Analysis of theories, concepts, evidence, issues and trends from contemporary nursing science and related disciplines in promoting the health of individuals and families experiencing psychiatric-mental health concerns. The emphasis is on the use of the nursing process and other systematic approaches to plan, implement, and evaluate health promotion and maintenance activities, illness care, and rehabilitation with individuals and families experiencing psychiatric-mental health concerns in a variety of acute and community settings.

The purpose of this course is to provide students the opportunity to analyze theories, concepts, research, and issues and trends in psychiatric-mental health nursing. The focus of the course is on internal and external factors affecting the mental health of children, adolescents, adults, elderly, and families. The emphasis is on the role of the professional nurse in health promotion and maintenance, illness care, and rehabilitation of children, adolescents, adults, elderly, and families experiencing psychiatric-mental health concerns.

The purpose of this course is to provide students the opportunity to analyze theories, concepts, research, and issues and trends in psychiatric-mental health nursing. The focus of the course is on internal and external factors affecting the mental health of children, adolescents, adults, elderly, and families. The emphasis is on the role of the professional nurse in health promotion and maintenance, illness care, and rehabilitation of children, adolescents, adults, elderly, and families experiencing psychiatric-mental health concerns.

The purpose of this course is to provide students an opportunity to explore community health nursing concepts and principles from a population health care perspective. The changing needs of an increasingly culturally diverse population within the social context of the community systems are examined along with the environmental, economical, political, and legal constraints to the health of systems.

The purpose of this course is to provide students an opportunity to explore community health nursing concepts and principles from a population health care perspective. The changing needs of an increasingly culturally diverse population within the social context of the community systems are examined along with the environmental, economical, political, and legal constraints to the health of systems.

The purpose of this course is to provide students the opportunity to complete a clinical project integrating community health nursing concepts and principles from an aggregate health care perspective. The changing needs of an increasingly culturally diverse population within the social context of the community are examined. Course content includes environmental, economical, political, and legal constraints to the health of aggregates.

The purpose of this course is to provide students the opportunity to complete a clinical project integrating community health nursing concepts and principles from an aggregate health care perspective. The changing needs of an increasingly culturally diverse population within the social context of the community are examined. Course content includes environmental, economical, political, and legal constraints to the health of aggregates.

The purpose of this first didactic course is to prepare the Psychiatric-Mental Health Nurse Practitioner students to assess, diagnose, and manage selected health care needs of individuals across the lifespan. Emphasis is placed on synthesis and application of nursing and related theories and scientific knowledge to the development of differential/nursing diagnoses as a basis for health promotion and management.

The purpose of this progression course is to provide opportunities for Psychiatric-Mental Health Nurse Practitioner students to apply concepts from PMHNP I in primary and acute care mental health settings with individuals and their families experiencing psychiatric-mental health concerns across the lifespan.

This didactic course prepares the Psychiatric-Mental Health Nurse Practitioner student to identify and implement appropriate and culturally sensitive health promotion and disease prevention strategies of individuals and families across the lifespan in primary care settings. Emphasis is placed on health promotion/disease prevention with strategic planning at the primary, secondary, and tertiary levels.

This didactic course prepares the Psychiatric-Mental Health Nurse Practitioner student to assess, diagnose, and manage selected health care needs of culturally diverse populations across the life span. The focus is on advanced practice nursing with individuals and families in a variety of health care settings. Emphasis is placed on wellness and the pathophysiology and epidemiology underlying acute and chronic psychiatric-mental health problems.

The purpose of this practicum course is to provide opportunities for Psychiatric-Mental Health Nurse Practitioner students to apply concepts in primary and acute care settings with individuals and their families experiencing psychiatric-mental health concerns across the lifespan.

The purpose of this course is to provide the Psychiatric-Mental Health Nurse Practitioner student an in-depth study of psychiatric-mental health care management of individuals and their families across the lifespan within the framework of advanced nursing. The focus is on selected acute and chronic complex psychiatric-mental health care problems. Emphasis is on the interaction among health care providers in a culturally diverse environment.

The purpose of this course is to provide opportunity for the Psychiatric-Mental Health Nurse Practitioner student to practice within advanced nursing framework. The focus is on the role of the advanced practice nurse in the health care management of individuals with psychiatric-mental health concerns across the lifespan. Emphasis is on collaboration with other health care providers in a culturally diverse environment.

The purpose of this culminating course is to provide a preceptor and faculty facilitated experience in the Psychiatric-Mental Health Nurse Practitioner role. The focus is on the application and synthesis of knowledge and skills acquired in all previous courses.

The purpose of this course is to provide a forum for the evaluation of issues and trends encountered in the Psychiatric-Mental Health Nurse Practitioner role. Emphasis is on critical analysis and management of issues by the Psychiatric-Mental Health Nurse Practitioner in an interdisciplinary health care delivery system.

The purpose of this practicum course is to provide opportunities for the Family Nurse Practitioner to apply concepts from previous courses and CMN 572, 574, or 577 in select clinical settings. Focus is on individuals and families in primary care settings. The emphasis is on diagnostic reasoning and decision-making/critical-thinking.

The purpose of this first didactic course is to prepare Advanced Family Nurse Practitioner students to assess, diagnose, and manage selected health care needs of adults and children. Emphasis is placed on synthesis and application of nursing and related theories and scientific knowledge to the development of differential/nursing diagnoses as a basis for health promotion and management.

The purpose of this didactic course is to prepare the Advanced Family Nurse Practitioner student to identify and implement appropriate and culturally competent health promotion and disease prevention strategies across the lifespan. The focus is on the advanced practice nursing of individuals and families in primary care settings. Emphasis is placed on health promotion/disease prevention with strategic planning at the primary, secondary, and tertiary levels of prevention. Prevention, early diagnosis, prompt treatment, and in-depth patient education with dysmetabolic syndrome and diabetes will be emphasized. Effective strategies for life-style behavior change will also be evaluated.

This didactic course prepares the Advanced Family Nurse Practitioner student to assess, diagnose, and manage selected health care needs of culturally diverse populations across the lifespan. The focus in on the advanced practice nursing of individuals and families in primary care settings. Emphasis is placed on wellness and the pathophysiology and epidemiology underlying acute and chronic health problems.

This practicum course provides opportunities for the Advanced Family Nurse Practitioner to apply concepts in select clinical settings. Focus is on individuals and families in primary care settings. The emphasis is on culturally competent delivery of health care, diagnostic reasoning and decision making/critical thinking.

This course provides an in-depth study of the health care management of children, adults, and families within the framework of advanced nursing. Emphasis is on the interaction among health care providers in a culturally diverse environment. The focus is on selected acute and chronic complex health problems of children, adults, and families in primary health care settings.

This practicum course provides an opportunity for the Advanced Family Nurse Practitioner student to practice within an advanced nursing framework. The focus is on the role of the advanced practice nurse in the health care management of children, adults, and families. Emphasis is on collaboration with other health care providers in a culturally diverse environment.

The purpose of this practicum course is to provide opportunities for the Family Nurse Practitioner student to apply concepts from CMN 577 and previously required courses in select clinical settings. Focus is on individuals and families in primary care settings. The emphasis is on diagnostic reasoning and decision making/critical thinking.

The purpose of this course is to provide a forum for the evaluation of issues and trends encountered in health care. Emphasis is on critical analysis and management of these issues by the Advanced Family Nurse Practitioner student in an interdisciplinary health care system.

This course assists the Family Psych Mental Health Nurse Practitioner student to learn the processes embedded in developing a doctoral synthesis project. The course will address all aspects of project planning and development as a preliminary step to the Family Psych Mental Health Nurse Practitioner student's selection of a topic or phenomenon of interest for the project and will incorporate well-built questions, search strategies and outcomes, identification of resources needed, plan for evaluation and dissemination.

Theories of leadership, motivation, power, and change are used to influence change in health care organizations. This course will implement evidence-based clinical models and evaluate their effectiveness in health outcomes. The Family Psych Nurse Practitioner student will synthesize, critique, and apply evidence to support quality clinical or organizational practices. In this mentored and supervised experience, the Nurse Practitioner DNP student will work with the primary faculty advisor to complete projects and advance their selected practice area. The Nurse Practitioner student will have access to and authority for expanded scope of practice to master the DNP competences. Residency sites will depend upon the student's career trajectory and approval by collaborating faculty. During the residency semester, students must participate in scheduled scholarly seminars online. Clinical hours of direct practice/management is required.

Provides students the opportunity to fully express all DNP competencies. The student, guided by the faculty facilitator, will implement the scholarly doctoral system's change project.

Final course in residency series as student continues to implement and evaluate project plan. Provides student the opportunity to fully express all DNP competencies. The student, guided by the core faculty and advisor, completes quality improvement evidence-based system's change project.

This course assists the public health nursing administration DNP student to learn the processes embedded in developing a doctoral synthesis project. The course will address all aspects of project planning and development as a preliminary step to the public health students' selection of a topic or phenomenon of interest for the project and will incorporate well-built questions, search strategies and outcomes, identification of resources needed, plan for evaluation and dissemination.

Theories of leadership, motivation, power, and change are used to influence change in health care organizations. This course will implement evidence-based clinical models and evaluate their effectiveness in health outcomes. The public health nursing administration student will synthesize, critique, and apply evidence to support quality clinical or organizational practices. In this mentored and supervised experience, the public health nursing administration DNP student will work with the primary faculty advisor to complete projects and advance their selected practice area. The public health nursing administration student will have access to and authority for expanded scope of practice to master the DNP competences. Residency sites will depend upon the public health nursing administration student's career trajectory and approval by collaborating faculty. During the residency semester, student must participate in scheduled scholarly seminars online. Clinical hours of direct practice/management is required.

Provides public health nursing administration students the opportunity to fully express all DNP competencies. The public health nursing administration student, guided by the faculty facilitator, will implement the scholarly doctoral system's change project.

Final course in residency series, the public health nursing administration student continues to implement and evaluate project plan. Provides public health nursing administration student the opportunity to fully express all DNP competencies. The public health nursing administration student, guided by the core faculty and advisor completes quality improvement evidence-based system's change project.

This course assists the family nurse practitioner student to learn the processes embedded in developing a doctoral synthesis project. The course will address all aspects of project planning and development as a preliminary step to the family nurse practitioner students' selection of a topic or phenomenon of interest for the project and will incorporate well-built questions, search strategies and outcomes, identification of resources needed, plan for evaluation and dissemination.

Theories of leadership, motivation, power, and change are used to influence change in health care organizations. This course will implement evidence-based clinical models and evaluate their effectiveness in health outcomes. The family nurse practitioner student will synthesize, critique, and apply evidence to support quality clinical or organizational practices. In this mentored and supervised experience, the family nurse practitioner student will work with the primary faculty advisor to complete projects and advance their selected practice area. The student will have access to and authority for expanded scope of practice to master the DNP competences. Residency sites will depend upon the family nurse practitioner student's career trajectory and approval by collaborating faculty. During the residency semester, student must participate in scheduled scholarly seminars online. A total of 180 clinical hours of direct practice/management is required.

Provides family nurse practitioner students the opportunity to fully express all DNP competencies. The family nurse practitioner student, guided by the faculty facilitator, will implement the scholarly doctoral system's change project.

Final course in residency series, the family nurse practitioner student continues to implement and evaluate project plan. This course provides the family nurse practitioner student the opportunity to fully express all DNP competencies. The family nurse practitioner student, guided by the core faculty and advisor completes quality improvement evidence-based system's change project.

Students will register for this course to complete residency course work under supervision of faculty. Students must remain continuously enrolled until all residency requirements are completed.