NURS - Nursing

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

This course provides the student the opportunity to apply knowledge, skills, and abilities related to the roles of the adult gerontology acute care nurse practitioner in the acute care environment. A minimum of 200 supervised clinical hours are required.

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

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

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

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

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

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

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

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

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

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

This course provides a comprehensive overview of healthcare information technology. Focus of this course is on the management principles necessary to establish and maintain a successful clinical practice including proper coding of encounters and procedures, reimbursement and fiscal responsibility of the provider.

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

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

This course focuses on determinants of health and principles of epidemiologic data to design and deliver evidence-based, culturally relevant clinical prevention interventions and strategies. Health promotion strategies are presented for improving population-based health outcomes for individuals, families, communities and aggregate/clinical populations. 2.5 (1.5) Prerequisite: NURS7320

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

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

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

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

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

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

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

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

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

This practicum is the capstone course for the Nurse Educator track of the MSN Program. The practicum provides the student opportunity to synthesize information learned related to evidence-based teaching practice and the roles/responsibilities of the academic nurse educator. The practicum consists of two components: a semester long project and practice experiences (120 hours) related to the academic nurse educator role in classroom, clinical, and stimulated learning environments. Experiences may also relate to the nurse educator role in the acute care/inpatient setting.

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

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

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

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

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

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.

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