College of Nursing Course Descriptions

Updated on February 2, 2024

This course introduces the financial structures that support nursing practice. The focus is on economic principles, financial management methods, and business strategies that form the foundation for balancing productivity with quality of care and designing effective and realistic care delivery systems that optimize performance, minimize costs, and enhance outcomes. Students will examine methods to evaluate costs and cost effectiveness of care using knowledge regarding health equity and diversity. This course provides graduates with the tools to plan, monitor, and evaluate the acquisition, use, and outcomes of fiscal resources for practice and program initiatives. Prerequisite: NRDNP 860, NRDNP 854.

3 credit hours

In this course the student will acquire strategies for conflict management and relationship building in complex and diverse healthcare organizations. In addition, students will assimilate strategies for assessing risk, managing risk, and negotiating crucial conversations strategically and proactively. This course also examines innovative management strategies and problem-solving techniques as they apply to promoting shared decision-making, working with diverse inter-professional leadership teams, and building relationships with stakeholders in a culturally sensitive manner. Practicum provides precepted experiences working within the specific course focus to enhance and develop nurse executive competencies in these areas. Prerequisite: Graduate standing.

3 credit hours

Study of information science concepts, principles, and methods with application in the support, improvement, and evaluation of nursing interventions, outcomes of care, and delivery systems. Focuses on the development of knowledge and technical skills to use data management systems and technological resources for decision-making, implementation of quality improvement initiatives, and evaluation of patient care technologies. Includes use of systems analysis, decision theory, and consideration of ethical, regulatory, social, health equity, diversity, and legal issues. Clinical and administrative data sources will be used to evaluate the efficacy of patient care technology appropriate to a particular area of practice. Prerequisite: NRDNP 860, NRDNP 854.

3 credit hours

This course is designed to present an orientation to disease as disordered physiology within integrated biological systems, mediated by cognitive, behavioral, emotional, cultural, and social determinants of health. The course provides the advanced practice nurse with a foundation for advanced clinical assessment, diagnostic reasoning, and clinical decision-making in the management of common, episodic, chronic and heritable/genetic conditions. Pathophysiological mechanisms of disease, including signs and symptoms of prototypical illnesses, variations in expression, and selected screening/diagnostic evaluative methods will be discussed with an emphasis on attainment and maintenance of full health potential as a goal of health equity. Prerequisite; Graduate standing.

3 credit hours

This course focuses on the knowledge and application of advanced pharmacotherapeutic principles organized in a system-based approach, to prepare students to design individualized pharmacotherapeutic plans for disease prevention and commonly encountered illnesses, demonstrating an understanding of drug classes, individual drugs, and complementary alternatives. Methods for screening, risk stratification, and monitoring for clinical effectiveness will be addressed. Emphasis is placed on pharmacodynamics, pharmacokinetics, pharmacogenomics and biochemical pathways as the basis for understanding the mechanism of drug actions. Side effects, contraindications, and toxicities, as well as factors relating to adherence, compliance, patient education and collaborative practice are discussed to facilitate safe practice and promote successful patient outcomes to achieve and maintain full health potential. Rationales for therapeutic choices are based on current, evidence-based clinical practice guidelines with consideration to special variables affecting selection of drug therapies such as age, gender, reproductive status, ethno-cultural variations, provider biases, financial, social determinants of health, and personal preference. Special attention is given to professional practice including statutory regulations related to prescribing. There is an additional emphasis (not less than 15 hours) on prescribing controlled substances, including but not limited to use of controlled substances for pain management, impaired provider recognition, recognition and management of substance use disorders, medication assisted therapy for substance use disorders (not less than 8 hours of course content regarding substance use disorders and medication assisted therapies for substance use disorders). Students utilize problem-solving skills and current point of care technology as a means to integrate pharmacological principles with clinical guidelines to plan safe and effective care for patients with acute and chronic clinical conditions. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854.

4 credit hours

This course incorporates the study of knowledge and principles of organizational leadership and advanced communication, mentoring, and team building skills that improve quality of care delivery, health outcomes, and safety of patient populations. Examination of consultative and leadership strategies that facilitate intra- and interprofessional collaboration that promotes equity in diverse populations (toward common goals and outcomes). Students will analyze effective strategies for the resolution of ethical and legal issues in the delivery of care. Students will synthesize knowledge from ethics, organizational, leadership, and communication theories with nursing science as a framework for organizational assessment, diagnosis of systems issues, and facilitation of system-wide practice initiatives. Graduates will be prepared to assume leadership in addressing complex practice and organizational issues. Prerequisite: NRDNP 854, NRDNP 860.

3 credit hours

With a focus on role integration, students synthesis knowledge from previous courses to solidify the nurse practitioner role within their population foci. Students will further develop the unique role of the advanced practice nurse as part of, and potential leader of, an interprofessional team. Through continued clinical experience, students demonstrate increased responsibility and accountability for performance as an advanced practice nurse and clinical scholar, synthesizing knowledge of pathophysiology and disease management, evidence-based guidelines, anticipatory guidance, models of provider-patient communication, and provision of educational resources. Combined with awareness of social determinants of health, health disparities, and ethics, they will become competent at designing holistic, patient-centered plans of care. Preparation for certification and licensure will be discussed. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865, NRDNP 866, NRDNP 708.

7 credit hours

In this course, students will study organizational and management theories and evidence-based research that guide effective organizational and policy development, as well as advanced practice. Emphasis is placed on the study of organization structures and processes in delivery of health care and related health programs. Major functions of management (planning, organizing, and directing and controlling, root cause analysis) are examined, including the principles and processes of risk management and continuous quality and patient safety improvement, impact of health disparities and diversity, measurement and management of organizational effectiveness and effects of organization development on costs and patient outcomes. As an organization is a microcosm where many different social and cultural factors intersect, it is imperative to be proficient in recognizing and functioning effectively as an advanced practice nurse within the organization's cultural beliefs, practices, resources and needs represented while attending to and advocating for its consumers and the community. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865, NRDNP 866, NRDNP 708, NRDNP 848B.

3 credit hours

Study of advanced clinical assessment and reasoning skills through the lifespan with emphasis on differentiating normal from abnormal findings in the domains of physical, psychosocial, behavioral, and genetic assessments. Practice of age-appropriate developmental, psychosocial and behavioral screening as well as anticipatory guidance for patient encounters including health teaching skills for common illnesses, behavioral health disorders and disease prevention. Students refine and strengthen increasingly complex skills in listening, history taking, screening, documentation, and clinical and diagnostic reasoning utilizing fair, inclusive, and respectful treatment of all people. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854.

6 credit hours

Study of advanced clinical assessment and reasoning skills through the lifespan with emphasis on differentiating normal from abnormal findings in the domains of physical, psychosocial, behavioral, and genetic assessments. Practice of age-appropriate developmental, psychosocial and behavioral screening as well as anticipatory guidance for patient encounters including health teaching skills for common illnesses, behavioral health disorders and disease prevention. Students refine and strengthen increasingly complex skills in listening, history taking, screening, documentation, and clinical and diagnostic reasoning utilizing fair, inclusive, and respectful treatment of all people. Prerequisite: NRDNP 838, NRDNP 860.

3 credit hours

A continuation of NRDNP 856A.

3 credit hours

This course provides the foundation for evaluating current evidence-based research and practice to develop a quality improvement project, implementing evidence of best practices after a thorough search of the literature and other evidence, and formulating a cogent argument of need based upon a critical appraisal. Guided experience of the critical appraisal process provides the foundation for determining best practices, solving practice problems, insuring patient safety, and considering health disparities. Emphasis will be placed on integration and dissemination of new knowledge and the effect on equitable health outcomes. Graduates will be prepared to provide leadership for designing, implementing and evaluating quality improvement projects and safety initiatives to guide practice and improve outcomes. Prerequisite: NRDNP 860, NRDNP 854, NRDNP 856.

3 credit hours

This course provides an overview of epidemiological and biostatistical methods for use by clinical practitioners to enhance the quality of healthcare practice. The focus is on common study designs found in descriptive, observational, and experimental research, as well as measures of association and procedures for data collection, management and analysis. It provides an opportunity for students to apply descriptive and inferential statistics to explore, analyze and disseminate aggregate health data. The course also highlights methods for the design, implementation and evaluation of evidence-based changes in clinical practice. The utilization of data to examine variability and disparities in population trends, practice patterns and systems of care is also emphasized. Prerequisite: Graduate standing.

4 credit hours

This course further builds on the principles of neuroscience in the treatment of mental health disorders. Psychotherapeutic interventions and psychopharmacologic treatment will be explored with emphasis on their neurobiological impact. The course will provide the licensed advanced practice nurse with the knowledge to develop individualized and family treatment plans with integrated modalities for psychiatric and mental health disorders across the lifespan. Prerequisite: Graduate standing and previous APRN Advanced Pharmacology course.

3 credit hours

This course provides the student with the opportunity to synthesize previous learning about the implementation and evaluation of system level change through the full development of an evidence-based practice improvement project. The project is a culmination of the knowledge gained in the DNP coursework with the primary objective of improving healthcare outcomes in the practice setting. These evidence-based projects may include changes in the healthcare delivery system, organizational changes that impact healthcare at the local, regional and/or national level, or legislation and health care policies that reduce healthcare disparities. The DNP project requires student engagement in partnership building with interprofessional colleagues, consumers, and/or faculty to examine a clinical question or issue that involves translating evidence to everyday practice in health care systems, and ultimately informs and influences health care delivery and health equity. Integral to the project is a strong evaluation component and the preparation of a manuscript that will be submitted to a professional journal for publication consideration. In addition, emphasis will be placed on ethical considerations and human subjects protection through the process of fully developing and submitting an Institutional Review Board (IRB) application. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865.

3 credit hours

The focus of the first clinical course is on novice-level assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound healthcare decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of provider-patient communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci at the novice level to assess, diagnosis, and manage pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines. NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842.

6 credit hours

The focus of the second clinical course is on the advanced-beginner-level of assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound healthcare decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of patient-provider communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci at the advanced beginner level to assess, diagnose, and manage pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864.

6 credit hours

The focus of the third clinical course is on developing competence in the assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound healthcare decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of patient-provider communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci to develop competence in assessing, diagnosing, and managing pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865.

6 credit hours

This course presents advanced concepts in neuroscience across the lifespan with psychiatric disorders. The course includes concepts of neuroanatomy, neurophysiology, and the application to psychiatric disorders. The concepts of epigenetics and neurotransmission will be explored in relation to how these factors influence the development of symptoms in patients with psychiatric disorders. Prerequisite: Graduate standing and previous APRN Advanced Pathophysiology course.

2 credit hours

This course addresses the scientific underpinnings that provide a framework for the Doctor of Nursing Practice Scholarship including theories from nursing and the behavioral and social sciences, quality improvement models, and evidence-based guidelines as they affect the quality and safety of health care and health disparities. Theory and change are the predominant theme in this course at both the individual level in terms of improving patient outcomes and at the system level focused on improving healthcare outcomes.

1 credit hour

This course addresses the scientific underpinnings that provide a framework for the Doctor of Nursing Practice Scholarship including theories from nursing and the behavioral and social sciences, quality improvement models, and evidence-based guidelines as they affect the quality and safety of health care and health disparities. Identifying and understanding problems in healthcare, healthcare organizations and patient outcomes is a predominant theme in this course at both the individual level in terms of improving patient outcomes and at the system level focused on improving healthcare outcomes. Skills to facilitate change and align stakeholders will be examined from a variety of viewpoints.

1 credit hour

This course addresses the scientific underpinnings that provide a framework for Doctor of Nursing Practice Scholarship including theories from nursing and the behavioral and social sciences, quality improvement models, and evidence-based guidelines as they affect the quality and safety of health care and health disparities. Root cause analysis and the approach to interventions and translation are the predominant themes in this course at both the individual level in terms of improving patient outcomes and at the system level focused on improving healthcare outcomes. Skills to understand the root cause of problems and intervention identification and application will be examined from a variety of viewpoints. Additionally, skills to facilitate change and align stakeholders will be examined from a variety of viewpoints.

1 credit hour

This course addresses the scientific underpinnings that provide a framework for the Doctor of Nursing Practice Scholarship including theories from nursing and the behavioral and social sciences, quality improvement models, and evidence-based guidelines as they affect the quality and safety of health care and health disparities. Theory and change, identifying and understanding problems in healthcare, healthcare organizations and patient outcomes, root cause analysis, the approach to interventions and translation and facilitation of change and alignment of stakeholders are predominant themes in this course at both the individual level in terms of improving patient outcomes and at the system level focused on improving healthcare outcomes. Skills to understand the root cause of problems and intervention identification and application will be examined from a variety of viewpoints. Additionally, skills to facilitate change and align stakeholders will be examined from a variety of viewpoints.

3 credit hours

In this introductory course, students will learn about models of care in hospice and palliative care, the patient/family-centric model of palliative care, the interdisciplinary team concept and regulatory aspects of these practice models. Focus is on the value of palliative care as a basic human right and the care of individuals with life-threatening, progressive illnesses, emphasizing respect for patients' and families' beliefs, values, and choices. Students explore psychosocial and spiritual dimensions of palliative care. The historical, sociocultural, economic, legal, and ethical trends in palliative care will be discussed. Factors affecting health care systems and societal attitudes are considered in evaluating the delivery of care during advanced illness and at the end of life. Students will acquire competencies in patient/family assessment, communication, decision-making, and interdisciplinary collaboration in palliative care. Prerequisites: Graduate standing and previous APRN Advanced Pathophysiology course.

3 credit hours

This course uses the framework of nationally recognized standards and guidelines for palliative and end-of-life care. Using an evidence-based approach towards systematic assessment and management of common symptoms and co-morbidities accompanying progressive, life-limiting illnesses both pharmacological and non-pharmacological interventions will be evaluated. Students will apply principles of palliative management to develop and implement treatment plans to diverse patient populations across the lifespan in clinical settings including acute, primary, long-term, and community care. Prerequisites: Graduate standing and previous APRN Advanced Pathophysiology course.

3 credit hours

This elective clinical experience focuses on the evaluation, diagnosis, and management of patients with serious illness and their families. Students will work closely with preceptors (palliative care providers, PA, NP, or MD) working as part of a specialty palliative care team. Throughout the clinical experience, students will have opportunity to work with interprofessional members of the palliative care team including, but not limited to, social workers, chaplains, art therapists, bereavement coordinators. This lifespan in palliative care clinical experience will be customized based on the student primary track/ certification, background, and individual goals for this experience. Students will be given opportunity to complete inpatient history and physical exams, assist with consultations, and evaluate and manage patients under the care of the palliative care team, part of a palliative care consulting service, or with a stand-alone palliative care provider. This may be in-person, or via telehealth. Advanced communication tools and additional resources will be incorporated during this experience as well. 1. Collaborate with the seriously ill patient, family, and interprofessional healthcare team from the time of diagnosis, to develop, manage, and coordinate a culturally-sensitive, patient-centered, family-focused, and evidence-based plan of care across care transitions, through bereavement, and through the appropriate use of technology. 2. Appraise the patient's and family's needs and desires with multiple system variables, such as efficacy, cost, and safety when creating therapeutic interventions and regimens. 3. Integrate local, community and national palliative and hospice care resources as an adjunct to care in the management of serious illness and advocate for access to these services across all settings. 4. Integrate new technologies into clinical practice to expand the access of palliative care to rural and underserved areas. 5. Demonstrate development of own professional role in specialty palliative care nursing. Must be enrolled in NRDNP 874/875 PCM 1/2 or have successfully completed either course; if BSN-DNP student, must have successfully completed NRDNP 856, Advanced Clinical Assessment and Reasoning.

1-20 credit hours

This multi-semester intense clinical or administrative experience enables synthesis of the cumulative knowledge from nursing, biophysical, psychosocial, analytical, and organizational sciences. Students demonstrate increasing competency in nursing administration, population focused primary care, or specialty care. Students integrate theoretical perspectives with evidence-based knowledge, as they collaborate with intra/interprofessional teams. Residency includes implementation and evaluation of an evidence-based, scholarly practice improvement project in an area of advanced practice in partnership with a selected agency or organization that solves a practice problem or improves population health, educational, or performance outcomes. Students develop and present a poster to faculty and peers describing outcomes of their scholarly improvement project and prepare a manuscript suitable for submission to a peer-reviewed journal. During Residency, students will synthesize and apply the Cultural Effectiveness Model to their project and clinical or administrative practice. Prerequisite or Corequisite: NRDNP 862 & Post-BSN DNP Student Prerequisite: NRDNP 864, NRDNP 865, NRDNP 866, NRDNP 848B.

1-10 credit hours

The purpose of an independent study is to provide an opportunity for a student to have an individualized learning experience under the direction of a faculty member. An independent study is designed to supplement required course work with learning which is either an extension of that covered in a course or in an area not covered in an existing course, or to provide an opportunity for research in an area of the student's interest.

1-6 credit hours

With the goal of shaping healthcare through innovative and expert nursing leadership, students will apply knowledge gained in previous courses during a mentored executive clinical experience, demonstrating increasing responsibility and accountability for role development as a nurse leader. Combined with an understanding of social determinants of health, health disparities, cultural awareness, and ethics, students will demonstrate increasing competency in communication, relationship-building, and business skills, knowledge of the health care environment, professionalism, and the role of the nurse executive. Practicum provides precepted experiences working within the specific course focus to enhance and develop nurse executive competencies in these areas.

4 credit hours

This course equips students with the skills necessary to develop, evaluate, and provide leadership in improving the health of the public through health policy development and the education of policy makers regarding nursing and patient outcomes recognizing the critical need for health equity in services and outcomes. Students will evaluate the health policy making processes and the disparities in both the U.S. and international health care delivery systems. Students will use policy theory to critically evaluate the current and historic policies, laws, and financial incentives that affect health care delivery and nursing practice. They will explore how health services research can motivate change in public health and policymaking. They will apply principles of organizational change, cultural effectiveness and evaluate components of leadership necessary for public health improvement. Students will participate in a selected health policy-making process. Prerequisite: NRPHD 801, NRPHD 730, NRPHD 738, NRPHD 750, NURSU 740, NURSU 807, NRPHD 746, NRPHD 752, NRPHD 734. These pre-reqs are not correct. The only pre-req is graduates standing.

3 credit hours

PhD candidacy is defined as that period in a doctoral student's studies when she or he is deemed ready to undertake independent and original research resulting in a dissertation. The transition to PhD Candidate is a milestone in the PhD program. The activities in this course are intended to represent the student's: (a) mastery of the content of the doctoral program curriculum, (b) readiness to conduct independent research, and (c) transition the PhD student to a future oriented mindset for career planning. This transitional stage will support planning strategic career development and research activities for implementation during candidacy to prepare for transition to a novice investigator at program completion. Learning and evaluation activities during the transition to candidacy semester will be conducted in collaboration with and evaluated by the student's dissertation committee. This is a Pass/Fail course. Prerequisite: All Required Core Coursework

4 credit hours

This course examines the ethical aspects of the conduct of research, primarily from the Belmont Report, as they apply to diverse vulnerable populations. This course is designed to provide an analysis of ethical aspects of conducting research with vulnerable populations. Students will identify and analyze ethical dilemmas related to equity, inclusion, and bias that may contribute to disparities in human subjects research. Students will propose resolutions to these dilemmas that will facilitate the research while protecting the rights of the subjects/participants. Prerequisite: Enrollment in CON PhD program or permission of Instructor.

3 credit hours

This course to provides a survey of descriptive and inferential statistics commonly used in nursing research and a working knowledge of these statistical methods and their applications. This course is intended for graduate and PhD students in the College of Nursing but would also be of interest to graduate and PhD students in other clinical areas. Topics include measures of central tendency and variation, frequency distributions, confidence interval estimation, comparison of means and proportions, correlation, and simple linear regression, one-way analysis of variance, and chi-square tests. Prerequisite: Graduate Standing.

3 credit hours

This elective course will provide students with the opportunity to work with a faculty member in order to explore the role of educator. Students will identify their learning needs and specific activities will be designed with the faculty mentor. Prerequisite courses: NURSM 703 Instructional Processes and NURSM 615 Online Methodologies (to be taken in that order).

3 credit hours

This course provides an overview of advanced quantitative methods used by nurse scientists along with an in-depth examination of relationships between and among variables central to answering questions and hypothesis through experimental design. Course content includes essential steps in designing quantitative methods for a research proposal. Experimental, quasi experimental, and non-experimental designs are covered, along with sampling and data collection in quantitative research. Rigor and validity in quantitative research are emphasized along with an overview of processes of quantitative data analysis, clinical significance, and interpretation of quantitative results. Students will develop a quantitative-focused Specific Aims page and proposal outline by the end of this course. Pre-Requisites: NRPHD 815: Design & Methods of Scientific Inquiry  

3 credit hours

This course builds on Applied Statistical Methods for Nursing Research (738) and is designed to provide a conceptual background and applied use of advanced statistics that are appropriate in nursing and health science. The purpose is to interpret the results of research studies that have utilized such methods, and for students to be able to apply these analytical methods to their own data analyses in health care research. The advanced statistical methods covered include: multiple linear regression, analysis of covariance, multivariate ANOVA, logistic regression, and factor analysis. Students will implement these analyses with SPSS statistical software using research datasets. At the end of the course, students are expected to be able to identify and carry out an appropriate statistical analysis and to interpret and report results through statements of statistical and clinical conclusions with an emphasis on cultural variations, diverse populations, and potential for describing disparities. This course is intended for graduate and PhD students in the College of Nursing but would also be of interest to graduate and PhD students in other clinical areas. Prerequisite: NRPHD 738.

3 credit hours

The course provides students with a historical and contemporary assessment of the central philosophical and theoretical issues concerning the nature of science, the patterns of knowing and knowledge development, and philosophy of science in nursing. Philosophy of science is explored through critical analysis of competing philosophical worldviews/paradigms, the underlying epistemological and ontological assumptions, and implications of diverse approaches to knowledge development in nursing science. The course considers historical and contemporary conceptual and theoretical underpinnings of nursing and related sciences. Students are guided to contemplate the philosophic assumptions upon which specific theories are based and how the nature of the research problem and theory guides the choice of research method. Students are also guided in the process of the identification of key theoretical concepts and relationships for their own planned research.

3 credit hours

This course provides foundational skills and knowledge on which students will build throughout the program of study to become successful scholars in nursing science. Emphasis is placed on understanding the nursing science field and the role of the nurse scholar in the context of team science, particularly pertaining to endeavors toward addressing health disparities and health equities. Course activities will facilitate development of a formative research trajectory and skill building for scholarly pursuits. Pre-Requisites: Graduate Standing 

3 credit hours

This introductory course supports development of students' foundational understanding of research design and methodology prior to enrollment in subsequent advanced scientific methods courses. The course provides students with a comprehensive introduction and overview of research concepts, study design, and methodological approaches, including quantitative, qualitative, and mixed methods. Course activities will facilitate a broad understanding of the fundamental concepts of research and design approaches. Pre-Requisites: Graduate Standing

3 credit hours

This course provides students with an overview of contributions to the fields of symptom and self-management sciences through exploration of key concepts, theoretical underpinnings, and models of care related to the complexity of chronic conditions. Specific to their own areas of discovery students will explore targeted self-management intervention research and programs delivered in various settings, and outcomes on symptoms. Course activities will facilitate an advanced understanding of lifespan and developmental considerations for students' specific populations. Pre-Requisites: Graduate Standing 

1 credit hour

This course is designed as a survey of qualitative research methods in the development of nursing and health science. The course includes epistemology, philosophical assumptions, issues in the research planning process related to qualitative research methods, differentiation among types and purposes of qualitative study designs, and methods for data collection and analysis. The course attends to ethical issues unique to qualitative research. Pre-requisites: NRPHD 815: Design & Methods of Scientific Inquiry 

3 credit hours

This course provides students with an overview of contributions to the fields of patient and community engagement in research through exploration of key concepts, theoretical underpinnings, models, and principles of engagement that promote collaboration throughout the research process in various healthcare delivery settings. Specific to their own areas of discovery, students will explore strategies of research and programs delivered in various settings to improve quality of care and clinical outcomes. Course activities will facilitate a better understanding of patient and community engagement considerations in health care research settings for students' specific populations. Pre-Requisites: Graduate Standing

1 credit hour

This course draws upon an interdisciplinary body of scientific literature to explore and critically analyze theoretical conceptualizations and models of health and health behavior as a basis for nursing research. Course activities facilitate exploration of the application of theory in the iterative process of scientific inquiry from knowledge generation through implementation. The course promotes identification of underlying concepts and theories that will serve as the basis of conducting research in a focused area, including relevant social determinants of health and health disparities and their relationship with health behaviors and health related outcomes. Students conduct a theoretically guided synthesis of the literature related to a selected phenomenon of interest to identify potential gaps in knowledge and directions for future research. Course Prerequisites: NRPHD 811 Philosophical and Theoretical Underpinnings of Nursing Science and NRPHD 813 Foundations of Scholarship in Nursing Science.

3 credit hours

This course provides in-depth study of the major techniques of quantitative measurement used in nursing research. Research techniques related to data collection by physiological instrumentation, observation, interview, and questionnaire are explored, as well as how they are adapted for use in different target populations. Reliability, validity and common types of error are also covered in depth. Students will evaluate measurement and instrumentation in published studies. Students will gain practical experience in measurement within their area of interest. Course Prerequisites: NRPHD 801 Advanced Quantitative Research Methods. 

3 credit hours

This course provides students with an overview of contributions to the fields of dissemination and implementation science through exploration of key concepts, theoretical underpinnings, and methods for translating research into practice and dissemination of best practices. Specific to their own areas of discovery students will explore evaluation frameworks and research on programs delivered in various settings, reporting implementation and clinical outcomes. Course activities will facilitate a better understanding of specific research considerations for conducting studies which evaluate both implementation and clinical outcomes. Pre-Requisites: Graduate Standing

1 credit hour

This course introduces mixed methods research, integrating concepts and approaches in the design, implementation, dissemination, and evaluation of clinical and health related research. Course content focuses on pragmatic considerations and foundational issues of integrating mixed methods throughout the development and assessment of interventions, variations in definitions associated with multi-method and mixed methodological designs, and strategies for integrating mixed methods throughout various stages of the research process. Course activities will facilitate an understanding of mixed methodological design approaches and use in health research and provide opportunities for applying integration and analytical skills. Course Prerequisites: NRPHD 801 Advanced Quantitative Research Methods and NRPHD 819 Qualitative Research Methods.

3 credit hours

This course builds upon foundations constructed in the previous theory courses to further explore and develop the theoretical foundation of a research question and problem. Course activities facilitate students' identification and understanding of theoretical perspectives appropriately aligned with a specific research problem, resulting in a synthesis document that shapes their area of inquiry. Emphasis is placed on developing a theoretical approach that takes into consideration the social and cultural variations and needs of diverse populations. Successful completion of the course requires students to produce a publishable review manuscript that provides a synthesis of the research literature on the selected research topic. Pre- requisites: NRPHD 823: Analysis & Application of Theories, Frameworks, and Models

3 credit hours

This course provides students with an introduction to methodological, ethical and practical approaches to design, implement, evaluate and disseminate evidence- and theory-based interventions. The importance of development of intervention protocols will be taught with reference to social determinants and cultural tailoring for diverse individuals/populations. Course activities will facilitate a better understanding of a selected intervention model specific to the student's focal area of research interest. Course Prerequisites: NRPHD 801 Advanced Quantitative Research Methods, NRPHD 819 Qualitative Research Methods. .

2 credit hours

This course is designed to teach students to apply appropriate study design and associated methods to fit their research interest. Students are expected to begin this course with a defined dissertation research topic, a research question, a supporting literature review, and proposed methods. This course will explore the next steps of the research process, to further develop methods for conducting the research. This will include refining the research question, specific methods, study implementation, and human subjects protections. Course Prerequisites: NRPHD 819 Advanced Quantitative Research Methods, NRPHD 819 Qualitative Research Methods.

3 credit hours

This 3-credit elective course guides students through exploration of broad dimensions of the nursing workforce and its influence on healthcare systems and patient outcomes. With a strong research focus, course content supports a comprehensive analysis of the nursing workforce, examination of factors influencing workforce trends, and potential strategies for supporting the nursing workforce including building an adequate supply of nurses; creating safe, empowering, and healthy work environments; and organizational and public policy affecting the workforce, and ultimately quality and safe delivery of health care. By the end of this course, students will have foundational knowledge to conduct empirically informed nursing workforce research.

3 credit hours

Mentored Special Topics is an elective course that allows students to choose a specific topic area of study and develop a personalized learning experience in collaboration with a dedicated faculty mentor. Upon enrollment in the course, the student and faculty mentor will complete a learning plan including learning goals and objectives, activities and tasks, timeline, and outcomes and deliverables. Course credits are determined based on a ratio of 1 credit per 4 hours/week course workload as outlined in the learning plan. The learning experience is intended to foster intellectual curiosity, critical thinking, and scholarship skills related to a specific area of interest not covered in other course work.

1 - 9 variable credit hours

This 3-credit elective course provides students with an introduction to the complex process of developing theory- and evidence-based interventions, translating research into practice, and effectively disseminating findings across a variety of settings. Course content guides exploration of the theoretical, methodological, ethical, and practical approaches to design, evaluate, translate, implement, and disseminate interventions, including consideration of social determinants of health and cultural tailoring for diverse individuals/populations. Upon completion of this course, students will have foundational knowledge to inform application of principles of development, empirical testing, implementation, and dissemination of theory- and evidence- based interventions specific to the student’s area of research interest.

3 credit hours

This 3-credit elective course provides students with an overview of models of hospice and palliative care, the patient/family-centric model of palliative care, the interdisciplinary team approach, and regulatory aspects to inform research in palliative care that considers the needs of diverse patient and care provider populations. Course content guides exploration of historical, sociocultural, methodological, and ethical trends in palliative care research, including identification and measurement of culturally appropriate functional and psychosocial palliative care outcomes. Students will explore the current state of the science, specific to their own areas of research, to identify gaps in the palliative care evidence base for a population of interest. Upon completion of this course, students will have foundational knowledge of strategies to engage in research to advance the scientific understanding of the palliative care needs of patients and families living with serious illness.

3 credit hours

This 3-credit elective course provides students with an overview of patient and community engagement in research as a strategy for addressing health disparities and advancing health equity. Course content guides exploration of key concepts, theoretical underpinnings, models, and principles of engagement that promote diverse stakeholder partnership throughout the research process in diverse settings. Specific to their own areas of discovery, students will explore strategies of community engagement in research to improve healthcare and health outcomes in a population of interest. Upon completion of this course, students will have foundational knowledge of strategies to engage in community-driven research, contribute to the development of policies focused on health equity, and advance the scientific understanding of the healthcare needs of historically marginalized and under resourced populations.

3 credit hours

This course provides students with an overview of contributions to the fields of technology science through exploration of key concepts, theoretical underpinnings, and application of various technologies to improve access to care, consumer adoption and satisfaction, and health-related outcomes. Specific to their own areas of discovery students will explore various technologies used to promote health care, theoretical models and frameworks for the application and evaluation of technologies, practical considerations in the use of technology with different populations, and health-care related outcomes. Course activities will facilitate a better understanding of technologies used to promote healthcare and processes for improving reach, adoption and sustained use of technologies by providers and patients. Pre-Requisites: Graduate Standing

3 credit hours

The research practicum builds on foundational knowledge and skills related to mentored research acquired in NRPHD 754. This course is intended to provide students with supervised hands-on, practical experience with an active research project. While the research practicum may not expose students to the specific population or problem they will study in their dissertation, the skills and competencies mastered will prepare students methodologically to conceptualize, refine, and carry out their dissertation research. Throughout the practicum, students will work closely with their research mentor(s) on mutually determined research activities (average 4 hours per week) such as IRB submission, participant recruitment and screening, data collection, data analysis, interpretation of results, dissemination, research team building, scientific communication, grantsmanship, and scholarly writing. Activities may be based in the research mentor’s active studies or in a small project related to the student’s area of research or desired methodological skill set. Activities based in projects located outside the college must be coordinated and approved by the student’s research mentor. The student and research mentor work together to determine goals, objectives, and deliverables that will be used to evaluate performance.

1 credit hour

The research practicum builds upon work initiated in NRPHD 846 Mentored Research Practicum 1. Throughout the practicum, students continue to work closely with their research mentors on mutually determined research activities (on average of 4 hours per week). Activities may be based in the research mentor’s active studies or in a small project related to the student’s area of research. Activities based in projects located outside the college must be coordinated and approved by the student’s research mentor. The student and research mentor work together to determine goals, objectives, and deliverables that will be used to evaluate performance. Students will be expected to present on the work accomplished during the practicum at Learning Intensive 4.

1 credit hour

This facilitated course merges didactic content and hands-on experiences to equip doctoral students with a comprehensive foundation in the role of a professional scholar, mentorship, scholarly thinking and communication, and practical skills in the conduct of research. Through a combination of theoretical instruction and application, students will apply didactic content in foundational principles of mentorship as they initiate and maintain productive relationships with a mentor, effectively utilizing their guidance to enhance research outcomes. Students work with a mentor throughout the course to develop a plan for research experiences that will be initiated during this course and carried through the subsequent two Mentored Research Practicum courses. Emphasis is placed upon mastering critical skills and competencies essential for execution of the student’s dissertation study (e.g., IRB submission, participant recruitment, data collection, data analysis, interpretation of results, dissemination, research team building, scientific communication, grantsmanship, scholarly writing, etc.). Activities may be based in the research mentor’s active studies or in a small project related to the student’s area of research. The student, course coordinator, and research mentor work together to determine goals, objectives, and deliverables that will be used to evaluate performance and successful mastery of course content.

2 credit hours

This elective course provides students with the opportunity to gain additional hands on experience with research skills such as subject recruitment, outcome testing, interrater reliability, interviewing, and data entry, analysis, and management. The student's personal goals and interests will be identified and linked with those of a faculty mentor in this interactive experience. Specific activities will be designed with the faculty mentor. The student and faculty mentor must complete a Mentored Research contract form and receive approval from the Program Director prior to the student enrolling in the course. Prerequisites: Graduate standing and approval of Program Director

1-9 credit hours

Course Description: The dissertation course provides students, who have entered Candidacy, the structure to complete the dissertation research requirements. During NRPHD 990, students conduct the dissertation study, develop the dissertation compendium, and finally defend the doctoral dissertation, while maintaining the rigor of their proposed research and acting responsibly in the conduct of research. Procedures for conduct of dissertation research, the dissertation compendium and the final defense are detailed in the PhD Guidelines. A total of fourteen (14) credit hours of NRPHD 990 are required. Credits above that amount may be required, at 3 credits per semester, until the dissertation work is completed. Prerequisite: All Required Core Coursework

1-9 credit hours

This course introduces students to best practices for teaching online from course development and evaluation to application of principles of interface design. Learning theories, cognitive science, and strategies to promote student persistence will be applied to online/blended teaching methods to motivate and support diverse learners. Students will be introduced to a learning management system from the educator perspective and participate in online course management activities. Technology to support various learning styles in the online environment will also be addressed. Prerequisite: NURSM 703.

3 credit hours

This course provides the theoretical foundation and practical application of educational concepts for teaching. Students will be introduced to learning theories, evidence-based instructional methods, and evaluation strategies to enhance learning outcomes of diverse learners in the classroom and clinical settings. The unique learning needs of traditional and non-traditional students, learning styles, generational differences, and diversity will be addressed within the context of course design. Students will be introduced to the role of the nurse educator as change agent, leader, and scholar. Expectations of the faculty role, which include teaching, scholarship, and service will also be addressed. Prerequisite: Graduate standing.

3 credit hours

This course introduces students to the theoretical foundations, essential components, and accreditation standards for curriculum development at the program level. The role of outcome competencies is addressed as they apply to the development and evaluation of an educational program to meet society's diverse healthcare needs. Models of systematic program evaluation that incorporates accreditation or other outcome standards will be analyzed. Prerequisite: Instructional Processes. Prerequisite: NURSM 703, NURSM 615.

3 credit hours

This course is designed to introduce the student to the comprehensive assessment of the pediatric, adult, and the older adult client including variations of normal and common abnormal findings. Communication skills, history taking and physical assessment skills, and the proper use of assessment tools are emphasized. Cultural and spiritual assessment of the client in the context of a family is discussed. Students analyze assessment data for common risk factors and social determinants of health and identify strategies teaching clients about health promotion and disease prevention. Professional nursing behaviors are practiced. Prerequisite: Enrollment in the CON ABSN program.

4 credit hours

This course challenges the RN to BSN student to broaden their perspectives of the professional nursing role. The student will be introduced to nursing theories and models, philosophies, values and evidence-based data that impact professional nursing practice, eliminate health disparities, and enhance patient outcomes. Emphasis will be placed on critical thinking skills as the student builds upon prior nursing education and experience. Prerequisite: Enrollment in the CON RNBSN program.

3 credit hours

The course is designed to introduce the student to the comprehensive assessment of the pediatric, adult, and the older adult patient including variations of normal and common abnormal findings. Communication skills, history taking and physical assessment skills, and the proper use of assessment tools are emphasized. Cultural and spiritual assessment of the patient in the context of a family is discussed. Students analyze assessment data for common risk factors and identify strategies for teaching patients about health promotion and disease prevention. Professional nursing behaviors are practiced. Prerequisite: NURSU 356, NURSU 411. 

3 credit hours

This course examines the physiologic mechanisms underlying selected alterations in health that occur throughout the life cycle. Relationships between physiologic responses to health problems are emphasized. This course will address selected diseases and their evaluation and treatment in clinical care. Prerequisite: NURSU 356, NURSU 411.

3 credit hours

This course provides an examination of theories, trends and research drawn from the fields of sociology, psychology, biology and the health professions with an emphasis on the process of aging, health promotion, and health inequities. Students will utilize this specialized knowledge to develop nursing care strategies to improve the care and health of older adults in the acute healthcare system, long-term care, and the community. Clinical experiences will include the application of theory in the development of a health promotion project for older adults. Prerequisite: Enrollment in the CON RNBSN program.

4 credit hours

This course focuses on health policy and issues that affect consumers of health care and nursing practice. The organization of the health care system and the policy making process are explored and the legal, political, economic, social, cultural and environmental influences are analyzed. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 405, NURSU 409, NURSU 417, NURUS 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

2 credit hours

In this course students will evaluate leadership behaviors and organizational structures that enhance the delivery of client care. Management techniques and nursing care decisions are examined by synthesizing knowledge of various health care organizations and financing of health care delivery systems. Students will discuss strategies for communicating effectively in culturally diverse relationships with patients, families and peers. Emphasis is on organizational roles, legal responsibilities and implications for professional nursing practice. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 405, NURSU 409, NURSU 417, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

3 credit hours

This course is designed to introduce students to the past, present, and future of professional nursing. An emphasis is placed on professional values and philosophies, core competencies, knowledge and attitudes needed for professional practice, the socialization and role development of the professional nurse, and the legal and ethical aspects of nursing practice. Prerequisite: Enrollment in the CON ABSN program.

2 credit hours

This course utilizes the nursing process to address the nursing care needs of individuals who have psychiatric and mental health disorders. Predisposing biological, psychological, and sociocultural factors contributing to the development and continuation of these disorders are examined. Precipitating stressors, coping resources and coping mechanisms are evaluated in relation to an individual's pattern of response. Nursing interventions for these disorders based on the crisis, acute, maintenance, and health promotion stages of treatment are analyzed. The impact of psychiatric illness on the family and other social systems is also explored. Foundational elements of the course include the therapeutic use of self, effective communication skills, critical thinking, and evidence-based practice. Prerequisite: NURSU 315, NURSU 385, NURSU 451, NURSU 461.

5 credit hours

This course is designed to focus on children as unique individuals with different capacities and vulnerabilities according to developmental level, social determinants or health and health status. Children have the potential for a variety of responses in health and illness situations. Children's abilities to respond to changes in health status are examined within the context of disparate environments and within diverse families. Nursing interventions, which promote, maintain, or restore health and optimal functioning are explored in relation to the children and their families. Clinical experiences focus on care of children and families in diverse health care and community settings. Prerequisite: NURSU 315; NURSU 385, NURSU 387, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

5 credit hours

Population Focused Nursing facilitates students' ability to impact health status of populations, communities, families, and individuals. The course involves identifying determinants of health; prioritizing primary prevention; actively identifying and reaching out to those who might benefit from a service; and using available resources to assure best overall improvement in the health of the population (ANA, 2007). Students are facilitated to expand, integrate, and apply knowledge and skills in health promotion, disease prevention, and risk reduction. Clinical experiences will include the application of theory, skills, and knowledge with defined population(s) in a variety of experiences, including communities, clinics, primary care, schools, public and home health agencies, and care management programs. Prerequisite: NURSU315, NURSU385, NURSU 387, NURSU451, NURSU 452, NURSU 454, NURSU461, NURSU 464.

5 credit hours

This course introduces evidence-based practice and the research process in the development of nursing knowledge and practice. Emphasis is on the critical appraisal of published research and translating research findings to clinical practice. Survey techniques and sampling strategies are presented. Ethical considerations and the protection of human subjects in research are explored. Prerequisite: Enrollment in the CON RNBSN program.

3 credit hours

Nursing Informatics is the convergence of information, computer, and nursing science to improve practice and ultimately patient outcomes. This course provides students with an overview of the current healthcare information technology field including access to information and privacy issues and provides them with exposure to relevant and current topics important to practice. Prerequisite: Enrollment in the CON RNBSN program.

2 credit hours

This course is designed to develop students' knowledge and skills of health promotion and disease prevention frameworks, nursing and public/community health concepts, epidemiology, and environmental health issues to improve healthcare in the community. Emphasis is placed on community assessment strategies, community partnerships, primary care, palliative care, and the design, implementation, and evaluation of culturally appropriate interventions for health promotion and/or disease prevention across the lifespan and continuum of care. Clinical experiences will include the application of theory in the development of a community population health project with a specific population in a community setting. Prerequisite: NURSU , NURSU 412, NURSU 411, NURSU 359.

6 credit hours

This course examines the health care needs of women across the lifespan with specific emphasis on the childbearing family. The role of nursing in promoting health, fostering positive parenting, advocating for vulnerable clients, and demonstrating culturally effective care is presented. The course applies nursing process, theory, evidence-based practice guidelines and research with an emphasis on development of critical thinking skills in the treatment of human responses to the health needs of women, families and neonates. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

5 credit hours

In this course students will evaluate leadership behaviors and organizational structures that enhance the delivery of patient care. Management techniques and nursing care decisions are examined by synthesizing knowledge of various health care organizations and financing of health care delivery systems. Students will explore strategies for developing culturally effective communication strategies and respect for coworkers and other leaders. Emphasis is on organizational roles, legal responsibilities, and implications for professional nursing practice. Prerequisite: NURSU 356, NURSU 411, NURSU 357,NURSU 358. 3 credit hours.

3 credit hours

This course focuses on health policy and issues that affect consumers of health care and nursing practice. The organization of the health care system and the policy-making process are explored, and the legal, political, economic, social, cultural, and environmental influences are analyzed. Prerequisite: NURSU 356, NURSU 411, NURSU 357, NURSU 358.

3 credit hours

This clinical capstone course allows the registered nurse to integrate learned concepts, models, and theories, with clinical knowledge and experience into clinical practice through the identification, development, implementation and proposed evaluation of a scholarly nursing project. This project will focus on the practice of the generalist professional nurse in providing interprofessional, team-based care across the lifespan and continuum of care with emphasis on one of the four spheres of practice: (1) Disease prevention/promotion of health and well-being, (2) Chronic disease care, (3) Regenerative or restorative care, and/or (4) Palliative or Hospice care. Prerequisite: NURSU 356, NURSU 358, NURSU 411, NURSU 359, NURSU 357, NURSU 412, NURSU 413.

5 credit hours

This course provides students with an opportunity to exercise initiative, independence, and creativity in pursuing an area of interest in nursing research or evidence-based quality improvement. The learning needs, objectives, and specific activities are designed by the student with the faculty mentor and must be approved by the faculty of NURSU 445. Prerequisite: Enrollment in the CON ABSN program.

0.5-3 credit hours

This is the first of two courses that examines the physiologic mechanisms underlying selected alterations in health that occur throughout the life cycle, considering the social determinants of health. Relationships between physiologic responses to potential or actual health problems are emphasized. This course will cover selected diseases and their evaluation and pharmacologic treatment in clinical care. Basic pharmacological concepts with emphasis on drug groups and nursing implications will be integrated throughout the course, preparing students with necessary knowledge for use in the clinical courses. Prerequisite: Enrollment in the CON ABSN program.

3 credit hours

The second course in series that examines the physiologic mechanisms underlying selected alterations in health that occur throughout the life cycle considering the social determinants of health. Relationships between physiologic responses to potential or actual health problems are emphasized. This course will cover selected diseases and their evaluation and pharmacologic treatment in clinical care. Pharmacological interventions will integrate throughout the course, preparing students with necessary knowledge for use in the clinical courses. Prerequisite: NURSU 315, NURSU 385, NURSU 451, NURSU 461.

3 credit hours

In this course students will have expanded opportunities to use the nursing process and clinical reasoning to guide care planning decisions for hospitalized clients. Opportunities will be provided to plan, implement and evaluate medical and surgical interventions to prepare clients for discharge following hospital care. This course provides students with experiences that will help integrate content from previous coursework to the care of clients from diverse ethnic, cultural and geographic backgrounds. Prerequisite: NURSU 315, NURSU 385, NURSU 451, NURSU 461.

6 credit hours

This capstone course, designed to facilitate transition into the roles and responsibilities of the professional nurse, includes an intensive clinical practicum in which the student will experience the roles of the nurse as a provider of care for multiple clients in an acute care setting, as well as a leader/manager/coordinator of care in a variety of health care settings. Critical thinking and leadership skills are applied, with an emphasis on culturally effective communication with diverse clients, continuity of care, coordination of care and collaboration with interdisciplinary team members to provide a comprehensive plan of care for optimal client outcomes recognizing the impact of social determinants of health. During a focused clinical experience with a registered nurse, the leadership role and professional accountability of the baccalaureate-prepared nurse are explored both in relation to current nursing practice, as well as to ongoing changes in health care delivery. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 405, NURSU 409, NURSU 417, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

7 credit hours

This is the first course to introduce students to the role of critical thinking and the nursing process as a mechanism to synthesize knowledge and master basic nursing skills needed to promote, maintain and restore health in older adult clients. The course will integrate nursing process, principles of communication, decision-making, and basic nursing skills necessary for applying health assessment data and pathophysiology content to the experience of health and illness of clients, diverse ethnic, cultural and geographic backgrounds. Prerequisite: Enrollment in the CON ABSN program.

6 credit hours

The course introduces evidence-based practice and the research process in the development of nursing knowledge and practice. Emphasis is on the critical appraisal of published research and translating research findings in clinical practice. Survey techniques and sampling strategies are presented. Ethical considerations and the protection of human subjects in research are explored. Prerequisite: NURUS 315, NURSU 385, NURUS 451, NURSU 461.

3 credit hours