NURS - Nursing

Candidates for the Masters of Science in Nursing (MSN) degree must satisfactorily pass a comprehensive examination, specific to their track of study (APRN or Educator). The comprehensive examination will assess the breadth of the student’s knowledge within the scope of a masters prepared nurse as well as the chosen specialty area. The examination will include the use of a nationally normed and referenced instrument specific to the chosen specialty area.

This course introduces the adult gerontology acute care nurse practitioner student to the management of adult patients who are acutely ill and those with exacerbation of chronic illness. Analysis and interpretation of laboratory and other diagnostic data, as well as intervention with invasive therapy is included.  

This course provides the student the opportunity to apply knowledge, skills, and abilities related to the roles of the adult gerontology acute care nurse practitioner in the acute care environment. A minimum of 180 supervised clinical hours are required.

This course provides the student the opportunity to apply knowledge, develop additional advanced skills and abilities in the role of the adult gerontology acute care nurse practitioner in the acute care environment. A minimum of 200 supervised clinical hours is required.

This course builds upon the skills and knowledge from prior coursework. Management of complex patients in the acute setting by the adult gerontology acute care nurse practitioner is emphasized.

The focus of this course is on the role of the advanced practice nurse in health promotion, diagnosis and disease management, populations across the lifespan. Concepts from the foundational core are used to identify the competencies necessary for advanced nursing practice to improve patient outcomes. Emphasis is placed on the development and assumption of the role of the advanced practitioner as a member of the interdisciplinary health care team.

The focus of this course is on the use of theoretical frameworks to direct research, practice and education. Concepts of theory and theory building are explored. Selected theories from nursing, science, organizational and systems theory will serve as a framework for inquiry. 3 (0)

This course is designed to provide the student with opportunities to discuss strategies to promote health, risk reduction, and prevention of health problems throughout the lifespan. This course focuses on concepts used in the development and evaluation of population-based health programs.

The focus of this course is on the role of the Family Nurse Practitioner in the care of individuals throughout the lifespan who present with select common and cute health problems in the primary care setting. The importance of performing comprehensive advanced-level health assessments, use of diagnostic reasoning, the selection of appropriate diagnostic tests, pharmacologic and non-pharmacologic therapies, and health promotion are emphasized in this course.

This course is the first in a series of clinical courses designed to all the Family Nurse Practitioner students to apply the concepts of advanced practice nursing. Students must complete a minimum of 180 hours in an approved setting while supervised by a nurse practitioner, physician’s assistant, or physician. Emphasis is placed on health promotion, diagnostic reasoning, evidence-based decision-making, assessment, diagnosis an management of episodic acute health problems commonly encountered in primary care.

This course is designed to advance the understanding of ethical, cultural and spiritual concepts. The impact of these concepts on health and health care outcomes is reviewed. The student will gain an increased perspective on the integration of faith and health. Application of ethical analysis and clinical reasoning to assess, intervene and evaluate nursing care is included. 3 (0)

This course builds upon concepts studied in undergraduate nursing research. Topics include increased depth in research designs, epistemological framework for design and the research of a specified problem. Emphasis includes critique and utilization of theory, education and practice. 3 (0)

This course focuses on the development of clinical reasoning and technical skills in performing accurate, comprehensive, health assessment across the life span and across populations. Interpretation of diagnostic findings as they relate to differential diagnoses is included. Prerequisite: NURS 6338.

The focus of this course is on the management principles necessary to establish and maintain a successful clinical practice including proper coding of encounters and procedures, reimbursement and the fiscal responsibility of the provider. The role of the APRN as a member of the interdisciplinary team is explored. .

This course will introduce components and frameworks for nursing education curriculum. Discussion of regulatory agencies and accreditation will be included. Best practices for developing and revising nursing education curriculum, as well as the roles/responsibilities of the academic nurse educator will be explored.

This course will survey principles of teaching and learning, learning theories and evidence-based teaching practices. Additionally, students will examine the role, student-faculty relationships and trends and issues in nursing education.

This course focuses on determinants of health and principles of epidemiologic data to design and deliver evidence-based, culturally relevant clinical prevention interventions and strategies. Health promotion strategies are presented for improving population-based health outcomes for individuals, families, communities and aggregate/clinical populations. 2.5 (1.5) Prerequisite: NURS 6321.

This course focuses on advanced pharmacology including pharmacokinetics, pharmacodynamics and pharmacotherapeutics, for all broad categories of agents. Issues explored include evidence-based practice guidelines, cost containment strategies, alternative interventions and systems management for effective patient outcomes. 2.5 (1.5)

This course focuses on those physiological and pathophysiological processes that are the basis for direct patient care across the lifespan. The focus is on regulatory mechanisms that maintain homeostasis and the clinical problems that arise in the pathophysiological state. 2.5 (1.5)

This course focuses on the study of decision making, responsibilities, systems and procedures in the development of health care policy. The influence of social determinants on health care is presented including: accessibility, accountability and affordability. Change theory is used as students explore the role of advocacy and the relationship between policy, health economics and health care outcomes. Prerequisite: NURS 6312.

This course will address assessment and evaluation in nursing education programs. Included are student assessment, course evaluation and program evaluation methods. Strategies for evaluating classroom and clinical outcomes, as well as development of a systematic plan for evaluation of a nursing program will be explored.

This course is first in a series of didactic courses that focuses on assessment, diagnosis and management of select common and acute health problems in the primary care setting across the lifespan. Included is the application of their epidemiologic, pathophysiologic, symptoms complexes, and research-based treatments as well as appropriate patient education resources and protocols. Attention is given to the integration and application of advanced health assessment and critical-thinking skills, developmental family theories, and health promotion strategies in the diagnostic and clinical management processes of the family nurse practitioner (FNP) role.

This course is the first in a series of clinical courses designed to all the Family Nurse Practitioner students to apply the concepts of advance practice nursing. Students must complete a minimum of 180 hours in an approved setting while supervised by a nurse practitioner, physician’s assistant, or physician. Emphasis is placed on health promotion, diagnostic reasoning, evidence-based decision-making, assessment, diagnosis and management of episodic acute health problems commonly encountered in primary care.

The focus of this course is on the role of the Family Nurse Practitioner in the care of individuals throughout the lifespan who present with select chronic health problems in the primary care setting. The importance of performing comprehensive advanced-level health assessments, use of diagnostic reasoning, the selection of appropriate diagnostic tests and pharmacologic and non-pharmacologic therapies is emphasized.

This course is the second in a series of clinical courses designed to allow the Family Nurse Practitioner student to apply the concepts of advanced practice nursing and refine skills. Students must complete a minimum of 180 clinical clock hours in an approved setting while supervised by a nurse practitioner, physician’s assistant, or physician. Emphasis is placed on diagnostic reasoning, evidence-based decision-making, assessment, diagnosis, and management of chronic health problems commonly encountered by patients, across the lifespan in primary care settings.

This course is designed to permit the offerings of topics of current interest.

The immersion experience focuses on the synthesis of previously learned knowledge, skills and abilities as a provider of advanced nursing care to individuals, families and populations across the lifespan. Emphasis is placed on the management of patients with acute and chronic illnesses, health promotion needs and illness prevention. This course will occur in a capstone process and include both an advanced didactic and clinical component in which the student will demonstrate the role of the advanced practice nurse as a member of the interdisciplinary health care team. 0.5 (16.5) for 240 hours of clinical. Prerequisites: NURS 6310, 6311, 6314, 6328, 6329, 6330.

The practicum is the capstone course for the Nurse Educator track of the MSN program. The practicum provides the student the opportunity to synthesize information learned related to evidence-based teaching practice and the role/responsibilities of the academic nurse educator. The practicum consists of two components: a semester long project and experiences related to the nurse educator role in the classroom, clinical and simulated environments. Experiences may also relate to the nurse educator role in the hospital setting.

This course is individualized to student needs and outcomes. Opportunities are provided for enhanced knowledge and skill development related to adults across the lifespan. The student is expected to make application of knowledge from the didactic courses to the clinical care of individuals. The focus is on the continued development of the adult gero acute care NP role as a member of the interdisciplinary team in the acute care environment. 240 clinical hours.

The course focuses on development of components of the DNP Scholarship Portfolio. The DNP Practice Inquiry Project will require that the student develop a practice focused problem that will include application of an intervention for the problem with the appropriate metric evaluation and dissemination of the project findings. The Practice Inquiry Project will be presented for approval in this course. This course will assist the student in the refinement of the plan, methodology, and implementation of the Practice Inquiry Project.

This course will provide the students with the opportunity to interact with faculty and community/organizational leaders related to their DNP Project Inquiry. Students will demonstrate their breadth and synthesis of knowledge of the DNP Essentials as it related to their project.

A course designed to permit the offering of topics of current interest. Topics and projects are selected on the basis of student interest and need. May be repeated for credit when content varies. Prerequisite: permission of the Director of the Doctor in Nursing Practice program.

This is the second of the Advanced Seminar courses that will provide the students with the opportunity to interact with faculty and community/organizational leaders related to their DNP Project Inquiry. Students will demonstrate their breadth and synthesis of knowledge of the DNP Essentials as it related to their project.

This is the third of the Advanced Seminar courses that will provide the students with the opportunity to interact with faculty and community/organizational leaders related to their DNP Project Inquiry. Students will demonstrate their breadth and synthesis of knowledge of the DNP Essentials as it related to their project.

An independent study directed by a full-time graduate faculty member in the College of Education. May be repeated for credit when the content varies. Prerequisite: permission of the Director of the Doctor in Nursing Practice program. 

This course provides a comprehensive overview of the issues in healthcare information technology. Students will develop the skills necessary to evaluate health care information systems regarding monitoring of outcomes, patient safety, and quality improvement. Ethical and legal issues related to Information Technology will be addressed.

This course will provide the students with the opportunity to interact with faculty and community/organizational leaders related to their DNP Project Inquiry. Students will demonstrate their breadth and synthesis of knowledge of the DNP Essentials as it related to their project.

The course focuses on continued development of components of the DNP Practice Inquiry Project. This course will assist the student in the refinement of the plan, methodology, and implementation of the DNP Practice Inquiry Project.

The course focuses on continued development of components of the DNP Practice Inquiry Project. This course will assist the student in the refinement of the plan, methodology, and implementation of the DNP Practice Inquiry Project.

The course focuses on continued development of components of the DNP Practice Inquiry Project. This course will assist the student in the refinement of the plan, methodology, and implementation of the DNP Practice Inquiry Project.

A course designed to permit the offering of topics of current interest. Topics and projects are selected on the basis of student interest and need. May be repeated for credit when content varies. Prerequisite: permission of the Director of the Doctor in Nursing Practice program.

An independent study directed by a full-time graduate faculty member in the College of Education. May be repeated for credit when the content varies. Prerequisite: permission of the Director of the Doctor in Nursing Practice program.

Doctoral students complete a required doctoral internship (EDAD/NURS 7308) in the third year.  In preparing the doctoral internship proposal, students select an intern setting that provides the greatest opportunity for development as a scholar-practitioner leader.  The internship experience may be completed within the student's current employing organization or in another setting.  If a student chooses to complete a second internship, it must be completed in a different setting.

This course serves as the foundational course for the DNP and will explore the qualities necessary to be a leader and clinical scholar in a complex health care system. This course will study the scientific underpinnings of nursing knowledge significant to develop the role of the DNP. Students will evaluate and develops new practice approaches based not only on nursing theories but theories from other disciplines.

This course will analyze Interprofessional collaboration as a fundamental component of the DNP practice. This course focuses on Interprofessional methodologies to address emerging health care issues and analyze methods to lead change in a complex Interprofessional healthcare delivery systems. Students will be given the opportunity to explore these issues at the state level.

This course is designed to build the foundation for Evidence Based health care. Students will use analytical methods to critically evaluate literature to determine and implement evidence based care and develop practice guidelines. Students will develop skills necessary to design, direct and evaluate quality improvement methodologies to promote safe, effective, efficient, and equitable healthcare. Key aspects of how to disseminate and integrate research into both organization and clinical practice will be included.

This course will extend Evidence Based Practice principles and enhance the student’s ability to translate research into practice. Students will refine the skills necessary to disseminate research findings in order to develop evidence based practice guidelines that will improve healthcare outcomes. Students will integrate research knowledge to evaluate practice, practice settings, and health care organizations against national benchmarks to determine variances in practice outcomes and population trends.

This course focuses on the use of biostatistical data to critically analyze data and evidence for improving advanced nursing practice.

This course prepares the student to be a leader in the global health care arena. This course provides a comprehensive overview of the principles of business, finance, economics and health policy needed to be effective leaders. This course will present the skills necessary to evaluate the costs, risk, and value of health care. Students will examine the political and economic environment of the health care systems at the national level.

This course will explore and analyze the dynamics of health care policy and the influence these policies have on the delivery of health care. Students will develop skills necessary to become leaders in developing and implementing institutional, local, state, federal and/or international health policies. Students will acquire the knowledge necessary to educate policy makers at all levels regarding nursing, health policy and patient care outcomes. Ethics related to health care policies will be explored. This course will provide students with the opportunity to exercise these skills at the national international level.

This course focuses on organizational and systems leadership within complex, global health care systems. Innovative leadership skills and quality improvement strategies will be explored. Students will acquire the use of advance communications skills needed to lead quality improvement and patient safety initiatives within health care systems. Students will evaluate health care delivery approaches needed to meet the current and future needs of diverse populations of patients. Additionally, students will develop strategies to manage ethical dilemmas related to patient care, heath care organizations and research.

This course focuses on advanced clinical management of patients and diverse populations with complex health care needs. This course will introduce principles and concepts of epidemiology and the impact on individual, aggregate, and population health. Students will also explore the relationship and contribution of genetics and genomics to healthcare issues, including disease susceptibility and therapeutic efficacy. The role of genomics in personalized medicine will be explored. Students will synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population health and will develop, implement, and evaluate interventions to improve health status, access to care and gaps in the care of individuals, aggregates or populations. This course is designed to assist student in developing high level clinical reasoning in order to provide positive patient outcomes within a framework of evidence-based practice.

Designed to provide students with an in-depth study of the principles, social, cultural, and economic factors and inter-professional issues that impact curriculum and program development in baccalaureate and higher degree nursing education. The process of accreditation is also reviewed.

Leadership and management theories and concepts are presented with applications made to the nursing faculty and administrative leadership roles. Building upon professional education and experience of learners, essential skills, core competencies, and best practices in leadership are explored.

Prepares nurse educators to identify and apply evidence based practice teaching methods to student learning and evaluation, and teacher and program effectiveness. Teaching pedagogy as it relates to nursing education, fairness in evaluation, and integration of new and emerging technologies, assessment, and reporting is presented.

A focus on innovation in classroom, clinical and simulated learning is presented as a framework for building upon the students’ professional experience as educators, objective assessment and evaluation of students is explored. Legal and ethical implications of teaching, learning and the evaluative process are included.

The course focuses on the refinement of the DNP Scholarship Portfolio. The student will work with the faculty on the DNP Practice Inquiry Project. This course will assist the student in the refinement of the plan, methodology, and implementation of the Practice Inquiry Project.

This course serves as the clinical practice component of the DNP program and focuses on the direct care of patients within a population of interest. The course provides the student with a clinical specialty immersion experience necessary to plan and design the Practice Inquiry Project. The student is expected to utilize advanced levels of clinical judgement, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes. Students use conceptual and analytical skills in evaluating the links among practice, organizational, population, fiscal and policy issues in the health care arena.

This course serves as the clinical practice component of the DNP program and focuses on the direct care of patients within a population of interest. The course provides the student with a clinical specialty immersion experience necessary to plan and design the Practice Inquiry Project. The student is expected to utilize advanced levels of clinical judgement, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes. Students use conceptual and analytical skills in evaluating the links among practice, organizational, population, fiscal and policy issues in the health care arena.

A course designed to permit the offering of topics of current interest. Topics and projects are selected on the basis of student interest and need. May be repeated for credit when content varies. Prerequisite: permission of the Director of the Doctor in Nursing Practice program.

An independent study directed by a full-time graduate faculty member in the College of Education. May be repeated for credit when the content varies. Prerequisite: permission of the Director of the Doctor in Nursing Practice program.