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-gerontological 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.

The purpose of the course is for students to apply concepts and theories related to health promotion and maintenance, illness care, and rehabilitation with an adult-gerontology 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-gerontology 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.

This course provides a culminating, in-depth clinical learning experience in a selected area of nursing practice. The leadership, management, and caregiver roles of the professional nurse with patients and their families in a selected area of nursing practice is emphasized. Students are assigned to nurse preceptors and with faculty guidance focused 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.

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 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

The purpose of this initial practicum course is to provide opportunities for Substance Use Disorder (SUD) Nurse students to apply advanced nursing practice concepts to assess, diagnose, and manage healthcare needs related to SUD in integrated health care and telehealth settings across the lifespan in SUD treatment clinical settings. Emphasis is on diagnostic reasoning, decision making, and the development of core cognitive and clinical skills needed for comprehensive health assessments, diagnoses, documentation, and evidence-based management plans, as well as ethical practice, accountability, and professionalism. Practicum experiences also introduce prevention, screening, assessment, diagnosing, and management/treatment including recovery care appropriate to the SUD nursing role, with attention to holistic, person-centered, and culturally inclusive care.

The purpose of this practicum course is to provide opportunities for Substance Use Disorder (SUD) Nurse students to continue refining advanced nursing practice concepts to assess, diagnose, and manage healthcare needs related to SUD in integrated health care and telehealth settings across the lifespan in SUD treatment clinical settings. Nurse Practitioner students continue refining the advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings with SUD populations. Focus areas include diagnostic reasoning, clinical judgement, collaboration, informatics, advocacy, quality improvement, and effective communication with interprofessional teams, as well as ethical practice, accountability, and professionalism. Practicum experiences also continue to provide access to experiences related to prevention, screening, assessment, diagnosing, and management/treatment including recovery care appropriate to the SUD nursing role, with attention to holistic, person-centered, and culturally inclusive care.

The purpose of this culminating practicum course is to provide opportunities for Substance Use Disorder (SUD) Nurse students to continue refining advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings with SUD populations. Emphasis is on the application and synthesis of knowledge and skills acquired in all previous courses, including advanced diagnostic reasoning, clinical judgement, communication, collaboration, informatics, advocacy, quality improvement, ethical practice, accountability, professionalism, and leadership. Practicum experiences also highlight experiences related to prevention, screening, assessment, diagnosing, and management/treatment including recovery care appropriate to the SUD nursing role, with attention to holistic, person-centered, and culturally inclusive care in complex practice settings.

The purpose of this optional culminating practicum course is to provide opportunities for Substance Use Disorder (SUD) Nurse students to continue refining advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings with SUD populations. Emphasis is on the application and synthesis of knowledge and skills acquired in all previous courses, including advanced diagnostic reasoning, clinical judgement, communication, collaboration, informatics, advocacy, quality improvement, ethical practice, accountability, professionalism, and leadership. Practicum experiences also highlight experiences related to prevention, screening, assessment, diagnosing, and management/treatment including recovery care appropriate to the SUD nursing role, with attention to holistic, person-centered, and culturally inclusive care in complex practice settings.

The purpose of this didactic course is to introduce students to the Adult Geron Clinical Nurse Specialist role through synthesizing and applying the core competencies of the CNS. This course prepares students to assess, diagnose, and manage healthcare needs of adolescent, adult, and older adult patients across the continuum of healthcare services (from wellness through acute care). Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnoses of cardiovascular, pulmonary, and musculoskeletal health issues. Students apply evidence-based approaches to health promotion and care management of acute and chronic health conditions, with attention to holistic, patient-centered, and culturally inclusive care. Collaboration and communication principles are emphasized to deliver advanced nursing care with a focus on the patient, nurse, and system spheres of impact.

This didactic course continues to prepare Adult Geron Clinical Nurse Specialist students to assess, diagnose, and manage healthcare needs of adolescent, adult, and older adult patients across the continuum of healthcare services (from wellness through acute care). Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnoses of endocrine, neurologic, gastrointestinal, renal, and genitourinary health issues. Students apply evidence-based approaches to health promotion and care management of acute and chronic health conditions, with attention to holistic, person-centered, and culturally inclusive care. Additional topics explored in this course include the CNS's influence on health care incorporating the perspectives of technology, social justice, fiscal stewardship, and patient advocacy.

The purpose of this culminating didactic course is to prepare the Adult Geron Clinical Nurse Specialist student for transition into advanced nursing practice. Emphasis is placed on synthesizing theoretical, clinical, and scientific knowledge to critically evaluate issues and trends in adult gerontology care. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnoses of hematology/oncology, immunology, infectious disease, integumentary, and psychosocial health issues. Focus includes integration of diagnostic reasoning and evidence-based treatment approaches, as well as collaboration and communication within interdisciplinary teams. The CNS spheres of impact are analyzed 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. Entrepreneurial opportunities within nursing are also addressed. Additional attention is given to professional role development, holistic and culturally inclusive care, and the analysis of emerging challenges in health care delivery systems.

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 provide opportunities for Trauma-Informed Behavioral Healthcare Nurse Practitioner students to apply advanced nursing practice concepts in selected clinical settings with Trauma across the lifespan in both behavioral health and primary care settings. Emphasis is on diagnostic reasoning, decision making, and the development of core cognitive and clinical skills needed for comprehensive health assessments, diagnoses, documentation, and evidence-based management plans, as well as ethical practice, accountability, and professionalism. Practicum experiences also introduce individual and the system assessment of trauma appropriate to the Trauma-Informed Behavioral Healthcare role, with attention to holistic, person-centered, and culturally inclusive nursing care.

The purpose of this practicum course is to provide opportunities for Trauma-Informed Behavioral Healthcare Nurse Practitioner students to continue refining the advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings with Trauma across the lifespan in both behavioral health and primary care settings. Focus areas include diagnostic reasoning, clinical judgement, collaboration, informatics, advocacy, quality improvement, and effective communication with interprofessional teams, as well as ethical practice, accountability, and professionalism. Practicum experiences also include individual and systems evaluation of trauma appropriate to the Trauma-Informed Behavioral Healthcare role, with attention to holistic, person-centered, and culturally inclusive care.

The purpose of this culminating practicum course is to provide opportunities for Trauma-Informed Behavioral Healthcare Nurse Practitioner students to continue refining advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings with Trauma across the lifespan in both behavioral health and primary care settings. Emphasis is on the application and synthesis of knowledge and skills acquired in all previous courses, including advanced diagnostic reasoning, clinical judgement, communication, collaboration, informatics, advocacy, quality improvement, ethical practice, accountability, professionalism, and leadership. Practicum experiences include recommendations to the system for trauma care, preparing students to deliver innovative, holistic, and culturally inclusive care Trauma-Informed Behavioral Healthcare in complex practice settings.

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.

This course focuses on the design and management of electronic medical record systems and clinical decision support systems. Course content related to electronic medical record systems includes architectural components, technical design issues, and management, and content related to clinical decision support systems includes decision support roles, extracting useful information from data, and legal and regulatory restrictions.

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 build upon current competencies in nursing informatics to prepare the student for nursing informatics practice. Students will begin to understand the concepts of systems analysis and design and incorporate the system development life cycle and project management principles

The purpose of this course is to focus on quality improvement models and methods that will use client outcome measures across a broad range of healthcare settings. Emphasis will be placed on quality improvement methods and their relationships with current healthcare systems, using informatics tools as a solution.

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.

This course examines key concepts in nursing administration, focusing on managing physical, financial, and human resources in dynamic healthcare systems. Emphasis is placed on leadership, effective communication, and interprofessional collaboration to address the healthcare needs of culturally diverse populations.

This course introduces the role of the nurse executive, focusing on key responsibilities and essential professional competencies. Emphasis is placed on the nurse executive’s influence in shaping organizational strategy, improving patient outcomes, advancing population health, and driving cost-effective care within healthcare systems.

This progression practicum provides graduate nursing students with a faculty- and preceptor-guided immersion in executive practice within complex healthcare settings. The course emphasizes the integration and application of leadership theories, administrative principles, and evidence-based strategies to strengthen executive competencies. Students will engage in experiential learning to analyze organizational structures, regulatory requirements, and cultural dynamics, while demonstrating advanced leadership, strategic decision-making, and quality improvement skills.

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.

This first practicum course immerses students in a faculty and preceptor-guided clinical experience within a healthcare setting. The course focuses on developing and applying key leadership competencies essential to the nurse executive role. Students will integrate prior knowledge to navigate complex healthcare environments, make strategic decisions, and enhance organizational performance, with emphasis on leadership, team management, and advancing quality and safety initiatives.

This practicum course immerses students in a healthcare setting, guided by faculty and preceptors, and bridges theory with practice. The course focuses on leadership competencies for nurse executives, including strategic decision-making and organizational leadership. Students will encounter real-world administrative challenges, develop evidence-based solutions, and demonstrates readiness for executive roles in healthcare organizations.

This course prepares students for advanced leadership roles as nurse executives by fostering the development of professional competencies essential for leading complex healthcare organizations. Emphasis is placed on strategic planning, governance structures, regulatory compliance, health policy, and the influence of political and economic forces on healthcare delivery. Students will also examine current issues and emerging trends shaping the practice environment, preparing them to drive innovation and lead organizational change.

This didactic course prepares Emergency Nurse Practitioner students to assess, diagnose, and manage healthcare needs of the family/individual across the lifespan population with emergency care problems. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis. Students apply evidence-based approaches to health promotion and care management of chronic, acute, emergent, and life-threatening 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 nursing care.

The purpose of this practicum course is to provide opportunities for Emergency Nurse Practitioner students to apply advanced nursing practice concepts in selected clinical settings with the family/individual across the lifespan population with emergency care problems. Emphasis is on diagnostic reasoning, decision making, and the development of core cognitive and clinical skills needed for comprehensive health assessments, diagnoses, documentation, and evidence-based management plans, as well as ethical practice, accountability, and professionalism. Practicum experiences also introduce topics appropriate to the Emergency Nurse Practitioner role, with attention to holistic, person-centered, and culturally inclusive care.

This didactic course continues to prepare Emergency Nurse Practitioner students to assess, diagnose, and manage healthcare needs of the family/individual across the lifespan population with emergency care problems. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis. Students apply evidence-based approaches to health promotion and care management chronic, acute, emergent, and life-threatening 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 nursing care.

The purpose of this practicum course is to provide opportunities for Emergency Nurse Practitioner students to continue refining the advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings with the family/individual across the lifespan population with emergency care problems. Focus areas include diagnostic reasoning, clinical judgement, collaboration, informatics, advocacy, quality improvement, and effective communication with interprofessional teams, as well as ethical practice, accountability, and professionalism. Practicum experiences also introduce topics appropriate to the Emergency Nurse Practitioner role, with attention to holistic, person-centered, and culturally inclusive care.

This didactic course continues to prepare Emergency Nurse Practitioner students to assess, diagnose, and manage healthcare needs of the family/individual across the lifespan population with emergency care problems. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis. Students apply evidence-based approaches to health promotion and care management chronic, acute, emergent, and life-threatening 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 nursing care.

The purpose of this practicum course is to provide opportunities for Emergency Nurse Practitioner students to continue refining the advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings with the family/individual across the lifespan population with emergency care problems. Focus areas include diagnostic reasoning, clinical judgement, collaboration, informatics, advocacy, quality improvement, and effective communication with interprofessional teams, as well as ethical practice, accountability, and professionalism. Practicum experiences also introduce topics appropriate to the Emergency Nurse Practitioner role, with attention to holistic, person-centered, and culturally inclusive care.

The purpose of this culminating didactic course is to prepare the Emergency Nurse Practitioner student for transition into advanced nursing practice. Emphasis is placed on synthesizing theoretical, clinical, and scientific knowledge to critically evaluate issues and trends in the care of the family/individual across the lifespan population with emergency care problems. Focus includes 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 culminating practicum course is to provide opportunities for Emergency Nurse Practitioner students to continue refining advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings for the family/individual across the lifespan population with emergency care problems. Emphasis is on the application and synthesis of knowledge and skills acquired in all previous courses, including advanced diagnostic reasoning, clinical judgement, communication, collaboration, informatics, advocacy, quality improvement, ethical practice, accountability, professionalism, and leadership. Practicum experiences also highlight various topics that prepare students to deliver innovative, holistic, and culturally inclusive care to the family/individual across the lifespan population and emergency care specialty in complex practice settings.

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 dual Family/Emergency Nurse Practitioner student to identify and implement appropriate holistic, person-centered, and culturally inclusive health promotion and disease prevention strategies to the family/individual across the lifespan population with specialization in emergency care. 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 and injury and disease prevention. Issues relevant to the family/individual across the lifespan population with specialization in emergency care are explored.

This didactic course prepares dual Family/Emergency Nurse Practitioner students to assess, diagnose, and manage healthcare needs of the family/individual across the lifespan population with specialization in emergency care. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis. Students apply evidence-based approaches to health promotion and care management of chronic, acute, emergent, and life-threatening 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 nursing care.

The purpose of this practicum course is to provide opportunities for dual Family/Emergency Nurse Practitioner students to apply advanced nursing practice concepts in selected clinical settings with the family/individual across the lifespan population with specialization in emergency care. Emphasis is on diagnostic reasoning, decision making, and the development of core cognitive and clinical skills needed for comprehensive health assessments, diagnoses, documentation, and evidence-based management plans, as well as ethical practice, accountability, and professionalism. Practicum experiences also introduce topics appropriate to the dual Family/Emergency Nurse Practitioner role, with attention to holistic, person-centered, and culturally inclusive care.

This didactic course continues to prepare dual Family/Emergency Nurse Practitioner students to assess, diagnose, and manage healthcare needs of the family/individual across the lifespan population with specialization in emergency care. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis. Students apply evidence-based approaches to health promotion and care management chronic, acute, emergent, and life-threatening 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 nursing care.

The purpose of this practicum course is to provide opportunities for dual Family/Emergency Nurse Practitioner students to continue refining the advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings with the family/individual across the lifespan population with specialization in emergency care. Focus areas include diagnostic reasoning, clinical judgement, collaboration, informatics, advocacy, quality improvement, and effective communication with interprofessional teams, as well as ethical practice, accountability, and professionalism. Practicum experiences also introduce topics appropriate to the dual Family/Emergency Nurse Practitioner role, with attention to holistic, person-centered, and culturally inclusive care.

This didactic course continues to prepare dual Family/Emergency Nurse Practitioner students to assess, diagnose, and manage healthcare needs of the family/individual across the lifespan population with specialization in emergency care. Emphasis is placed on synthesizing and integrating nursing science and related disciplines to support sound clinical judgement and the development of differential diagnosis. Students apply evidence-based approaches to health promotion and care management chronic, acute, emergent, and life-threatening 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 nursing care.

The purpose of this practicum course is to provide opportunities for dual Family/Emergency Nurse Practitioner students to continue refining the advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings with the family/individual across the lifespan population with specialization in emergency care. Focus areas include diagnostic reasoning, clinical judgement, collaboration, informatics, advocacy, quality improvement, and effective communication with interprofessional teams, as well as ethical practice, accountability, and professionalism. Practicum experiences also introduce topics appropriate to the dual Family/Emergency Nurse Practitioner role, with attention to holistic, person-centered, and culturally inclusive care.

The purpose of this culminating didactic course is to prepare the dual Family/Emergency Nurse Practitioner student for transition into advanced nursing practice. Emphasis is placed on synthesizing theoretical, clinical, and scientific knowledge to critically evaluate issues and trends in the care of the family/individual across the lifespan population with specialization in emergency care. Focus includes 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 culminating practicum course is to provide opportunities for dual Family/Emergency Nurse Practitioner students to continue refining advanced nursing practice concepts of comprehensive health assessments, diagnoses, documentation, and evidence-based management plans in diverse clinical settings for the family/individual across the lifespan population with specialization in emergency care. Emphasis is on the application and synthesis of knowledge and skills acquired in all previous courses, including advanced diagnostic reasoning, clinical judgement, communication, collaboration, informatics, advocacy, quality improvement, ethical practice, accountability, professionalism, and leadership. Practicum experiences also highlight various topics that prepare students to deliver innovative, holistic, and culturally inclusive care to the family/individual across the lifespan population and emergency care specialty in complex practice settings.

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.

This course provides the student an opportunity to develop their DNP project, including review of literature, methodology, IRB/IRC approval, data collection, and analysis. The development of the DNP project will allow the student to gain experience through the application of learned knowledge. The course will culminate in the production of a working QI project to be implemented by students at a primary practice site.

The purpose of this course is to provide the MSN/DNP students with an in-depth exploration of the scientific underpinnings that form the foundation of advanced nursing practice and the highest levels of nursing judgment. Students will examine the structure and evolution of nursing science in the context of health, healthcare delivery, and system-level outcomes. A clinically relevant phenomenon of interest (POI) serves as the focal point for integrating philosophical, theoretical, ethical, and conceptual perspectives to inform evidence-based, person-centered, and population-focused advanced practice. Through critical analysis and synthesis of nursing and interdisciplinary knowledge, students will develop the ability to translate theory into practice, fostering innovation and leadership aligned with the AACN Essentials.

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 healthcare financing, practice regulation, access, safety, quality, and efficacy. The course focuses on major domestic and global contextual factors and triggers that influence various levels of policy. Principles of finance, business, and healthcare economics will be presented. The course emphasis is on developing essential competencies in healthcare policy advocacy and analysis.

In this course, Doctor of Nursing Practice (DNP) students learn how to bridge the gap between research and real-world practice across a variety of health care settings. Students develop skills to find, evaluate, synthesize, and apply best evidence to enhance nursing care and improve patient outcomes. The course highlights practical strategies for implementing evidence-based changes while exploring the ethical responsibilities of protecting human subjects throughout the process.

The purpose of this course is to engage Doctor of Nursing Practice (DNP) students in an in-depth exploration of the complex and multifaceted factors that influence population health and health promotion across the lifespan in local, regional, national, and global contexts. The course focuses on emerging and persistent health issues and evidence-based strategies to reduce health disparities and advance health equity among diverse populations. Emphasis is placed on the application of health surveillance data, epidemiological trends, and social determinants of health to characterize populations and geographic regions, as well as on the design and evaluation of effective health promotion, disease prevention, and injury 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. Additionally, the course emphasizes advocacy as a core competency, preparing nurse leaders to champion systems improvement, influence organizational change, and collaborate effectively across professions to advance healthcare outcomes.

The purpose of this course is to equip the DNP student with 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 finalize selection of a topic or phenomenon of interest applicable to the development of a doctoral synthesis project. The course will address all aspects of project planning and development for the Nursing Informatics students' incorporation of well-built questions, search strategies and outcomes, identification of resources needed, and a plan for evaluation and dissemination of a scholarly doctoral project.

Theories of leadership, motivation, power, and organizational change serve as guiding frameworks to influence and sustain transformation within health care systems. This course introduces the foundational implementation of evidence-based clinical models designed to advance quality and promote positive patient and organizational outcomes. Doctor of Nursing Practice (DNP) students will critically appraise, synthesize, and apply evidence to support and strengthen clinical practice and organizational initiatives. Within this mentored and supervised experience, students will collaborate with their primary faculty advisor to refine and initiate the implementation of their scholarly doctoral project, aimed at advancing their selected practice focus. Through structured engagement and expanded practice authority, students will demonstrate mastery of the DNP competencies and begin translating scholarship into meaningful practice change.

This course provides DNP students with the opportunity to implement and evaluate their scholarly doctoral project, demonstrating integration of all DNP competencies within a systems-based framework. Guided by a faculty facilitator, students will engage in evidence-based practice change, collect and analyze outcome data, and evaluate the impact of their interventions on clinical or organizational performance. Emphasis is placed on leadership in practice transformation, interprofessional collaboration, and preparation for dissemination of findings through scholarly and professional venues to advance nursing practice and improve health outcomes.

This final course in the DNP residency series provides students with the opportunity to complete the implementation, evaluation, and dissemination of their scholarly doctoral project while demonstrating mastery of all Doctor of Nursing Practice (DNP) competencies. Guided by core faculty and the faculty advisor, students will apply advanced leadership, clinical, and analytical skills to implement a quality improvement, evidence-based systems change initiative within their chosen practice setting. The course emphasizes the translation of evidence into sustainable practice change, evaluation of project outcomes, and integration of findings into organizational and population health improvement efforts. Students will disseminate the outcomes of their scholarly project to the University of South Alabama College of Nursing community as well as to local, state, or national professional audiences through presentations, abstracts, and manuscripts. By the conclusion of the course, students will demonstrate readiness to assume leadership roles in advancing nursing science, influencing health policy, and transforming health care systems to improve patient and population outcomes.

This course assists the Nurse Executive Administration DNP student to finalize selection of a topic or phenomenon of interest applicable to the development of a doctoral synthesis project. The course will address all aspects of project planning and development for the Nurse Executive Administration students' incorporation of well-built questions, search strategies and outcomes, identification of resources needed, and a plan for evaluation and dissemination of a scholarly doctoral project.

Theories of leadership, motivation, power, and organizational change serve as guiding frameworks to influence and sustain transformation within health care systems. This course introduces the foundational implementation of evidence-based clinical models designed to advance quality and promote positive patient and organizational outcomes. Doctor of Nursing Practice (DNP) students will critically appraise, synthesize, and apply evidence to support and strengthen clinical practice and organizational initiatives. Within this mentored and supervised experience, students will collaborate with their primary faculty advisor to refine and initiate the implementation of their scholarly doctoral project, aimed at advancing their selected practice focus. Through structured engagement and expanded practice authority, students will demonstrate mastery of the DNP competencies and begin translating scholarship into meaningful practice change.

This course provides DNP students with the opportunity to implement and evaluate their scholarly doctoral project, demonstrating integration of all DNP competencies within a systems-based framework. Guided by a faculty facilitator, students will engage in evidence-based practice change, collect and analyze outcome data, and evaluate the impact of their interventions on clinical or organizational performance. Emphasis is placed on leadership in practice transformation, interprofessional collaboration, and preparation for dissemination of findings through scholarly and professional venues to advance nursing practice and improve health outcomes.

This final course in the DNP residency series provides students with the opportunity to complete the implementation, evaluation, and dissemination of their scholarly doctoral project while demonstrating mastery of all Doctor of Nursing Practice (DNP) competencies. Guided by core faculty and the faculty advisor, students will apply advanced leadership, clinical, and analytical skills to implement a quality improvement, evidence-based systems change initiative within their chosen practice setting. The course emphasizes the translation of evidence into sustainable practice change, evaluation of project outcomes, and integration of findings into organizational and population health improvement efforts. Students will disseminate the outcomes of their scholarly project to the University of South Alabama College of Nursing community as well as to local, state, or national professional audiences through presentations, abstracts, and manuscripts. By the conclusion of the course, students will demonstrate readiness to assume leadership roles in advancing nursing science, influencing health policy, and transforming health care systems to improve patient and population outcomes.

This course assists the Emergency Nurse Practitioner DNP student to finalize selection of a topic or phenomenon of interest applicable to the development of a doctoral synthesis project. The course will address all aspects of project planning and development for the Emergency Nurse Practitioner students' incorporation of well-built questions, search strategies and outcomes, identification of resources needed, and a plan for evaluation and dissemination of a scholarly doctoral project.

Theories of leadership, motivation, power, and organizational change serve as guiding frameworks to influence and sustain transformation within health care systems. This course introduces the foundational implementation of evidence-based clinical models designed to advance quality and promote positive patient and organizational outcomes. Doctor of Nursing Practice (DNP) students will critically appraise, synthesize, and apply evidence to support and strengthen clinical practice and organizational initiatives. Within this mentored and supervised experience, students will collaborate with their primary faculty advisor to refine and initiate the implementation of their scholarly doctoral project, aimed at advancing their selected practice focus. Through structured engagement and expanded practice authority, students will demonstrate mastery of the DNP competencies and begin translating scholarship into meaningful practice change.

This course provides DNP students with the opportunity to implement and evaluate their scholarly doctoral project, demonstrating integration of all DNP competencies within a systems-based framework. Guided by a faculty facilitator, students will engage in evidence-based practice change, collect and analyze outcome data, and evaluate the impact of their interventions on clinical or organizational performance. Emphasis is placed on leadership in practice transformation, interprofessional collaboration, and preparation for dissemination of findings through scholarly and professional venues to advance nursing practice and improve health outcomes.

This final course in the DNP residency series provides students with the opportunity to complete the implementation, evaluation, and dissemination of their scholarly doctoral project while demonstrating mastery of all Doctor of Nursing Practice (DNP) competencies. Guided by core faculty and the faculty advisor, students will apply advanced leadership, clinical, and analytical skills to implement a quality improvement, evidence-based systems change initiative within their chosen practice setting. The course emphasizes the translation of evidence into sustainable practice change, evaluation of project outcomes, and integration of findings into organizational and population health improvement efforts. Students will disseminate the outcomes of their scholarly project to the University of South Alabama College of Nursing community as well as to local, state, or national professional audiences through presentations, abstracts, and manuscripts. By the conclusion of the course, students will demonstrate readiness to assume leadership roles in advancing nursing science, influencing health policy, and transforming health care systems to improve patient and population outcomes.

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

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