This course offers an overview of nursing and the role of the professional nurse as a caring provider of holistic care, patient safety advocate, coordinator of care, member of the health care team, and member of the profession. Topics include an introduction to nursing knowledge (nurseology), clinical judgment, nursing history, nursing theory, and professional values and standards.

The history, scope of practice and role of nursing as it relates to preventive health practices and health promotion are introduced. A broad population focused perspective on factors that affect the health of the public, including systems thinking, health and safety, and cultural sensitivity concepts is presented. Epidemiologic factors, health surveillance, and the health-illness continuum are explored. Healthy People National Goals and Objectives are introduced through a service learning component. Prerequisite: Nursing Major

This course designed to help first-time freshmen nursing students learn and improve skills essential to academic success. Students identify their educational goals, personal strengths, and areas for development; become familiar with college resources and services: and explore strategies for academic success such as time management, and study skills. Prerequisite: Nursing Major

A 10-week course designed to expose freshmen nursing students to the skills and attributes needed to become a professional nurse. The course will focus on development of critical thinking skills, professionalism, effective communication skills, and ethical considerations in practice, team building, and self-management. Prerequisite: Nursing Major

This course introduces clinical judgment using the NCBSN Clinical Judgment Model. There is an emphasis on the application of this model in the care planning process, and provides the foundation for the clinical judgment process applied throughout all nursing courses.

This course focuses on the role of the professional nurse as a direct care provider in terms of assessing the health status of individuals from socially and culturally diverse backgrounds across the life span. Strong emphasis is placed on the application of communication techniques to establish a nurse-patient relationship and to elicit a health history. The course also focuses on the use of physical assessment techniques, namely inspection, palpation, percussion, and auscultation. Assessment findings will be analyzed to identify the health needs of individuals in relation to health promotion. Students are introduced to the role of the nurse as consumer of research as it applies to health assessment and health promotion. Strategies to facilitate patient empowerment and self-responsibility are presented. The outcomes of this course will reflect not only students' level of skill in performing health assessments but also in communicating assessment findings using professional documentation standards.

On-campus laboratory course to accompany NUR-210. Corequisite: NUR-210L.

This course focuses on health issues unique to women. Current approaches and research are discussed in the light of emotional and sociological needs of this group. The responsibility of women for self-examination and monitoring of their health and the impact of being a woman in today's world are stressed. The role of the professional nurse as a health care provider, advocate and health teacher in collaboration with other members of the health care team (social workers, teachers, etc.) will be explored. Open to all students.

This course will focus on developing cultural awareness in individuals who practice in the health-related professions. Ethnocentrism, ethnic practices, cultural diversity, workplace cultural behavior and intercultural problems as they relate to health care are presented.

This course focuses on the role of the professional nurse as the direct care provider utilizing the nursing process when planning care for individuals across the lifespan. Strong emphasis is placed on the understanding of the theory required to safely perform technical nursing skills. Students will analyze patient scenarios to identify the nursing skills necessary to provide quality nursing care. Focus is on the patient-centered approach, which considers physiological, developmental, cultural, and spiritual needs, and preferences of the patient.

On-campus laboratory course to accompany NUR-210 Corequisite: NUR-240

This course is designed for the RN student and focuses on the role of the professional nurse as a direct care provider in terms of assessing the health status of individuals across the life span. Strong emphasis is placed on the refinement of interviewing skills and physical assessment techniques for the purpose of eliciting a detailed health history and complete physical examination. Students will focus on analyzing assessment findings in order to identify the health needs and problems of individuals from socially and culturally diverse backgrounds. Opportunities to practice health assessment and documentation skills will be provided in an on-campus laboratory setting. Open to nursing students only.

This course introduces the student to major concepts related to the care of the older adult patient with chronic illness in a variety of settings. The course will explore theories and concepts related to the aging process in health and illness based upon Maslow's Hierarchy of Needs. Students will utilize evidence-based practice in the prevention of complications related to chronic disease. Students will employ a wide variety of leading health indicators via assessment tools, evidence-based protocols and standards. Patient safety and prevention of complications related to chronicity will be emphasized. Students will be provided clinical experiences in a variety of settings. Students will develop the ability to work collaboratively with other healthcare disciplines in providing safe, competent and ethical patient care.

Clinical laboratory course to accompany NUR-260. Corequisite: NUR-260.

This course focuses on the role of the professional nurse in the holistic assessment of the health status of individuals from diverse backgrounds across the life span. An emphasis is placed on communication techniques needed to support a nurse-patient relationship.

This course focuses on the role of the professional nurse in the holistic assessment of the health status of individuals from diverse backgrounds across the life span. An emphasis is placed on communication techniques needed to support a nurse-patient relationship.

This course provides an in-depth study of abnormal physiology with emphasis on nursing implications related to pathologic processes affecting patients across the lifespan. The major body systems and related pathology are explored. Focus is on etiology, manifestation, diagnosis, and treatment of disease from a patient-centered nursing perspective.

This course focuses on the role of the nurse as a member of the interdisciplinary healthcare team responsible for the management of health problems using pharmacologic and nonpharmacologic interventions. Major classifications of pharmacologic agents are presented. Emphasis is on patient response across the lifespan, with the goal of preparing students to administer these agents in a knowledgeable, safe, and therapeutic manner.

This course is designed for the nursing student, focus is on the cognitive and professional skills of nursing theory. The cognitive skills emphasized include critical thinking, research utilization, and theory utilization in professional nursing practice.  The history of nursing and nursing theorists will be explored through lecture, discussion, discussion boards, and projects.  This course is open to all nursing students at the undergraduate level.

This course provides the foundation for professional nursing practice. Students are provided opportunities to apply clinical judgement skills to explore the professional values and role of professional nurses. The student will apply the NCBSN Clinical Judgment Model to deliver safe, evidence based, holistic nursing care.

This course provides the foundation for professional nursing practice. Students are provided opportunities to apply clinical judgement skills to explore the professional values and role of professional nurses. The student will apply the NCBSN Clinical Judgment Model to deliver safe, evidence-based, holistic nursing care.

This course introduces the essential principles of pathophysiology and pharmacology needed to identify, anticipate, and address complications associated with disease processes. Medications are introduced as they relate to basic pathophysiology seen in each body system. Emphasis is placed on the nursing implications and patient education required. Students explore the role and responsibility of registered nurse in administering and evaluating medication.

This course is a continuation of NUR-320 Blended Nursing Pathophysiology and Pharmacology for Nursing Practice I. This course continues to introduce the essential principles of pathophysiology and pharmacology needed to identify, anticipate, and address complications associated with disease processes. Medications are introduced as they relate to basic pathophysiology seen in each body system with an emphasis placed on nursing implications and patient education. Students explore the role and responsibility of registered nurses in administering and evaluating drug therapy.

This course focuses on holistic community-based nursing practice and population-based care needs of diverse individuals. Emphasis is placed on identifying determinants of health, vulnerable populations, levels of prevention, community assessment, health promotion and disease prevention utilization in community settings

This course focuses on holistic community-based nursing practice and population-based care needs of diverse individuals. Emphasis is placed on identifying determinants of health, vulnerable populations, levels of prevention, community assessment, health promotion and disease prevention utilization in community settings

This course provides conceptual, theoretical, and clinical foundation using a caring model to provide safe, evidenced based, holistic care for adult patients in diverse clinical settings. This course focuses on health maintenance and restoration, and the provision of comfort. Intermediate concepts and clinical practice skills for the nurse's professional role in nursing situations are emphasized.

This course provides conceptual, theoretical, and clinical foundation using a caring model to provide safe, evidenced based, holistic care for adult patients in diverse clinical settings. This course focuses on health maintenance and restoration, and the provision of comfort. Intermediate concepts and clinical practice skills for the nurse's professional role in nursing situations are emphasized.

This course builds on concepts learned in previous courses and emphasizes care of the adult with acute medical/surgical health conditions utilizing Maslow's Hierarchy of needs. Students will provide quality care for acute care patients from admission through discharge with emphasis on patient education and health promotion. Students will practice in a variety of clinical settings and laboratory simulations. Students will enhance their ability to work collaboratively with other healthcare disciplines in providing safe, competent and ethical patient care.

Clinical laboratory course to accompany NUR-360. Corequisite: NUR-360.

This course is an introduction to the nursing role related to evidence-based practice. Content includes how evidence-based practice contributes to the development of nursing knowledge, improves nursing practice, supports design of nursing systems, and enhances education and professional accountability. The historical evolution of nursing research and evidence-based practice is examined and current issues are analyzed. Ethical considerations and rights of human subjects are explored. As a consumer of evidence-based practice, the student develops the ability to integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.

This course provides students an opportunity to study a selected topic in nursing with a small group of students; topics may evolve from either student or faculty interest Offerings include a one credit summer clinical experience available to eligible students between their junior and senior years; this option is subject to availability of placements in affiliating health care facilities.

This course focuses on the role of the professional nurse as a provider, advocate, and collaborative partner in the promotion, maintenance, and restoration of health for maternal and newborn clients. This course utilizes evidence-based research, and application of nursing knowledge with maternal-newborn nursing and women's health.

This course focuses on the role of the professional nurse as a provider, advocate, and collaborative partner in the promotion, maintenance, and restoration of health for maternal and newborn clients. This course utilizes evidence-based research, and application of nursing knowledge with maternal-newborn nursing and women's health.

This course will assist the RN-BSN student to further refine and develop comprehensive and focused nursing assessment skills, clinical reasoning and clinical judgement in nursing practice. This course will provide the student with the knowledge and skills necessary to perform a health assessment. The impact of disease processes in relation to health promotion, disease prevention and health screening of clients who experience common health disruptions. Critical thinking and clinical reasoning will be utilized to form an assessment and plan of care for the patient experiencing common health disruptions. This course provides an opportunity for the student to explore current pathophysiology, pharmacological principles and physical assessment content to improve nursing practice. The focus will be on disease systems encountered most frequently in nursing clinical practice.

This writing-intensive course introduces quantitative and qualitative research methodologies and promotes the use of research findings as a basis for improving clinical practice. Emphasis is placed on the critical review of research studies and their application to evidence based clinical practice.

This course provides RN-BSN students with an overview of current issues and trends impacting professional nursing practice and the delivery of quality, safe patient care. The progression of nursing as a profession and select theoretical frameworks of nursing are presented. Legal, ethical, political, economic, social, and professional values influencing healthcare delivery are explored.

This course explores concepts of community health and principles of population health within the healthcare system domestically and globally. Core functions of community health and nursing interventions will be used to examine population health problems and concerns. The course will use evidence-based interventions and theories to analyze strategies that may improve cost, access, and quality of the population's health. Public health disaster preparedness and response to natural disasters, manmade threats, epidemics and terrorist threats will be discussed. This course provides a description of the complexities inherent in the healthcare needs of persons considered to be members of diverse and vulnerable populations. Variables that influence patient outcomes including those that are environmental as well as internal are examined in order to assist the student in providing care that is integrated and holistic. Community Service Requirement: 8 service hours

This course will examine how healthcare policies and economics can impact nursing practice and patient care. Healthcare settings will be evaluated for ethical, political, socioeconomic influencers. The student will participate in analysis of how healthcare policy decisions can contribute to healthcare in the community in terms of accessibility, social justice, equity, and costs.

This course explores current perspectives of nursing leadership and management theories, concepts, and principles. QSEN competencies of teamwork and collaboration, safety, evidence-based care, and patient centered care are explored. Leadership theory and skills exploring delegation, conflict resolution, ethical decision-making, working relationships and leadership are emphasized.

This course provides conceptual, theoretical, and clinical foundation using a caring model to provide safe, evidenced based , holistic nursing care to adults with acute health problems. Concepts of management of acute illness, promotion of health and function, provision of comfort, clinical judgment and error reduction, and quality improvement are examined. Advanced concepts and skills for the nurse's professional role are emphasized.

This course provides conceptual, theoretical, and clinical foundation using a caring model to provide safe, evidenced based , holistic nursing care to adults with acute health problems. Concepts of management of acute illness, promotion of health and function, provision of comfort, clinical judgment and error reduction, and quality improvement are examined. Advanced concepts and skills for the nurse's professional role are emphasized.

Health care continues to evolve in an increasingly competitive information market. Nursing Informatics is a combination of information from nursing, concepts from computer sciences, cognitive science, information science, and nursing science. This course focuses on nursing informatics and the foundation of the knowledge model. QSEN competencies of informatics and quality improvement are explored.

This course focuses on the role of the professional nurse as a provider, advocate, and collaborative partner in the promotion, maintenance, and restoration of health for pediatric patients and families. This course utilizes evidence-based research, and application of nursing knowledge from infancy through late adolescence.

This course focuses on the role of the professional nurse as a provider, advocate, and collaborative partner in the promotion, maintenance, and restoration of health for pediatric patients and families. This course utilizes evidence-based research, and application of nursing knowledge from infancy through late adolescence.

Students in this RN-BSN course will apply their previously learned nursing theory content and current clinical knowledge to follow and analyze care of patients. Includes virtual simulation experience.

Students in this RN-BSN course will apply their previously learned nursing theory content and current clinical knowledge to complete a Capstone project and presentation. Includes clinical experience.

The focus of this course is the role of the professional generalist nurse as a provider, advocate, and collaborative partner in the promotion, maintenance, and restoration of holistic mental health for developmentally, culturally, and spiritually diverse adults and families. Evidence-based practices, clinical judgment, interdisciplinary communication, and therapeutic use of self are emphasized as essential skills to promote safe and effective patient-centered outcomes within the context of a trauma-sensitive system of care.

The focus of this course is the role of the professional generalist nurse as a provider, advocate, and collaborative partner in the promotion, maintenance, and restoration of holistic mental health for developmentally, culturally, and spiritually diverse adults and families. Evidence-based practices, clinical judgment, interdisciplinary communication, and therapeutic use of self are emphasized as essential skills to promote safe and effective patient-centered outcomes within the context of a trauma-sensitive system of care. The clinical component of caring for Mental Health.

This course focuses on the professionalization process as it applies to the associate degree or diploma registered nurse transitioning to the level of baccalaureate prepared registered nurse. Scope and standards of practice for advanced entry level nursing education and practice are analyzed. Attention is given to historical,socio-political and economics trends influencing nursing education and practice;legal and ethical issues;and the relationship of theory to research in guiding nursing practice. The ability to formulate and express ideas through professional writing is emphasized.

This course will integrate principles of pathophysiology, physical assessment, and pharmacology as a foundation to support the role of the bachelor's prepared nurse in clinical practice. Focus will be on the development of knowledge of human pathophysiological functions and response to selected disease processes and the integration of this knowledge into evidenced-based nursing practice. The integration of health assessment skills and pharmacological interventions essential for nursing practice will also be included.

This course provides conceptual, theoretical, and clinical foundation using a caring model to provide safe, evidenced based, holistic nursing care to adults with acute /complex health problems. Concepts of management of acute /complex illness, injury, promotion of health and function, provision of comfort, clinical judgment and error reduction, and quality improvement are examined. Advanced concepts and skills for the nurse's professional role are emphasized.

This course provides conceptual, theoretical, and clinical foundation using a caring model to provide safe, evidenced based, holistic nursing care to adults with acute /complex health problems. Concepts of management of acute /complex illness, injury, promotion of health and function, provision of comfort, clinical judgment and error reduction, and quality improvement are examined. Advanced concepts and skills for the nurse's professional role are emphasized. The clinical component of Professional Nursing IV.

This course provides a broad population focused perspective on factors that affect the health of the public,including systems thinking,health & safety,and cultural sensitivity concepts. Epidemiologic factors, health surveillance, and the health-illness continuum are explored. Healthy People National Goals and Objectives are introduced through community assessment. Patient education and case management of health risks are emphasized. This is a clinical course involving 60 hours of clinical with a preceptor throughout the semester at a location selected by student and faculty collaboratively.

This course provides an overview of healthcare issues and challenges faced by vulnerable populations, individuals are viewed in the context of family, social and healthcare systems. The influences of factors such as healthcare disparities,stigma,and culture are examined with regard to patient outcomes. Consistent with the value of holism,the role of spirituality is the integrated into physical and behavioral health and illness in keeping with the nursing value of holism.

This course focuses on community and population-based care and mental health needs of developmentally, culturally, and spiritually diverse individuals, families, and groups. Emphasis is on utilization of critical thinking, nursing interventions, effective communication, and patient education within mental health and community health settings. Physical and behavioral adaptation is emphasized in the context of a community/mental health continuum and a social systems framework.

Clinical laboratory course to accompany NUR-470. Corequisite: NUR-470.

The focus of this course is the role of the professional nurse as a direct care provider, advocate, and collaborative partner in the promotion, maintenance, and restoration of health for childbearing and childrearing families. Learning activities emphasize identification of health-related needs and planning, implementation and evaluation of evidence-based, patient centered care. The nurse’s role as a member of the interdisciplinary health care team in a variety of settings is explored. Utilization of informatics and recognition of system effectiveness are incorporated in order to facilitate safe, quality care and optimum health outcomes.

Clinical laboratory course to accompany NUR-471 Corequisite: NUR-471.

This course explores organizational and systems leadership, quality improvement, and safety measures critical to implementing high-quality nursing care. Leadership theory and skills exploring delegation, conflict resolution, ethical decision-making, working relationships, and leadership are emphasized. Interprofessional collaboration based on professional nursing standards are explored within the broad context of cultural, economic, organizational, and political backdrops.

This course focuses on concepts related to the knowledge, skills and professional behaviors for the patient requiring complex nursing care. These concepts are built from previous courses and applied to the care of patients experiencing advanced or complicated health alterations. The course integrates evidence-based practice, informatics, interdisciplinary teamwork, safety and patient centered care.

Clinical laboratory course to accompany NUR-480 Corequisite: NUR-480.

This course explores QSEN competencies of teamwork and collaboration, safety, evidence based care, informatics, quality improvement, and patient centered care. Leadership theory and skills exploring delegation, conflict resolution, ethical decision-making, working relationships and leadership are emphasized. Inter professional collaboration based on professional nursing standards is explored within the broad context of teamwork principles. The course contains the capstone assignment for the RN-BSN student. This is a clinical course involving 60 hours of clinical with a preceptor throughout the semester at a location selected by student and faculty collaboratively.

This course explores organizational and systems leadership, quality improvement and safety measures critical to implementing high quality nursing care. Leadership theory and skills exploring delegation, conflict resolution, ethical decision-making, working relationships and leadership are emphasized. Interprofessional collaboration based on professional nursing standards is explored within the broad context of cultural, economic, organizational and political backdrops.

This course prepares students to transition from nursing student to registered nurse. This course is a culmination of prior nursing courses. Students will be utilizing advanced nursing concepts related to the role of the nurse as a member of the profession, provider of patient-centered care, patient advocate, and member of the healthcare team. Emphasis is placed on the utilization of evidence-based practice and informatics to promote safety and quality in healthcare. This course also provides additional instruction to assist students in career planning and development as well as preparing for NCLEX success and licensure.

This course prepares students to transition from nursing student to registered nurse. This course is a culmination of prior nursing courses. Students will be utilizing advanced nursing concepts related to the role of the nurse as a member of the profession, provider of patient-centered care, patient advocate, and member of the healthcare team. Emphasis is placed on the utilization of evidence-based practice and informatics to promote safety and quality in healthcare. This course also provides additional instruction to assist students in career planning and development as well as preparing for NCLEX success and licensure. This is the clinical component of the course.

This course is designed to introduce students to critical global health issues and ways to address the challenges faced by health professionals in the field. The course focuses on the following global health topics: communicable and non-communicable disease; maternal/child health; immigrant and refugee health; the relationship between political and cultural processes and health delivery; water/sanitation and global health; health and human rights; and global health partnerships.

Cultural competence is an important predictor of patient satisfaction and improved health outcomes. The goal of cultural competence in health care settings is to reduce health disparities and provide optimal care to patients regardless of their race, gender, ethnic background, native languages spoken, and religious or cultural beliefs. Students who may work domestically with refugees and immigrants, or in post-war and under-resourced countries must develop strategies to deliver care, reduce biases and misconceptions when working with groups from different cultures.

This course was developed for students who may be preparing to work with refugees and asylum seekers. On average, close to 60,000 refugees relocate to the United States annually. They come from diverse regions of the world and bring with them health risks and diseases common to all refugee populations as well as some that may be unique to specific populations. This course is designed to help student develop strategies to address basic culturally competent health care needs for displaced people and coordinate care among the government and regulatory agencies concerned with them.

This course was developed for students who may work with communities and persons affected by war or natural disasters. Disasters such as volcanic eruptions, floods, wild fires, earthquakes, tsunamis and war are complex humanitarian crises that result in food shortages, lack of clean water, homelessness and a fractured health care infrastructure. These phenomena affect large groups of people with the greatest burden placed on the most vulnerable, the poor, weak and disabled. This course explores the effects that war and natural disasters have on already fragile health care delivery systems especially in under-resourced countries.

Populations seeking health care are becoming more diverse and providers must have experience delivering care to multicultural groups in order to provide comprehensive services. This course was developed to engage students in an immersion experience which focuses on serving the healthcare needs of persons from various cultures and may include working on projects or with groups locally, regionally, nationally or internationally. An immersion experience allows students to apply foundational knowledge acquired during the pre-requisite sequence into a real-world setting. A total of 60 immersion hours are required..

This course will present a critique of theories used in nursing practice and in nursing research. Students will develop an understanding of the philosophical and historical trends that shape theories that are applied to the discipline of nursing and impact the delivery of health care services. Emphasis is placed on the process of concept analysis and the application of theory to nursing practice. Prerequisite/Co-requisite: undergraduate statistics course and student must be enrolled in a graduate program or have the permission of the instructor.

This course will provide the foundational knowledge needed by masters' prepared nurses in order to design and evaluate research methodologies used for investigating clinical problems. The components of research design including settings, sampling frames, instrumentation, subject selection, and validity threats will be presented. Computer programs used for statistical analyses in nursing and health-related research will be reviewed. Emphasis is placed on the masters prepared nurse as a producer and consumer of research. Prerequisite/Co-requisite: undergraduate statistics course and student must be enrolled in a graduate program or have the permission of the instructor.

Critical discussion of current nursing practice,nursing education or nursing administration challenges or other needs of the profession,as related to gaps representing project opportunities. Students will identify and delineate a project concept,with subsequent development of the project.

This course prepares advanced practice nursing students with the theoretical knowledge required to be successful members of contemporary health care delivery systems. Students will gain a broad perspective of how local,state and federal policies along with regulatory statutes impact their ability to provide patient care. Students will become familiar with legal and ethical aspects of advanced practice delivery,licensure,certification,liability and malpractice,health care funding models and legislative mandates that influence practice.

Entrepreneurship is a growing sector in health care. Understanding how to develop and deploy a business plan to be a successful entrepreneur in the health care environment and emerging markets will be explored in this course.

Today's climate demands nursing leaders to be flexible, creative, and able to empower others. Strategies are drawn from both leadership and management theories. Nurses lead and manage nursing care for a variety of populations. Internal and external communication continues to be one of the most important challenges for healthcare leaders. This course will discuss the changed role of a nurse leader, general administration and management, decision-making, entrepreneurship, cost-effective, communication and committed care.

Today's healthcare organizations are challenging. Throughout this course the students will be reviewing financial issues, financial problems, and financial methods that exist in various health care settings. The course will review delivery of care, labor relations, personnel management, including budgets; audits and fiscal responsibility.

This course provides the opportunity for the clinical application of theories and principles from classroom learning in the area of nursing leadership. There is a requirement of 180 hours of fieldwork under the supervision of a qualified preceptor and faculty.

This course is an overview of past and present curricular trends and development processes. Principles and techniques of curriculum design, development, implementation, and evaluation in educational programs are explored.

Synthesis of learning acquired in clinical, field experience, education, and research courses. The art, principles and strategies of teaching in higher education and other healthcare organizations are explored.Emphasis is placed on class, clinical, and other learning experiences and evaluation of students, course outcomes, and program outcomes.

This course involves observation, participation, and practice in teaching. Nursing students and other healthcare students will be placed in appropriate teaching situations. Weekly discussions enable students to synthesize previous learning and discuss teaching strategies, clinical/field evaluation, and problems associated with college/healthcare teaching. The teaching practicum requires 180 hours with a qualified preceptor.

The Clinical capstone project will focus on the didactic specialty chosen by the student (Adult,Women's health,pediatrics,psych-mental health, or population/community health). Application of education nursing theory,core competencies,and educaion outcomes are emphasized.

Course Description: Epidemiology is foundational in understanding the spread and prevention of both communicable and non-communicable disease on a global level. This course will give the student a basic understanding of the concepts and applications of epidemiologic processes as they apply to global health and quality management. Through a variety of assignments, the student will be able to use the concepts they learn to evaluate current literature and the impact of epidemiologic data on practice and outcomes.

Healthcare quality has been shown to be a very powerful tool to assist healthcare organizations to be more effective but also to support the safe delivery of services while improbing patient outcomes. This course will focus on the healthcare quality and safety standards applied to both inpatient and outpatient settings across health care organizations. Healthcare quality and safety standards impact patient outcomes and often financial reimbursement.

The research sequence consists of 3 courses: NUR-600 (Research Theory), NUR-601(Research Methods), and NUR-622. The content from NUR-600 and NUR-601 is the foundation for the student to formulate a scholarly project. The focus of this course in collaboration with the faculty, is to identify a research question, develop a context for the question with a problem statement, and implement a comprehensive literature review of the topic. Students will have the opportunity to produce a mini literature review project, or a small quality improvement project. During the 2nd half of the course, the student will meet with their Professor to guide, prepare, and submit their scholarly work.

Health care continues to evolve in an increasingly competitive information market. Nursing Informatics is a combination of information from nursing, concepts from computer sciences, cognitive science, information science, and mursing science. This course focuses on nursing informatics and the foundation of the knowledge model.

The ultimate goal of nursing education is to prepare the student to think critically,communicate accurately,and prepare the student for life-long learning. This course looks at student assessment,test blue prints,student outcomes,and student evaluations in relation to critical thinking of a student.

The clinical capstone project will focus on the didactic specialty with an education focus . Application of education nursing theory, core competencies, and education outcomes are emphasized. This clinical practicum involves observation, participation and practice in teaching. Nursing students and other healthcare students will be placed in appropriate teaching situations. Students will be responsible for weekly discussions to synthesize previous learning, discuss teaching strategies, clinical/field evaluation. Students will be responsible for reflections, use of e-logs, and final capstone project. The teaching practicum requires 180 hours with a qualified preceptor.

This course provides continuing systematic development of a clinically-based project that addresses a problem important to nursing. The problem may be related to health policy,health education,health administration,community-based initiatives or patient-population problems. During this course,the student will meet with their project director to complete the design,and implement and evaluate his or her project according to School of Nursing guidelines.

This course is designed for graduate nursing students preparing for the role of a Nurse Practitioner and may be taken by other advanced practice nursing students preparing for direct practice roles such as nurse educators. Students learn how to obtain a complete health history, competently perform a complete physical examination and document critical elements necessary for developing differential diagnoses for persons across the lifespan. Practice/evaluation of skills are provided in on-campus lab (NUR-631L) which is a co-requisite.

This course is designed for graduate nursing students preparing for the role of a Nurse Practitioner and may be taken by other advanced practice nursing students preparing for direct practice roles such as nurse educators. Students learn how to competently perform and document a complete history and physical examination for persons of all ages across the lifespan. Practice and evaluation of health assessment skills will be provided in the on-campus lab. There are 30 hours of practice lab under the guidance of skilled faculty.

This course is designed for graduate nursing students preparing for the role of a Nurse Practitioner and may be taken by other advanced practice nursing students preparing for direct practice roles. This course utilizes a systems approach to the study of normal human physiology and pathologic variations of normal physiology. Pathophysiologic changes and adaptations are examined across the lifespan (neonate to adult) for persons experiencing a wide range of health concerns.

Designed for the graduate nursing student preparing for family nurse practitioner practice, or the community health nursing advanced clinical track, this course utilizes a systems approach to the study of normal human physiology. Variations of normal physiology are explored in relation to adults and children experiencing a wide range of health concerns.

This course was developed for the family nurse practitioner student preparing to work with children. This course provides the theoretical knowledge necessary to make sound clinical decisions. Advanced level normal growth and development will be presented, along with common variations from health. The role of the nurse practitioner. in the health promotion of children within the family system will be stressed Care of children and families from diverse ethnic backgrounds will be explored. Students must plan to take NUR-638 the following semester.

This course was developed for the family nurse practitioner student preparing to work with women and the childbearing family. The course provides the theoretical knowledge necessary to make sound clinical decisions when providing primary health care to women and childbearing families. Advanced level normal growth and development will be presented, along with common variations from health. The role of the nurse practitioner. in the health promotion of women and pregnant women within the family system will be stressed. Care of women and families from diverse ethnic backgrounds will be explored. Students must plan to take NUR-639 in the following semester.

This course was developed for the Advanced Practice Nursing Student including Nurse Practitioners preparing to work with adults and provides foundational background knowledge to make sound clinical decisions. The role of APRNs in health promotion and treatment of health problems in adults will be stressed. Primary care of adults from a variety of cultural and socioeconomic backgrounds will be explored with special consideration to the needs of aging clients.

Students will complete 200 hours of guided clinical experiences providing primary health care to pediatric patients. Client assessment and management skills will be stressed Health promotion of underserved populations through patient education and collaboration with other health professionals will be developed.

Students will complete 200 hours of guided clinical experiences providing primary health care to women of all ages. The childbearing cycle will be included in this practicum. Client assessment and management skills will be stressed Health promotion of underserved populations through patient education and collaboration with other health professionals will be developed.

Students will complete 60 hours of guided clinical experience with adult patients. Client assessment and management skills will be stressed. Health promotion for all populations will be accomplished through patient education and collaboration with other health professionals.

Advanced practice nursing students will complete a minimum of 240 hours of guided clinical experience with adult patients. Client assessment and management skills of patients with increasingly complex disorders will be stressed. Health promotion for all populations will be accomplished through direct care, patient education and collaboration with other health professionals.

Today's climate demands nursing leaders to be flexible, creative and able to empower others. Strategies are drawn from both leadership and management theories. Nurses lead and manage nursing care for a variety of populations. Internal and external communication continues to be one of the most important challenges for healthcare leaders. This course will discuss the changed role of a nurse leader, general administration and management, decision-making, entrepreneurship, cost-effective communication and committed care.

The healthcare environment is changing every day and it is influenced by technological, economic, political, and socio cultural factors locally and globally. Health care in the United States encompasses a wide spectrum, ranging from the highest-quality, most compassionate treatment of those with complex illnesses to poor outcomes for those unable to understand, afford and navigate the complexities of care networks. Nurse leaders have the knowledge and skills to promote health and advance values like social justice through policy processes and advocacy.

This course will introduce students to the impact that health systems, political agendas, economic policies, environmental regulations and regulatory mandates have on individual measures of health. Students will use publicly available databases and tools to investigate specific health outcomes such as the leading causes of death,disability and the burden of chronic disease. International travel, global warming, the impact of infectious disease and how immigration policies impact the health of Americans will be determined.

Family nurse practitioner students are expected to complete 200 hours of clinical practice during the NUR-638 pediatric health rotation. Students, who do not complete this clinical practice hour requirement, must register for NUR-654. NUR-654 provides students with the opportunity to maintain clinical site placement and satisfy program clinical hour requirements. This course provides continuing registration and clinical faculty oversight and guidance to achieve the clinical course requirements.

Family nurse practitioner students are expected to complete 200 hours of clinical practice during the NUR-639 women's health rotation. Students, who do not complete this clinical practice hour requirement, must register for NUR-655. NUR-655 provides students with the opportunity to maintain clinical site placement and satisfy program clinical hour requirements. This course provides continuing registration and clinical faculty oversight and guidance to achieve the clinical course requirements.

Family nurse practitioner students are expected to complete 300 hours of clinical practice during the NUR-640 adult health rotation. Students, who do not complete this clinical practice hour requirement, must register for NUR-657. NUR-657 provides students with the opportunity to maintain clinical site placement and satisfy program clinical hour requirements. This course provides continuing registration and clinical faculty oversight and guidance to achieve the clinical course requirements.

Family nurse practitioner students must complete 200 hours of clinical practice in pediatrics. This clinical bridge course allows students who have secured a pediatric placement to take advantage of the opportunity to complete clinical hours between traditional semesters. This course has faculty oversight and guidance to achieve the clinical course requirements.

This course provides the Psychiatric Mental Health Nurse Practitioner (PMHNP) student, and other advanced practice nurses, with up to date psychopharmacological content, psychotherapeutic options, and their mechanism of action within neurotransmitter systems. Pertinent lab work significant to psychopharmacotherapeutics is also addressed. This content includes all classifications of psychotropic medications as well as some adjunct medications commonly used for treating psychiatric disorders. This course also discusses neurotransmission and how disruptions in neurotransmitter systems are related to symptoms associated with psychiatric disorders. The role of the PMHNP as a provider with prescriptive privileges and in the management of psychiatric mental health problems is viewed as concomitant with the provision of other therapies including psychotherapeutic interventions.

This elective course prepares the graduate nursing student for clinical practice settings. The volume and complexity of health care environments demand that nurse practitioner students be prepared to perform common procedures conducted in outpatient settings. This lab will provide an opportunity for expert faculty to demonstrate common outpatient procedures and for students to re-demonstrate and practice these techniques. Entry level mastery of procedural skills will enhance student's competence in clinical settings.

This elective course provides advanced practice nursing students with an intensive, case-based approach that builds upon the introductory reasoning skills the student acquired in NUR-631 and NUR-631L. The advanced practice role requires students to become skilled in formulating accurate differential diagnoses within narrow time constraints and this course provides an opportunity for supplemental practice. Concepts related to clinical algorithms and evidence based practice will be presented using representative case studies and simulation models. Development of critical thinking skills will enhance clinical decision making for entry level to practice.

Testing of cumulative skills and knowledge. This course will be offered Fall and Spring Semesters only.

This is the first of three courses in the PMHNP curriculum designed to prepare the Psychiatric Mental Health Nurse Practitioner student for practice. This course provides the basis to assess and apply interventions for children, adolescents, and geriatric patients experiencing mental health or psychiatric disorders. Concepts related to treatment, including interpersonal and cognitive-behavioral and psychoanalytic approaches, are examined within the context of the current mental healthcare climate and common environmental stressors. Theoretical and conceptual rationales of most DSM 5 TR disorders are presented while the importance of balancing the therapeutic relationship with evidence based practice is emphasized.

This course explores the epidemiology of health literacy and its influence on the delivery of health care services. Individuals with low health literacy are afflicted with a higher number of chronic diseases, have worse health outcomes and generate higher health care costs when compared with their literate cohorts. Students will be introduced to the social, economic, legal, political and education-based policies that contribute to health literacy problems. Health system barriers encountered by low literate individuals who seek care will be explored. Students will work in groups to develop creative, community based solutions to identified health literacy barriers.

This course examines the use of evidence based practice (EBP) and information technology (IT) in healthcare delivery. Using advanced Internet and database search skills, the student will learn how to critically appraise the literature and apply evidence based findings in a clinical, administrative, research, or educational health care setting.

This course prepares the advance practice-nursing student to apply the tools and methods of biostatistics to clinical practice. Clinical epidemiology and evidence-based medicine applications are an integral component of clinical decision-making about individual patients. Advance practice nurses need to utilize biostatistics principles to provide best practice outcomes for patients.

This course was developed for the advanced practice-nursing student preparing to work with older adults. Traditional assessment and treatment plans are often ineffective in meeting the needs of community dwelling elders. Multiply-complex health, social, personal, economic, spiritual and legal issues, not encountered by younger adults contributes to increased morbidity and mortality for the elderly. Students will work in groups to develop effective community based solutions in cases involving older adults. Future nurse leaders will be integral to the development of interdisciplinary solutions to improve outcomes for older Americans.

This course studies the ethical dilemmas encountered in Health Care Professions. There are concerns that challenge the value of being human underscored in end-of-life decisions as well as those that span the bioethical literature. Analysis of a collective ethic of organizations will also be conducted.

This course was developed for advanced practice nursing students preparing to work families, some of whom may be experiencing mental health crises. The course provides the theoretical background necessary to make sound treatment decisions when patients have comorbid acute or chronic health problems. Advanced practice nurses must be prepared to provide access to comprehensive care across the lifespan for persons with co-existing mental and medical illness. Health promotion strategies and evidence-based clinical guidelines will be stressed in order to improve outcomes for persons with dual diagnoses. The role of culture and the influence of socioeconomic status are explored in relation to patients' achieving optimum health outcomes.

This is the first of two courses in the curriculum designed to prepare the Psychiatric Mental Health Nurse Practitioner (PMHNP) student for practice. This course provides the foundation required in order to assess and intervene therapeutically for individuals experiencing mental health problems or disorders across the lifespan. Issues related to treatment, including interpersonal and cognitive-behavioral and psychoanalytic approaches are examined within the context of the present day mental healthcare climate and common environmental stressors. Theoretical and conceptual explanations of most DSM 5 disorders are presented while the importance of balancing the therapeutic relationship with evidence based practice is emphasized. The increased prevalence of comorbid conditions and its implications for treatment are examined and considered as rationale for embracing an integrated model of primary care and behavioral health care.

This is the second of two courses in the curriculum designed to prepare the Psychiatric Mental Health Nurse Practitioner (PMHNP) student for practice. This course is designed to help the PMHMP student develop a deeper understanding of mental health and illness as well as a broader contextual perspective and builds upon knowledge of interpersonal, cognitive-behavioral and psychoanalytic approaches used in Behavioral Health. Additionally, an emphasis on the interrelationship between internal and external factors that influence personality development and personality pathology is presented through an analysis of developmental and psychoanalytic theories. Environmental influences and personality structure are also examined in the context of the development of addictive disorders. A systems perspective is employed in applying principles of family and group therapeutic modalities to selected populations. These may apply to specific age groups or disorders, including but not limited to groups or families of veterans or those dealing with addiction. A lifespan perspective is maintained with the addiction of content of child/adolescent and elderly populations.

This course will explore a variety of issues that affect advanced practice nursing, with specific content pertinent to family nurse practitioners. The legal and ethical underpinnings of advanced practice will be explored. Students will explore the interaction of social, cultural, political, regulatory and institutional polices that influence practice. New practice roles such as entrepreneurship will be discussed. Identifying leadership opportunities for doctoral students will be stressed.

This course was developed to provide an opportunity for advanced practice nursing students to work in a psychiatric/mental health setting with patients in the geriatric, adolescent, or child population. Students will complete 360 hours of guided clinical experience with specific focus on client assessment and management skills, Health promotion will be accomplished through patient education and collaboration with other health professionals.

This initial capstone residency experience is designed to provide the student with an intensive immersion opportunity in which they apply their foundational preparation and identify a focus for their capstone project. The student will select a mentor to work with who is an expert in their field of interest and associated with a community site or organization. During the residency, a problem that is amendable to an evidence-based solution will be identified within the clinical site.

The student will work with a mentor and project chair to design and pilot the translation project in Capstone II. The project committee, which is mutually agreed upon by the student and advisor, will be providing feedback and critique during this process. The project chair and second committee member will be responsible for communicating with the mentor when needed to enhance the design of the project. The student will develop a theoretically and evidence-based program to address the problem identified in Capstone I. The student will be responsible for presenting the proposed design in writing and defending orally to committee members.

In Capstone III, the student will work with a mentor to actualize the problem defined in Capstone I and designed in Capstone II. This experience allows the student to translate evidence-based findings into practice, to evaluate program development projects, and to participate in collaborative, inter-professional approaches to health care problems. The student will implement and evaluate a theoretically and evidence-based approach to address the identified problem. The student will be responsible for completing the project, presenting it in writing and defending orally to their committee.

This course has been created specifically for the Nurse Educator with Clinical Focus to provide the opportunity to work in a primary health setting with a variety of patients. Students will complete 120 hours of guided clinical experience with patients at any stage across the lifespan. Client assessment and management skills will be stressed. Health promotion will be accomplished through patient education and collaboration with other health professionals.

This course provides the Psychiatric Mental Nurse Practitioner (PMHNP) student with an opportunity for implementation of skills consistent with the provision of care to individuals experiencing mental health problems, including assessment, diagnosis and therapeutic interventions. Psychotherapy modalities including interpersonal cognitive-behavioral and psychoanalytic approaches are implemented and where appropriate, psychopharmacological treatment is provided based upon assessment data. Students will be required to complete 180 clinical hours during this rotation.

This course provides the Psychiatric Mental Nurse Practitioner (PMHNP) student with an opportunity for implementation of skills necessary to intervene therapeutically for families and groups. Theoretical application of family and group therapies including interpersonal, cognitive-behavioral and psychoanalytic modalities is emphasized when working with selected populations. Promotion of wellness and interventions for family or group systems experiencing dysfunction are included in the provision care. Students will be required to complete 240 clinical hours during this rotation.

Psychiatric Nurse Practitioner students are expected to complete 120 hours of clinical practice during the NUR 714 clinical rotation. Students, who do not complete this clinical practice hour requirement, must register for NUR-724. NUR-724 provides students with the opportunity to maintain clinical site placement and achieve course competencies. This continuation course assures clinical faculty guidance while completing clinical course requirements.

Psychiatric Nurse Practitioner students are expected to complete 180 hours of clinical practice during the NUR-715 clinical rotation. Students, who do not complete this clinical practice hour requirement, must register for NUR-725. NUR-725 provides students with the opportunity to maintain clinical site placement and achieve course competencies. This continuation course assures clinical faculty guidance while completing clinical course requirements.

Psychiatric Nurse Practitioner students are expected to complete 240 hours of clinical practice during the NUR-716 clinical rotation. Students, who do not complete this clinical practice hour requirement, must register for NUR-726. NUR-726 provides students with the opportunity to maintain clinical site placement and achieve course competencies. This continuation course assures clinical faculty guidance while completing clinical course requirements.

This course explores principles and techniques of curriculum design, development, implementation, evaluation and outcomes in educational programs. Emphasis is placed on Teaching strategies in higher education and healthcare organizations for the Doctor of Nursing Practice (DNP) Educator that includes the assessment and evaluation of student and patient populations.

This course examines the use of information technology (IT) in healthcare delivery. Using advanced Internet and database search skills, the student will learn how to critically appraise the literature and apply evidence-based findings in a clinical, administrative, research, or educational health care setting.

Epidemiology is the method used to find causes of health outcomes and diseases in populations. In this field of study, the patient is the community and individuals are viewed collectively (populations) https://www.cdc.gov. This graduate course combines the principles of epidemiology with those of population health. Students will be introduced to these fields by changing course in examining populations versus individuals. In the past, epidemiologists like John Snow and Florence Nightingale, were concerned with acute illnesses, but the trend now, is both acute and chronic illness. Even more importantly, are the issues of the social determinants of health which exert a great effort on the development of disease, and these determinants may in fact, be as important as biology and genetics in disease development. We will ask questions such as why certain populations (those of low SES for example) experience poorer health outcomes than their wealthier counterparts. How does where we live, work and play impact our health? Students will have an opportunity to explore illness and risk for illness in populations, as well as to complete a needs assessment and develop evidence-based interventions to improve outcomes. Finally, we will examine economic, legal and political influences on population health as we simultaneously examine health disparities and inequities.

This course addresses advanced legal and ethical issues that arise in healthcare and nursing. Ethics is a major branch of the philosophical discipline and the course readings shall be contextualized from the philosophical perspective regarding morals and include legal issues as experienced by clinicians.

This course is designed to introduce students to critical global health issues and social justices faced by various populations, in the challenging global environment.

This DNP practice experience will allow the student to immerse themselves within the role of the DNP in a clinical setting. This experience is designed to provide the student with an intensive immersion opportunity that allows him/her to master DNP competencies within a chosen specialty within an organization. The student will select a mentor/preceptor (community or academic) to work with who is an expert in the field of interest. The student will identify an area of clinical practice for the DNP Scholarly Project that will require advanced clinical decision-making in the provision of culturally appropriate, patient-centered, evidence-based care in the form of a quality improvement or policy change format

This experience is designed to provide the student with an intensive immersion opportunity that allows them to master DNP competencies within a chosen specialty organization. The DNP student will select a mentor/preceptor to work with who is an expert in the field of interest. The student will select an area of clinical practice. The student will develop a theoretically based Quality Improvement Project. The student will work with their site and faculty member to design and submit a proposal.

This experience is designed to provide the student with an intensive immersion opportunity that allows them to master DNP competencies within a chosen specialty organization. This experience allows the student to translate evidence-based findings into practice, to evaluate program development, participate in collaboration and inter professional approach to address the identified problem. The DNP student will be responsible for completing the required clinical hours, completing the QI project, and dissemination.

This DNP/PMHNP practice experience will allow the student to immerse themselves within the role of the DNP in a clinical setting. This experience is designed to provide the student with an intensive immersion opportunity that allows him/her to master DNP competencies within a chosen specialty within an organization. The student will select a mentor/preceptor (community or academic) to work with who is an expert in the field of interest. The student will identify an area of clinical practice for the DNP Scholarly Project that will require advanced clinical decision-making in the provision of culturally appropriate, patient-centered, evidence-based care in the form of a quality improvement or policy change format.

This experience is designed to provide the student with an intensive immersion opportunity that allows them to master DNP competencies within a chosen specialty organization. The DNP student will select a mentor/preceptor to work with who is an expert in the field of interest. The student will select an area of clinical practice. The student will develop a theoretically based Quality Improvement Project. The student will work with their site and faculty member to design and submit a proposal.

This experience is designed to provide the student with an intensive immersion opportunity that allows them to master DNP competencies within a chosen specialty organization. This experience allows the student to translate evidence-based findings into practice, to evaluate program development, participate in collaboration and inter professional approach to address the identified problem. The DNP student will be responsible for completing the required clinical hours, completing the QI project, and dissemination.

Nurse Practitioner students must complete a defined number of clinical practicum hours in identified courses required for their advanced practice degree. This bridge course allows students who have secured a clinical placement to complete clinical hours between traditional semesters. This course has faculty oversight and guidance during the winter session.

This continuing clinical practicum residency course is designed for the advanced practice nurse who requires additional clinical hours to meet the minimum total of 1000 hours of practice for DNPs. Students who are placed in patient care areas will complete clinical logs to document that experience. The total number of additional hours to be completed will be determined by the DNP program director after assessing all previous transcripts and coursework; the result of this assessment will be communicated in writing to the student. The student works with a clinical faculty member who has the academic preparation and experiential background to oversee this course. The site and setting for this experience will be individualized based on student need.

This is the first of a 4-course sequence and will explore the evolution of forensic science, examine different types of interpersonal violence, mechanisms of injury, patient management and explore legal and ethical issues relating to these times of crimes. The application of forensic science is looked at across the lifespan as well as globally and culturally.

This is the second course of a 4 course sequence and will explore the many facets of injury infliction as well as the importance of DNA, it's recovery as well as other principles of evidence collection and the use of photography, toxicology, as it relates to a forensic investigation.

This is the third course of a 4 course sequence and will explore the evolution of forensic science, examine different types of interpersonal violence, mechanisms of injury, patient management and explore legal and ethical issues relating to these times of crimes. The application of forensic science is looked at across the lifespan as well as globally and culturally

This is the fourth course of a 4 course sequence and will explore the evolution of forensic science, examine different types of interpersonal violence, mechanisms of injury, patient management and explore legal and ethical issues relating to these times of crimes. The application of forensic science is looked at across the lifespan as well as globally and culturally.

This continuing advisement course is for DNP students who have identified, designed, piloted and begun to implement their capstone project but require additional time to complete or evaluate the project. Students may experience delays related to organizational or mentor changes and need a mechanism for continuing registration in order to achieve the course outcomes. The student continues to work with a community mentor and under the guidance of his or her capstone chair until the project has concluded.