Graduate Nursing

This course focuses on the development of comprehensive and problem-focused assessment of individuals across the lifespan. Evidence-based health promotion, disease prevention, and disease management principles are used to evaluate health status and health risk across the lifespan. Age, gender appropriate, and cultural variations in health and implications for advanced practice are included. Documentation of the history, physical findings, and interview questions is emphasized.

This course focuses on the application of clinical pharmacology across the lifespan, and its use in health promotion and disease management for the advanced practice registered nurse. Principles of pharmacokinetics, pharmacodynamics and pharmacogenomics will be examined. Emphasis is placed on the rational use of medications and prescribing practices. Legal and ethical considerations of prescriptive practice are also addressed.

This course focuses on the ethical translation of current evidence into practice. Students are prepared to identify areas where evidence is lacking, resolve practice problem sand improve outcomes through scholarly inquiry.

This course focuses on the exploration of the organizational, political, cultural, and social structures that shape healthcare delivery and the role of the advanced nurse as a leader in healthcare transformation. Policies that influence healthcare economics, access, safety, quality, and efficiency will be investigated. Key issues and challenges in becoming an effective organizational and systems leader will be analyzed.

This course examines the theoretical underpinnings of teaching and learning. Major paradigms and learning theories are appraised for their applicability to teaching and learning in didactic and clinical settings. Historical and philosophical foundations of nursing education are also examined.

This course uses a simulated classroom setting to provide learners the opportunity to apply knowledge, skills, and attributes essential to the teaching learning process.

This precepted practicum experience provides students the opportunity to apply concepts and develop skills in curriculum development, classroom and clinical teaching and evaluation methods in an educator role. Emphasis is placed on the application of nursing and educational theory to design and implement teaching strategies that support effective individual and group learning in both educational and clinical settings. Students gain practical experience with a focus on an authentic demonstration of the nurse educator role and the NLN Certified Nurse Educator (CNE® ) competencies.

Students analyze professional, social, political, and legal/ethical issues influencing nursing education. Students explore the multiple dimensions and interdisciplinary role of the nurse educator and the expected competencies. Emphasis is on the nurse educator in academic and clinical settings.

This is the first in a series of three theory courses for the family nurse practitioner student that focuses on health promotion, disease prevention and clinical management of diseases across the lifespan. Principles of epidemiology, pathophysiology, and the medical and nursing management for selected acute, episodic, and chronic conditions common to the primary care setting are addressed.

This course is the second in a series of three theory courses which prepare the family nurse practitioner student to care for patients across the lifespan. Students build on previously acquired knowledge and experiences to think more critically about the medical and nursing management of more complex selected acute and chronic conditions common to the primary care setting.

This course is the third in a series of three theory courses which prepare the family nurse practitioner student to care for patients across the lifespan. Students continue to build on previously acquired knowledge and experiences to think more critically about the medical and nursing management of complex selected acute and chronic multi-system conditions. In addition, the medical and nursing management of gender specific health problems/concerns, sexuality, end-of-life, and mental health issues are addressed.

This course provides the student with the basic clinical decision-making skills needed to select diagnostic tests and to perform selected procedures commonly completed in a primary care setting. Students practice gathering, interpreting, and managing objective diagnostic and clinical data to develop differential diagnoses and manage various health problems across the lifespan.

This is the second of three FNP diagnostics courses. In this course students acquire more advanced clinical decision-making skills and perform more complex procedures. Students practice gathering, interpreting, and managing more complex diagnostic and clinical data to develop skill with differential diagnoses and the management of acute and chronically ill patients across the lifespan.

This course provides the student the opportunity to further develop their clinical skills through simulation for clinical decision making when caring for populations in primary care settings. Students will enhance their ability to assess, diagnose and treat several common acute and chronic primary care presentations though various simulated exercises.

This course will assist the student with the role transition to an entry-level Advanced Practice Registered Nurse (APRN) position. Students analyze topics important to practice including regulations, reimbursement (coding and billing), malpractice, insurance, and certification and credentialing as they relate to APRN clinical practice. Management functions of planning, organizing, directing/influencing, and evaluating the delivery of health care services also will be discussed.

This is the initial clinical preceptorship course in a primary care setting. Students begin to apply clinical decision-making skills in relation to health promotion, disease prevention and health protection as they develop skills in health assessment, evaluation, and management. Emphasis is placed on patient-centered care, evidence-based practice and information literacy as students develop relationships with interdisciplinary teams.

This is the initial clinical preceptorship course in a primary care setting. Students begin to apply clinical decision-making skills in relation to health promotion, disease prevention, and health protection as they develop skills in health assessment, evaluation, and management in specific patient populations that meet the individual competency needs of the students. Emphasis is placed on patient-centered care, evidence-based practice and information literacy as students develop relationships with interdisciplinary teams.

This is the second clinical preceptorship course, in a primary care setting in which students continue development as competent family nurse practitioners. Emphasis is placed on the assessment, diagnosis, and management of acute and chronic health problems. Patient-centered care, evidence-based guidelines, interprofessional consultation and referrals form the basis for the provision of care.

This is the second clinical preceptorship course in a primary care setting in which students continue development as competent family nurse practitioners. Emphasis is placed on the assessment, diagnosis, and management of acute and chronic health problems in specific patient populations that meet the individual competency needs of the students. Patient-centered care, evidence-based guidelines, interprofessional consultation and referrals form the basis for the provision of care.

This is the third clinical preceptorship in a primary care setting in which students prepare to function as competent family practitioners. Emphasis is placed on the provision of comprehensive and complex care across the lifespan, including coordination of care. In addition to consultation and referral and interprofessional collaboration, complex family care, care of the older adult, end-of-life and palliative care are additional areas of focus.

This is the third clinical preceptorship in a primary care setting in which students prepare to function as competent family practitioners. Emphasis is placed on the provision of comprehensive and complex care across the lifespan and in specific patient populations that meet the individual competency needs of the students, including coordination of care. In addition to consultation and referral and interprofessional collaboration, complex family care, care of the older adult, end-of-life, and palliative care are additional areas of focus.

This course provides the student with an introduction to epidemiological and population health concepts important to the study of health and wellness in aggregate populations. Skills related to identifying key sources of data, epidemiological research and interpretation of bio statistical data are developed to enhance decision-making skills needed for program planning, evaluation, and practice scholarship. Epidemiological, social, and environmental data are examined to make inferences about health promotion, risk reduction and disease/injury prevention within the context of social determinants of health.

This is the first of two courses focused on a synthesis project or research study designed to bring together the practice, scholarship, and leadership components consistent with graduate-level nursing competencies. In this course, students identify an education, practice, and/or healthcare systems problem applicable to their practice setting. Students use an evidence-based practice model or research study design, to explore improvement opportunities related to the problem. By the course conclusion students have identified a topic and analyzed the background and significance to nursing practice and selected a theoretical framework to guide scholarly inquiry.

This is the second of two courses focused on a synthesis project or research study designed to bring together the practice, scholarship, and leadership components consistent with graduate-level nursing competencies. In this course students complete the project and professionally disseminate their findings.

This course attempts to help students provide answers to the question: “What does it mean to be an ethical healthcare professional?” Geared specifically for doctoral level healthcare students, the course begins by delving into ethical theory and then quickly synthesizing the codes of ethics of healthcare professions. Students are then asked to analyze what it means to go beyond the code of ethics in their own practice in order to be an ethical healthcare professional, aided by concepts from traditional ethical theory, as well as more recent considerations in healthcare ethics, including issues pertaining to social justice, phenomenological research, and particularly studies on what it means to empathize with patients in a healthcare setting in order to provide patient-centered care.

In this course, students use epidemiological, biostatistical, and other scientific approaches to analyze and synthesize population health data to better understand health disparities, determinants of health and illness, health promotion and risk reduction strategies, and to evaluate the distribution of emerging population health issues. The role of federal, state, and local governments in relationship to the core functions of population health are explored. Students learn how to communicate results and identify best practices to implement effective interventions and recommend policy for the management of targeted populations.

In this course, students explore common mental health disorders seen in the primary and acute care settings. Students explore biopsychosocial theories, clinical practice guidelines, screening tools and evidenced based treatment approaches, including pharmacological and non-pharmacological interventions, to provide a foundation for the APRN to identify and manage mental health disorders within their scope of practice and setting.

This course builds on student’s knowledge of scholarly inquiry, knowledge generation, research designs, methods, and research utilization as best practices in health care. Students learn the application of health care research to interpret, evaluate, and translate new knowledge about clinical phenomena, interventions, and issues into advanced nursing practice.

This course focuses on the knowledge and skills necessary for using data from information systems to evaluate and improve health care. Legal, ethical, regulatory, and cultural considerations associated with information management and its use in health care will be explored. Students compare informatics tools for data extraction, organization, and interpretation, and examine how to evaluate information sources. Communication and dissemination of findings through various informatics tools are discussed.

This course provides students with the leadership principles and theoretical foundations to be transformative leaders in healthcare. Emphasis is placed on the strategies used for organizational assessment of system issues, interdisciplinary implementation and evaluation of effective interventions, programs, and policies, and the change processes required to sustain improvements.

MSN-DNP practicum is designed to provide the student with the opportunity to build upon advanced nursing practice competencies while under the supervision of clinical faculty and designated mentors. Students enhance their clinical practice, clinical reasoning, and practice expertise. Student placements are determined based on a gap analysis and prior clinical practice, practicum experiences, and professional development needs.

The DNP Project is a synthesis project designed to bring together the practice, scholarship, and leadership components of the Doctor of Nursing Practice degree. The result is a data-driven, evidence-based, project that supports the advancement of quality care, patient safety, and professional practice. In the second course, the student evaluates and synthesizes best practices to develop a practice change proposal.

The DNP Project is a synthesis project designed to bring together the practice, scholarship, and leadership components of the Doctor of Nursing Practice degree. The result is a data-driven, evidence- based, project that supports the advancement of quality care, patient safety, and professional practice.  In the third course, students work with a practice partner to implement and evaluate the proposed change. 

The DNP Project is a synthesis project designed to bring together the practice, scholarship, and leadership components of the Doctor of Nursing Practice degree. The result is a data-driven, evidence- based, project that supports the advancement of quality care, patient safety, and professional practice. In the final course students demonstrate advanced levels of clinical judgment, systems thinking, and accountability in assessing what is required to sustain the practice change initiative and disseminate the best practice results. Eight-five hours will be counted as practicum.

This is the initial clinical preceptorship course in a primary care setting for BSN-DNP students. Students begin to apply clinical decision-making skills in relation to health promotion, disease prevention, and health protection. Emphasis is placed on patient-centered care, evidence-based practice and information literacy as students develop relationships with interdisciplinary teams.

This is the second clinical preceptorship course, in a primary care setting in which BSN-DNP students continue development as competent family nurse practitioners. Emphasis is placed on the assessment, diagnosis, and management of acute and chronic health problems. Patient- centered care, evidence-based guidelines, interprofessional consultation and referrals form the basis for the provision of care.

This is the third clinical preceptorship in a primary care setting in which BSN-DNP students prepare to function as competent family practitioners. Emphasis is placed on the provision of comprehensive and complex care across the lifespan, including coordination of care. In addition to consultation and referral and interprofessional collaboration, complex family care; care of the older adult; end-of-life; and palliative care are additional areas of focus.