The purpose of this course is to introduce the unique requirements and opportunities of professional nursing to beginning students who have declared nursing as their major and are considering nursing as a major. The course focuses on the value of higher education as a base for a career in nursing and develops an awareness of activities and support services available within the University to enhance student success. Academic rules and regulations and policies related to admission, progression, and graduation in the University and College are discussed.

The purpose of the course is to provide students the opportunity to appraise theories, concepts, evidence, issues and trends in promoting the health of an adult-geron population experiencing commonly occurring health care needs. Emphasis is on the use of the nursing process and other systematic approaches to assess, plan, implement, and evaluate health promotion and maintenance activities, illness care, and rehabilitation with adults in a variety of acute and community settings.

Application of concepts and theories related to health promotion and maintenance, illness care, and rehabilitation with an adult-geron population experiencing commonly occurring health care needs. Emphasis is the role of the professional nurse and on the use of the nursing process with an adult-geron population in a variety of acute and community based settings.

The purpose of this course is to provide an overview of pathophysiology, pharmacology, clinical skills assessment, and medication administration. The course focuses on the responsibility of the professional nurse in ensuing quality and safety.

The purpose of this course is to provide an overview of pathophysiology, pharmacology, clinical skills assessment, and medication administration within the medical-surgical nursing environment. The course focuses on the responsibility of the professional nurse in ensuring quality and safety in providing medical-surgical care for diverse populations across the lifespan.

The purpose of this course is to introduce evidence-based practice (EBP), including the basic components of the research process to the undergraduate nursing student. Emphasis within the course is on evaluation of research relevant to nursing practice, and the implications of its application to care provided to the patient. Implications of research and EBP are examined, including the roles of clinical expertise, ethics, and patient values and preferences. This course requires professional component standing. This is a writing (W) course. NU 304 Course Objective Changes 1. Demonstrate foundational understanding of the research process, theory, and evidence-based practice process. 2. Integrate evidence into clinical practice by applying ethical and legal implications of research and using a systematic approach to evidence-based practice processes. 3. Evaluate evidence relevant to nursing practice. 4. Integrate professional writing standards in nursing research and evidence-based practice.

The purpose of this course is to provide an overview of pathophysiology, pharmacology, clinical skills assessment, and medication administration within specialty areas of foci including the maternal, child, and mental health settings. The course focuses on the responsibility of the professional nurse in ensuring quality and safety in providing specialty care to women and children, and to those with mental health needs across the lifespan.

The purpose of this course is to provide an overview of pathophysiology, pharmacology, clinical skills assessment, and medication administration within the adult gerontological nursing environment. The course focuses on the responsibility of the professional nurse in ensuring quality and safety in providing care for diverse populations across the adult lifespan.

The purpose of this course is to provide an opportunity for students to remediate on practice accountability or professionalism in order to be successful post-graduation. The course focuses on the responsibility of the professional nurse in ensuring quality and safety in providing care to diverse populations across the lifespan, interacting as a member of an interdisciplinary health care team, and demonstrating accountability for personal actions within the professional practice environment.

The purpose of this course is to provide students the opportunity to acquire basic nursing care skills. The emphasis is on the responsibilities of the professional nurse in ensuring quality and safety. Students are introduced to simulation as an approach to sharpen clinical reasoning and communication skills in a safe environment. Prerequisites: Admission or special permission of instructor.

The purpose of this course is to provide students the opportunity to acquire basic nursing care skills. The emphasis is on the responsibilities of the professional nurse in ensuring quality and safety. Students are introduced to simulation as an approach to sharpen clinical reasoning and communication skills in a safe environment. Prerequisites: Admission or special permission of instructor.

The purpose of the course is to provide students the opportunity to acquire basic nursing assessment skills. The emphasis is on the assessment skills of the whole person, including physical, psychological, sociocultural, and spiritual aspects of persons from all stages of life. Students will learn skills associated with obtaining a health history and performing health assessments across the lifespan. Prerequisite: Admission to professional component or special permission of instructor.

The purpose of the course is to provide students the opportunity to acquire basic nursing assessment skills. The emphasis is on the assessment skills of the whole person, including physical, psychological, sociocultural, and spiritual aspects of persons from all stages of life. Students will learn skills associated with obtaining a health history and performing health assessments across the lifespan. Prerequisite: Admission to professional component or special permission of instructor. Restricted to students in the RN to BSN program.

The purpose of the course is to provide students the opportunity to acquire the theory and evidence applicable to the physiology and alterations in physiology of individuals across the lifespan. The emphasis of this course is alterations in cardiovascular, pulmonary, genitourinary, gastrointestinal, immune, neurological, musculoskeletal, and endocrine systems. Prerequisite: Admission to professional component or special permission of instructor.

The purpose of the course is to provide students the opportunity to acquire the theory and evidence applicable to the physiology and alterations in physiology of individuals across the lifespan. The emphasis of this course is alterations in cardiovascular, pulmonary, genitourinary, gastrointestinal, immune, neurological, musculoskeletal, and endocrine systems. Prerequisite: Admission to professional component or special permission of instructor. Restricted to students in the RN to BSN program.

The purpose of this course is to provide students the opportunity to acquire nutritional theory and evidence required for health promotion and disease prevention of individuals across the lifespan.

Study of a significant topic or problem in Nursing and the Health Professions. This course may be repeated for a total of four credits. Requires special permission.

Individual study in a nursing area chosen in consultation with instructor. Requires special permission.

The purpose of this course for the undergraduate student is to develop an improved understanding of culture, Leininger's theory of Diversity and Universality, to recognize any cultural practices that affect health care, to incorporate this understanding into the provision of care. Culture will be examined through writing, cultural experiences, through collaboration. The course is underpinned by Dr. Leininger's definition of culture and her theory of culture care.

Building on previous knowledge and experience in the practical nursing role, this course will prepare Licensed Practicum Nurses (LPN) to transition to the baccalaureate-prepared registered nursing (RN) role through critical analysis of the relationship between leadership, policy advocacy, and membership within the interdisciplinary healthcare team. Students will also examine how nursing theory guides professional practice. Students will build confidence in professional nursing roles including leader, advocate, and caregiver to deliver inclusive, person-centered, trauma-informed healthcare in a diverse society.

This course focuses on continuing the leadership development of the student within the context of providing professional nursing care to patients and families across the lifespan. Decision-making, delegation, and motivation competencies are emphasized.

The purpose of this web based course is to provide students the opportunity to integrate leadership roles and functions, management strategies, current issues and trends affecting nursing and health care and continued professional development, into a personal lifelong learning plan. Emphasis is on the professional nurse as a leader in improving patient care and cost effectiveness of health care and the development of a current nursing workforce. National interest areas such as patient safety, policy, patient centered care, and the process for quality improvement are primary focuses.

The purpose of this course is the continued development of conceptual and practical knowledge of professional nursing leadership and management roles in a complex adaptive healthcare system. Content includes but is not limited to: management, systems leadership, professional values, personal vs organizational philosophy, quality improvement, and performance appraisal. Other topics related to professional nursing include social, political, legal, and ethical issues.

Current issues and trends affecting nursing and healthcare in society will be reviewed. Emphasis will be on the development of professional nursing contributions to the changing healthcare environment. Content includes but is not limited to: Issues in the healthcare environment including social, legal, ethical, safety and political.

Theoretical concepts related to healthcare promotion/disease prevention to improve health at individual, family, and population level in the global community. Content includes but is not limited to: health behaviors, health literacy, at-risk populations, genetics, chronic illness, socioeconomic status, environmental exposures, ethics, advocacy, social justice, civic responsibility and strategies of risk reduction and improvement in disparities in outcomes are evaluated and applied to population health.

This course will prepare Registered Nurse students to recognize the critical role of information management and patient care technology in identifying technological solutions to enhance delivery of quality patient care and outcomes. Content includes but is not limited to: nurse sensitive indicators (assessment, pathophysiology), safety, ethical and legal aspects.

This course allows Registered Nurse students to analyze basics research process and methodology. Students will complete direct and indirect clinical care experiences, identify practice issues, levels of evidence, identify and synthesize evidence, and propose practice initiatives by participating in quality improvement in a variety of diverse healthcare or community systems. Content includes but is not limited to: organizational models, change theory, critical thinking, ethical, legal and political influences. *Practice integrated experience - develop a quality improvement initiative to address a system or community health need or problem. This is a direct and indirect clinical course.

Develop skills to support communication and collaboration among healthcare professionals and delivery of safe, high quality patient care. Focus on applying current Interprofessional Education Collaborative (IPEC) competencies, including collaborative strategies and resource management in complex healthcare systems.

Culminating clinical practice course to provide students an in-depth learning experience in a selected areas of nursing practice. The leadership, management, and caregiver roles of the professional nurse with patients and their families in a selected areas of nursing practice is will be emphasized. Students are assigned to nurse preceptors and with faculty guidance focus on leadership and management, and application of the nursing process, theories, concepts, issues and trends in caring for patients in a variety of preceptorship placements in acute and community settings. Concepts of interprofessional practice will be emphasized. A total of 270 clinical hours will be required.

Study of a significant topic or problem in nursing and the health professions. This course may be repeated for a total of four credits. Requires special permission.

This is a service learning course that will culminate in select communities in the international setting Emphasis is on providing culturally competent care by providing and immersion experience.

The purpose of the course is to provide students the opportunity to investigate scholarly undergraduate research, service-learning, or study abroad experiences resulting in development of the written honors thesis. Nursing Honors Program. Requires special permission.

The purpose of this course is to provide nursing students an in-depth exploration of forensic nursing concepts and principles related to caring for the victim and survivor of sexual violence from a population health care perspective with a cultural emphasis. A spectrum of compassionate care incorporating cultural understanding and respect that is cognizant from assault to post trauma aftermath including life-long sequelae and its prevention is utilized. Prevention and health promotion models of care within the context of transcultural global health priorities are reviewed. Forensic nursing concepts and principles related to caring for the victim of sexual violence from a culturally congruent population healthcare perspective across the lifespan are explored including compassionate continued care post-sexual assault.

The purpose of this course is to provide nursing students opportunities to apply didactic principles to ensure competency in the care of the sexually traumatized patient with particular emphasis on complex forensic histories involving special populations and challenging treatment situations. Students will conduct forensic interviews, exams, preserve evidence, and determine proper techniques involving patients from diverse cultural backgrounds. Students will identify, critical analyze, determine follow up, and evaluate patient responses that may include a variety of cultural, economic, and physical challenges.

The purpose of this course is to expand the graduate nursing student's knowledge of trauma, particularly sexual trauma. The focus is on examining ongoing threats to safety among individuals, communities, and witnesses to trauma. The course will facilitate students to create policy initiatives, community service activities, and to become violence prevention advocates. The student will understand NP leadership in collaboration with SART, professional nurse testimony and participation in the legal process to empower victims, decrease revictimization, and ensure social justice and healthcare access to the victim, suspect, witness and communities impacted by sexual violence.

The purpose of this course is to examine the pharmacological principles and the current treatment modalities of post-sexual assault care. The focus is the selection and monitoring of drug therapy of sexual assault victims throughout the the lifespan and across post trauma disease processes. Motivational patient education and follow-up to incentivize adherence and prevent complications will be explored using the pathology of infectious and communicable disease, psychosocial science, pediatric growth and development, and the legal systems as its framework.

The purpose of this course is to increase the graduate student's knowledge of the victim/survivor's response to trauma, particularly sexual trauma. The focus is on examining the behavioral, psychological, and physiologic response of victims/survivors across the lifespan with consideration of gender and socio-cultural factors. The emphasis is on patient centered care and includes a multidisciplinary team approach to developing individualized plans of care to facilitate restorative healing for victims/survivors of sexual trauma.

This course assists students who have completed Registered Nurse training to apply principles of evidence-based practice (EBP) and informatics to modern nursing practice issues. The focus of the course is on the application, interpretation, and incorporation of research principles to promote improvement of health care outcomes. Emphasis is on critical appraisal of research and use of data in quality improvement.

This course assists students who have completed Registered Nurse training to development conceptual and practical knowledge of professional nursing leadership and management roles in a complex adaptive healthcare system. The focus of the course is on nursing roles related to management, system leadership, professional values, personal vs organizational philosophy, quality improvement, and performance appraisal. Social, political, legal, and ethical issues surrounding professional nursing leadership will be evaluated.

The purpose of this graduate course for Registered Nurse students is to promote knowledge and understanding of theoretical concepts related to the professional nurses? role in population health promotion. Emphasis will be on healthcare promotion/disease prevention to improve health at individual, family, and population levels in the global community. Content related to health behaviors, health literacy, at-risk populations, genetics, chronic illness, socioeconomic status, environmental exposures, ethics, advocacy, social justice, civic responsibility and strategies of risk reduction and improvement in disparities in outcomes are evaluated and applied by the registered nurse to population health will be a focus.

This course examines bioethical topics that emerge in contemporary health care and explores the socio-political, legal, technological, and economic variables that contribute to these issues. Students will gain understanding of ethical and legal concepts and apply the principles in advanced nursing practice

This course serves as a one of three practicum courses in the Addictions Subspecialty nursing program. The purpose of this practicum course is preparation in prevention, screening, assessment, diagnosing, and management/treatment including recovery care of OUD/SUD integrated health care and telehealth settings across the lifespan. While preparation is across the life span, emphasis will be focused on child, adolescent, and transitional-age populations.

This course serves as a one of three practicum courses in the Addictions Subspecialty nursing program. The purpose of this practicum course is preparation in prevention, screening, assessment, diagnosing, and management/treatment including recovery care of OUD/SUD integrated health care and telehealth settings across the lifespan. While preparation is across the life span, emphasis will be focused on child, adolescent, and transitional-age populations.

This course serves as a one of three practicum courses in the Addictions Subspecialty nursing program. The purpose of this practicum course is preparation in prevention, screening, assessment, diagnosing, and management/treatment including recovery care of OUD/SUD integrated health care and telehealth settings across the lifespan. While preparation is across the life span, emphasis will be focused on child, adolescent, and transitional-age populations.

This course serves as an optional fourth practicum in the Additions Specialty nursing program. The purpose of this practicum course is reinforcement of prevention, screening, assessment, diagnosing, and management/treatment including recovery care of OUD/SUD and other addiction disorders within integrated health care and telehealth settings across the lifespan. Emphasis will be focused on child through geriatric age population.

The purpose of this course is to introduce students to the role of the Clinical Nurse Specialist and examine the epidemiologic, assessment, diagnostic, management and evaluation of adolescent/adult/old adult patients across the continuum of healthcare services (from wellness through acute care). The course focuses on health promotion, health protection, and disease management of patients with cardiovascular, pulmonary, and musculoskeletal health issues to include differential diagnoses and pharmacotherapeutics. The course explores the dynamic interplay between the pathophysiologic basis of disease and the psychosocial and socio-cultural responses to acute illness and injury as clinical decision-making skills are developed. Emphasis within the course is placed on synthesizing and applying the core competencies of the Clinical Nurse Specialist.

The purpose of this course is to integrate advanced pharmacology and pathophysiology, and assessment for the provision of advanced nursing care across the continuum of healthcare services (from wellness through acute care) to meet the specialized needs of adolescent/adult/old adult patients. The course focuses on health promotion, health protection, and disease management of patients with endocrine, neurologic, gastrointestinal, renal, and genitourinary health problems. Emphasis within the course is placed on the CNS's influence on health care incorporating the perspectives of technology, social justice, fiscal stewardship, patient advocacy, and evidence-based practice.

The purpose of this course is to provide a forum for the analysis, synthesis, and application of knowledge required for the CNS role in the management of acute and chronic problems as well as management and prevention of exacerbations of chronic health problems from adolescent/adult/older adult age groups. The course focuses on health promotion, health protection, and disease management of patients with hematology/oncology, immunology, infectious disease, integumentary, and psychosocial health issues. The emphasis is on the CNS spheres of influence to identify problems, manage resources and fiscal outcomes, design and select therapeutic interventions, and evaluate products and devices for use with patients and health team members from diverse cultural and ethnic backgrounds. Potential for contributions and entrepreneurial opportunities within nursing will be addressed.

This course is designed to further develop the student's advanced knowledge and skills for obtaining and recording a systematic health history and advanced physical examination of individuals and families across the lifespan. The course involves synthesis and application of nursing, biologic, psychologic, and socio-cultural knowledge and theories in comprehensive health assessment for the purposes of health promotion, differential diagnosis, and development of health records. The central objective is the development of cognitive and clinical skills needed to provide comprehensive care to individuals of all ages in primary, secondary, and tertiary care settings.

The purpose of this practicum course is to prepare graduate nursing students in interprofessional behavioral health assessment, and professionalism in trauma-informed care in integrated settings serving patients across the life-span. While preparation is across the life span with emphasis focused on child through transitional age population.

This course serves as the second of three practicum courses in the Trauma-Informed Integrated Behavioral Healthcare nursing subspecialty. The purpose of this practicum course is to prepare the graduate nursing student to apply knowledge of screening, intake, intervention and trauma-informed care in integrated telehealth settings serving across the lifespan with emphasis on child through transitional age populations.

This course serves as the third of three practicum courses in the Trauma-Informed Integrated Behavioral Healthcare nursing subspecialty. The purpose of this practicum course is to prepare graduate nursing students to participate in screening, intake, intervention, and trauma-informed care in integrated settings serving across the lifespan with emphasis on child through transitional age populations.

The purpose of this courses is to explore the role and function of the clinical nurse leader. The course focuses on the implementation of the role which will vary across settings and facilities. The emphasis is on evidenced-based practice and knowledge and skills that the CNL role requires for successful enactment of the role.

The purpose of this first of two capstone Clinical Nurse Leader courses is to provide students an in-depth preceptor-based clinical experience in a selected area of nursing practice. The focus of the course is on the CNL as caregiver, leader, and care manager. Emphasis is on the application of the nursing process, theories, concepts, research, issues and trends in providing care in complex patient situations and managing the care of a group of patients.

The purpose of this culminating synthesis course for the CNL role is provide students an opportunity to analyze and evaluate actual CNL practice patterns. The course focuses on continuing to build the students competencies in clinical decision making, problem identification, resource management, and outcome measurement for a selected patient population at the point of care. The emphasis is on working with patients and health team members from diverse cultural and ethnic background, accountability for coordination, delegation and supervision of care within a multidisciplinary team.

The purpose of this second of two capstone Clinical Nurse Leader courses is to provide students an immersion experience in the CNL role in a selected area of nursing practice. The focus of the course is to further develop CNL competencies with emphasis on team leading and building, advocacy, communication, resource and outcomes management, and evidenced based practice.

The purpose of this course is to provide the student an introduction to nursing informatics and the evolving importance of the application and evaluation of information technology in nursing and health care. The emphasis of the course is to provide the students the expertise and knowledge to function effectively in the modern health care information technology (IT) environment.

The purpose of this course is to provide the advanced practice nurse with knowledge of normal physiology and alterations in physiology in individuals across the life span. The focus is theory and research applicable to organ systems and cellular events. Emphasis is on regulatory and compensatory functions in health and in pathophysiological conditions.

The purpose of this course is to examine concepts, theories and current trends in healthcare administration. The focus is the identification of leadership and management strategies in the management of physical, financial, and human resources in healthcare systems. Emphasis is placed on organizational leadership and management theories, ethical and legal issues, human resource management, and teamwork and collaboration to meet the health care needs of vulnerable populations in culturally diverse communities.

The purpose of the supervised field study activity is to provide the student with a clinical experience to investigate the purpose and structure of a health care agency in the community. The course focus is on administration and resource management in health care organizations. Emphasis within the course is placed on the synthesis of the knowledge acquired in previous courses.

The purpose of this course is to focus on quality improvement models and methods which will use client outcome measures across a broad range of health care settings. Emphasis will be placed on Continuous Quality Improvement (CQI) methods and their relationships with current health care systems.

This clinical course allows students to integrate concepts and theories in clinical informatics in selected health care settings. This practicum offers students an opportunity to work closely with a health care vendor and integrate concepts/theories in clinical informatics. Additionally students will begin to learn how to configure and customize operating systems. Students will also begin to identify their site for Clinical Informatics Practicum II.

This course will provide students the opportunity to discover the responsibilities of the Nursing Informatics Specialist's role by applying legal/ethical concepts to selected case studies in a variety of situations.

This clinical course allows students to integrate and apply informatics competencies in the nurse informatics specialty role while working closely with a guided preceptor. This role may take place within a variety of health care settings.

The purpose of this course is to examine concepts and methods of nursing administration. The focus is on management of physical, financial, and human resources in dynamic healthcare systems. Emphasis is on leadership, communication, interprofessional team functioning, and collaboration and to meet healthcare needs in culturally diverse populations.

The purpose of this course is to introduce the role of the nurse executive. The course focuses on role expectations and professional competency requirements. Emphasis within the course is placed on the influential role of the nurse executive in improving patient care, improving health of populations, and reducing healthcare costs.

The purpose of this progression practicum is to facilitate student independence in the Executive Nurse Administrator role. The focus is on the application and synthesis of knowledge and skills acquired in all previous courses and to develop the necessary skills to progress to the next level of competency in the Executive Nurse Administrator role.

The purpose of this course is to introduce nurse administrators to healthcare financial management. The course focuses on reimbursement and expenditures for healthcare delivery. Emphasis within the course is placed on basic accounting, financial decision-making, statement analysis, & staffing plans.

The purpose of this first practicum course is to provide the nurse executive student a faculty and preceptor facilitated clinical experience in a healthcare setting. The course focuses on the professional role and competencies of the nurse executive. Emphasis within the course is placed on the application and synthesis of knowledge and skills acquired in previous courses.

The purpose of this culminating practicum course is to provide students a faculty and preceptor facilitated clinical experience in a healthcare setting. The course focuses on continued professional role and competencies development of the nurse executive. Emphasis within the course is placed on the application and synthesis of knowledge and skills acquired in previous courses.

The purpose of this course is to prepare students for the role of nurse executive. The course focuses on professional competency development. Emphasis within the course is placed on strategic planning, governance, regulations, politics, and current issues trend.

This course is the first course in a series of four didactic courses for the Emergency Nurse Practitioner student. The purpose of this didactic course is to prepare Emergency Nurse Practitioner students to assess, diagnose, and manage the health care needs of patients across the lifespan in emergent, urgent, and ambulatory care settings. Emphasis is placed on (1) synthesis and application of critical thinking, diagnostic reasoning, and scientific knowledge in the development of differential as a basis of care management; (2) treatment of acute health problems across the lifespan based on current evidence-based practice; and (3) collaboration and communication among health care providers in culturally diverse environment. The focus of this course is on the advanced practice nursing role in caring for individuals in the emergency care settings with thoracic-respiratory and cardiovascular disorders.

This course is the third course in a series of four practicum courses for the Emergency Nurse Practitioner student that will provide intensive study into clinical specialty. The purpose of this practicum course is to provide the Emergency Nurse Practitioner student the opportunity to apply and integrate knowledge acquired thorough coursework. Development and refinement of clinical expertise in advanced emergency nursing is expected throughout the four clinical courses. The focus is on advanced practice nursing role in caring for individuals of all ages in the emergency care setting.

This course is the second course in a series of four didactic courses for the Emergency Nurse Practitioner student. The purpose of the didactic courses is to prepare Emergency Nurse Practitioner students to assess, diagnose, and manage the health care needs of patients across lifespan in emergent, urgent, ambulatory care settings. Emphasis is placed on (1) synthesis and application of critical thinking, diagnostic reasoning, and scientific knowledge in acute health problems across the lifespan based on current evidence based practice; and (3) collaboration and communication among health care providers in culturally diverse environment. The focus is on the advanced practice nursing role in caring for individuals in the emergency care setting with dermatologic, abdominal, and non-traumatic musculoskeletal disorders.

This course is the second course in a series of three practicum courses for the Emergency Nurse Practitioner student that will provide intensive study into clinical specialty. The purpose this practicum course is to provide the Emergency Nurse Practitioner student the opportunity to apply and integrate knowledge acquired through coursework. Development and refinement of clinical expertise in advanced emergency nursing is expected throughout the four clinical courses. The focus is on advanced practice nursing role in caring for individuals of all ages in the emergency care setting.

This course is the third course in a series of four didactic courses for the Emergency Nurse Practitioner student. The purpose of the didactic courses is to prepare Emergency Nurse Practitioner students to assess, diagnose, and manage the health care needs of patients across the lifespan in emergent, urgent, ambulatory care settings. Emphasis is place on (1) synthesis and application of critical thinking, diagnostic reasoning, and scientific knowledge in the development of differential diagnosis as a basis for care management; (2) the treatment of acute health problems across the lifespan based on current evidence based practice; and (3) collaboration and communication among health care providers in a culturally diverse environment. The focus is on the advanced practice nursing role in caring for individuals in the emergency care setting with renal, genitourinary, endocrine, nervous, and head, eye, ear, nose, and throat system disorders.

This course is the third course in a series of four practicum courses for the Emergency Nurse Practitioner student that will provide intensive study into clinical specialty. The purpose of this practicum course is to provide the Emergency Nurse Practitioner student the opportunity to apply and integrate knowledge acquired thorough coursework. Development and refinement of clinical expertise in advanced emergency nursing is expected throughout the four clinical courses. The focus is on advanced practice nursing role in caring for individuals of all ages in the emergency care setting.

This course is the final course in a series of four didactic courses for the Emergency Nurse Practitioner student. The purpose of the didactic courses is to prepare Emergency Nurse Practitioner students to assess, diagnose, and manage the health care needs of patients across the lifespan in emergent, urgent, ambulatory care settings. Emphasis is placed on (1) synthesis and application of critical thinking, diagnostic reasoning, and scientific knowledge in the development of differential diagnosis as a basis for care management; (2) the treatment of acute health problems across the lifespan based on current evidence based practice; and (3) collaboration and communication among health care providers in a culturally diverse environment. The focus is on advanced practice nursing role in caring for individuals in the emergency care setting with traumatic and psychiatric disorders.

This course is the final course in a series of four practicum courses for the Emergency Nurse Practitioner student that will provide intensive study into clinical specialty. The purpose of this practicum course is to provide the Emergency Nurse Practitioner student the opportunity to apply and integrate knowledge acquired through coursework. Development and refinement of clinical expertise in advanced emergency nursing is expected throughout the four clinical courses. The focus is on the advanced practice nursing role in caring for individuals of all ages in the emergency care setting.

The purpose of this course is to expand the pharmacological knowledge of the advanced practice nurse. The focus is the selection and monitoring of drug therapy for persons throughout the lifespan. Emphasis is on pharmacokinetics and pharmacotherapeutics of major drug classifications.

The purpose of this course is to prepare the emergency 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 and emergency care settings. Emphasis is placed on health promotion and disease prevention with strategic planning at the primary, secondary and tertiary levels of prevention. Various issues are explored pertinent to the advanced practice nurse role.

This course is the first course in a series of four didactic courses for the emergency nurse practitioner student. The purpose of this didactic course is to prepare emergency nurse practitioner students to assess, diagnose, and manage the health care needs of patients across the lifespan in emergent, urgent, and primary care settings. Emphasis is placed on (1) synthesis and application of critical thinking, diagnostic reasoning, and scientific knowledge in the development of differential diagnosis as a basis for care management; (2) the treatment of acute health problems across the lifespan based on current evidence-based practice; and (3) collaboration and communication among health care providers in a culturally diverse environment. The focus of this course is on the advanced practice nursing role in caring for individuals in the primary and emergency care setting with disorders of selected body systems.

This course is the first course in a series of four practicum courses for the emergency nurse practitioner student that will provide intensive study into the family nurse practitioner role and the emergency nurse practitioner specialty. The purpose of this practicum course is to provide the emergency nurse practitioner student the opportunity to apply and integrate knowledge acquired through coursework. Development and refinement of clinical expertise in primary and emergency care is expected throughout the four clinical courses.

This course is the second course in a series of four didactic courses where the Emergency Nurse Practitioner student will continue to develop and define assessment, diagnostic, and management skills needed to care for patients across the lifespan in emergent, urgent, and primary care settings. Emphasis is placed on (1) synthesis and application of critical thinking, diagnostic reasoning, and scientific knowledge in the development of differential diagnosis as a basis for care management; (2) the treatment of acute and chronic health problems across the lifespan based on current evidence-based practice; and (3) collaboration and communication among health care providers in a culturally diverse environment. The focus of this course is on the advanced practice nursing role in caring for individuals in the primary and emergency care setting with disorders of selected body systems.

This course is the second course in a series of four practicum courses for the emergency nurse practitioner student that will provide intensive study into the family nurse practitioner role and the emergency nurse practitioner specialty. The purpose of this practicum course is to provide the emergency nurse practitioner student the opportunity to apply and integrate knowledge acquired through coursework. Development and refinement of clinical expertise in primary and emergency care is expected throughout the four clinical courses.

This course is the third course in a series of four didactic courses where the emergency nurse practitioner student will continue to develop and define assessment, diagnostic, and management skills needed to care for patients across the lifespan in emergent, urgent, and primary care settings. Emphasis is placed on (1) synthesis and application of critical thinking, diagnostic reasoning, and scientific knowledge in the development of differential diagnosis as a basis for care management; (2) the treatment of acute and chronic health problems across the lifespan based on current evidence-based practice; and (3) collaboration and communication among health care providers in a culturally diverse environment. The focus of this course is on the advanced practice nursing role in caring for individuals in the primary and emergency care setting with disorders of selected body systems.

This course is the third course in a series of four practicum courses for the emergency nurse practitioner student that will provide intensive study into the family nurse practitioner role and the emergency nurse practitioner specialty. The purpose of this practicum course is to provide the emergency nurse practitioner student the opportunity to apply and integrate knowledge acquired through coursework. Development and refinement of clinical expertise in primary and emergency care is expected throughout the four clinical courses.

This course is the final course in a series of four didactic courses where the Emergency Nurse Practitioner student will continue to develop and define assessment, diagnostic, and management skills needed to care for patients across the lifespan in emergent, urgent, and primary care settings. Emphasis is placed on (1) synthesis and application of critical thinking, diagnostic reasoning, and scientific knowledge in the development of differential diagnosis as a basis for care management; (2) treatment of acute and chronic health problems across the lifespan based on current evidence-based practice; and (3) collaboration and communication among health care providers in a culturally diverse environment. The focus of this course is on the advanced practice nursing role in caring for individuals in the primary and emergency care setting with disorders of selected body systems.

This course is the final course in a series of four practicum courses for the emergency nurse practitioner student that will provide intensive study into the family nurse practitioner role and the emergency nurse practitioner specialty. The purpose of this practicum course is to provide the emergency nurse practitioner student the opportunity to apply and integrate knowledge acquired through coursework. Development and refinement of clinical expertise in primary and emergency care is expected throughout the four clinical courses.

This course is a practicum progression course for the emergency nurse practitioner student that will provide intensive study into the family nurse practitioner role and the emergency nurse practitioner specialty. The purpose of this practicum course is to provide the emergency nurse practitioner student the opportunity to apply and integrate knowledge acquired through coursework. Development and refinement of clinical expertise in primary and emergency care is expected throughout the four clinical courses. At the discretion of the Emergency Nurse Practitioner track coordinator, satisfactory completion of this course may be required.

Study of significant topics or problems in nursing and the health professions. Content will vary. May be repeated.

Directed study under the direction of a member of the graduate faculty.

The purpose of this course for the graduate student is to develop an improved understanding of the culture, Leininger's theory of Diversity and Universality, to recognize any cultural practices that affect health care and to incorporate this understanding into the provision of care. Culture will be examined through writing cultural experiences, and through collaboration. The course is underpinned by Dr. Leininger's definition of culture and her theory of culture care.

This is a service learning course that will culminate in select communities in the international setting. Emphasis is providing culturally competent care by providing an immersion experience.

The purpose of the course is to enhance scientific writing skills and provide a review of basic and advanced grammar, and development of rhythm, voice, and purpose in writing. There will be a focus on developing skills to utilize bibliographic search methodology and the American Psychological Association (APA) editorial format.

The purpose of this course is for the MSN/DNP student to explore the scientific underpinnings that define the nature of health and healthcare delivery and to provide the basis for practice at the highest level of nursing. The focus of this course is to explore the structure and nature of nursing science as it relates to advanced nursing practice. The course emphasis is on the exploration of a clinically relevant phenomena of interest that will be examined from the philosophical, theoretical, ethical, and conceptual context.

The purpose of this course is to provide the MSN/DNP student with the foundational components required for effective utilization of evidence based practice within the scope of advanced nursing practice. The course focuses on the use of analytic methods to critically appraise existing literature and other evidence to determine and implement the best evidence for practice. The course emphasis is on the application of quantitative, qualitative, and quality improvement methodologies to promote safe, effective care within healthcare systems.

The purpose of this course for the MSN/DNP student is to develop advanced nursing leaders who have the knowledge and skills to design, analyze, influence, and implement policies that frame health care financing, practice regulation, access, safety, quality, and efficacy. The course focuses on major contextual factors and policy triggers that influence health policy making at various levels. Principles of finance, business, and health care economics will be presented. The course emphasis is on developing essential competencies in health care policy advocacy and health care financing.

The purpose of this course for the DNP student is to provide the methodological basis for translating evidence into practice systems in a variety of healthcare settings. The course focuses on locating, evaluating, synthesizing, channeling, applying, and explaining appropriate findings from laboratory and experimental settings to improve the efficiency and effectiveness of nursing care. The course emphasis is on the use of applied techniques for evidence translation with an exploration of ethics and the protection of human research subjects.

The purpose of this course for the DNP student is to explore the multifaceted issues pertaining to population health and health promotion in the local, regional, national, and global populations across the lifespan. The course focuses on health issues and strategies to eliminate health disparities across all population groups. The course emphasizes the use of health surveillance measures and determinants of health to characterize geographical locations and population groups as well as effective health promotion and disease and accident prevention strategies.

The purpose of this course for the MSN/DNP student is to synthesize leadership and organizational theory within the context of complex healthcare systems. The course focuses on the exploration and application of principles of advanced communication, collaboration, and team building to the process of systems change to prepare the student for advanced roles in leading change. Emphasis within the course is placed on assessment of organizational culture as a basis for improvement of individual and aggregate healthcare outcomes; models of quality improvement and project planning, implementation, and evaluation are also examined.

The purpose of this course is to build on the foundation established in NU 608 Evidence Based Practice and Quality Improvement in Healthcare Systems to provide the DNP student with additional knowledge and skills to develop, implement, and evaluate programs that improve health outcomes. The course focuses on the design, implementation, and evaluation of quality improvement methodologies. The course places emphasis on applying quality improvement processes to evaluate outcomes of practice against national benchmarks to determine variances in practice outcomes and population trends.

The purpose of this course is to prepare the DNP student to be proficient in the evaluation and use of technology and information systems appropriate to specialized areas of advanced nursing practice. The course focuses on information systems and current technology in the management of healthcare outcomes. Within the course, emphasis is placed on the use of information systems and technology based resources to support clinical and administrative decision making.

The purpose of this course is to provide a foundation of principles of teaching and learning, including theories, styles, and application to the diverse learner. Emphasis is on analysis of teaching in the classroom and clinical setting, assessment techniques, and implementation of technology, all while incorporating evidence-based teaching practices

Analysis and synthesis of theories and concepts related to systematic curriculum development and outcomes evaluation in nursing education. Emphasis is on institutional purposes, goals, nursing curricula design, and outcomes evaluation that supports the requirements of the institution, the program, and accrediting agencies.

The purpose of this course is to engage the student in an analysis of concepts and theories basic to the nurse educator role in academic and in practice settings. Emphasis is on current issues and trends in nursing education, the role of the academic nurse educator, and professional, social, political, legal, cultural, and other issues related to nursing education.

The purpose of this course is the synthesis of nursing education theory in practicum experience. Focus is on the application of nursing education theory in developing, teaching, and evaluating an education unit, exemplifying the nurse educator role, and adhering to institutional and legal guidelines.

This course assists the Nursing Informatics 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 Nursing Informatics 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 Nursing Informatics student will synthesize, critique, and apply evidence to support quality clinical or organizational practices. In this mentored and supervised experience, the Nursing Informatics student will work with the primary faculty advisor to complete projects and advance their selected practice area. The Nursing Informatics student will have access to and authority for expanded scope of practice to master the DNP competences. Residency sites will depend upon the Nursing Informatics student's career trajectory and approval by collaborating faculty. During the residency semester, student must participate in scheduled scholarly seminars online.

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

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

This course assists the Nurse Executive 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 Nurse Executive Administration 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 Nurse Executive Administration student will synthesize, critique, and apply evidence to support quality clinical or organizational practices. In this mentored and supervised experience, the Nurse Executive Administration student will work with the primary faculty advisor to complete projects and advance their selected practice area. The Nurse Executive Administration student will have access to and authority for expanded scope of practice to master the DNP competencies. Residency sites will depend upon the student's career trajectory and approval by collaborating faculty. During the residency semester, the Nurse Executive Administration student must participate in scheduled scholarly seminars online. Clinical hours of direct practice/management is required.

Provides Nurse Executive Administration 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 the Nurse Executive Administration student continues to implement and evaluate project plan. Provides the Nurse Executive Administration 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.

In this course, students will begin a systematic investigation of a clinically based topic relevant to the practice of the emergency nurse practitioner. Integration of scientific underpinnings, human caring values, ethical principles, and cultural competencies is expected. Emphasis is placed on developing a proposal for the Doctor of Nursing Practice scholarly project. Students will select and analyze strategies, models, and theories to plan, implement, and evaluate the scholarly project.

This course is the first course in a progressive sequence of three residency courses that will develop the Emergency Nurse Practitioner student into a practice scholar. The purpose of the residency course is to integrate the application of leadership, theoretical, and specialty knowledge to improve patient and population health outcomes in the emergency care setting. The focus of this residency course is to provide the Emergency Nurse Practitioner student with faculty supervised and preceptor mentored experiences to begin the development and implementation of the Doctor of Nursing Practice scholarly project.

This course is the second course in a progressive sequence of three residency courses that will develop the Emergency Nurse Practitioner student into a practice scholar. The purpose of the residency course is to integrate the application of leadership, theoretical, and specialty knowledge to improve patient and population health outcomes in the emergency care setting. The focus of this residency course is to provide the Emergency Nurse Practitioner student with faculty supervised and preceptor mentored experiences to implement the Doctor of Nursing Practice scholarly project.

This course is the final course in a progressive sequence of three residency courses that will develop the Emergency Nurse Practitioner student into a practice scholar. The purpose of the residency course is to integrate the application of leadership, theoretical, and specialty knowledge to improve patient and population health outcomes in the emergency care setting. The focus of this residency course is to provide the Emergency Nurse Practitioner student with faculty supervised and preceptor mentored experiences to evaluate the effectiveness of and disseminate the findings of the Doctor of Nursing Practice scholarly project.

Selected topics in Nursing Science and/or Nursing Education. Requires special permission.

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

Directed study and research facilitated by a member of the graduate faculty. Requires special permission.