lifespan I.
This is the first of three didactic courses examining the human experience of health and illness across the lifespan from infancy through senescence. The framework incorporates the following concepts and their influence on health and the response to illness: growth and development, gender, lifestyle, value systems, spirituality, ethnicity, environment, and psychosocial, economic, and cultural issues. The impact of these factors on individuals, families, and aggregates/populations/communities will be explored. Basic concepts/knowledge of selected interventions will be introduced, i.e. pharmacologic, perioperative, and mental health. Selected health problems involving the cardiovascular, respiratory, integumentary, and endocrine systems will be presented; the epidemiology, pathophysiology, medical management (pharmacologic, non-pharmacologic, and surgical), and nursing management will be addressed. Health promotion, including primary, secondary, and tertiary, anticipatory guidance, and patient education will be discussed. Fall [4]
236. Human Experience of Health and Illness Across the Lifespan II.
This is the second of three didactic courses examining the human experience of health and illness across the lifespan--from infancy through senescence, including the childbearing cycle. The framework incorporates the following concepts and their influence on health and response to illness; growth and development, mental health, gender, lifestyle, value systems, spirituality, ethnicity, environment, and psychosocial, economic, and cultural issues. The impact of these factors on individuals, families, and aggregates will be explored. Basic concepts/knowledge of selected interventions will be introduced. Selected health problems involving the neurologic (including selected mental health disorders with appropriate treatment modalities and settings), muscular/skeletal, gastrointestinal, sensory (ear, eye, nose), and reproductive (including maternity focus) systems will be presented. The epidemiology, pathophysiology, medical management (nonpharmacologic, and surgical), and nursing management will be addressed. Health promotion, including primary, secondary, and tertiary, anticipatory guidance, and patient education will be discussed. Pre/co-requisites: 215, 235. Spring [5]
237. Human Experience of Health and Illness Across the Lifespan III.
This is the third of three didactic courses examining the human experience of health and illness across the lifespan--from infancy through senescence, including the childbearing cycle--with an emphasis on increasingly complex and/or chronic health problems. The course provides the student with the theoretical basis to apply principles of chronic illness, including assessment and intervention skills, to at risk populations. Fall (RN students only); prerequisite: N236 Summer [4]
245. Fundamentals of Clinical Practice.
This course is the first of a sequence of three clinical practice courses designed to provide the student with the opportunity to learn and practice the skills of assessment, patient care and care planning in a didactic classroom setting and a simulated laboratory and then in a clinical area for a variety of client populations across the life span (newborn, pediatric, adolescent, adult, older adult, and child-bearing families). A variety of health care settings will be utilized for practice. At the end of the course, the student, with minimal faculty assistance and guidance, will be able to analyze data, develop a basic plan of care, safely and accurately implement selected basic nursing interventions, and evaluate the plan's effectiveness. Pre/co-requisites: 215, 225, 235. Fall [5]
246. Integration of Theoretical and Clinical Aspects of Nursing I.
This course is the second of a sequence of three clinical practice courses. It is designed to provide the student with the opportunity to integrate theory and practice the skills of assessment, patient care, and care planning in a clinical area for diverse client populations across the life span (newborn, pediatric, adolescent, adult, older adult, and child-bearing families). A variety of health care settings will be utilized for practice. At the end of the course, the student with moderate faculty assistance and guidance will be able to analyze data, develop a basic plan of care, safely and accurately implement selected nursing interventions, and evaluate the plan's effectiveness for physiologic and psychosocial health needs. Prerequisites: 215, 225, 235, 245, 255. Co-requisites: 216, 226, 236. Spring [4]
247a. Integration of Theoretical and Clinical Aspects of Nursing II.
This course is the final rotation of the second in the sequence of three clinical practice courses. This course is designed to provide the student with the opportunity to learn and practice the skills of assessment, patient care, and care planning in a clinical area for diverse client populations across the life span (newborn, pediatric, adolescent, adult, older adult, and child-bearing families). A variety of health care settings will be utilized for practice. At the end of the course, the student with moderate faculty assistance and guidance will be able to analyze data, develop a basic plan of care, safely and accurately implement selected nursing interventions, and evaluate the plan's effectiveness for physiologic and psychosocial health needs of the complex clients, their families, and the health needs of a community. Prerequisites: 215, 216, 225, 226, 235, 236, 245, 246, 255, 256; co-requisites: 217, 227, 237. Summer [2]
247b. Integration of Theoretical and Clinical Aspects of Nursing III.
This course is the third of a sequence of three clinical practice courses. This course is designed to provide the student with the opportunity to learn and practice the skills of assessment, patient care, and care planning in a clinical area for diverse client populations across the life span (newborn, pediatric, adolescent, adult, older adult, and child-bearing families). A variety of health care settings will be utilized for practice. At the end of the course, the student with minimum faculty assistance and guidance will be able to analyze data, develop a basic plan of care, safely and accurately implement selected nursing interventions, and evaluate the plan's effectiveness for physiologic and psychosocial health needs of the complex clients, their families, and the health needs of a community. Prerequisites: 215, 216, 225, 226, 235, 236, 245, 246, 255, 256, 247a; co-requisites: 217, 227, 237. Summer [2]
248. Basic Health Assessment.
This course is designed to provide the RN student the opportunity to learn and practice the skills of assessment in a classroom, laboratory setting, and then in a clinical area for a variety of client populations across the life span. The student's specialty population will be considered in the choice of health care setting utilized for practice. Limited to RN students. Fall [3]
249. Integration of Theoretical and Clinical Aspects of Nursing.
This course is an introduction to the scope and practice of family and community health nursing. It emphasizes, through didactic and community practice, the promotion and maintenance of the health of diverse populations across the lifespan. The epidemiological process and the nursing process serve as the organizing framework for didactic content and clinical interventions to support family and community health. Social, cultural, economic, environmental, and ethical issues related to specific populations will be explored. Limited to RN students. Prerequisites: 225, 248; co-requisites: 226, 227. Spring [3]
255. Basic Pharmacology.
This course presents an introduction to pharmacologic knowledge, the clinical indications for drug use as a treatment modality, and the role of the nurse in drug therapy. The course will present content on the prototype drug from major drug classifications that serve as a framework for continued self-study of new drug information. Emphasis will be on the drug classifications and their respective prototype drug(s) that are more commonly encountered in drug therapy. Fall [2]
256. Strategies for Improving Self-Care.
This course builds on the knowledge of the improvement process, motivation and teaching/learning theories. The course addresses the processes necessary to change individual self-care behaviors. The student applies concepts of change, motivation, learning, and continuous improvement, to selected case studies. Pre/corequisite: 235, 245 or RN Pre-specialty status or permission of instructor. Fall (RNs only). Spring [2]
257. The Nurse as Teacher and Facilitator of Learning.
This course expands on the RN students current knowledge and skills in patient education. The course addresses the professional nurse's role as a facilitator of learning for patients, families, and fellow nurses. The RN student applies concepts and processes, such as motivation, improvement process, change, and the teaching and learning process to his or her personal and professional nurse roles. Fall (RNs only), Spring [2]
305b(H). Advanced Health Assessment Applications for the Family & Acute Care Nurse Practitioner.
This course builds on knowledge of advanced health assessment, with a focus on clients commonly seen in the family practice setting. Advanced health assessment techniques are emphasized. Diverse types of approaches are used in expanding proficiency in conducting histories and physical examinations in laboratory and clinical settings. Communication techniques unique to the specialty population are emphasized. Systematic and organized health assessments that are sensitive to cultural and developmental needs are explored. Students are introduced to the dynamics of the managed health care environment. Experienced nurse practitioners serve as role models in clinical practice. Fall [1]
Specialist Nursing Courses and Electives
300. Theoretical Foundations of Advanced Nursing Practice.
This course prepares students to critique, evaluate and utilize theory within their nursing practice. The student applies a wide range of theories from nursing and related disciplines to develop a comprehensive and holistic approach to care. The focus is on mid-range theories with emphasis on integration of theory into advanced nursing practice. Fall [2]
301. Research Methods for Advanced Nursing Practice.
This course prepares students to critique, evaluate and use research within their nursing practice. Advanced nursing practice uses a wide range of empirical findings to provide quality health care, initiate change, and improve nursing practice. At the conclusion of the course, the student will be proficient at critiquing and evaluating research findings relevant to advanced nursing practice. Prerequisite: N300 or permission of the instructor. Spring [3]
302. Theory, Research, and Advanced Nursing Practice: Integration and Application.
This course provides a capstone experience, which requires integration of content from previous courses and experiences. Students will identify a clinical problem in their advanced practice nursing specialty, demonstrate an understanding of the research and theory related to this problem, critically analyze the problem and current knowledge, and develop strategies for problem resolution. Prerequisites: N300 and N301 Fall, Spring, Summer [2]
303. Health Care Delivery Systems.
This course provides the student with the understanding of how the business of health care affects the practice of health care. Students analyze and evaluate health care delivery systems. The relationships between various stakeholders including consumers, providers, payers, regulatory agencies, and policy makers and their effect on health care are described. The focus is on economic implications of health planning, organization of personnel and resources, the design of payment systems, and the outcome analysis of health care delivery, including the cost effectiveness of health care services. Fall, Spring, Summer on a rotating basis [2]
304. Transitions to the Advanced Practice Role.
This course builds upon previously acquired knowledge and experience of the professional nurse role. The course focuses on the interaction of the advanced practice nurse with the health care system, colleagues, and client system. Students develop a personal philosophy of practice that is consistent with professional practice standards. This course gives direction in managing careers and modifying clinical practice. Pre/co-requisites: Enrollment in a clinical practice course. Spring, Summer [1]
304b. Nurse-Midwifery Role Synthesis, Exploration, and Analysis.
Nurse midwives, as advanced practice nurses, are viewed as potential national and international leaders in health care and managers of clinical practices. Successful practice is based on understanding management principles and interpersonal, interdisciplinary and organizational relationships. This course provides opportunity to analyze and interpret organizational structures and the dynamics of NMW practice. Study of the "work" and financial management of NMW practices is provided through case study discussion. Students will complete a project to analyze management principles and interpersonal, interdisciplinary and organizational relationships identified in a business structure for practice, extrapolate components organizational behavior, and develop strategies to address practice realities, needs and/or dilemmas. The American College of Nurse-Midwives (ACNM) Core Competencies for Basic Midwifery Practice (including Hallmarks of Midwifery and Midwifery Management Process), Standards for Midwifery Practice, and Code of Ethics provide the base to analyze issues inherent in clinical practice. The course builds on information initially discussed in N304 Transitions to the Advanced Practice Role and N303 Health Care Delivery Systems. Prerequisites: Nurse-Midwifery Courses 305b, 309a, 327a, 330, 331, 333, 334, 335, 336, 337, 338 or permission of the Nurse-Midwifery program director. Co-requisite: N339 or permission of the Nurse-Midwifery program director. Fall [2]
304c. Teaching/Learning Methodology and Strategies.
This course is designed to provide theoretical and practical experiences in learning and teaching strategies. Students develop fundamental knowledge of instructional design, techniques of learning, and evaluation of teaching/learning process. Spring [1]
305a. Advanced Health Assessment and Clinical Reasoning.
Students differentiate abnormal from normal findings using advanced assessment techniques, interpret diagnostic study results, and use clinical reasoning to formulate diagnoses for culturally diverse individuals. Students interpret data and problem solve utilizing case studies and surrogate patients. Health promotion and disease prevention strategies are discussed. Prerequisite: Admission to specialty and graduate level standing. Fall [3]
305b(A). Advanced Health Assessment Applications for Acute Care Nurse Practitioners.
This course builds on knowledge of advanced health assessment with a focus on clients commonly seen in the acute care practice setting. Advanced health assessment skills include obtaining appropriate health histories and performing physical examinations on adult patients with complex problems, in a variety of acute and chronic healthcare settings, as well as participating in direct patient care. In addition, the course emphasizes proper documentation of data obtained from the history and physical exams and the development of appropriate differential diagnoses, problem lists, and therapeutic plans of care. Pre/co-requisite: 305a, graduate-level standing, admission to the specialty. Fall [1]
305b(B). Advanced Health Assessment Applications for the Adult Nurse Practitioner.
This course builds on a knowledge of advanced health assessment, with a focus on clients commonly seen in the adult practice setting. Advanced health assessment techniques are emphasized. Diverse approaches are used in expanding proficiency in conducting histories and physical examinations in clinical laboratory settings with adult clients. Communication techniques unique to the specialty population are emphasized. Systematic and organized health assessments that are sensitive to cultural and developmental needs of adults are explored. Students are introduced to the dynamics of the managed health care environment. Experienced adult nurse practitioners serve as role models in clinical practice. Pre/co-requisite: 305a, graduate level standing, admission to the specialty. Fall [1]
305b(C). Advanced Health Assessment Applications for the Family Nurse Practitioner.
This course builds on knowledge of advanced health assessment, with a focus on clients commonly seen in the family practice setting. Advanced health assessment techniques are emphasized. Diverse types of approaches are used in expanding proficiency in conducting histories and physical examinations in laboratory and clinical settings. Communication techniques unique to the specialty population are emphasized. Systematic and organized health assessments that are sensitive to cultural and developmental needs are explored. Students are introduced to the dynamics of the managed health care environment. Experienced family nurse practitioners serve as role models in clinical practice. Pre/co-requisite: 305a, graduate level standing, admission to the specialty. Fall [1]
305b(D). Advanced Health Assessment and Applications for Nurse-Midwifery.
This course builds on a knowledge of advanced health assessment with a focus on clients commonly seen in the nurse-midwifery practice setting. Techniques, including communication skills, used in assessment of the health status of women and the fetus are developed and refined in laboratory and clinical settings. Congruence of philosophical concepts among the profession, school, and the program is introduced. The American College of Nurse-Midwives (ACNM) Core Competencies for Basic Midwifery Practice (including Hallmarks of Midwifery and Midwifery Management Process), Standards for Midwifery Practice, and Code of Ethics provide the basis for clinical actions. Pre/co-requisite: 305a, graduate level standing, admission to the specialty. Fall [1]
305b(F). Advanced Health Assessment Applications for the Psychiatric-Mental Health Nurse Practitioner.
This course builds on knowledge of advanced health assessment with a focus on comorbid physical and psychiatric conditions commonly seen in psychiatric-mental health settings, with an emphasis on expanding proficiency in conducing histories and physical examinations. Systematic and organized health assessments related to identification of comorbidity and interrelationship of physical and psychiatric conditions and treatements are explored. Experienced PMH practitioners, psychiatrists and oher relate providers serve as role models in clinical practice. The course emphasizes the integration of health ass3ssment strategies that are sensitive to the psychosocial needs of mental health clients. Pre/co-requisite: 305a, graduate level standing, admission to the PMHNP specialty. Spring [1]
305b(G). Advanced Health Assessment Application.
Advanced techniques used in assessment of the health status of women are taught. Students in this course have the opportunity to enhance and refine their assessment and diagnostic skills in a laboratory setting. Diverse applications are used to expand proficiency in history taking and health assessment techniques specifically directed at the health care of women, to include antepartum surveillance. Pre/co-requisite: 305a, graduate level standing, admission to the specialty. Fall [1]
305c. Advanced Neonatal Health Assessment.
This course provides opportunities for students to develop the knowledge and skills needed to perform a comprehensive health and gestational age assessment. Data to collect when eliciting a health history, principles of performing a physical and gestational age assessment, diagnostic study interpretations, and examination techniques are stressed in the didactic portion of the course. Critical thinking is emphasized as the basis for synthesis of knowledge regarding the performance of a health histories, physical assessments, and identification of potential diagnostic tests for alterations in clinical findings. Emphasis is placed on the recognition of assessment findings that deviate from normal. A seven-week supervised clinical experience in the regular newborn nursery and neonatal intensive care unit provides students with opportunities to perform health histories, health assessments and gestational age assessments with both normal and preterm infants. Fall [3]
305d. Advanced Health Assessment in Family-Centered Pediatric Practice.
Students differentiate abnormal from normal findings using advanced assessment techniques, interpret diagnostic study results and use clinical reasoning to formulate diagnoses for culturally diverse pediatric patients. Synthesizing a systematic, organized, family-centered health assessment that is sensitive to growth and development needs is emphasized. Health promotion and disease prevention strategies are discussed. Pre/co-requisite: Graduate level standing, admission to specialty. Fall [2]
305e. Advanced Health Assessment Applications for the Pediatric Nurse Practitioner.
This course builds on knowledge of advanced health assessment with focus on clients commonly seen in the pediatric practice setting. Techniques, including communication skills, used to assess the health status of children and adolescents are enhanced and refined. Diverse clinical experiences are used to develop proficiency in history taking and health assessment techniques with infants, children, and adolescents within the context of family-centered care. Synthesizing a systematic and organized health assessment that is sensitive to growth and developmental needs and which will provide the most pertinent data with the least risk to the infant and child-adolescent is emphasized. Prerequisite: Graduate-level standing, and admission to the Pediatric Nurse Practitioner Program. Pre/co-requisites: 300, 305d, 308, 311, 312a. Fall [1]
305f. Advanced Health Assessment and Clinical Reasoning for the Acute Care Nurse Practitioner.
Students differentiate abnormal from normal findings using advanced assessment techniques, interpret diagnostic study results, and use clinical reasoning to formulate diagnoses for culturally diverse individuals. Students interpret data and problem solve utilizing case studies and surrogate patients. Health promotion and disease prevention strategies are discussed. Prerequisite: Admission to specialty and graduate level standing. Fall [3]
306a. Advanced Physiologic and Pathophysiologic Foundations of Acute Care.
This course provides in-depth discussion of complex physiologic and pathophysiologic processes related to the central, peripheral, and autonomic nervous systems; cardiovascular, respiratory, and renal systems; hematopoiesis, inflammation, immunity, microcirculation, neuromuscular synapse, skeletal and smooth muscle, and acid-base balance are discussed at biochemical, cellular, organ, system, and human organism levels. Hormonal regulation is integrated with various physiologic and pathophysiologic processes. Emphasis is on integration of concepts as a basis for understanding interrelationships among complex physiologic and pathophysiologic processes. Prerequisite: Courses in undergraduate level human anatomy and physiology. Fall [4]
306b. Reproductive Anatomy and Physiology.
Normal anatomy and physiologic processes of reproduction, including changes during the maternity cycle, are studied. Selected physiologic processes associated with healthy women across the lifespan, human genetics, development of the products of conception, the maternity cycle and the implications for client adaptations are examined. Prerequisite: Approval of the instructor. Fall [2]
306c. Developmental/Neonatal Physiology.
This course provides an in-depth examination of human genetics and embryologic development of the fetus. The mechanisms involved in cell division, gametogenesis, and inheritance patterns are addressed. The structural and functional development of fetal systems during critical periods are emphasized. Normal and abnormal fetal development and alterations in physiology are explored. Environmental factors that influence the structural and functional development of fetal systems are discussed. Clinical implications of alterations in structure and physiologic functioning are also addressed. The legal, ethical and financial implications of genetic therapy, in-vitro fertilization and long-term care of infants with genetic abnormalities are discussed. Prerequisite: Graduate level standing and admission to the NNP specialty level courses. Can be taken as a special student with permission of the instructor. Fall [3]
307. Advanced Pharmacotherapeutics.
This course is designed to provide students with the knowledge of pharmacokinetics, which will enable the student to safely and appropriately select pharmacologic agents for the management of common acute and chronic health problems of diverse populations. Specific content of the course covers representative drugs of a pharmacologic group, indications for use, drug selection, titration of dose, key adverse effects, and monitoring of therapy and alternative therapy. Pre/co-requisite: 305a. Fall, Spring, Summer [3]
307a. Primary Care Pharmacotherapeutics for Psychiatric-Mental Health Nurse Practitioners.
This course is designed to provide psychiatric-mental health nurse practitioner students with the knowledge of pharmacokinetics of primary-care pharmacologic agents used to manage common acute and chronic health problems of diverse populations of psych-mental clients. Specific content of the course covers representative drugs of a pharmacologic group, indications for use, drug selection, titration of dose, key adverse effects, and monitoring of therapy and alternative therapy. Special emphasis is placed on significant interactions between psychopharmacologic agents and common pharmacologic agents used in primary care. This course is NOT designed to provide psychiatric-mental health nurse practitioner students with a complete primary care pharmacology course. Pre/co-requisites: Graduate or Post graduate standing; 305, 308, 353. Summer [2]
307c. Advanced Pharmacotherapeutics for Acute Care Nurse Practitioners.
This course builds on knowledge of the basic principles of pharmacology to establish a knowledge base for clinical judgments in the pharmacologic management and evaluation for individual patients as related to the role of Acute Care Adult Nurse Practitioners. Drug interactions, incompatibilities, side effects, and contraindications are discussed. Appropriate patient education is integrated. Pre/co-requisite: 306a. Fall [3]
307d. Advanced Neonatal Pharmacotherapeutics.
This course provides students preparing for roles within the Neonatal Nurse Practitioner specialty with knowledge of the pharmocotherapeutics for common classifications of drugs used to care for neonates and infants. The physiologic action of selected prescription drugs, unexpected client responses and major untoward effects encountered in diseases of the neonates are discussed. Pharmacokinetic and pharmacodynamic principles, their clinical application and the use of pharmacologic agents in the prevention of illness and the restoration and maintenance of health are emphasized. Emphasis is placed on indications for correct drug choice, usual dose, routes of administration, pharmacological mechanisms in association with drug interactions, adverse effects; and contraindications for use are included. Discussions of clinical judgments in the management and evaluation of pharmacologic therapeutic agents for neonatal use are emphasized. Pre-requisite: Graduate level standing and admission to the NNP specialty. Can be taken as a special student with permission of the instructor. Spring [3]
307e. Advanced Pediatric Pharmacotherapeutics Seminar.
This course is designed to provide students with the knowledge of pharmacokinetics that will enable the student to safely and appropriately select pharmacologic agents (prescription and over the counter) for the management of common acute and chronic health problems of pediatric clients. Specific content of the course covers representative drugs of a pharmacologic group, indications for use, drug selection, titration of dose, key adverse effects, and monitoring of therapy and alternative therapy. Prerequisite: Graduate level standing, admission to the Pediatric Nurse Practitioners Program. Prerequisite: 305d, 305e, 312a; co-requisite: 312b. Spring [3]
308. Pathophysiologic Concepts.
This course builds on pre-acquired knowledge of normal human anatomy and physiology. Classic and current research findings form the basis for analysis of pathophysiologic processes and their effect on individual and multiple body systems. Students analyze the effect and progression of selected disease entities in diverse populations across the lifespan. The course provides a foundation for clinical assessment, diagnosis and management of clients experiencing alterations or risks of alterations in their health status. Pre/co-requisites: Courses in normal human anatomy and physiology. Fall [3]
309a. Advanced Practice Nursing in Primary Care of the Adult.
This course is designed to provide students with knowledge needed to assess and manage common acute and chronic health problems in the adult population. Multidimensional interventions are discussed (e.g., culturally and environmentally sensitive; health promoting). Pre/co-requisite: 305a. Fall, Spring [3]
309b. Advanced Practice Nursing in Primary Care of the Child.
This course presents knowledge necessary for the practice of primary health care of children. Course content includes the principles of health promotion, disease prevention and assessment, and management of common primary health care problems in diverse pediatric populations. Emphasis is placed on developmental needs and the pathophysiologic processes underlying certain conditions. The impact of the family on the health of the child is explored. Students are introduced to the dynamics of the managed care environment. Co-requisite: 305a. Fall [2]
309c. Advanced Practice Nursing in Primary Care of the Adolescent.
This didactic course presents knowledge that is necessary for the practice of primary health care nursing of adolescents. Course content includes the principles of health promotion, disease prevention and assessment, and management of common primary health care problems in diverse adolescent populations. Emphasis is placed on developmental needs and the pathophysiologic processes underlying certain conditions. The impact of the family on the health of the adolescent is explored. Students are introduced to the dynamics of the managed care environment. Co-requisite: 305a. Fall, Spring [1]
309d. Advanced Practice Nursing in Primary Care of the Elderly.
In this didactic course, knowledge is presented that is necessary for the practice of primary health care nursing of the elderly. Course content includes the principles of health promotion, disease prevention and assessment, and management of common primary health care problems in diverse elderly populations. Emphasis is placed on developmental needs and the pathophysiologic processes underlying certain conditions. The impact of the family on the health of the elderly is explored. Students are introduced to the dynamics of the managed care environment. Prerequisite: 305a. Fall, Spring [1]
311. Theoretical Foundations of Pediatric Advanced Nursing Practice.
This course focuses on the theoretical basis for pediatric advanced nursing practice emphasizing the development of the child and adolescent as an individual within the context of family and society. Using a family-centered approach, this course considers factors, techniques and research which facilitate or interfere with healthy development. Emphasis is placed on developing strategies for providing appropriate anticipatory guidance, health promotion, and disease prevention interventions within the life course. Pre/co-requisite: Admission to PNP specialty or permission of course coordinator. Fall [2]
312a. Advanced Practice Nursing in Pediatric Primary Care-Part I.
This is the first course in a two-part pediatric primary care didactic course sequence. Information is presented that is necessary for the practice of primary health care nursing of children and adolescents. Course content includes information related to the principles of health promotion, disease prevention, and assessment and management of common primary health care problems in children and adolescents by pediatric nurse practitioners. Content is presented within a family-centered and developmental perspective and includes content related to advanced pathophysiology, research, psychosocial factors, and ethical considerations. Prerequisite: Graduate level standing, admission to the Pediatric Nurse Practitioner Program; co-requisites: 305d, 305e, 308. Fall [3]
312b. Advanced Practice Nursing in Pediatric Primary Care-Part II.
In this second part of the pediatric primary care didactic course sequence, information is presented that is necessary for the practice of primary health care nursing of children and adolescents. Course content builds upon the information presented in Part I related to the principles of health promotion, disease prevention, and assessment and management of common primary health care problems in children and adolescents. Using a family-centered and developmental perspective, related advanced pathophysiology, research, psychosocial factors, and ethical considerations are explored. Prerequisites: 305d/e, 307e, 308, 312a; co-requisites: 307e, 314a. Spring [3]
312c. Advanced Practice Nursing in Pediatric Acute Care-Part I.
In this first part of the pediatric acute care didactic course sequence, information is presented that is necessary for the practice and management of acutely ill, critically ill, and chronically ill children and adolescents. Course content relates to the principles of assessment and management of common health care problems in children and adolescents. A portion of the course includes information necessary for PNP's to care for pediatric clients with special needs and their families. Using a family-centered and developmental perspective, related advanced pathophysiology, research, psychosocial factors, and ethical considerations are explored. Prerequisites: 305d/e, 308, 312a; co-requisites: 307e, 314c. Spring [3]
312d. Advanced Practice Nursing in Pediatric Acute Care-Part II.
In this second part of the pediatric acute care didactic course sequence, information is presented that is necessary for the practice of illness management of children and adolescents. Course content builds upon the information presented in Part I related to the principles of assessment and management of common health care problems in acutely ill, critically ill, and chronically ill children and adolescents. A portion of the course includes information necessary for PNP's to care for pediatric clients with special needs and their families. Using a family-centered and developmental perspective, related advanced pathophysiology, research, psychosocial factors, and ethical considerations are explored. Prerequisites: 305d/c, 308, 312a/c Summer [3]
313. Current Issues in the Delivery of Advanced Pediatric Care.
The focus of this course is on the pediatric nurse practitioner role in developing, implementing, and evaluating comprehensive care with pediatric clients. Applications of effective strategies with selected families and populations are emphasized. The course provides an opportunity for synthesis of knowledge and skills, including management and communication strategies, health policies and trends, appropriate theories, and ethical principles. Prerequisites: 305d/e, 307, 308, 311, 312a/b or 312c/d, 314a; co-requisite: 314b. Summer [3]
314a. Practicum in Primary Health Care of Children.
This course is a precepted clinical practicum focusing on pediatric health care in the primary care setting with an emphasis on health promotion, management of common health problems, and client education. A developmental approach is used in assessing the child and adolescent and formulating the treatment plan. Nursing strategies to educate and assist children and families in adaptation to special health needs will be discussed and implemented. Learners also participate in clinical conferences where various pathophysiological and psychological processes encountered with the child and his/her family will be discussed. The role of the nurse practitioner as a primary health care provider in a variety of pediatric settings is examined. Learners explore relevant resources/research related to pediatric health care and apply findings to the care of clients. Prerequisites: 305d/e, 307e, 311, 312a; co-requisites: 312b. Spring [4]
314b. Advanced Pediatric Primary Care Preceptorship.
The focus of this clinical practicum is on implementation of the pediatric nurse practitioner role in delivering primary care to pediatric clients. The preceptorship provides a broad practice experience which allows for synthesis of knowledge and skills acquired in prerequisite and co-requisite coursework. Emphasis is on providing comprehensive care to pediatric clients and families across a variety of practice settings in collaboration with other health professionals. At least 240 of the total clinical hours will be in primary care settings. Clinical seminars will focus on professional role issues for pediatric nurse practitioners and case presentations. Prerequisites: 305d/e, 307e, 308, 311, 312a/b, 314a, RN licensure; co-requisite: 313. Summer [5]
314c. Practicum in Acute Health Care of Children.
This course is a precepted clinical practicum focusing on child health care with two foci: 1) an emphasis on management of pediatric acute conditions, and client education; and 2) an emphasis on the management of special health needs in children. A developmental approach is used in assessing the child and formulating the treatment plan. Learners will participate in a precepted clinical rotation in a pediatric health care setting which provides the opportunity for health assessment of the child and the formulation of a comprehensive plan of care. Clinical experiences will also provide students with the opportunity for health assessment and formulation of a comprehensive plan of care for children with special health needs. Nursing strategies to educate and assist children and families in adaptation to special health needs will be discussed and implemented. Learners will also participate in clinical conferences where various pathophysiological and psychological processes encountered with the child and his/her family will be discussed. The role of the nurse practitioner as an acute health care provider in a variety of acute pediatric settings will be examined. Learners will explore relevant resources/research related to child health care and apply findings to the care of clients. Prerequisites: 305d/e, 307e, 311, 312a/c, 314a, RN licensure; co-requisite: 313. Spring [4]
314d. Advanced Pediatric Acute Care Preceptorship.
This course is a continuation of the precepted clinical practicum focusing on child health care with two foci: 1) an emphasis on management of pediatric acute conditions, and client education; and 2) an emphasis on the management of special health needs in children. A developmental approach is used in assessing the child and formulating the treatment plan. Learners will participate in a precepted clinical rotation in a pediatric health care setting which provides the opportunity for health assessment of the child and the formulation of a comprehensive plan of care. Clinical experiences will also provide students with the opportunity for health assessment and formulation of a comprehensive plan of care for children with special health needs. Nursing strategies to educate and assist children and families in adaptation to special health needs will be discussed and implemented. Learners will also participate in clinical conferences where various pathophysiological and psychological processes encountered with the child and his/her family will be discussed. The role of the nurse practitioner as an acute health care provider in a variety of acute pediatric settings will be examined. Learners will explore relevant resources/research related to child health care and apply findings to the care of clients. Prerequisites: 305d/e, 307e, 311, 312a/c, 314a, RN licensure. Summer [5]
315. Essential Components of Neonatal Intensive Care Nursing and Introduction to Advanced Practice Neonatal Nursing Skills.
This course provides students with an introduction to the advanced practice skills commonly performed by neonatal nurse practitioners. A step-by-step practical approach is taken to describe the procedures. Students demonstrate an understanding of essential intensive care nursery concepts, skill, and equipment necessary for completing direct bedside assessment and care of neonates in a safe manner. The theoretical basis, indications and complications for these skills are emphasized. Students have the opportunity to practice the skills presented in the course under the supervision of experienced Advanced Practice Neonatal Nurses. Students become NRP Certified as a part of this course. The differentiation between normal and abnormal lab values is also emphasized. Prerequisites: 305c, 306c, 316, co-requisites: 307d, 317a/b. Spring [3]
316. Theoretical Foundations of Neonatal Care.
This course focuses on the theory and research related to the health status and care of neonates and infants. Emphasis is placed on theories of attachment, infant growth and development. This course is designed to help students in the use of critical thinking to foster health promotion, primary prevention of illness, and health maintenance. Growth and developmental issues, sleep/wake cycles, crying, newborn laboratory screening, feeding, immunizations, safety, infant behavior and common parental concerns are addressed. Normal variations and minor disruptions in aspects of newborn and infant health are emphasized. Knowledge synthesized from this course provides an essential working foundation for future neonatal/infant course work. Clinical practice in the role of the NNP related to infant outcomes and ethical dilemmas is discussed. Co-requisite: 306c Fall [2]
317a. Neonatal Pathophysiology and Management I.
This is the first of two sequential courses in which students examine the pathophysiology and management of ill neonates/infants and their families. Theory and research form the basis for discussions of clinical assessment and restorative care. This course emphasizes the role of the advanced practice nurse in the care of high-risk neonates/infants. Perinatal risk factors associated with variations in neonatal health and functioning are also examined. Prerequisites: Graduate level standing and admission to the NNP specialty level courses; co-requisites: 305c, 306c, 316 Fall [3]
317b. Neonatal Pathophysiology and Management II.
This is the second of two sequential courses in which students examine the pathophysiology and management of ill neonates/infants and their families. Theory and research form the basis for discussions of clinical assessment and restorative care. This course continues to emphasize the role of the advanced practice nurse in the care of high-risk neonates/infants. Integration of previous knowledge of embryology, physiology, pathophysiology, interpretation of lab data, radiologic findings and collaboration with other health professionals is emphasized. Prerequisites: 305c, 306c, 316, 317a; co-requisite: 315. Spring [3]
318. Neonatal Practicum.
Clinical practicum and seminars provide opportunities for developing advanced skills in the nursing care of critically ill and recovering neonatal clients. Experiences in facilitating and evaluating continuity of care across several settings are a major thrust. Students work collaboratively with NNPs on unit-based research projects as part of the practicum. Advanced practice nursing roles and expert skills are critically examined in clinical and individual conferences. RN licensure is required prior to beginning clinical hours. Pre-requisites: 305c, 306c, 315, 316, 317a/b. Spring [3]
319. Neonatal Preceptorship.
Students synthesize theory, knowledge, and skills from previous courses within the neonatal nurse practitioner scope of practice. Clinical preceptorships provide students with opportunities to further develop expertise relevant to the assessment and management of groups of neonates. Prerequisites: 305, 306c, 315, 316, 317a/b, 318; all core courses, RN licensure. Summer [6]
320a. Principles of Older Adult Health I: Health Care Management of the Aged.
Students examine selected age-related changes, disease processes and co-morbidity. Pathophysiology, clinical presentations, interventions, and outcomes are identified. Principles of health promotion and prevention and rehabilitation are included. Gerontological theories are critiqued. The role of the Gerontology Nurse Practitioner (GNP) as a provider for older adults is delineated. Pre/co-requisites: 305a/b, 307a, 309a/c/d. Spring [2]
320b. Principles of Older Adult Health II.
Psychological theories of aging are critiqued. Students examine selected age-related transitions in cognitive developmental and social role and support. Pathophysiology, clinical presentations, interventions, and outcomes are identified. Legal, ethical, economical, social, and policy issues impacting older adults and their care are examined. Pre/co-requisites: 305a/b, 307a, 309a/d, 320a. Summer [2]
321. Practicum in Older Adult Health.
Students apply the roles and functions of the gerontology nurse practitioner (GNP) in a variety of settings. Students apply selected gerontologic and nursing theories in their care. Knowledge of health, disease processes, and principles of rehabilitation are used in assessing older adults, families, and caregivers. Students develop a comprehensive plan of care. Cultural, social, legal, ethical and policy issues are considered. Students complete their practicum with a nurse practitioner or physician. Pre/co-requisites: 305a/b, 307a, 309a/d, 320, 321, 363b. Summer [3]
322a. Principles of Cardiovascular Health I.
This course provides students with the clinical knowledge to effectively care for individuals with or at risk for developing cardiovascular disease. The focus is on risk appraisal, including assessment and primary care management of cardiovascular disease. Specific focus is given to the main risk factors associated with the development of cardiovascular disease--hypertension, diabetes, high cholesterol, smoking, and obesity. Management of these co-morbid conditions is presented. Nursing interventions to reduce risk, such as screening, health promotion and case management, as well as collaboration within the interdisciplinary health team are critically analyzed. Pre/co-requisites: 305a/b, 308, 309a, 363. Spring [2]
322b. Principles of Cardiovascular Health II.
This course continues to build upon the knowledge gained in N322a or N340a. The course provides students with the clinical knowledge to effectively care for individuals with or at risk for developing cardiovascular disease. The focus is on management of cardiovascular diseases. This course builds upon knowledge of the main risk factors associated with the development of cardiovascular disease and presents the pathophysiology and clinical management of complex cardiovascular conditions. Case management as well as collaboration within the interdisciplinary health team is incorporated. Student integrates the role of the advanced practice nurse and pathophysiological concepts related to cardiovascular diseases. Pre-requisities: N305a and b, N307, N322a, N363b, N308, N309a, or N340a and b, or permission of the course coordinator. Summer [2]
323. Practicum in Cardiovascular Health.
This clinical practicum provides the student with the opportunity to implement the role of the adult nurse practitioner independently while under the supervision of other health care professionals. Students are responsible for providing primary care to individuals with or at risk for developing cardiovascular disease, as well as co-morbid illnesses. Students are responsible for assessment, diagnosis, and therapeutic interventions, including health promotion and disease prevention. Pre/co-requisites: 305a/b, 307, 309a, 322a/b, 363b. Spring & Summer [3]
324. Advanced Illness/Palliative Care for Nurse Practitioners.
This course is designed to provide advanced practice nurses with the knowledge, skills, and attitudes important to providing care for clients and family members living with advanced illness. Paradigms are explored which link traditional models of both palliative and hospice care to the broader and deeper context of advanced illness in all developmental stages of life and living. The course emphasizes the importance of a holistic perspective and an understanding of the client and family as individuals with diverse spiritual and cultural needs and expectations. Learning activities assist students to identify and recognize their own feelings, needs, and issues regarding chronic care, acute care, advanced care, and issues pertaining to death and dying so that they can effectively serve the multicultural needs of clients and families in a variety of advanced illness contexts. Content includes societal, physical, psychological, ethical, and spiritual aspects of living and dying. Other concepts of critical significance in the course include those related to symptom assessment, control, and management; decision making; communication; grief, loss, and bereavement. Pre/co-requisites: 305a/b, 307a, 308, 309a. Spring, Summer [Variable credit 2-3]
325a. Palliative Care I: Advanced Illness and Palliative Care.
This is the first of two courses in the palliative care focus and is designed to provide advanced practice nurses with the knowledge, skills, and attitudes important to providing care for clients and family members living with advanced illness. Paradigms are explored which link traditional models of both palliative and hospice care to the broader and deeper context of advanced illness in all developmental stages of life and living. The course emphasizes the importance of a holistic perspective and an understanding of the client and family as individuals with diverse spiritual and cultural needs and expectations. Learning activities assist students to identify and recognize their own feelings, needs, and issues regarding chronic care, acute care, advanced care, and issues pertaining to death and dying so that they can effectively serve the multicultural needs of clients and families in a variety of advanced illness and palliative care contexts. Content includes societal, physical, psychological, ethical, and spiritual aspects of living and dying. Other concepts of critical significance in the course include those related to symptom assessment, control, and management; ethical decision making; and therapeutic communication. Pre/Co-requisites: 305a/b, 307a, 308, 309a, 325c. Spring [2]
325b. Palliative Care II: Multidisciplinary Aspects of Loss, Grief, Death and Bereavement.
This is the second of two didactic courses in the palliative care focus within the Adult Nurse Practitioner Specialty and presents selected theory and practice components of loss, grief, death and bereavement. The course is designed to develop the knowledge and skills necessary for therapeutic and compassionate interactions with those facing advanced illness and death and builds upon the practicum experience taken in the Spring semester. The student will apply a wide range of ideas, beliefs, and understandings from multiple disciplines to end-of-life patient care scenarios. Learning activities will assist the students to critically recognize their own feelings, learning needs, and biases regarding end of life care so that they can effectively serve the needs of clients and families in the palliative care trajectory. Pre/Co-requisites: 305a/b, 307a, 308, 309a, 309d, 325a, 363b. Summer [2]
325c. Practicum in Palliative Care.
This clinical practicum provides the student with the opportunity to implement the role of the adult nurse practitioner independently while under the supervision of other health care professionals in a palliative care or related practice. Students are responsible for providing holistic care to individuals with palliative (and associated primary) care needs. Students are responsible for assessment, diagnosis, planning care interventions, and evaluating outcomes of care. Pre/Co-requisites: 305a/b, 307a, 309a, 325a/b. Spring, Summer [3]
326. Women's Health Issues.
In this course, students examine major historical, political and cultural influences on the health and health care of women in the United States. Students develop a woman-centered holistic approach to care, which is the central concept in their women's health nursing practice. Pre/co-requisite: None. Summer [1]
327a. Women's Health for Advanced Practice Nursing I.
Consistent with the emerging definitions of women's health and women's health practice, this course examines a full range of health issues unique to women. Women's health specialization includes prevention, the societal and political determinants of health, patient education, and reconceptualization of women's relationships with healthcare providers. Health assessment and maintenance as well as disease identification and treatment will be presented on a wellness to illness continuum. Students utilize current research in women's health and identify potential research opportunities. Pre/co-requisite: 305a. Fall [3]
327b. Women's Health for Advanced Practice Nursing II.
Building on prior knowledge of women's health, students begin to critically examine and evaluate concepts and research related to pregnancy and childbearing. This course focuses on advanced practice nursing knowledge necessary for the comprehensive assessment and case management of the childbearing family. Concepts include prevention, the societal and political determinants of health, patient education and reconceptualization of women's relationships with health care providers. Pre/co-requisite: 308, 327a. Fall [3]
328. Practicum in Women's Health.
In this practicum, students apply advanced knowledge of normal physiology, pathophysiology, and psychosocial concepts to nursing care of women across the lifespan. This practicum includes specific components of advanced nursing practice from self-directed clinical experience with expert professional nurse/physician preceptors in a variety of settings. Pre/co-requisites: 305a/b, 307a, 309a, 327a/b. Spring [3]
329. Preceptorship in Women's Health.
In the final preceptorship, students are given the opportunity to integrate knowledge and refine advanced practice skills by functioning in the women's health nurse practitioner role. The focus is on the synthesis of theory, knowledge, and skills from previous courses for the women's health nurse practitioner scope of practice. Pre/co-requisites: 328, all core courses, RN Licensure. Summer [6]
330. Antepartal Care for Nurse-Midwifery.
This course provides the theoretical basis of individualized family-centered management of pregnancy for women of diverse cultural and socioeconomic backgrounds. Pregnancy is viewed as a normal physiologic and developmental process that affects and is affected by a variety of factors, including psychosocial, epidemiologic, legal and ethical issues. Strategies are presented for health promotion and disease prevention, including preconception and prenatal screening, health education, empowerment of women, and collaboration with other health care providers. Selected complications of pregnancy are addressed, and appropriate applications of technology, pharmacologic, nonpharmacologic, and common complementary and alternative therapies are considered. A variety of evidence supporting management decisions is critically examined, including published research, standards of care, and risk management principles. The American College of Nurse-Midwives (ACNM) Philosophy, Code of Ethics, ACNM Core Competencies for Basic Midwifery Practice (including Hallmarks of Midwifery and Midwifery Management Process), and the Standards for Midwifery Practice provide the framework of the course. Pre/co-requisites: 306b, 327a. Spring [3]
331. Nurse-Midwifery Practicum I.
Students apply advanced knowledge of normal physiology, pathophysiology and psychosocial concepts to nurse-midwifery care of women from peri-menarche through post-menopause. Students apply specific components of the American College of Nurse-Midwives (ACNM) Philosophy, Core Competencies for Basic Midwifery Practice (including the Hallmarks of Midwifery and Midwifery Management Process), Standards for the Practice of Midwifery, and the Code of Ethics to women from peri-menarche through post-menopause including primary care, preconception, antepartal, and interconceptional periods. Clinical experience is under the supervision of nurse-midwifery, nurse practitioner, or physician preceptors in a variety of settings. Students have the opportunity to identify and discuss risk management and ethical issues inherent in clinical practice. Pre/co-requisites: 305a/b, 307a, 327a; co-requisite: 330. Spring [3]
333. The Evolution of Midwifery in America.
This course surveys the historical and social literature of midwifery nursing and medicine in the context of the care of women and infants. Development of midwifery and the professional organization are analyzed and interpreted. Development of the midwife and nurse-midwife are examined in relation to societal, economic, and political issues involved in health care systems from the 18th century to present. Dynamics that affect the medical and midwifery models of care will be discussed to provide critical understanding of women's health care in America. Prerequisite: none. Fall [2]
334. Skills for Nurse-Midwifery.
This course provides nurse-midwifery students with clinical experiences needed to develop skills necessary during uncomplicated birth and specific complicated or emergency situations in the intrapartum and postpartum periods. Prerequisite: 330. Summer [1]
335. Practicum in Intrapartum/Postpartum Nurse-Midwifery Care.
Students will integrate theories and research findings into the management of the care of women during the intrapartum and postpartum periods. Students have the opportunity to apply components of the American College of Nurse-Midwives (ACNM) Core Competencies for Basic Midwifery Practice (including the Hallmarks of Midwifery and Midwifery Management Process), Standards for the Practice of Midwifery, and the Code of Ethics in the management of labor, birth, and the peurperium. Clinical objectives are achieved in a variety of settings under the preceptorship of experienced certified nurse-midwives and physicians. Prerequisites: 305a/b, 306b, 307a, RN licensure; pre/co-requisite: 336. Summer [3]
336. Intrapartum/Postpartum Care for Nurse-Midwifery.
This course examines the theoretical basis of intrapartum and postpartum nurse-midwifery management. Multidisciplinary theories, concepts, and research are synthesized to develop safe management plans that are culturally and ethically appropriate and applicable to the physical, emotional, and educational needs of the childbearing woman and her family. Nurse-midwifery management recognizes pregnancy and birth as a normal physiologic and developmental process. Management includes non-intervention in the absence of complications as well as selected intrapartum and postpartum complications and emergencies. A variety of evidence supporting management decisions is critically examined including published research, standards of care, and risk management principles. The American College of Nurse-Midwives (ACNM) philosophy, Code of Ethics, ACNM Core Competencies for Basic Midwifery Practice (including Hallmarks of Midwifery and Midwifery Management Process), and the Standards for Midwifery Practice provide the framework of the course. Prerequisites: 305a/b, 306b, 307a. Summer [4]
337. Practicum in Neonatal Nurse-Midwifery Care.
This course is designed to apply the nurse-midwifery management process, analyzing and incorporating evidence- based research findings into care. Newborn assessment, methods of screening for abnormalities, supporting healthy adaptation to extrauterine life, and facilitating the healthy parental-newborn family relationships are applied. Under the guidance of experienced nurse-midwife and physician preceptors, students may have the opportunity to collaboratively manage newborns with common deviations from normal. Clinical objectives are achieved in a variety of settings, under the preceptorship of certified nurse-midwives, advanced practice nurses and physicians. The American College of Nurse-Midwives (ACNM) Core Competencies for Basic Midwifery Practice (including Hallmarks of Midwifery and Midwifery Management Process), Standards of Midwifery Practice and code of Ethics provide the basis for clinical action. Prerequisites: 305a/b, 307a, RN licensure. Co-requisite: 338. Summer [1]
338. Neonatal Nurse-Midwifery Care.
This course examines theory and research related to nurse-midwifery management of the normal newborn and strategies for facilitating healthy physiological adaptation and parental-family-newborn relationships. Methods of screening for and collaborative management of common abnormalities are discussed. The American College of Nurse-Midwives (ACNM) Core Competencies for Basic Midwifery Practice (including Hallmarks of Midwifery and Midwifery Management Process), Standards of Midwifery Practice and Code of Ethics provide the framework for the course. Prerequisite: 305a, 306b, 307a, 331. Co-requisite: 327a, 330, 335, 336. Summer [1]
339. Advanced Clinical Integration Experience for Nurse-Midwifery.
The final nurse-midwifery practicum allows the student to practice full scope nurse-midwifery under the supervision of experienced Certified Nurse-Midwife preceptors, managing women's health care from perimenarche through the postmenopausal periods and newborn health care from birth through the first month of life. Full scope nurse-midwifery care includes the areas of gynecology, family planning, preconception, antepartum, intrapartum, postpartum, newborn, breastfeeding support, common health problems in the pregnant and nonpregnant woman, and the peri and post menopause periods. Students immerse themselves in the clinical practice to which they are assigned and reside in the community in which it is located, providing for continuity of care. Practice is in collaboration with the client and other health care providers, consulting and referring according to the nurse-midwifery management process. Academic faculty are closely involved with the selection of appropriate clinical sites and ongoing advisement and evaluation of the student during the practicum. A written comprehensive exam is taken after the practicum is completed. By the end of the course, the graduate is prepared to assume the role of the beginning professional nurse-midwife and to sit for the American College of Nurse-Midwives (ACNM) Accreditation Council certification examination. The ACNM Philosophy, Code of Ethics, and Core Competencies for Basic Midwifery Practice (including Hallmarks of Midwifery and Midwifery Management Process), and the Standards for Midwifery Practice provide the framework of the course. Prerequisites: 327a, 330, 331, 334, 335, 336, 337, 338. Fall [5]
340a. Pathophysiology and Collaborative Management in Acute Care I.
This course explores, at an advanced level, pathophysiology, assessment, diagnosis, and collaborative management of adults with selected episodic/chronic health problems in acute/critical care, including pulmonary and cardiovascular disorders. Each student demonstrates the ability to analyze, integrate, and synthesize pathophysiologic concepts and current research findings for collaborative management of adult health problems. Pre/co-requisites: 305a/b, 306a. Fall [3]
340b. Pathophysiology and Collaborative Management in Acute Care II.
This course explores, at an advanced level, the pathophysiology, assessment , diagnosis, and collaborative management of adults with selected episodic/chronic health problems in acute/critical care, including oncology and renal and fluid and electrolyte disorders. Each student demonstrates the ability to analyze, integrate, and synthesize pathophysiologic concepts and current research findings for collaborative management of adult health problems. Prerequisite: 340a. Spring [3]
340c. Pathophysiology and Collaborative Management in Acute Care III.
This course explores, at an advanced level, the pathophysiology, assessment, diagnosis, and collaborative management of adults with selected episodic/chronic health problems in acute/critical care, including hematologic, hepatic, endocrine, and gastrointestinal disorders as well as psychosocial needs. Each student demonstrates his or her ability to analyze, integrate, and synthesize pathophysiologic concepts for collaborative management of adult health problems. The course goals are met through didactic content and case study analyses. Prerequisites: 340b. Summer [2]
341. Theoretical Foundation of Oncology Nursing.
This course consists of didactic content related to the care of adult patients with neoplastic disorders. The course focuses on primary and secondary prevention, pathophysiologic processes underlying carcinogenesis, treatment modalities, symptom management, and home care for terminal patients. This course enables the student to explore the roles of an Advanced Practice Nurse caring for patients who have cancer or are at high risk for developing cancer. Pre/co-requisite: None. Spring [3]
342a. Acute Care Nurse Practitioner Practicum.
This course is designed to provide clinical experience in development and application of the roles of the acute care nurse practitioner. The students apply and evaluate nursing theory and pathophysiologic and psychosocial concepts in planning and delivery of care in clinical settings. The student practices in clinical settings for a total of 280 hours. Clinical conferences are held weekly and focus on pathophysiology, diagnoses, and therapeutic management related to episodic/chronic problems in acute/critical care in the adult population. Prerequisites: 305a/b, 306a, 307c, 340a; co-requisite: 340b. Spring [4]
342b. Practicum in Acute Care Nursing.
N342b is designed to provide clinical experience in development and application of the roles of the acute care adult nurse practitioner. The clinical setting will be used for application and evaluation of nursing theory and pathophysiologic and psychosocial concepts in planning and developing care in the clinical setting. The student will practice in clinical settings for a total of 140 hours. Clinical conferences will be held weekly and will focus on pathophysiology, diagnoses, and therapeutic management related to episodic/chronic problems in acute/critical care in the adult population. Prerequsites: N304a & b, N306, N307c. Pre or Co-requisite is N340a. Summer [2]
343. Acute Care Nurse Practitioner Preceptorship.
This course is the final clinical preceptorship, and it is designed to provide clinical experience in and application and integration of the roles of the acute care nurse practitioner. The students apply, synthesize, and evaluate nursing theory and pathophysiologic and psychosocial concepts in planning and delivery of care in clinical settings. The students practice in clinical settings for a total of 280 hours. Clinical conference is held every week and focuses on pathophysiology, diagnoses, and therapeutic management related to episodic/chronic problems in acute/critical care in the adult population. Pre/co-requisites: 301, 305a/b, 306a, 340a/b/c, 342, all core courses, RN licensure. Summer [4]
343b. Acute Care Nurse Practitioner Preceptorship.
This course is the final acute care nurse practitioner clinical preceptorship, and is designed to provide clinical experience, application and integration of the roles of the acute care nurse practitioner for students in the dual FNP/ACNP-Emergency Care program. The clinical setting will be used for application, synthesis, and evaluation of nursing theory, pathophysiologic and psychosocial concepts. The student will practice in clinical settings for a total of 280 hours, and will focus on working with complex patients. Clinical conference will be held every week and will focus on pathophysiology, diagnoses, and therapeutic management related to episodic/chronic problems in adult acute/critical care. Summer [4]
344. Special Topics in Orthopedics.
This course explores the pathophysiology, assessment, diagnosis, and collaborative management of adults with selected episodic/chronic or critical orthopedic health problems. The course goals are met through didactic content and case study analyses. Each student demonstrates his or her ability to analyze, integrate, and synthesize pathophysiologic concepts for collaborative management of adult orthopedic problems. Prerequisites: 305a/b. Spring [2]
345. Introduction to Transplantation.
This elective course consists of didactic content related to the care of adults undergoing transplantation with emphasis on immunology, immunosuppression, criteria for transplantation, as well as complications related to transplantation and immunosuppression. An overview of transplantation of the heart, lung, liver, kidney, pancreas, and bone marrow is presented. Ethical, psychosocial, and donor selection/management issues are discussed. Spring [2]
346a. Basic Dysrhythmias Recognition.
This course is designed to provide the student with the tools to interpret basic cardiac dysrhythmias. Focus is on disturbances in the rhythm, such as sinus, atrial, junctional, ventricular, AV blocks, and unusual complexes. Major focus is on recognition of the signs and symptoms of each rhythm disturbance and the collaborative clinical management of each. Health care teaching is included. This course is foundational to interpretation of advanced dysrhythmias and 12-Lead ECG readings. Prerequisite: None. Spring, Summer [1]
346b. 12-Lead Electrocardiogram Interpretation.
This course is designed to provide the student with a systematic format to assess alterations in the cardiac electrical conduction system. Focus is on the 12-Lead ECG changes in order to provide the student with knowledge to interpret the changes, to correlate nursing assessment findings, to anticipate complications, and to collaborate in the management of each patient situation. Pre-requisites: N346a or permission of instructor. Fall, Spring, Summer [1]
347a. Pathophysiology and Collaborative Management in Acute Care for Clinical Management I..
This course explores, at an advanced level, pathophysiology, assessment, diagnosis, and collaborative manadement of adults with selected episodic/chronic health problems I acute/critical care including pulmonary and cardiovascular disorders. Each stuent demonstrates in writing his or her ability to analyze, integrate, and synthesize pathophysiological conceptsand current research findings for collaborative management of acute health problems. Prerequisite: 305a and b for the clinical management acute care track. Summer [3]
347b. Pathophysiology and Collaborative Management in Acute Care for Clinical Management II.
This course explores, at an advanced level, pathophysiology, assessment, diagnosis, and collaborative manadement of adults with selected episodic/chronic health problems I acute/critical care including pulmonary and cardiovascular disorders. Each stuent demonstrates in writing his or her ability to analyze, integrate, and synthesize pathophysiological conceptsand current research findings for collaborative management of acute health problems. Prerequisite: 305a and b, 347a for the clinical management acute care track. Summer [3]
347c. Pathophysiology and Collaborative Management in Pediatrics for Clinical Management II.
This course explores, at an advanced level, pathophysiology, assessment, diagnosis, and collaborative management of children with selected episodic/chronic health problems in acute/critical care, including pulmonary and cardiovascular disorders. Each student demonstrates in writing his or her ability to analyze, integrate, and synthesize pathophysiologic concepts and current research findings for collaborative management of adult health problems. Pre/corequisite: 305d, 305e for the Clinical Management track, 306a. Spring [3]
347d. Pathophysiology and Collaborative Management in Pediatrics for Clinical Management II..
This course explores, at an advanced level, pathophysiology, assessment, diagnosis, and collaborative management of children with selected episodic/chronic health problems in acute/critical care including pulmonary and cardiovascular disorders. Each student demonstrates in writing his or her ability to analyze, integrate, and synthesize pathophysiologic concepts and current research findings for collaborative management of acute health problems. Pre/corequisite: 305d, 305e for the Clinical Management track, 347c. Summer [3]
348. Conceptual Foundations of Nephrology for Adult Acute Care Nurse Practitioners.
This elective course consists of didactic content related to the care of adults with renal diseases, with emphasis on pathophysiology, assessment, diagnosis, and management of patients with acute and chronic renal failure. Concepts related to renal replacement therapies are explored. The role of the acute care adult nurse practitioner in collaborative management is emphasized. Prerequisites: 300, 305a/b, 306a, 307c, 340a, 346a; co-requisites: 340b. Spring [2]
349. Directed Study in Critical Care Nursing.
This course explores principles of critical care nursing, examining specific critical care assessment parameters and skills. The scientific rationale or physiologic basis for each assessment parameter or skill will be examined. In addition, the identification of the need for each assessment parameter or skill based on pathophysiology, implementation of the assessment parameter or skill and the relevant criteria will be discussed. Possible complications and research related to each assessment parameter and skills will then be integrated into advanced nursing practice. Pre/co-requisite: none. Spring [Variable credit 1-2]
350. Models and Theories of Psychiatric-Mental Health Nursing.
This course introduces a variety of conceptual models and theories related to the practice of psychotherapy. Models of personality development and individual functioning provide a theoretical basis for understanding the development of psychopathology and the selection of appropriate therapeutic strategies. Students apply selected theories to case study material and evaluate the utility of theory-based research findings to specific client populations. Pre/co-requisite: 300. Fall [2]
351. Theoretical Foundations and Practicum in Psychiatric-Mental Health Nursing Across the Life Span.
This course provides the theoretical content and clinical practice for assessing, diagnosing, and intervening in dysfunctional coping patterns and psychiatric disorders of individuals across the life span. Laboratory time concentrates on role play of initial diagnostic interviews and formulation of differential diagnoses and initial treatment plans. Clinical practicum provides students the opportunity to integrate theory and practice in supervised clinical experiences. Analysis of process dynamics and nursing interventions occurs during supervision. Pre/co-requisites: 305a, 350, 352, 353. Fall [3]
352. Neurobiology and Diagnostic Systems for Psychiatric Disorders.
This course presents the theoretical basis for anatomical, biological and psychological aspects of advanced practice in psychiatric-mental health nursing. Concepts from neuroanatomy, neurophysiology & pathophysiology, neuropsychiatry, psychiatry, psychology and social sciences are examined for their applications to advanced practice. Diagnostic and Statistical Manual - IV, Axis I & II disorders are studied across the lifespan with emphasis on the assessment and/or treatment. Pre/co-requisite: 353. Fall [2]
353. Psychopharmacology.
This course presents advanced concepts in neuroscience, pharmacokinetics and pharmacodynamics and the clinical management of target psychiatric symptoms related to the psychopharmacologic treatment of various psychiatric disorders. The course reflects current scientific knowledge of psychopharmacology and its application to clinical problems seen in a variety of settings. This course builds on diagnostic and neuroscience content from N352 to provide the advanced practitioner with knowledge related to clinical management of psychotropic medications. Pre/co-requisite: Completion of or concurrent enrollment in N352 or permission of faculty. Students are required to have fulfilled requirements of registration and documentation must be on file in the Associate Dean's office. Fall [2]