The purpose of this course is to introduce the unique requirements and opportunities of the Health Sciences Division to beginning students who have declared or are considering a Health Science major (Nursing, Medicine, Pharmacy, Allied Health Professions, etc.). The course focuses on the value of higher education as a base for a career in Health Sciences and develops an awareness of activities and support services available within the University to enhance student success. Academic rules, regulations and policies related to admission, progression, and graduation in the University and Colleges of Nursing, Medicine, and Allied Health Professions are discussed.

Provides the student an opportunity to analyze theories, concepts, socioethical issues, and research related to dying and death. Focus is on assisting students to explore their feelings regarding death as well as developing self-awareness of the feelings of patients and families. Emphasis is on the acceptance of the process of mourning and death and applicable nursing interventions. Elective.

The purpose of this course is to prepare the student to accurately calculate medication dosages. Mathematical and metric apothecary concepts are stressed.

The purpose of this course is to prepare the student to accurately calculate medication dosages. Mathematical and metric apothecary concepts are stressed.

The purpose of the course is to provide the student with the opportunity to acquire information related to the clinical application of drug therapy and the concepts relating to the mechanisms of drug actions, interactions and adverse reactions, including the immunologic-idiosyncratic-allergic responses. Emphasis is on the current evidence related to pharmacokinetics, dosage, methods of administration, and adverse effects of major classifications of drugs to inform nursing care. Prerequisites: Admission to Professional Component or special permission of instructor.

The purpose of the course is to provide students with the opportunity to acquire information related to clinical application of drug therapy and concepts relating to the mechanisms of drug actions, interactions and adverse reactions, including the immunologic-idiosyncratic-allergic responses. Emphasis is placed on current evidence related to pharmacokinetics, dosage, methods of administration, and adverse effects of major classifications of drugs to inform nursing care. Restricted to students enrolled in RN to BSN programs.

Selected topics in Health Sciences. Requires special permission. Variable title and 1 to 9 variable credit hours.

This course offers a critical exploration of ethical issues encountered across the human lifespan, emphasizing the application of ethical principles in various healthcare scenarios. Through critical investigation and analysis, students will examine the moral complexities faced by healthcare professionals and develop a framework for ethical decision-making that can be applied in diverse settings and circumstances.

This course will prepare students to work effectively in a multicultural society where healthcare professionals engage with individuals from diverse backgrounds. Students will gain foundational theoretical knowledge and develop the practical skills necessary to identify and explore the social determinants of health and health disparities.

This course will prepare students to further examine population-focused health disparities by relating their origin and continuation to political, socioeconomic, environmental, and systemic factors. Students will reflect on the responsibility to provide culturally competent care as an expression of their professional values and work will emphasize forming an evidence-based foundation for knowledge, attitude, and skill transformation that can reduce the incidence of suboptimal outcomes among certain groups through improved policy, clinical decision-making, and cross-cultural interactions with clients.

This course will focus on issues and trends involving social determinants of health and health disparities. Students will reflect on current and critical topics and engage in online discussions about how these topics impact healthcare. The course provides a broader perspective of emerging issues and trends through interactive activities and community-based projects

This course will focus on leading and influencing change and fostering inclusive climates at the organizational and community level.

This didactic course continues to prepare Trauma-Informed Behavioral Healthcare students to assess, diagnose, and manage healthcare needs of individuals with Trauma across the lifespan in both behavioral health and primary care settings. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis incorporating trauma-informed care. Students apply evidence-based approaches to health promotion and care management of health problems, with attention to holistic, person-centered, and culturally inclusive care for individuals, families, and communities. Collaboration and communication with individuals, families, communities, and interprofessional teams are emphasized to deliver advanced-level person-centered healthcare.

This didactic course continues to prepare Trauma-Informed Behavioral Healthcare students to assess, diagnose, and manage healthcare needs of individuals with Trauma across the lifespan in both behavioral health and primary care settings. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis incorporating trauma-informed care. Students apply evidence-based approaches to health promotion and care management of health problems, with attention to holistic, person-centered, and culturally inclusive care for individuals, families, and communities. Collaboration and communication with individuals, families, communities, and interprofessional teams are emphasized to deliver advanced-level person-centered healthcare.

The purpose of this culminating didactic course is to prepare Trauma-Informed Behavioral Healthcare students for transition into advanced nursing practice. Emphasis is placed on synthesizing theoretical, clinical, and scientific knowledge to critically evaluate issues and trends in Trauma-Informed care. Focus includes use of Motivational Interviewing (MI), integration of diagnostic reasoning and evidence-based treatment approaches, as well as collaboration and communication within interdisciplinary teams. Additional attention is given to professional role development, holistic and culturally inclusive care, and the analysis of emerging challenges in health care delivery systems.

The purpose of this course is to prepare the Cardiovascular Advanced Practice Provider student to identify and implement appropriate holistic, person-centered, and culturally inclusive health promotion and disease prevention strategies in adult-gerontological individuals with cardiovascular disease in the primary and acute care setting. Emphasis is placed on social determinants of health, health promotion, disease prevention, and related health issues with collaborative, team-based strategic planning at the primary, secondary, and tertiary levels of prevention to improve individual outcomes. Special topics include lifestyle and behavioral change strategies, pathophysiology, assessment, diagnosis, and management for common cardiovascular conditions. Issues relevant to the advanced practice role in cardiovascular care are explored

This didactic course continues to prepare Cardiovascular Advanced Practice Provider students to assess, diagnose, and manage healthcare needs of adult-gerontological individuals in the primary and acute care settings. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis of cardiac arrhythmias, cardiomyopathies, and heart failure. Students apply evidence-based approaches to health promotion and care management of acute and chronic health problems, with attention to holistic, person-centered, and culturally inclusive care for individuals, families, and communities. Collaboration and communication with individuals, families, communities, and interprofessional teams are emphasized to deliver advanced-level person-centered care

This didactic course continues to prepare Cardiovascular Advanced Practice Provider students to assess, diagnose, and manage healthcare needs of adult-gerontological individuals in the primary and acute care settings. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis of acute coronary syndromes, cardiovascular critical illness, chronic coronary disease, and valvular heart disease. Students apply evidence-based approaches to health promotion and care management of acute and chronic health problems, with attention to holistic, person-centered, and culturally inclusive care for individuals, families, and communities. Collaboration and communication with individuals, families, communities, and interprofessional teams are emphasized to deliver advanced-level person-centered care.

This didactic course continues to prepare Cardiovascular Advanced Practice Provider students to assess, diagnose, and manage healthcare needs of adult-gerontological individuals in the primary and acute care settings. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis of congenital heart disease, pericardial disease, and vascular disease. Students apply evidence-based approaches to health promotion and care management of acute and chronic health problems, with attention to holistic, person-centered, and culturally inclusive care for individuals, families, and communities. Collaboration and communication with individuals, families, communities, and interprofessional teams are emphasized to deliver advanced-level person-centered care

This course offers a comprehensive exploration of frameworks and strategies for managing healthcare personnel in complex organizations. Students will engage with advanced human resource management principles focusing on leadership, communication, relationship management diversity, legal and ethical principles, workforce planning and maintenance.

This course allows the student to become familiar with most-prescribed drugs in several areas including cardiac, respiratory, psychiatric, endocrine and gastrointestinal medicine. The student will examine use of commonly-prescribed agents in diverse patient populations, focusing on drug selection, dosing, laboratory values and follow-up. Additionally, the process of drug development will be studied, so that the student may become familiar with rationales for drugs coming to market, pricing, and ethical use.

This initial didactic course continues to prepare Substance Use Disorder (SUD) students to assess, diagnose, and manage healthcare needs related to SUD prevention and screening in integrated SUD treatment health care and telehealth settings across the lifespan. Emphasis is placed on synthesizing and integrating healthcare professional science and related disciplines to support sound clinical judgement and the development of differential diagnosis for SUD treatment. Students apply evidence- communities, and interprofessional teams are emphasized to deliver advanced-level person-centered healthcare

The purpose of this didactic course is to continue to prepare Substance Use Disorder (SUD) students to assess, diagnose, and manage healthcare needs related to SUD assessment and treatment in integrated health care and telehealth settings across the lifespan in SUD treatment settings. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis for SUD treatment. Students apply evidence-based approaches to health promotion and care management of SUD treatment health problems, with attention to holistic, person-centered, and culturally inclusive care for individuals, families, and communities. Collaboration and communication with individuals, families, communities, and interprofessional teams are emphasized to deliver advanced-level person-centered healthcare.

The purpose of this culminating didactic course is to prepare the Substance Use Disorder (SUD) students for transition into advanced healthcare practice. Emphasis is placed on synthesizing theoretical, clinical, and scientific knowledge to critically evaluate issues and trends for assessing, diagnosing, and managing healthcare needs related to SUD recovery-oriented systems of care in integrated health care and telehealth settings across the lifespan in SUD. Focus includes integration of diagnostic reasoning and evidence-based treatment approaches, as well as collaboration and communication within interdisciplinary teams within recovery-oriented systems of care. Additional attention is given to professional role development, holistic and culturally inclusive care, and the analysis of emerging challenges in health care delivery systems.

The purpose of this course for the undergraduate/graduate student is to develop an improved understanding of culture, to recognize any cultural practices that affect health care and other professions, and to incorporate this understanding into the provision of care.

Study of topics significant to the health professions. Content varies and may be repeated.

This course serves as a foundational course in the Clinical Lipidology Subspecialty program. The purpose of this didactic course is to prepare the Clinical Lipid Specialist student to evaluate CVD epidemiology, cardiometabolic risk, and evidence based lipid practice in those with selected health care needs across the lifespan.

This course serves as a foundational course in the Clinical Lipidology Subspecialty program. The purpose of this didactic course is to prepare the Clinical Lipid Specialist student to evaluate lipoprotein metabolism and vascular biology in those with selected health care needs across the lifespan.

This course serves as a foundational course in the Clinical Lipidology Subspecialty program. The purpose of this didactic course is to prepare the Clinical Lipid Specialist student to evaluate advanced pharmacologic options in treating those with selected health care needs across the lifespan.

This course serves as a final course in the Clinical Lipidology Subspecialty program. The purpose of this didactic course is to prepare the Clinical Lipid Specialist student to evaluate and manage complex dyslipidemia in those with selected health care needs across the lifespan.

This online interdisciplinary course will implement evidence based and collaborative models to assess the needs of vulnerable populations who have multiple physical needs such as those evidenced by adults, elders, and returning veterans with multiple chronic illnesses and/or acute injury. The student will synthesize, critique, and apply evidence to improve patient care outcomes. The student will work in groups to complete an assessment of need for vulnerable patient populations.

Study of health professional topics at the doctoral level. Credit hours will vary based on student need and depth of course subject matter. Content will vary and may be repeated up to 9 credits. Requires special permission.