NURS - Nursing

Candidates for any of the master’s track option in the College of Nursing must satisfactorily pass a comprehensive examination. The comprehensive examination tests the breadth of a student's knowledge within the scope of the track within the MSN curriculum. The examination includes a written portion and, at the discretion of the examination committee, it may also include an oral component. The course is graded on a "Pass/No Credit" option. A grade of "Pass" is required to graduate from the track within the college of nursing. A graduate student must be admitted to candidacy for a degree before he/she will be allowed to take the comprehensive examination. Early in their degree program students should review the requirements for taking the examination. Students whose performance on the comprehensive examination is unsatisfactory may reschedule an examination at the next regular administration, or, at the discretion of the dean, at an earlier time. Unless departmental requirements are more limiting, students who attempt the comprehensive examination two times and are not successful will be dropped from the graduate program. Course fee.

The focus of this course is on the role of the Family Nurse Practitioner in health promotion, disease management and diagnosis for populations across the lifespan. Concepts from the foundational core are used to identify the competencies necessary for advanced nursing practice in the promotion of health and prevention of illness. Emphasis is placed on the development and assumption of the role of the Family Nurse Practitioner, including practice management, as a member of the interdisciplinary health care team. 2 (3) This course must be taken as a prerequisite or co-requisite with 6311 and 6314. Prerequisites: NURS 6337, 6338, and 6341.

The focus of this course is on the role of the Family Nurse Practitioner in health promotion and disease prevention among adults-gerontology. Concepts from the foundational core are used to identify the competencies necessary for advanced nursing practice as it relates to the promotion of health and prevention of illness among adults and older adults is presented. Emphasis is placed on the evidence-based care as the practitioner partners with patients, families, and other h341ealth care providers to maintain wellness in this population. 2 (3) Pre- or Co-requisite: NURS 6310 and NURS 6314. Prerequisites: NURS 6327, 6337, 6338, 6341.

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 introduction of role of the Family Nurse Practitioner in health promotion and illness prevention for women and children. Concepts from the foundational core are used to identify the competencies necessary for advanced nursing practice as it relates to the promotion of health and prevention of illness among women and children. Emphasis is placed on the evidence-based care of women and children in health promotion and developmental progression. Pre- or Co-requisite: NURS 6310 and 6311. Prerequisites: NURS 6327, 6337, 6338, and 6341.

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 examines issues related to working with adult learners in the classroom and the factors that impact learning in the classroom/clinical setting. Emphasis is placed on the management of disruptive student behaviors which interfere with learning (incivility, unprepared student, honors students, overly friendly/familiar students, etc.). Students will study the impact of social change, educational structure, political forces, economics, and curriculum demands on the learning environment. A research project related to interventions is required.

This course examines the technology available to enhance the educational experience in the classroom and/or clinical setting. Emphasis is placed on the integration of services, alternative activities, and other resources into the classroom/clinical learning environment. A research project related to the integration of educational technologic resources is required.

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 role of the Family Nurse Practitioner in the management of populations across the lifespan. This course provides an overview of practice, business, finance, and management principles necessary to establish and maintain a successful clinical practice or programs.

The focus of this course is on the role of the Family Nurse Practitioner in the management of acute and chronic illness and disease among the adult-gerontology population. Concepts from the foundational core are used to identify the competencies necessary for advanced nursing practice as it relates to the illness and disease management. Emphasis is placed on evidence-based care as the practitioner partners with patients, families, and other health care providers to treat illness and manage disease in this population. 2 (3) Prerequisite: NURS 6311, 6314, 6310, 6327, 6337, 6338, and 6341.

The focus of this course is on the role of the Family Nurse Practitioner in acute and chronic illness and disease management for women and children across the lifespan. Concepts from the foundational core are used to identify the competencies necessary for advanced nursing practice as it relates to the illness and disease management. Emphasis is placed on the evidence-based care of women and children in illness and disease management in this population. 2 (3) Prerequisites: NURS 6311, 6314, 6327, 6337, 6338, and 6341.

This course is designed to introduce the student to curriculum design and development. The student investigates the many components of curriculum, social and consumer factors influencing the curriculum development, the philosophical foundation of curriculum, theoretical framework, program objectives and organization of learning experiences to fulfill problem objectives. Consideration is given to the requirements of external nursing accrediting agencies (BNE, AACN, CCNE, NLN, and NLNAC).

This course surveys the principles of teaching and learning as well as various learning theory. The students is expected to design a teaching session for a selected population, and incorporate various teaching strategies, including the clinical teaching role. Additionally, relationship, 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 is designed to acquaint the student with general principles and theory necessary for the design and development of a systematic plan for evaluation of a nursing program. Methods and techniques for data collection of outcomes measures are reviewed. Test construction, clinical evaluation, program evaluation, agency assessment and graduate follow-up are included.

The focus of this course is on the role of the clinical nurse leader and their contribution to the improvement of patient outcomes in a variety of settings. Additional emphasis is placed on methods to promote quality care and facilitate health promotion. The role of the CNL within nursing leadership and various care environments will be reviewed.

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 250 hours of clinical. Prerequisites: NURS 6310, 6311, 6314, 6328, 6329, 6330.

Designed to provide the student with an opportunity to synthesize theory, refine concepts of curriculum design and develop evaluation skills in a variety of settings. Emphasis is given to development of lesson plans, implementation of plan, test construction, and clinical supervision and evaluation of student performance. Emphasis is placed on the development of the teaching portfolio. This course is considered the capstone of the MSN curriculum where the student can put into practice what has been learned in the program. Class and clinical laboratory experiences with a group of undergraduate nursing students is included.

This course introduces students to the role and responsibilities of a clinical nurse leader (CNL). Leadership skills are discussed within the broader framework of system change and quality improvement. The emphasis is on working with interdisciplinary teams to create and shape effective health care delivery systems responsive to the needs of individuals and families. Includes 75 hours of clinical experience.

This course focuses on the application of the clinical nurse leader's assessing, planning, intervening, monitoring, and evaluating of patient needs within the health care setting. Emphasis is placed on developing and implementing an evidence-based, interdisciplinary, collaborative, and cost effective approach to health care with select populations. Course content will assist students in the exploration and application of issues important to the clinical nurse leader in self-selected clinical experiences.

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 Doctoral 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 Doctoral Program.

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 Doctoral 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 Doctoral 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.

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.

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 Doctoral 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 Doctoral Program.