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.
383b. Continuous Quality Improvement and Outcomes Measures.
This course has two related foci: quality improvement models/methods and the measurement of client outcomes across a broad range of healthcare settings. Students learn the systematic methods of CQI, based on the work of Deming and others. These statistical and applied research methods are linked to the measurement of outcomes. The use of various outcome measurement instruments is explored. Pre-requisites: Specialty level status and others by permission of course instructor. Spring [2]
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. Foundations of Professional Nursing III.
This course addresses the transition into the practice of professional nursing. The student will have the opportunity to explore the dimensions and responsibilities of the professional nursing role by applying legal/ethical concepts and decision making skills in a variety of settings. Prerequisites: 215, 217, 225, 246. Co-requisites: 237, 247a. Summer, Fall [2]
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 evidence-based practice in nursing. Prerequisites: 215, 216, 218. Fall, Spring [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 Ethics Seminar.
This seminar course addresses basic ethical principles and healthcare issues that promote ethical reflection. Using student-selected case studies, ethical dilemmas in health care are discussed. Students are expected to reflect on their personal values and beliefs, ethical principles, clinical experiences, and literature sources while discussing the case studies. Prerequisites: N218 - Conceptual Basis for Nursing Practice and RN Students. Spring [3]
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.
N 226 is the first course in a two course sequence (N226/N227). N226 is a course that 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 heath 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.
N227 is a course that 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. Quality Improvement, legal issues from a managerial perspective will also be discussed in this course. In addition, course content will include the impact of managed care and financial pressures on health care providers along with outcomes management, financial management, conflict resolution and economic principles pertinent to the delivery of health care services. Prerequisites: 225 Spring, Summer [3]
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 Commuity Health 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]
255a. Basic Pharmacology I.
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, Spring [2]
255b. Pharmacology for Nursing Care.
Nursing 255b extends and builds upon pharmacological knowledge from earlier pharmacology course and the Health and Illness across the lifespan series. The focus of the course is drug therapy most commonly seen in specific clinical settings and specific patient situations. The course will present a context for the safe drug administration for continued self-study of new drug information. Emphasis will be placed on pharmacological interventions to achieve safe and optimal patient outcomes. Prerequisites: N255a. Fall, Spring [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.
This course is the foundational didactic course for NP and nurse midwifery 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 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: 305b/f, 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, 305b/f, 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. Pre/co-requisites: 301, 305b/f, 306a, 340a/b/c, 342, all core courses, RN licensure. 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: 305b/f. 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. The DSM-IV-TR will be discussed 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. Neuroscience for Mental Health Practitioners.
This course presents the theoretical basis for anatomical, biological, and psychological aspects of advanced practice in psychiatric-mental health nursing. Concepts from neuroanatomy, neurophysiology and neuropathophysiology, neuropsychiatry, psychiatry, psychology, and social sciences are examined for their applications to advanced practice. 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]
354. Theoretical Foundations of Psychiatric-Mental Health Nursing with Groups and Families.
This course introduces a variety of conceptual models and theories related to the practice of group and family psychotherapy. Yalom's theoretical model provides the foundation for understanding group psychotherapy and its application and modification to selected client populations. A survey of current family therapy models and their theoretical bases provides a context for role-play and application to selected family case studies. Emphasis is placed on the integration of relevant theories into practice and the evaluation of theory-based research findings of therapeutic strategies for groups and families with mental health needs. Pre/co-requisite: 350. Spring [2]
356. Practicum in Psychiatric-Mental Health Nursing with Individuals, Groups, and Families.
This course builds on the first advanced practicum course by expanding the student's ability to identify and apply concepts, theories, and principles to complex groups. In addition, the student gains skill in implementing planned interventions and analyzing process dynamics with individuals, families, and groups so that patterns in self and others are identified accurately and with regularity. Caseload management skills are further developed. A focused needs assessment at clinical site will form the basis for implementation and evaluation fo summer clinical project to improve some aspect of patient care or agency services. Pre/co-requisites: 351, 354. Spring [4]
357. Psychiatric Issues Within Specialty Populations.
This course focuses on the societal, ethical, and systems issues that affect the advanced practice psychiatric nursing role during the delivery of mental health care to specialty populations. Emphasis is placed on effective management of current practice issues without compromising the special needs of these populations. These issues deal with the areas of health care policy finances, legal/ethical decision-making, health care delivery models, interfacing with professional and consumer organizations, and crisis evaluation and response. This content is then conceptualized and operationalized relative to the advanced practice psychiatric nursing role and its interface with both the interdisciplinary psychiatric team of care and other health care professionals involved in the holistic treatment of the patient. Pre/co-requisites: 351, 356. Summer [2]
358a. Psychiatric-Mental Health Nurse Practitioner Preceptorship.
This clinical course provides a synthesis experience during which students implement the role of the psychiatric-mental health nurse practitioner. The focus is on assessment and intervention with persons with mental illness and persons/populations at risk for mental illness, and primary prevention in mental health. Both direct (assessment and intervention) and indirect (consultation, case management, supervision) roles will be implemented. Collaboration with other health care providers is emphasized. Pre/co-requisites: 356, all core courses, RN Licensure. Summer [4]
360a. Practicum in Primary Health Care of the Family.
This course is a clinical practicum focusing on child, adolescent and adult health care with an emphasis on health promotion, management of common health problems, and client education. A developmental approach across the lifespan is used in assessing the client and family in formulating the treatment plan. Students participate in a clinical rotation in a primary care setting which provides the opportunity for health assessment of clients of all ages and the formulation of a comprehensive plan of care. Clinical conferences highlight various pathophysiological and psychological processes encountered with clients and their families. The role of the nurse practitioner as a primary health care provider in a variety of primary health care settings will be examined. Relevant resources/research related to health is explored with the application of findings to the care of clients. Prerequisites: N305a and N305b; Co-requisites: N309a, N309b, N309c, N307, N308. Spring [4]
360b. Practicum in Primary Health Care of the Family.
This course is a clinical practicum focusing on child, adolescent and adult health care with an emphasis on health promotion, management of common health problems, and client education. A developmental approach across the lifespan is used in assessing the client and family in formulating the treatment plan. Students participate in a clinical rotation in a primary care setting which provides the opportunity for health assessment of clients of all ages and the formulation of a comprehensive plan of care. Clinical conferences highlight various pathophysiological and psychological processes encountered with clients and their families. The role of the nurse practitioner as a primary health care provider in a variety of primary health care settings will be examined. Relevant resources/research related to health is explored with the application of findings to the care of clients. Prerequisites: N305a and N305b; Co-requisites: N309a, N309b, N309c, N307, N308. Summer [1]
361a. The Context of Primary Care: Family Nurse Practitioner Domains and Core Competencies for Practice.
This course is designed to provide Family Nurse Practitioner (FNP) students with the knowledge of the context of primary care and related domains and core competencies of family nurse practitioner practice identified by the National Organization of Nurse Practitioner Faculties (NONPF). Specific content of the course covers the hallmarks of primary care and the seven domains and focuses on operationalizing competencies into practice. Competencies needed to promote and protect health and prevent disease are emphasized. Pre/co-requisites: 305a/b. Fall [3]
361b. Family and Relationship Issues in Primary Care.
This course is designed to provide the Family Nurse Practitioner (FNP) student with knowledge of relationship issues that affect health, illness and health care. Specific content includes parenting, family development, gender, power and conflict. Fall [1]
362. Practicum in Primary Health Care of the Child and Adolescent.
This course is a clinical practicum focusing on child and adolescent health care with an emphasis on health promotion, management of common health problems, and client education. A developmental approach across the lifespan is used in assessing the client and family in formulating the treatment plan. Students participate in a clinical rotation in a pediatric health care setting which provides the opportunity for health assessment of the child and adolescent and formulation of a comprehensive plan of care. Clinical conferences highlight various pathophysiological and psychological processes encountered with children and their families. The role of the nurse practitioner as a primary health care provider in a variety of pediatric settings will be examined. Relevant resources and research related to the child and adolescent are explored with the application of findings to the care of clients. Pre/co-requisites: 305a/b, 307a, 309b/c, 361. Spring [2]
363a. Practicum in Primary Health Care of the Adult.
This course is a clinical practicum focusing on adult health care with an emphasis on health promotion, management of common acute and chronic health problems, and client education. A developmental approach across the lifespan is used in assessing the client and family in formulating the treatment plan. Students participate in a clinical rotation in adult health care settings which provide the opportunity for health assessment of the adult and the development of a comprehensive plan of care. Clinical conferences highlight pathophysiological processes and psychological needs of the adults and their families. The role of the nurse practitioner as a primary health care provider in a variety of adult settings will be examined. Students explore relevant resources related to adult healthcare and apply findings to client situations. Pre/co-requisites: 305a/b, 307, 308, 309a/d. Spring [3]
363b. Practicum in Primary Health Care of the Adult.
This course is a clinical practicum focusing on adult health care with emphasis on health promotion, management of common acute and chronic health problems, and client education. Students participate in a clinical rotation in adult health care settings, which provide the opportunity for health assessment of the adult and the development of a comprehensive plan of care. Clinical conferences highlight pathophysiological processes and psychological needs of the adults and their families. The role of the adult nurse practitioner as a primary health care provider in a variety of adult settings will be examined. Students explore relevant resources related to adult health care and apply findings to client situations. Pre/co-requisites: 305a/b, 307, 308, 309a/d. Fall, Spring [3]
364. Family Nurse Practitioner Preceptorship.
In this clinical course, the student implements the role of the family nurse practitioner working with clients across the lifespan and their families in urban and/or rural primary care settings. The focus is on the integration of theory, knowledge, and skills from previous courses within the family nurse practitioner scope of practice. Pre/co-requisites: 309a/b/c/d, 362, 363, RN licensure, all core courses. Summer [3]
364a. Family Nurse Practitioner Preceptorship for the Family Nurse Practitioner/Acute Care Nurse Practitioner: Emergency Care Focus Nurse Practitioner..
In this clinical course, the student implements the role of the family nurse practitioner working with clients across the lifespan and their families in urban and/or rural primary care settings. The focus is on the integration of theory, knowledge, and skills from previous courses within the family nurse practitioner scope of practice. Pre/corequisites: 309a/b/c/d, 362, 363, RN licensure, all core courses. Summer [3]
365. Adult Nurse Practitioner Preceptorship.
In this clinical course, the student implements the role of the Adult Nurse Practitioner working with clients in the primary care setting. The focus is on the synthesis of theory, knowledge, and skills from previous courses for the Adult Nurse Practitioner scope of practice. Pre-requisites: All core courses, 363, and RN licensure. Fall, Summer [3]
366a. Fundamentals of Forensic Nursing.
This course provides an overview of theories, principles, and clinical tools necessary to manage forensic nursing issues in a variety of clinical settings and patient populations. The course focuses on introducing students to the systems that forensic nurses interface, forensic interviewing, the clinical management and forensic interpretation of injury across the life span, crisis intervention with victims and families, and management of forensic evidence. This course provides the foundation necessary for advanced practice in forensic settings and is a prerequisite for N366b Issues and Concepts in Forensic Nursing. Case studies and role-play provide realistic learning experiences related to forensic nursing practice. Pre/co-requisites: Graduate Level standing in a clinical specialty, 305a/b, 307, 308. Spring [2]
366b. Concepts and Issues in Forensic Nursing.
In this second part of the forensic nursing didactic course sequence, students explore the major practice domains of forensic nursing. Course content builds upon information presented in N366a Fundamentals of Forensic Nursing, providing a more detailed survey of the major areas of forensic nursing practice. Theoretical content includes a focus on ethical dilemmas, health and social policy, and understanding the complex legal and regulatory frameworks within which forensic nurses practice. Case studies, role play and mock trials provide realistic learning experiences related to forensic nursing practice. Pre/co-requisites: Graduate Level standing in a clinical specialty, 305b, 307, 308, 366a. Spring, Summer [2]
367. Practicum in Forensic Health.
This clinical practicum provides the student with the opportunity to implement the role of the Forensic Nurse in different settings while under the supervision of faculty and other forensic professionals. Students may pursue a practicum in areas of Forensic Nursing that they have a particular interest in, such as domestic violence services, prisons, jails, emergency rooms, forensic psychiatric sites, police departments, courts, child sexual abuse center, medical examiners office, and other settings throughout the criminal justice system. Pre/co-requisites: 305a/b, 307a, 309, 366a. Spring, Summer [3]
371. Independent Study, Clinical.
A program of independent study in a selected area of nursing practice under the direction of a faculty sponsor. A contract is made between the student and the faculty sponsor, with copies for the student, the sponsor, the program director, and the student's record. Fall, Spring, Summer [Variable credit 1-6]
372. Courses Offered Jointly with the School of Medicine.
Schedule of courses available in the School of Nursing registrar's office. Prerequisite: consent of the instructor. [Variable credit]
373. Strategies for Administrative/Clinical Decision Making.
Synthesis of principles, theories and concepts for effective clinical leadership in today's health care systems. Models of managerial and clinical decision making and communication provide the framework for analyzing complex clinical operational issues. Essential concepts of strategic planning and marketing are discussed Analytical, integrative and decisional skills are developed. Legal, ethical and regulatory dimensions of administrative decisions are examined. Strategic financial planning and application of decision models to evaluate financial and clinical benefits and risks are also examined. Summer [2]
374. Population Care Management.
Students develop the beginning skills in the epidemiologic approach to population based health care. Analysis and application of theory and skills needed to assess, plan and evaluate the care of populations within integrated health systems is a focus. Cultures, ethical, economic and organizational challenges in health settings with populations at risk are explored. Strategies used to provide continuum of care for selected populations at risk will be examined. Rational and critical synthesis of available information is emphasized. Prerequisites: N300, N305, N308, N373 or permission of the instructor. Spring [3]
375. Political, Social and Economic Influences on Clinical Care.
An examination of the complex political, economic and social forces that shape the health care delivery systems. This course provides an introduction to general principles of health care organization, financing and regulation. Current policy initiatives are analyzed for their impact on cost, quality, access and the health of populations. This course applies basic economic concepts to health care, the derived demand for medical care, and the demand for health insurances. Supply of medical care by providers and hospitals, medical technology and the role of managed care organizations are also explored. Summer [1]
376. Clinical Program Development and Evaluation.
Organizational structures in the contemporary health care delivery system are explored. This course focuses on the analysis and application of theory and skills needed to assess, plan and evaluate the clinical care of population within integrated health systems. This course draws on behavioral, social and organizational sciences to analyze effectiveness within integrated delivery systems. Topics include: motivation, group behavior, conflict management, power, decision making, managing change, managerial communication, performance assessment and human resources allocation and budgeting. Analytical decision models will be used to evaluate clinical care coordination/delivery. Content related to planning and evaluating information systems, principles of performance improvement, systems thinking, knowledge based practice and evaluation models will be explored. Summer [3]
377a. Expert Clinical Care Preceptorship for CNS.
The expert clinical care preceptorship is designed to combine practice and theory to provide an opportunity to apply knowledge and competencies acquired throughout the program of study to actual clinical and educational encounters. The theoretical component provides a framework for analyzing organizational cultures, diagnosing organizational problems and developing corresponding strategies around clinical services. The clinical preceptorship component provides the student with mentorship and guidance in developing and refining clinical and program management skills in integrated delivery systems. It is designed to provide students with an opportunity to directly experience clinical systems management through observation and participation as part of a clinical systems management team. Under the guidance of a clinical nurse specialist preceptor, students plan specific learning experiences. Integrated systems will serve as the practice base for clinical experiences. Summer [3-4]
377b. Expert Clinical Care Preceptorship for CNL.
The expert clinical care preceptorship is designed to combine practice and theory to provide an opportunity to apply knowledge and competencies acquired throughout the program of study to actual clinical and organizational situations. The theoretical component provides a framework for analyzing organizational cultures, diagnosing organizational problems and developing corresponding strategies around clinical services. The clinical preceptorship component provides the student with mentorship and guidance in developing and refining clinical and program management skills in integrated delivery systems. It is designed to provide students with an opportunity to directly experience clinical systems management through observation and participation as part of a clinical systems management team. Under the guidance of a clinical nurse leader preceptor, students plan specific learning experiences. Integrated systems will serve as the practice base for clinical experiences. Summer [4-4]
380. Organizational Behavior.
Integral to management practice is the acquisition of theoretical frameworks that explain organizational theories, management models and decision-making strategies related to healthcare systems and care delivery. In addition to providing a conceptual understanding of management practice, this course focuses on the development of interpersonal skills and effective leadership styles through role preparation, communication theories and the application of change strategies. Pre/co-requisite: Specialty level status. Fall, Spring, Summer on a rotating basis [3]
381a. Introduction to Health Informatics.
Health informatics is the management and transformation of health data into information and knowledge to improve aspects of health outcomes such as cost, quality, safety, and/or satisfaction. This survey course focuses on information systems in clinical settings and the use of information for health systems management. The recent emphasis on the National Health Information Infrastructure at the Federal level will be used to frame the topics. Examples include organizing information pertinent to individual patient care, analyzing data to determine clinical effectiveness, retrieving needed information or knowledge at the point of care, using data to improve management of health care enterprises, and assessing the health patterns of populations and aggregates. Pre/co requisite: Basic competency in using word processing, electronic mail, bibliographic or library retrieval systems, presentation graphics, spreadsheets, and databases. These skills are not taught in the course, but students will be required to apply them to carry out course assignments. Fall, Spring, Summer on a rotating basis [3]
381b. Networks and Internet Applications for Healthcare Providers.
This course explores the structure and function of networks and internet applications as they relate to their use within healthcare. Topics covered include basic concepts of network architecture, standard protocols, information services available and issues of network security. Fall [2]
381c. Web Development for Healthcare Applications.
Students will begin this course by observing and critiquing Web sites in the health care area. They will identify features in Web sites that are effective and features they would want to avoid when developing Web sites. Then they will learn the skills necessary to develop sophisticated Web applications in the health care area. Sophisticated Web applications will be created in DHTML using Web editors such as Lectora. Basic HTML markup skills will be taught for the purpose of creating interactive Web applications through databases in the follow-up course. Fall [3]
381d. Desktop Maintenance.
The purpose of this course is to teach how to properly maintain your computer to minimize problems that may occur and handle simple issues and problems with your computer. The course will also cover how to properly install and uninstall hardware and software, how and when to rebuild your system, how to protect your system from worms and viruses, and the hows and whys of creating a home network connected to a broadband environment such as cable or DSL. Fall [1]
381e. Database Design for Healthcare Applications.
The purpose of this course is to teach how to create online database applications in the healthcare field. While it is not the goal of this course to train the participants how to create full-fledged hospital management systems and electronic medical record systems, students will develop an understanding of the basic concepts underlying these systems by creating simple database applications on the web. Database concepts including user interface design, table design, normalization, password protection, and data queries are basically the same regardless of the purpose of the application. Upon completion of this course, the students will have an appreciation and understanding of large scale database environments in their field and be able to communicate effectively with management system software developers using the appropriate terminology. Pre requisites: Knowledge of web design and HTML. (Content from N381C). Spring [2]
381f. Seminar in Nursing Informatics.
The student will have the opportunity to explore the dimensions and responsibilities of the Informatics nurse specialist's role by applying legal/ethical concepts and critical thinking skills to selected case studies in a variety of settings. Students will use the Scope and Standards of Nursing Informatics Practice (ANA) and seminal articles from the literature to analyze case studies. Spring [1]
381g. Consumer Healthcare Informatics.
This course addresses the consumer's use of electronic information systems and applications to improve their medical outcomes and their health care decisions. How informatics solutions impact the healthcare partnership of provider and patient is explored. Various technology and applications that empower consumers are reviewed. Studies that evaluate the effectiveness of healthcare informatics in patient outcomes are included. Summer [2]
381w. Project Management.
This course addresses the essential principles and tools of project management. Project integration, scope, time, cost, quality, human resource, communications, risk, and procurement management are discussed. Summer [3]
381z. Informatics and Clinical Research Management.
Informatics is the management and transformation of data into information and knowledge to improve health outcomes such as cost, quality, safety, and/or satisfaction. This survey course focuses on informatics tools in clinical research management. Examples include organizing information, analyzing data to determine clinical effectiveness, retrieving needed information or knowledge, and using data to improve management of health care enterprises. Pre- or Co-requisites: Basic competency in using word processing, electronic mail, bibliographic or library retrieval systems. [2]
382. Leadership.
This course allows students to explore theories and models of leadership and to assess their personal leadership style. Application of leadership theory in complex organization is analyzed. Fall, Spring, Summer on a rotating basic [3]
383a. Continuous Quality Improvement and Outcomes Measures.
This course has two related foci: quality improvement models/methods and the measurement of client outcomes across a broad range of healthcare settings. Students learn the systematic methods of CQI, based on the work of Deming and others. These statistical and applied research methods are linked to the measurement of outcomes. The use of various outcome measurement instruments is explored. Pre-requisites: Specialty level status and others by permission of course instructor. This course is for HSM Students only. Fall, Spring, Summer on a rotating basis [3]
385a. Health Care Financial Management.
Students in this course apply accounting, economic principles, and financial management strategies to the management of healthcare resources in healthcare organizations. Students acquire a degree of proficiency at computerized spreadsheet utilization to enhance efficient financial analysis. Prerequisite: None. Fall, Spring, Summer on a rotating basis [3]
385b. Health Care Financial Analysis.
This elective course will enhance the accounting, economic principles and financial management strategies that were acquired in N385 by application of more complex financial analysis techniques to the management of healthcare resources in healthcare organizations. Students will be required to use computerized spreadsheets for all financial analyses. Prerequisite: 385. Spring [2]
385b.01. Healthcare Financial Management.
Students in this course apply accounting, economic and financial management strategies to the management of healthcare resources in healthcare organizations. Students acquire a degree of proficiency at computerized spreadsheet utilization to enhance efficient financial analysis and projections related to clinical research management. [2]
386. Management Practicum I.
The students apply concepts of CQI organizational dynamics and outcome measures, informatics, and financial management in a selected healthcare setting. This practicum provides students with an opportunity to work closely with a manager in a variety of healthcare settings. The students experience positive role modeling while contributing to the functioning of the healthcare agency. Students work on agency designated projects throughout the practicum. Prerequisites: 303, 380, 381, 382, 383, 385. Fall, Spring, Summer on a rotating basis [3]
387. Management Practicum II.
This practicum provides the student with an opportunity to work closely with a manager in one of a variety of healthcare settings. The student has an opportunity to observe and practice management and leadership skills in a healthcare organization. The role of a leader is explored in the context of the changing healthcare environment. In addition, the student works on agency designated projects and presents the process and results of a completed project to the student group. Prerequisites: 303, 380, 381, 382, 383, 385, 386, and RN licensure. Fall, Spring, Summer on a rotating basis [3]
388. Management Strategies for Health Care Systems.
This course will focus on long-term strategic issues that will affect financing, organization and delivery of health care services. Market driven organizations/services are at the core of the course with emphasis on designing as well as operationalizing strategies at the executive and middle management levels as individuals and part of a team. Pre/co-requisites: 303, 381, 382, 383, 385 or special permission of the instructor. Fall, Spring, Summer on a rotating basis [3]
389. Health Care Management of Populations.
This course provides a framework for students to develop and apply both an ethical and a theoretical framework for population-based care management. Students develop a framework for measuring client satisfaction, quality of care, resource efficiency and explore principles of multidisciplinary collaboration. Prerequisites: 303, 381, 382, 383, and 385 or special permission of the instructor. Summer [3]
391a. CRM I: Foundations of Clinical Research Management.
This course provides an overview of the clinical research process and the foundational content essential to the sound and ethical conduct of pharmaceutical, device and biologic clinical trials. Content includes a historical perspective on clinical research and research management, domestic and international regulatory and ethical considerations in clinical research, and concepts in the design, planning and initiation of clinical trials. Also included is an overview of clinical research industry and a review of legal, economic and political issues that influence the conduct of clinical research. Students will be exposed to the variety of roles and responsibilities of advanced clinical research professionals functioning in the pharmaceutical industry, academia and government settings. Spring [3]
391b. CRM II: Applications in Clinical Research Management.
The course focuses on the overall management of drug, device and biologic clinical trials in industry, academia and government settings. Emphasis is placed on trial execution through study closure and post-marketing surveillance. Course content includes intensive training in site management, drug accountability, clinical research monitoring, adverse event reporting, data management, compliance and billing, and continuous quality improvement. Integral to the course is the synthesis and integration of the foundational material presented in N391a and the development and refinement of critical thinking skills with respect of problem solving in the management of clinical trials. Pre- and Co-requisite: N391a. Spring [3]
391c. Practicum I in Clinical Research.
Part I of this course familiarizes students with advanced clinical assessment techniques that enhance clinical reasoning skills in the clinical research setting. Content includes differentiating normal from abnormal findings, interpretation of diagnostic study results, and using clinical reasoning skills to inform decision-making processes. Part II of the course provides students with the opportunity to apply clinical research management concepts in a clinical research setting of the student's choosing. The students experience positive role modeling while contributing to the functioning of a focused aspect of clinical trial management. Pre and Co-requisites: N391a/b. []
391d. Practicum II in Clinical Research.
Current professional nursing practice with a clinical research focus must include the ability to function effectively in a complex, changing environment. The clinical research process and concepts in clinical research management, finance, and organizational and project management form the core of the content for this course as students apply skills they have learned in didactic coursework. Students obtain practice in using clinical research knowledge for effective practice in a variety of clinical research settings and are provided an opportunity to work closely with clinical research professionals performing a variety of roles in a clinical research setting of the student's choosing. Working closely with a seasoned clinical research professional, students experience positive role modeling while functioning as a member of the clinical research team. Pre and Co-requisites: N391a, N391b and N391c. [3]
392a. Informatics of Clinical Practice.
Informatics of clinical practice focuses on a structured approach to methodologies, techniques, and tools for information system development and implementation. The systems development life cycle approach incorporates the following phases: planning, analysis, design, implementation, and evaluation. The role of informatics nurse specialist is featured as well as the role of end users in this process. Spring [3]
392b. Clinical Informatics Practicum I.
Students apply concepts and theories in clinical informatics in selected health care settings. This practicum provides students with an opportunity to work closely with a preceptor to prepare a needs assessment for a nursing informatics project. In this clinical course, the student implements the role of the clinical informatics nurse in any healthcare setting. The focus is on the integration of theory, knowledge, and skills from previous courses within the various roles open to an informatics nurse specialist. Spring [2]
392c. Informatics of Evidence-Based Practice.
This course addresses informatics techniques to bring the best available evidence about nursing to the point of care to support the patient's health and decision making. The relationship between standardized languages, electronic documentation systems, and evidence-based nursing practice are explored. Use of the internet to select and customize nursing interventions, point of care devices, and web based diagnostic decision support systems are examined. Summer [3]
392d. Clinical Informatics Practicum II.
In this clinical course, the student implements the role of the informatics nurse specialist working in a healthcare environment. The focus of this course is the integration of theory, knowledge, and skills from previous courses from the perspective of project management. Summer [2]
393. Managed Care: Theory, Practice and Future Options.
Managed Care is rapidly dominating the health care financing and delivery system in the U.S. Students in this course will be able to distinguish between the techniques of managed care and the organizations that perform the various functions. Six modules will cover the underpinnings, definitions, origins of managed care, the health care delivery system and the network of health care providers, management of cost, quality and access, operational functions, Medicare and Medicaid and the regulatory and legal aspects of managed health care. Pre/co-requisite: None. Summer [2]
393a. Curriculum Strategies for Health Professional Education.
This course introduces the student to the foundations of learning theory and learning styles. The impact of technology on learning practices and the appropriate use of technology to facilitate learning is emphasized. Students will create electronic elements for effective learning and use a course management system. Copyright and fair use issues are discussed. Overall curriculum strategies that integrate content, organization, informatics and sequencing of courses are discussed. Design a learning program that integrates learning styles, technology use and a course management system. Spring [3]
393b. Educational Informatics Practicum I.
Students apply concepts and theories in educational informatics in selected health care or educational settings. This practicum provides students with an opportunity to work closely with a preceptor to prepare a needs assessment for an educational project that integrates nursing science, computer science and information science. Spring [2]
393c. Educational Evaluation for Learning in the Health Professions.
This course explores issues related to evaluating educational offerings that employ technology. The advantages and disadvantages of both traditional and more novel approaches to evaluation are discussed. Students will learn how to create online surveys along with principles of test and survey management. Issues surrounding online testing including access, privacy, and data input accuracy are emphasized. Overall program benchmarks are explored. Summer [3]
393d. Educational Informatics Practicum II.
This course builds on previously acquired knowledge. This practicum provides students with an opportunity to work closely with a preceptor to design, implement and evaluate educational offerings that integrates nursing science, computer science and information science. Students will present their projects at the end of the course. Summer [2]
395a. Concepts of Emergency Response Management.
This course is designed to provide an operational overview of nurse executive management in preparing for or responding to a disaster. Because disasters by definition cannot be effectively managed by the application of routine procedures or resources, this course provides needed guidance in a variety of newly defined and emerging areas for nurse executives and managers. The breadth of topics will familiarize students with the tools necessary to carry out nurse executive/manager responsibilities in disaster preparedness and response. Spring [2]
395b. Concepts of Public Health Management of Emergencies/Disasters.
This course is designed to provide an operational overview of community and public health management in preparing for or responding to an emergency or disaster. The breadth of topics will familiarize students with the responsibilities and roles of public health professionals in emergency/disaster preparedness and response. Summer [2]
395c. Healthcare Administrative Decision Making for Emergency Responses.
This performance-based course is designed to provide an opportunity for health care administrators and managers to develop an understanding and appreciation for clear and appropriate decision-making in response to emergencies and disasters in an environment that is fast paced, stressed and evolving. The design of the course is such that participants (nurse administrators, nurse managers, hospital administrators, physicians, emergency department managers, emergency medical services administrators) will be placed in situations that will require students to make decisions, to deal with the consequences of those decisions, and to coordinate an effective response while experiencing fatigue, frustration and other physical stressors that would approximate an actual emergency situation. The breadth of topics will provide students with the skills and tools necessary to carry out nurse executive/manager responsibilities in emergency/disaster preparedness. Fall, Spring, Summer [2]
396a. Special Topics: Interpretation of Complex Laboratory and Diagnostic Data in the Adult Patient.
This elective course provides the student with the theoretical basis required to perform an in-depth interpretation of selected serum, urine, and radiological diagnostic patient data. A variety of specialized tests will also be included. Lectures and case studies will provide the student information to assist in developing a differential diagnosis and assessing effectiveness of interventions. Class discussions will examine ways to apply knowledge from laboratory and diagnostic tests to a variety of clinical settings. Other information, such as cost and how to order tests, will also be included. Pre/co-requisites: RN Licensure or permission from instructor and 306. Summer [Variable credit 2-3]
396b. Research in Religion and Health.
The purpose of this course is to examine the relationships between health and religion from the perspectives of a health science (Nursing) and a religious discipline (Practical Theology). This will be done by exploring the methodologies and tasks of religious studies and the health sciences as they pertain to research of religion and health. Students will investigate the history of and theoretical assumptions behind empirical studies of religion and health. In addition, students will analyze claims and findings about the association of religious beliefs to health beliefs, practices and outcomes. Pre/Co-requisites: None.
(Cross listed in Catalog with DIV 3062). Spring [Variable credit 1-3]
396c. Special Topics: HIV/AIDS.
This course consists of didactic content related to the care of persons with HIV/AIDS. It will enable the student to explore the roles of the nurse in advanced practice HIV/AIDS arenas, understand the pathophysiologic processes underlying HIV/AIDS infection, evaluate the rationale for and the effects of current treatment modalities, and analyze the interrelationships between the physical, psychosocial, spiritual, and political realms associated with the disease. Students taking the course for 3 hours will participate in developing a project pertaining to an area of interest in HIV/AIDS nursing. Prerequisite/co-requisite: None. Summer [Variable credit 1-3]
396d. Special Topics: Complimentary and Alternative Therapies.
Consistent with the emerging definitions of holism and holistic nursing practice, this course examines a full range of complimentary and alternative therapies employed in the delivery of holistic care as well as the societal beliefs and political and economic influences shaping practice. Class members will take an active role in the learning process by developing an information sheet on a therapy of their choosing. All information sheets will be compiled into notebooks that will be distributed to each class member at the conclusion of the course. Summer [2]
396f. Special Topics: Concepts of Emergency Nursing.
This course provides students with the knowledge base and skills necessary to render emergency and trauma care. This will provide a foundation for future ACNP role development. The essential evaluation, stabilization and critical time management techniques will be discussed. It is essential that the ACNP functioning in the ER be experienced in the assessment of non-urgent, urgent and emergent conditions. In this course, the ACNP student will learn the techniques, physiology and clinical skills necessary to care for adult patients in an emergency setting. Prerequisites: 340a/b, 342, 346. Summer [2]
396g. Special Topics: Concepts in Trauma Nursing.
This course explores at an advanced practice level, pathophysiology, assessment and diagnosis and collaborative management of adults who have experienced a severe trauma. Each student will demonstrate in writing his or her ability to analyze, integrate, and synthesize pathophysiologic concepts and current research findings for the collaborative management of trauma patients. Pre/co-requisites: 305b/f, 340a/b, 342. Spring [2]
396L. Global Populations at Risk: Interdisciplinary Perspectives.
An estimated 30 million refugees and asylum seekers exist worldwide, along with hundreds of thousands who relocate for economic reasons. These populations are changing the face of rural and urban communities, forcing systems reform at national and local levels. This course is designed to encourage critical thinking about multicultural issues in global and local settings, exposing students to conceptual and practical information regarding global accommodation of high-risk populations. Aggregates addressed in this course include refugees, political asylees, internally displaced persons and undocumented persons. An interdisciplinary perspective will be applied to a range of legal, economic, religious, health and psychosocial factors affecting the populations in their country of origin and in relocating to the U.S. Prerequisite or co-requisite: N246 or permission of instructor. Spring [Variable credit 2-3]
396w. Spanish for Primary Care Providers.
This course introduces the nurse practitioner student to Spanish words and phrases that will be useful to them in a nurse practitioner setting. Emphasis is on the ability to communicate with the non-English speaking Hispanic client in primary care settings such as pediatric, family planning and adult health situations. Pre/co-requisites: Must be a student in the specialty year and fulfilled requirements for registration and documentation must be on file in the Associate Dean's office for the following: attendance at annual OSHA training program at the School of Nursing, proof of adequate hospitalization insurance coverage, active Tennessee licensure if the student is a Registered Nurse; current CPR certification for both adult and child; and required immunizations as listed in the Medical Center Catalog. (Students must have an active Tennessee license before beginning the final clinical practicum in the Specialty component). Summer [1]
397. Practicum in Emergency Care.
This course is designed to provide clinical experience in development and application of the roles of the acute care emergency nurse practitioner. Emergency Department settings will allow the student to apply management skills and evaluate nursing theory, pathophysiologic and psychosocial concepts in planning. 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 emergency care. Summer [2]
Mgt 497. Internet Technology and Applications.
Describes the structure and function of the Internet and the information superhighway concept. Topics include the TCP/IP Protocol Suite, Internet information services (e-mail, file transfer, telnet), information resource discovery (the World Wide Web and search engines), "intranetworking" within a corporation, network security and firewalls, the information superhighway concept, and national information infrastructure. Students will learn to script Web pages using HTML and to program in JavaScript. Fall [2]
N305f. 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]
N358b. Psychiatric-Mental Health Nurse Practitioner Preceptorship.
This clinical course provides a synthesis experience during which students implement the role of the psychiatric-mental health nurse practitioner. The focus is on assessment and intervention with persons with mental illness and persons/populations at risk for mental illness, and primary prevention in mental health. Both direct (assessment and intervention) and indirect (consultation, case management, supervision) roles will be implemented. Collaboration with other health care providers is emphasized. Pre/co-requisites: 356, all core courses, RN Licensure. Summer [3]
N364a. Family Nurse Practitioner Preceptorship for the Family Nurse Practitioner/Acute Care Nurse Practitioner: Emergency Care Focus Nurse Practioner.
In this clinical course, the student implements the role of the family nurse practitioner working with clients across the lifespan and their families in urban and/or rural primary care settings. The focus is on the integration of theory, knowledge, and skills from previous courses within the family nurse practitioner scope of practice. Pre/corequisites: 309a/b/c/d, 362, 363, RN licensure, all core courses. Summer [3]
Doctoral Nursing Courses
NRSC 300. Developing a Program of Research I.
This course is the first of two seminar courses that provide foundational information necessary for developing a program of research. Focus is placed upon acquiring practical skills necessary to develop a program of research, narrowing the focus of student's area of research, and developing the related plan of graduate studies and experiences. [1]
NRSC 301. Developing a Program of Research II.
The second seminar course in this series provides additional foundational information necessary for developing a program of research. Focus is upon developing the knowledge and practical skills necessary to investigate an area of research interest and draft a research proposal appropriate to current level of career development needs and/or phenomenon of interest. Prerequisite: NRSC 300 [1]
NRSC 302. Advanced Doctoral Seminar I.
This course consists of a series of seminars focusing on issues relative to the dissertation, development of a program of research, and the role of the nurse scientist. The topics are selected by course faculty and the students who may be at various points of doctoral study in nursing. Topics and experiences may include proposal development, grant applications, mock proposal reviews, and dissemination of research findings. The seminar is required for two semesters, one-credit hour each semester. Prerequisite: Completion or concurrent enrollment in NRSC 380. [1]
NRSC 303. Advanced Doctoral Seminar II.
This is the second seminar course in this series and focuses on the refinement and expansion of the student's ability to clearly articulate his/her phenomenon of interest. This course is designed to prepare students for the written qualifying examination and in developing his/her program of research. Prerequisite: Completion of Advanced Doctoral Seminar I. [1]
NRSC 304. Ethical and Legal Issues in Research.
Provides an overview of issues related to the responsible conduct of research, including data management, vulnerable populations, authorship and publication, conflicts of interest and collaboration. Federal and institutional guidelines are included. Prerequisite:
enrollment in the PhD program or consent of faculty. [1]
NRSC 305. Informatics and Scholarly Inquiry.
This course provides an overview of informatics, the transformation of data into information, knowledge, decisions and actions to improve outcomes. To take advantage of electronic data mines, scholars of the future will need to understand the basics of databases and the structure of nursing vocabularies. Knowledge management to support evidence-based practice in nursing will be a critical skill. In addition, this course prepares the student to use available technology tools to present, interpret, and organize data. Prerequisite: enrollment in the PhD program or consent of faculty. [2]
NRSC 306. Research Design and Statistics I.
This course focuses on understanding and applying the basic concepts of descriptive and relational research design and statistics. Students will be introduced to the full range of designs available to address research aims, moving from descriptive to experimental and quasi-experimental. After examining the relationship of research aims to research design, the nature of measurement and causal of inference, relevant statistical methods for visualizing, describing and making inferences from data will be introduced. The focus will be on univariate and bivariate descriptive methods. Statistical computing packages will be used. Published research will be used to develop the student's ability to evaluate the design and statistical methods used to describe health care phenomena as well relationships among them. Prerequisite: enrollment in the PhD program or consent of faculty. [3] [3]
NRSC 307. Research Design and Statistics II.
The course expands the concepts and applications of RD&S I including an introduction to longitudinal and randomized control design issues. Topics related to internal validity, experimental designs and issues in comparing individuals and groups cross-sectionally and longitudinally will be detailed. Students will be introduced to issues in external validity and the relationships between internal and external validities. Parametric and non-parametric univariate comparative statistical methods used to analyze data resulting from cross sectional and randomized controlled designs will be included. Students will be expected to generate and interpret results from statistical software and present relevant information in figures, tables and text. Concepts will be studied within the context of evaluating published research. Prerequisite: completion of Research Design and Statistics I or consent of faculty. [3]
NRSC 308. Research Design and Statistics III.
This course is focused on advanced designs and multivariate statistical techniques. Design topics include advanced issues in external validity, field experimentation versus laboratory experiments, quasi-experimental and blended designs as well as special considerations for nested and complex longitudinal designs. Related statistical topics include advanced multiple linear regression methods (e.g. path and structural equation modeling), log-linear models and advanced techniques in survival and longitudinal data analysis. These methods and concepts will be discussed and evaluated through educational resources and published research using them. Students will have the opportunity to develop advanced skills in statistical applications most commonly used in their respective areas of interest. Prerequisite: completion of Research Design and Statistics II or consent of faculty. [3]
NRSC 309. Special Topics in Quantitative Methods.
This course focuses on the skills needed to implement common quantitative data collection methods. All students are expected to complete a module on survey item development, survey administration (including mail and computer techniques) and analyses because of the centrality of survey methodology to most of nursing research. Students may then select at least one module that improves their skills in any of the following methods: non-participant quantitative observation, physiological data collection, secondary analyses of regional and national data sets or, as available, quantitative methods applicable to the student's program of research. Prerequisite: completion of Research Design and Statistics I or consent of faculty. [2]
NRSC 310. Health, Healthcare, Research & Public Policy.
This course explores and critically analyzes theoretical and empirical approaches to understanding dynamic synergies between research, nursing practice, healthcare organization, and public policy and their impact on health. Strategies for dissemination, translation, and evaluation of evidence-based research findings to support healthcare practices and public policies to measurably improve health outcomes for selected populations and the student's phenomenon of interest will be discussed. Local, national, and global implications will be explored. Prerequisite: enrollment in the PhD program or consent of faculty. [2]
NRSC 311. Role of Scientist in Academe, Community and World.
This seminar course assists the student to develop a personal framework for behavior within academe, the scientific community and the world beyond. Through readings and discussions, the student will explore a variety of viewpoints about the duties and responsibilities of an educated citizen scientist in an interdependent world. Prerequisite:
enrollment in the PhD program or consent of faculty. [1]
NRSC 312. Programs of Research and Grantsmanship.
This course provides the foundational information necessary for developing a program of research. Focus is placed on acquiring practical skills necessary to develop a program of research, narrowing the focus of student's area of research, and developing the related plan of graduate studies and experiences. The course provides the foundation for content developed in greater depth throughout the doctoral program. Focus is placed upon developing the knowledge and practical skills necessary to investigate an area of research interest and draft a research proposal appropriate to current level of career development needs and/or phenomenon of interest.
Prerequisite: enrollment in the PhD program or consent of faculty. [2]
NRSC 313. Theories of Science.
This course provides students with an introduction to the central theoretical and philosophical issues concerning the nature of science, the patterns of knowing and knowledge development, criteria for evaluating knowledge claims and philosophy of science. The course will enable students to become knowledgeable about the forces affecting the development of knowledge and critical analyses of theories commonly used in nursing research. Prerequisite: enrollment in the PhD program or consent of faculty. [2]
NRSC 320. Statistics for Health Sciences.
This course provides an overview of the logic and appropriate use of statistical techniques most commonly reported in the research literature of the health professions. The spectrum of topics encompasses most univariate parametric and nonparametric procedures, including correlational and repeated measures analyses. Across the varied topics, emphasis is placed on: 1) becoming knowledgeable of the underlying logic of each statistical technique, 2) the appropriate use and underlying assumptions of the procedure, 3) interpretation of results from statistical software, and 4) evaluation of published results using the procedure. Upon conclusion of the course, students will have a solid foundation for understanding and using more advanced multivariate and longitudinal statistical analysis procedures. [3]
NRSC 342. Theory Development in Nursing Science.
This course provides the basis for examination and critical analysis of the structural components and processes used for theory development in nursing. Concepts and theories from philosophy of science and methods of theory development are used to examine the nature of theory, theory development as a process, theory development in nursing, and the organization of knowledge for nursing. The process of theory analysis is examined as the foundational step in formulating potential research questions and design theory-based nursing practice. [3]
NRSC 350. Conceptual Foundations for Clinical Research.
Critical analysis of theories, concepts and research related to the promotion, protection and restoration of health across the lifespan at individual, family and community levels. Emphasis will be on the individual level. Students conduct a critical analysis of existing and emerging scientific knowledge in a chosen field of study. Prerequisite: enrollment in the PhD program or consent of faculty. [3]
NRSC 352. Measurement in Clinical Research.
This course examines the principles of measurement, procedures used for critical evaluation of clinical measures and specific techniques for assessing validity, reliability, and the structure of measures for use in diverse populations. A variety of behavioral and physiologic measures are included. Development of new and modification of existing instruments are included. Prerequisite: enrollment in the PhD program or consent of faculty. [3]
NRSC 353. Designing and Testing Clinical Interventions.
Analysis of methodological, ethical, and practical issues related to the design and implementation of theory-based intervention studies. Students conduct a critical analysis of existing and emerging interventions related to their chosen field of study. Prerequisite: enrollment in the PhD program or consent of faculty. [3]
NRSC 363. Human Responses in Health and Illness.
This course covers critical analysis of factors known to influence human responses in health and illness states, using a broad stress and coping perspective as well as theoretical orientations guiding research on human health and illness. Students conduct a critical and reflective analysis of existing and emerging scientific knowledge in a chosen field of study. [3]
NRSC 366. Curriculum Strategies for Health Professional Education (required course for students who have received a Nurse Faculty Loan).
This course introduces the student to the foundations of learning theory and learning styles. The impact of technology on learning practices and the appropriate use of technology to facilitate learning is emphasized. Students will create electronic elements for effective learning and use a course management system. Copyright and fair use issues are discussed. Overall curriculum strategies that integrate content, organization, informatics, and sequencing of courses are discussed. Students will design a learning program that integrates learning styles, technology use, and a course management system. Prerequisite: enrollment in the PhD program or consent of faculty. [3]
NRSC 367. Educational Evaluation for Learning in the Health Professions (required course for students who have received a Nurse Faculty Loan).
This course explores issues related to evaluating educational offerings that employ technology. The advantages and disadvantages of both traditional and more novel approaches to evaluation are discussed. Students will learn how to create online surveys along with principles of test and survey management. Issues surrounding online testing including access, privacy, and data input accuracy are emphasized. Overall program benchmarks are explored. Prerequisite: enrollment in the PhD program or consent of faculty. [3]
NRSC 368. Contextual Nature of Health and Health Behaviors.
This course explores and critically analyzes theoretical and empirical approaches to understanding the interaction of health and environment in affecting health by examining contextual factors that impact health and health behaviors of various system levels. Examines disparity (e.g., social and economic) as a determinant of health among individuals and sub-populations. Critique selected models of health, health behavior, community organization, and health care delivery and their usefulness to understand and impact selected health phenomena and various ethno-cultural populations and communities. Students critically analyze and synthesize the literature related to a selected phenomenon of interest. Prerequisite: enrollment in the PhD program or consent of faculty. [2]
NRSC 379. Non-Candidate Research.
Research prior to entry into candidacy (completion of Qualifying Examination) and for special non-degree students. [Variable credit: 0-12]. [Variable credit 1-3]
NRSC 380. Knowledge Synthesis in Nursing Science.
This course provides a critical appraisal of the theoretical and empirical basis of nursing science. Theories and research generated to study phenomena related to nursing are evaluated and synthesized. Strategies for synthesizing extant knowledge in nursing are discussed. Prerequisite: enrollment in the PhD program or consent of faculty. [3]
NRSC 381. Current Topics in Health Services Research.
This course is designed to assist the student to develop expertise concerning the objectives, support mechanisms, limitations and controversies of current HSR research initiatives and HSR organizations. Examples of initiatives include (but are not limited to) those of the IOM, governmental and private safety studies, QI/QA consortia, JCAHO, IHI, and other projects. The student will be expected to assess the relative place of her/his research interest in the current HSR environment and to begin to function within the professional role of a health services researcher. Prerequisite: enrollment in the PhD program or consent of faculty. [3]
NRSC 382. Measuring Outcomes: Issues in Health Service Research Designs.
In this course, the student will develop expertise in the design, measurement and analysis of studies employing the five generic outcomes of greatest interest in outcomes studies: satisfaction, cost-effectiveness, mortality, health related quality of life, and morbidity. The student will also be expected to develop an overview including measurement and analysis plans for a condition-specific outcome. The impact of the researcher's decisions regarding conceptual models, treatment definition, risk adjustment strategies and the application of statistical techniques will be explored. At least one controversy attendant to each of the five generic outcomes will be debated in class. Prerequisites: completion of Research Design and Statistics I and II. [3]
NRSC 383. Advanced Topics in Organizational Quality and Safety Research.
The student will develop expertise in the measurements commonly used in nursing health services research related to organizational quality and safety. Emphasis will be placed on the challenges to measuring administratively mediated variables (e.g. capital, labor and process inputs) as well as the design and analytic challenges attendant to multi-level organizational studies. Prerequisite: Completion or concurrent registration in Measuring Outcomes. [3]
NRSC 390. Independent Study in Nursing Science.
Individualized study and reading in areas of mutual interest to the student and faculty member. Prerequisite: consent of instructor. [Variable credit: 1-3] [Variable credit: 1-3]
NRSC 393. Quantitative Research Methods.
This course provides an in-depth analysis of quantitative research methods employed in health-related research, focusing on topics such as formulation of research questions and hypotheses, integration of conceptual and theoretical frameworks, experimental and non-experimental designs, introduction to measurement theory, sampling and sampling size estimation, and data analysis plans. Students will also critique quantitative research manuscripts and proposals. [3]
NRSC 394. Qualitative/Field Research Methods.
This course explores qualitative approaches to research, including their theoretical foundations and practical applications. A variety of qualitative methods are presented and discussed. Class participants have the opportunity to study one or two selected methods in depth. Prerequisite: enrollment in the PhD program or consent of faculty. [3]
NRSC 395. Research Practicum.
This course provides students with exposure to and involvement in the research process. Learning activities are based on student need and interest and determined according to best fit with available faculty research programs. Prerequisite: enrollment in the PhD program or consent of faculty. [Variable credit: 1-2] [Variable credit: 1-2]
NRSC 397. Multivariate Statistics for the Health Sciences.
This is an intermediate level course in multivariate inferential statistics. Topics covered include multiple linear regression, path analysis, logistic regression, cannonical correlation, factorial (N-Way) ANOVA, ANCOVA, MANOVA, MANCOVA, principal components and factor analysis, and an introduction to structural equation modeling, time series analysis, cluster analysis, discriminant function analysis, and survival analysis. Emphasizes use of SPSS-PC and interpretation of output generated by the SPSS-PC program. Prerequisites: Consent of faculty. [3]
NRSC 398. Writing for Publication.
Designed to assist students with understanding the publication process, this course is designed to improve scholarly writing abilities. A manuscript is prepared and submitted to a selected refereed journal for consideration of publication. [3]
NRSC 399. Ph.D. Dissertation Research.
Prerequisite: enrollment in the PhD program and consent of faculty. [Variable credit: 0-6] [Variable credit: 0-6]
Doctor of Nursing Practice Courses
410. Evidence-Based Practice I: The Nature of Evidence.
This course explores the philosophical underpinnings for nursing knowledge relevant to the role of the Doctor of Nursing Practice (DNP). Quantitative and qualitative research methods related to the generation of evidence will be analyzed related to practice. Students will develop search strategies to answer questions related to their topic of interest. Fall [2]
412. Informatics for Scholarly Practice.
This course provides an overview of informatics, the transformation of data into information, knowledge, decisions and actions to improve outcomes. To take advantage of electronic data mines, scholars of the future will need to understand the basics of databases and the structure of vocabularies. Knowledge management to support evidence-based practice will be a critical skill. In addition, this course prepares the student to use available technology tools to present, interpret and organize data. Fall [2]
414. Statistics in Health Sciences.
This course provides an overview of the logic and appropriate use of statistical techniques most commonly reported in the research literature of the health professions. The spectrum of topics encompasses most univariate parametric and nonparametric procedures, including correlational and repeated measures analyses. Across the varied topics, emphasis is placed on: 1) becoming knowledgeable of the underlying logic of each statistical technique, 2) the appropriate use and underlying assumptions of the procedure, 3) interpretation of results from statistical software, and 4) evaluation of published results using statistical procedures. Fall [3]
420. Integrative Application of Evidence-Based Practice I.
This is the first of a four-course series that provides the DNP student with mentored opportunities to identify, develop, implement, evaluate and disseminate an independent, analytic scholarly project focusing on problems of practice within specific populations. Each course builds on the knowledge and practice expertise of the DNP student, culminating in the completion of the scholarly project. The range of projects will be varied as they relate to the unique clinical practices of the DNP student, e.g., quality improvement, analyzing policy, designing and using databases, designing and evaluating new models of care, collaboration with researchers to answer clinical questions, program development, implementation and evaluation. Throughout these courses, DNP students will establish the expanded advanced practice nursing role focusing on their populations of interest. To complete the objectives of this course successfully, the student is expected to practice a minimum of 100 hours in a clinical area related to their topic of interest. Each student will be required to submit individual objectives for each of the four integrative experiences. Spring [1]
422. Evidence-Based Practice II: Evaluating and Applying Evidence.
This course will build on Evidence-Based Practice I by preparing DNP students to evaluate evidence designed to improve clinical outcomes related to their identified topic of interest, and to translate the evidence into practice environments. Spring. Spring [3]
424. Epidemiology.
Epidemiology focuses on the distribution and determinants of disease frequency in human populations. This course prepares the student to use epidemiological strategies to examine patterns of illness or injury in groups of people. Concepts of health, risk and disease causality are examined. Implications for development of data based programs for disease/injury prevention and control as well as policy implications will be discussed. Spring [3]
430. Integrative Application of Evidence-Based Practice II.
In this second course of a four-course series, the DNP student works with a faculty mentor to refine the design and begin implementing the scholarly project. Students must successfully complete an oral defense of the project prior to implementation. To complete the objectives of this course successfully, the student is expected to practice a minimum of 100 hours in a clinical area related to their topic of interest. Each student will be required to submit individual objectives at the beginning of the semester. Summer [1]
432. Health Care Economics and Finance.
This course covers basic economic theory, market drivers and restraints, health care finance and reimbursement, cost/benefit analysis and health care entrepreneurism. Theory and application are integrated throughout the course with a particular focus on the clinical role of the DNP within the contemporary health care environment. Students Take either N432 or 434. Summer [3]
434. Advanced Health Care Economics and Finance.
This course addresses advanced application of economic theory, financial principles and financial modeling in the health care market. Theory and application are integrated and aimed at preparing the student to assume an executive-level DNP role in large and complex health care organizations. Summer [3]
436. Clinical Program Development, Implementation and Evaluation.
This course focuses on analysis and application of theory and expertise needed to assess, plan, implement and evaluate the clinical care of a population within integrated health systems. This course builds on behavioral, social and organizational sciences. Topics include: needs assessment stages and methodologies, development of mission statements and program designs, data management, allocation of resources, evaluation strategies and use of business plans. Summer [3]
440. Integrative Application of Evidence-Based Practice III.
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 a clinical setting. In order to successfully complete the objectives of this course, the student is expected to practice a minimum of 100 hours in the identified clinical area. Each student will be required to submit individual objectives at the beginning of the semester. Offered beginning Fall of 2009. Fall [1]
442. Quality Improvement and Patient Safety.
This course prepares students to design, implement and evaluate evidence-based quality health care practices for patient populations (individuals and aggregates) in acute, home and community settings. Working as partners in interdisciplinary teams, students will assess organizational culture, gather safety information, analyze data and translate findings into systems changes through action learning experiences within their own organizations. Offered beginning Fall of 2009. Fall [3]
444. Management of Organizations and Systems.
This course synthesizes leadership theory and organizational models within the context of the health care industry. Models of human resource management, change management, strategic planning, program development and implementation will be explored and applied. Based on these theories and models, the student will derive the DNP's role in complex health care organizations. Offered beginning Fall of 2009. Fall [3]
450. Integrative Application of Evidence-Based Practice IV.
In this capstone course, the DNP student evaluates the evidence- based scholarly project and the impact health care outcomes. Students will disseminate their findings through an oral presentation and a manuscript suitable for a peer-reviewed publication. Students will apply knowledge and skills obtained in the didactic and integrative courses in order to address the ethical, legal, financial and organizational aspects of the scholarly project. The DNP student will discuss his/her topic of interest, the development of the project and how it addressed the needs of a selected population; and evaluate the implementation and outcomes of the project. In order to successfully complete the objectives of this course, the student is expected to practice a minimum of 200 hours in a clinical area related to the topic of interest. Each student will be required to submit individual objectives at the beginning of the semester. Offered beginning Spring of 2010. Spring [2]
452. Health Policy.
This course addresses health policy from the perspectives of evidence development, analysis and economic impact within a socio-political context. There is a secondary focus on the role of regulation within the U.S. health care system. The DNP contribution to health policy development is explored. Offered beginning Spring of 2010. Spring [3]
454. Legal and Ethical Environment.
This course provides a comprehensive analysis of the legal, regulatory and ethical environments that impact DNP practice. Offered beginning Spring of 2010. Spring [3]
466. Curriculum Strategies for Health Professional Education (required course for students who have received a Nurse Faculty Loan).
This course introduces the student to the foundations of learning theory and learning styles. The impact of technology on learning practices and the appropriate use of technology to facilitate learning is emphasized. Students will create electronic elements for effective learning and use a course management system. Copyright and fair use issues are discussed. Overall curriculum strategies that integrate content, organization, informatics, and sequencing of courses are discussed. Students will design a learning program that integrates learning styles, technology use, and a course management system. Prerequisite: enrollment in the DNP program or consent of faculty. [3]
467. Educational Evaluation for Learning in the Health Professions (required course for students who have received a Nurse Faculty Loan).
This course explores issues related to evaluating educational offerings that employ technology. The advantages and disadvantages of both traditional and more novel approaches to evaluation are discussed. Students will learn how to create online surveys along with principles of test and survey management. Issues surrounding online testing including access, privacy, and data input accuracy are emphasized. Overall program benchmarks are explored. Prerequisite: enrollment in the DNP program or consent of faculty. [3]