Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included. This course may be repeated for credit.
Core Nursing Competencies lab focuses on the introduction to the role of the professional nurse as a provider of patient-centered care with concepts that include instructions and application of nursing psychomotor skills.
This clinical course accompanies NURS 3501, the didactic course to prepare students to become nurses who provide patient centered care as members of inter-professional teams and advocate for patient safety in acute care environments for adults experiencing acute and chronic medical-surgical health issues. Students apply systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in clients. The course incorporates clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles.
This clinical course accompanies NURS 3505, the didactic course to prepare students to become nurses who provide patient centered care as members of inter-professional teams and advocate for patient safety in acute care environments for adults experiencing acute and chronic medical-surgical health issues. Students apply systematic approaches, evidence-based practice and therapeutic interventions for providing care to promote and restore health in clients. The course incorporates clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles.
This clinical course accompanies NURS 3510, the didactic course that prepares students to become nurses who provide patient-centered care as members of inter-professional teams and advocate for patient safety when providing care for persons with mental health problems. Students learn systematic approaches, basic skills, and professional attitudes for providing care and evidence-based therapeutic interventions used to promote mental health in clients. The course incorporates clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles for mental health nursing practice.
In this laboratory course, students learn and practice the assessment skills and identification of cues of health and well-being and differentiate between normal findings, normal variations and abnormal findings when performing assessments in a variety of settings. This is a lab for an accompanying 4 semester hour course.
This course introduces the student to the use of technology used in healthcare for administrative, clinical, and facility needs. Students will learn the principles of nursing research and its relationship to nursing science and evidenced based practice. Students are expected to critique research and determine its applicability for evidenced-based practice. Additionally, the application of ethics and advocacy for human subjects as essential components of nursing’s role in the process of improving health and healthcare and will be integrated into the course. This course can be taken in the first or second semester of the BSN program.
A course designed to assist students in preparing for clinical experiences by applying concepts of assessment, pathophysiology, pharmacology, diagnostic and laboratory testing analysis, and therapeutic interventions to specific clinical situations. The course involves didactic and experiential teaching methods and active learning experiences. In addition to preparing for clinical experiences, the course is designed to promote the development of critical and creative thinking, problem-solving, and time management skills. This course is also designed to assist the student with the math requirement for demonstrating competence in calculating medication dosages as well as providing the opportunity to comprehend pharmacological concepts and to be aware of the clinical applications of drugs in order to ensure optimal care of patients.
Students describe the pathology of health conditions and use concepts of pathophysiology for applying caring and NURS healing practices to designing health care plans for promoting fullness in living across the lifespan. The manifestations of pathology form a basis for health assessment. Synthesis of pathophysiology with levels of health promotion and prevention provides rationale for case management priorities.
Assessment of the individual across the lifespan is taught within the context of growth and development. The student should be able to identify cues of health and well-being and differentiate between normal findings, normal variations and abnormal findings when performing assessments in a variety of settings. This is a four-semester hour course with an accompanying lab.
Core Nursing Competencies introduces nursing principles that underpin future clinical practice. Students are introduced to the role of the professional nurse as provider of patient-centered care, patient safety advocate, member of an interprofessional team, and member of the profession. Emphasis is on mechanisms of disease and how the nursing process facilitates systematic evidence-based individualized nursing care. Core Nurse Competencies incorporates the concepts of clinical reasoning and judgment, scope of practice, standards of care, patient-teaching, legal and ethical principles, and informatics through the use of the electronic health record. This is a five-semester hour course with an accompanying lab.
This course prepares students to become nurses who provide patient-centered care as members of inter-professional teams and advocate for patient safety in acute care environments for adults experiencing acute and chronic medical-surgical health issues. Students apply systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in clients. The course incorporates clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles. This is a five-semester hour course with an accompanying clinical.
This course builds upon NURS 3501 and NURS 3001 to prepare students to become nurses who provide patient-centered care as members of inter-professional teams and advocate for patient safety in acute care environments for adults experiencing acute and chronic medical-surgical health issues. Students apply systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in clients. The course incorporates clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles. This is a five semester hour course with an accompanying clinical.
This course prepares students to become nurses who provide patient-centered care as members of inter-professional teams and advocate for patient safety when providing care for persons with mental health problems. Students learn systematic approaches, basic skills, and professional attitudes for providing care and evidence-based therapeutic interventions used to promote mental health in clients. The course incorporates clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles for mental health nursing practice. This course is a five semester hour course with an accompanying lab of 90 clinical hours.
This clinical course accompanies the didactic course, NURS 4405, to prepare students to become nurses who provide patient- centered care as members of inter-professional teams and advocate for patient safety in healthy and complex childbearing environments. Students analyze the application of systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in child bearing clients and neonates. The course integrates clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles. This course is a clinical with a corresponding didactic course.
This clinical course accompanies the didactic course, NURS 4506, which prepares students to transition to the role of professional nurses who provide patient-centered care as members of inter-professional teams and advocate for patient safety in critical care environments. Students analyze the application of systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in critically ill clients. The course adapts clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles to the complex, critical or life-threatening needs. This course is a clinical with a corresponding didactic course.
This clinical course accompanies the didactic course, NURS 4407, to prepare students to become nurses who provide patient- centered care as members of inter-professional teams and advocate for patient safety in families and their children in acute care environments. Students analyze the application of systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in pediatric clients. The course integrates clinical reasoning and clinical judgement, scope of practice, and standards of nursing care as well as legal and ethical principles. This course is a clinical with a corresponding didactic course.
This clinical course accompanies the didactic course, NURS 4415, to prepare students to become nurses who provide population health care as members of inter-professional teams and advocate for safety for diverse populations and communities. Students analyze the application of systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in communities and populations. Students assess the community to determine healthcare needs and gaps in access to care and propose actions to promote diversity, equity and inclusion. The course integrates clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles. This is the clinical course accompanying NURS 4415.
This course transitions students to become professional nurses who are members of and leaders within inter-professional teams and advocate for patient safety across the lifespan. Emphasis will be placed on the appraising the changing healthcare environment, and factors that influence, the profession, healthcare, and professional nursing practice in relation to diversity, equity, and inclusion in population health. This is the clinical course accompanying NURS 4417.
The student will select a special problem or interest area in nursing for intensive study. Written objectives and methodology are submitted to the instructor and department chairman for approval to register for this course. This course may be repeated for credit.
Students will examine concepts and apply critical understanding and clinical judgment in a variety of healthcare contexts using case scenarios and Simulation technology. This course builds on all content and experiences and to prepare for the transition into licensed practice. The course integrates professional preparedness and career planning.
Students apply concepts of epidemiology to determine the factors that contribute to vulnerability in individuals, families, groups, communities, and populations. Students will examine (a) health norms for the elder population based on age, gender, ethnicity, and socioeconomic status in order to determine the major health problems and surveillance issues and (b) research methodologies/approaches/models that are employed to improve health outcomes for vulnerable aging populations. Students will also be expected to use communication skills and education theory to plan and present health information to promote health of a population. Critical thinking and mathematical skills will be developed in using a statistical approach to assessing and evaluating health outcomes. Concepts of health promotion and disease prevention serve as a basis for analyzing recommendations for health programming.
This course prepares students to become nurses who provide patient-centered care as members of interprofessional teams and advocate for patient safety in healthy and complex childbearing environments. Students analyze the application of systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in childbearing clients and neonates. The course integrates clinical reasoning and clinical judgement, scope of practice, and standards of nursing care as well as legal and ethical principles. This is a four semester course with an accompanying clinical.
This course prepares students to become nurses who provide patient-centered care as members of inter-professional teams and advocate for safety in families and their children in acute care environments. Students analyze the application of systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in pediatric clients. The course integrates clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles. This is a four-semester hour course with an accompanying clinical.
This course prepares students to become nurses who provide population health care as members of inter-professional teams and advocate for safety for diverse populations and communities. Students analyze the application of systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in communities and populations. Students assess the community to determine healthcare needs and gaps in access to care and propose actions to promote diversity, equity and inclusion. The course integrates clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles. This is a four semester hour course with an accompanying clinical.
This course transitions students to become professional nurses on inter-professional teams while advocating for patient safety across the lifespan. Emphasis will be placed on the appraising the changing healthcare environment, and factors that influence, the profession, healthcare, and professional nursing practice in relation to diversity, equity, and inclusion in population health. This is a four semester hour course with an accompanying clinical.
Students analyze historical trends and characteristics and factors that have impacted community health nursing and contributed to community health issues. Students compare and contrast the professional nursing roles in the community and apply theories, models, and principles to community health nursing practice. Opportunities are provided to use systematic approaches to identify health needs to groups and populations and promote health in the community. This is a four-semester hour course with an accompanying clinical.
This course prepares students to transition to the role of professional nurses who provide patient-centered care as members of inter-professional teams and advocate for patient safety in critical care environments. Students analyze the application of systematic approaches, evidence-based practice, and therapeutic interventions for providing care to promote and restore health in critically ill clients. The course adapts clinical reasoning and clinical judgment, scope of practice, and standards of nursing care as well as legal and ethical principles to the complex, critical or life threatening needs. This is a five semester hour course with an accompanying clinical.
This course focuses on professional issues in nursing, nursing management and the use of research in clinical practice as well as the study of health administration and leadership from the nurse’s perspective. Students develop an evidence-based practice project. The course is five semester hours, including clinical. This course is 40% didactic and 60% clinical.
This course is the first of two that explores advanced studies in the diagnosis and management of acute and chronic illnesses in adult patient populations. A grade of “B” or above must be received in this course to progress in the Family Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 135 clinical hours.
This course is the second in a series of two courses that explores advanced studies in the diagnosis and management of acute and chronic illnesses in adult patient populations. A grade of “B” or above must be received in this course to progress in the Family Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 135 clinical hours.
This course is the first in a series of two that explores advanced studies in the diagnosis and management of pediatric acute and chronic illnesses. A grade of “B” or above must be received in this course to allow progression in the Pediatric Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 135 clinical hours.
This course is the second in a series of two that explores advanced studies in the diagnosis and management of pediatric acute and chronic illnesses. A grade of “B” or above must be received in this course to allow progression in the Pediatric Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 135 clinical hours.
This course is designed to provide the learner with an in depth knowledge of growth and development, encompassing physical, cognitive, and psychosocial changes that occur from conception through late adulthood. This course will include an advanced studies in human development theories common to all people, as well as ways in which various patient populations differ from others. The learner will gain hands-on experience through precepted direct patient care of individuals within the context of family. Evidence- based practice is interwoven with practical applications to parenting, teaching, healthcare, and public policy. This course will provide didactic and advanced clinical practice with guidelines for health supervision of patients across the lifespan. This course has 81 hours of precepted clinical and is 40% didactic and 60% direct patient care, including 81 clinical hours.
This course provides studies in the diagnosis and management of woman’s health for advanced nursing practice. A grade of “B” or above must be received in this course to progress in the Family Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 81 clinical hours.
This course provides advanced nursing practice studies in the diagnosis and management of common, acute and chronic illnesses in pediatric patient population. A grade of “B” or above must be received in this course to allow progression in the Family Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 81 clinical hours.
This course builds on advanced health assessment knowledge with focus on the pediatric primary care patient population. Assessment strategies are reviewed along with ways to enhance age-specific approaches in the assessment of children and adolescents. Clinical techniques, including effective communication and diagnostic reasoning, are developed to provide appropriate care. This course also emphasizes well child care concepts and primary intervention within pediatric primary care.
This course focuses on common pediatric primary care diagnoses, treatments, and care management. The role of the pediatric nurse practitioner within the primary care setting is discussed in detail to evaluate appropriate applications and methods utilized within the clinical setting. This course provides an opportunity for emphasis of effective communication strategies and implementation/management to optimize clinical decision making.
The purpose of this course is to provide a conceptual basis for advanced practice nursing to provide patient-centered as primary care providers and members of interprofessional teams. Students examine nurse practitioner competencies with emphasis on acquiring knowledge and skills to assume leadership roles in healthcare delivery, health policy, and complex healthcare systems. Research and quality improvement mechanisms to allow progression in the Nurse Practitioner program. (Students in the FNP Program will take NURS 5501 and NURS 5001 and NURS 5335 and NURS 5035 and NURS 5336 and NURS 5036 as prerequisites. Students in the PNP Program will take NURS 5407 and NURS 5007 and NURS 5408 and NURS 5008 as prerequisites.)
This course explores and analyzes theories and propositions from social, psychological, medical, nursing, and interpersonal relations as a foundation for advanced nursing science and research, practice, and scholarship. A grade of “B” or above must be received in this course to allow progression in the Nurse Practitioner program.
The principles and theories germane to leadership will be examined in relation to complex organizations and the development of leadership styles and policy making to transform those healthcare systems to promote diversity, equity and inclusion in healthcare. Course content will include quality improvement models, processes, and tools to measure outcomes in a healthcare facility. Emphasis will be placed on the political, demographic, and economic forces that influence health policy and professional nursing practice. Ethical and legal dimensions of nursing practice and interprofessional relationships at advanced level will be explored. A grade of “B” or above must be received in this course to allow progression in the Nurse Practitioner program.
This course focuses on pathophysiological processes across the lifespan and the development of advanced clinical reasoning and clinical judgment skills that distinguish the relationships between normal physiology and specific system alterations produced by injury and disease. Particular attention will be given to etiology, pathogenesis, developmental and environmental influences, and clinical manifestations of major health problems. A grade of “B” or above must be received in this course to allow progression in the Nurse Practitioner program.
This course provides the opportunity to acquire advanced knowledge and skills in the therapeutic use of pharmacologic agents. The pharmacologic treatment of major health problems will be explored. Principles of pharmacokinetics, pharmacodynamics and pharmacogenomics will be examined. The effects of culture, ethnicity, age, pregnancy, gender and funding on pharmacologic therapy will be emphasized. Legal aspects of prescribing will be fully addressed. A grade of “B” or above must be received in this course to allow progression in the Nurse Practitioner program.
This course will build upon health assessment skills developed in the professional nurse’s basic educational program. The theoretical and clinical basis for assessment in advanced nursing practice will be developed. The process whereby the advanced practitioner utilizes comprehensive physical, psychosocial, and cultural assessment across the lifespan to gather specific data relevant to common health problems is demonstrated. Faculty and preceptors facilitate laboratory and clinical experiences, which focus on assessment of clients and presentation of findings in a variety of settings. This course will require 40 hours of precepted patient care practice across the lifespan. A grade of “B” or above must be received in this course to allow progression in the Nurse Practitioner program.
Focus in on managing complex healthcare problems through the development of evidence-based diagnostic and clinical decision-making skills. Participants evaluate the use of advanced diagnostic techniques in terms of best evidence, client values/beliefs, available resources, and clinical expertise. This course will also provide hands-on practice with the advanced skills needed in primary care. This class requires 20 simulation/lab hours on campus or alternative location. This class requires 20 simulation/lab hours on campus or alternative location. This course is 85% didactic and 15% simulation/lab.
In this course, students will explore core concepts, skills, tools that define the informatics field, including the examination of health information technologies to promote safety, improve quality, and foster consumer-centered care and efficiency. This course requires 90 hours of clinical experiences.
Students will learn to integrate appropriate research to assist in resolving clinical issues based on nursing science. Evidence-based practice will give consideration to patient preferences and values as well as clinical expertise while integrating research data.
This course will incorporate a learner-centered approach to course development and instructional delivery. Assessment tools and strategies used to evaluate student learning will be emphasized. Students will demonstrate instructional techniques and strategies in the teaching of didactic competencies and clinical proficiencies based upon evidence-based teaching practices. This course requires 47.5 hours of clinical experiences.
This course examines a variety of assessment models and techniques used to evaluate student classroom performance and clinical performance, instructor performance, and effectiveness of education programs. Students will design and execute assessment and evaluation plans, interpret assessment data and develop closing the loop activities. This course requires 47.5 hours of clinical experiences.
This course will provide an introduction to the leadership role and operations in nursing service organizations. Included will be the study of leadership roles, styles, and their implications for the nurse leader. This course requires 40 hours of clinical experiences.
This course will introduce students to the fundamental concepts and skills necessary to be successful managers in the competitive healthcare environment. The course covers principles of healthcare economics, third party reimbursement, costing, budgets and budgeting, variance, economic evaluation methods, and healthcare trends. This course requires 10 hours of clinical experiences.
This course will focus on health assessment of patient populations, including studies in epidemiology and vulnerable populations. Leadership skills will be developed for quality and safety management, disaster management and pandemic management. This course requires 45 hours of clinical experiences.
This course is designed to provide the learner with an in-depth knowledge of growth and development, encompassing physical, cognitive, and psychosocial changes that occur from conception through late adulthood. This course will include advanced studies in human development theories common to all people, as well as ways in which various patient populations differ from others. The learner will gain hands-on experience through precepted direct patient care of individuals within the context of family. Evidence-based practice is interwoven with practical applications to parenting, teaching, healthcare, and public policy. This course will provide didactic and advanced clinical practice with guidelines for health supervision of patients across the lifespan. This course has 81 hours of precepted clinical and is 40% didactic and 60% direct patient care, including 81 clinical hours.
This course will investigate the essential skills needed for the roles and responsibilities of the nurse educator, including facilitate learning and learner development and socialization. Students will explore mechanisms for functioning within the educational environment. This course requires 90 hours of educator role experience.
This course will explore competencies essential for organizational nursing leadership. Students will work with healthcare operations specialists to examine administrative, financial, legal and quality improvement activities necessary to run healthcare organizations and to support the core functions of treatment and payment.
This course provides studies in the diagnosis and management of women’s health issues for advanced nursing practice. A grade of “B” or above must be received in this course to allow progression in the Family Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 81 clinical hours.
This course provides advanced nursing practice in the diagnosis and management of common, acute and chronic illness in the pediatric patient population. A grade of “B” or above must be received in this course to allow progression in the Family Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 81 clinical hours.
This course will provide an introduction to organizational theory, culture, and principles of practice in the administration of nursing services and patient care.
This capstone course will provide the opportunity for the learner to integrate and practice the content from previous courses in various healthcare systems. This course requires 180 hours of clinical experience.
This course is the first in a series of two that explores advanced studies in the diagnosis and management of pediatric acute and chronic illnesses. A grade of “B” or above must be received in this course to allow progression in the Pediatric Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 108 clinical hours.
This course is the second in a series of two that explores advanced studies in the diagnosis and management of pediatric acute and chronic illness. A grade of “B” or above must be received in this course to allow progression in the Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 108 clinical hours.
In this course, students will explore physiological, pathophysiological, and pharmacologic processes to prepare nurses for roles in leadership and education.
This course examines various classical and modern curriculum theorists as they apply to nursing curriculum development. Emphasis is placed on congruence between institutional mission, philosophy, and goals; professional standards; and needs and expectations of a program’s communities of interest. Students design a curriculum to meet the needs of a stated nursing role and setting. The course requires 90 hours of clinical experiences.
Students will provide advanced evidence-based care in primary care clinic and other approved outpatient settings under the supervision of a preceptor. Students will be expected to integrate knowledge and skills gained in previous courses. This course is a precepted clinical of 180 hours. (Students in the FNP Program will take NURS 5501 and NURS 5001 as prerequisites. Students in the PNP Program will take NURS 5408 and NURS 5008 as prerequisites.)
This capstone course will provide the opportunity for the learner to integrate and practice the content form previous courses in various healthcare systems and/or academic settings. This course requires 95 hours of clinical experiences.
This course is the second in a series of two courses that explores advanced studies in the diagnosis and management of acute and chronic illnesses in adult patient populations. A grade of “B” or above must be received in this course to progression in the Family Nurse Practitioner program. This course is 40% didactic and 60% clinical, including 135 clinical hours.
This course is the first in a series of two that explores advanced studies in the diagnosis and management of pediatric acute and chronic illnesses. A grade of “B” or above must be received in this course to allow progression in the Pediatric Nurse Practitioner program. The course is 40% didactic and 60% clinical, including 135 clinical hours.
This course is the second in a series of two that explores advanced studies in the diagnosis and management of pediatric acute and chronic illnesses. A grade of “B” or above must be received in this course to allow progression in the Pediatric Nurse Practitioner program. The course is 40% didactic and 60% clinical, including 135 clinical hours.
