Synthesize theories, concepts, research, issues and trends in caring for adult gerontological population with complex multisystem health care needs. Emphasis is on the role of the professional nurse in health promotion and maintenance, illness care, and rehabilitation of adult gerontological population in a variety of acute and community settings.

The focus of this course is the application of theories, concepts, evidence, issues and trends in caring for adult gerontological population experiencing complex multisystem health care needs. Emphasis is on the role of the professional nurse and on the use of the nursing process with adult gerontological population experiencing complex multisystem health care needs and their families.

The purpose of this progression practicum course is to facilitate student independence in the Adult-Gerontological Clinical Nurse Specialist 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 Adult-Gerontological Clinical Nurse Specialist role. The emphasis is on the three spheres of influence and the continuum of healthcare services from wellness through acute care.

This is a clinical practice course in adult health nursing. The focus is on the application of theories, concepts, research, and issues and trends in adult health nursing. The emphasis is on the role of the professional nurse in adult health nursing and on the use of the nursing process with adult/gerontological patients experiencing health concerns in the acute care setting.

The purpose of this precepted practicum course is to provide students an immersion experience in the CNS role in the Acute Care setting through health promotion, wellness, and disease management across the lifespan from adolescent to adult to older adult. The focus of the course is to develop the CNS?s ability to assimilate and apply evidence-based information in nursing care activities, to appraise nursing practice standards and norms, and to influence organizations to support the delivery of nursing care and achieve optimal health outcomes. The emphasis is on the CNS core competencies of Direct Care, Systems Leadership, and Consultation.

The purpose of this precepted practicum course is to provide students an immersion experience in the CNS role, in both the Acute Care setting and the Emergency or Urgent Care setting, through health promotion, wellness, disease management, and acute health problems across the lifespan from adolescent to adult to older adult. The focus of the course is to enhance knowledge of differential diagnoses and pharmacological management with clinical time spent in the emergent/urgent care and acute/primary care settings. The emphasis is on all three spheres of impact and the CNS competencies of Direct Care, Research, Collaboration, and Ethical Decision-Making/Moral Agency/Advocacy. The student should participate in direct interactions with patients and families, consultations, coaching, development of evidenced based policies/guidelines/protocols, educational guidance of other nursing personnel, and implementation of practices that improve quality and promote cost-effective outcomes.

The purpose of this precepted practicum course is to provide an immersion experience in the CNS role, in both the Acute Care setting and the Outpatient Primary or Specialty Care setting, through health promotion, disease management, acute and chronic illness care, and exacerbations of chronic illness management across the lifespan from adolescent to adult to older adult. The focus of the course is to develop the CNS?s ability to assimilate and apply evidence-based information in nursing care activities, to appraise nursing practice standards and norms, and to influence organizations to support the delivery of nursing care and achieve optimal health outcomes. The emphasis of this course is on the patient, nurse, and organization/system spheres of impact and the CNS competencies of Direct Care and Coaching.

The purpose of this elective course is for the CNS to integrate advanced pharmacology, pathophysiology, and assessment for the diagnosis and management of acute and chronic problems of the adolescent/adult/old adult patients across the continuum of health services. The course focuses on the formulation of differential diagnoses and the development of pharmacologic and no-pharmacologic plans of care for the individual patients rather than aggregates. The emphasis is placed on synthesis and application of evidence-based practice to the development of differential diagnoses as a basis for health promotion and management.

This didactic course prepares the advance practice palliative care student a forum for the evaluation of issues and trends encountered in palliative and end of life care. Students learn to coordinate and develop primary and palliative health care programs for patients and families across the lifespan. Emphasis is on critical analysis and management of issues in an interdisciplinary health care delivery system.

This course provides students an in-depth study of the health care management for patients seeking palliative and end of life care. Emphasis is on the interaction among health care providers and psychological/spiritual care of the patient and family.

This course provides a study of the illness trajectories of chronic diseases that are among the leading causes of death in our society. Assessment and management of the illnesses as well as associated pain and symptoms will be examined. The focus is on assisting patients, families, and other health professionals to anticipate/prevent/reduce adverse symptoms from life threatening illnesses to maximize quality of life across the lifespan.

This course provides a preceptor and faculty facilitated experience in which students have the opportunity to become proficient at providing comprehensive care to patients with serious illness by engaging in holistic assessment of pain and quality of life in a variety of settings. Advanced knowledge of palliative/end of life care will be integrated into assessing and managing the complex psychological, ethical, social, spiritual issues, and grief reactions while working as a member of a palliative care team.

The purpose of this course is to expand the GNP/APNP student's knowledge and skills for obtaining, recording, and analyzing a systemic health assessment of the older adult. Emphasis is placed on synthesis and application of nursing and related theories and scientific knowledge to the development of differential/nursing diagnoses as a basis for health promotion and management.

This clinical course provides an environment for the opportunity to become proficient at obtaining and recording a systematic health history and advanced physical examination across the lifespan for clients from culturally diverse backgrounds in the emergency/urgent care setting. The focus is refinement of cognitive and clinical skills needed to provide comprehensive health assessments of individuals across the lifespan with a special emphasis on emergency, urgent, and ambulatory care.

This didactic course prepares the Dual Role (Family NP/Adult-Gerontological Acute Care NP) student to identify and implement appropriate and culturally sensitive health promotion, health protection, and disease prevention strategies across the lifespan for clients in emergency, urgent, and ambulatory care settings. Emphasis is on health promotion, health protection, and disease prevention with strategic planning at the primary, secondary, and tertiary levels. Effective strategies for life-style behavioral changes will also be evaluated.

The purpose of this didactic course is to prepare (Family NP/Adult-Gerontological Acute Care NP) students to assess, diagnose, and manage selected health care needs of women and childbirth, infants, children, and families in a caring, competent manner. Emphasis is placed on (1) synthesis and application of nursing and related theories and scientific knowledge to the development of differential/nursing diagnoses as a basis for health promotion and management; (2) wellness and the pathophysiology and epidemiology underlying acute and chronic health problems; and (3) collaboration and communication among health care providers in a culturally diverse environment. The focus is on the advanced practice nursing of individuals and families in primary healthcare settings. Co-requisite: AHN 549 Pre-requisite NU 518 Minimum Grade C and NU 545 Minimum Grade of C

The purpose of this practicum course is to provide opportunities for Dual Role (Family NP/Adult-Gerontological Acute Care NP) students to apply concepts from AHN 548 in selected clinical settings. The emphasis is on culturally competent delivery of health care, diagnostic reasoning, and decision making/critical thinking through communication and collaboration. The focus is continued refinement of cognitive and clinical skills needed to provide comprehensive health assessments, diagnoses, and management of selected health care needs of women and childbirth, infants, children, and families in primary healthcare settings. Co-requisite: AHN 548

This didactic course prepares the Dual Role (Family NP/Adult-Gerontological Dual Role) students to identify and implement appropriate and culturally sensitive health promotion and disease prevention strategies across the lifespan for clients in emergency, urgent, and ambulatory care settings. Emphasis is placed on health promotion and disease prevention with strategic planning at the primary, secondary, and tertiary levels. Prevention, early diagnosis, prompt treatment, and in-depth patient education will be emphasized. Effective strategies for life-style behavioral changes will also be evaluated. Co-requisite: AHN 551 Pre-requisite: NU 578 Minimum Grade of C and AHN 548 Minimum Grade of C

The purpose of this course is to provide a preceptor and faculty facilitated experience for Dual Role (Family NP/Adult-Gerontological Acute Care NP) students to practice within an advanced nursing framework. The focus is on the role of the Family Nurse Practitioner in the health care management of children, adults, and families in primary health care settings with the application and synthesis of knowledge and skills acquired from AHN 550 and previous courses. Emphasis is on leadership, professionalism, and collaboration with other health care providers in a culturally diverse environment. Co-requisite: AHN 550

The purpose of this course is to prepare Dual Role (Family NP/Adult-Gerontological Acute Care NP) students to assess, diagnose, and manage selected health care needs of young and older adults across the wellness-illness continuum in a caring, competent manner. Emphasis is placed on (1) synthesis of theoretical, scientific, and contemporary clinical knowledge used to develop differential diagnoses as a basis for health promotion, disease prevention, and management; (2) wellness and the pathophysiology and epidemiology underlying complex acute, critical, and chronic illness, disability, and/or injury; and (3) collaboration using appropriate processes for patient-centered, quality care in a culturally diverse system. The focus is on advanced practice nursing with the entire adult-older adult age spectrum and families in emergency, urgent, and ambulatory settings. Co-requisite: AHN 553 Pre-requisite: AHN 538 Minimum Grade of C and AHN 549 Minimum Grade of C and AHN 551 Minimum Grade of C and NU 607 Minimum Grade of C and NU 608 Minimum Grade of C

The purpose of this practicum course is to provide opportunities for Dual Role (Family NP/Adult-Gerontological Acute Care NP) students to apply concepts from AHN 552 in selected clinical settings. Emphasis is on critical thinking, diagnostic reasoning, differential diagnosis, communication, and collaboration in a culturally diverse system. The focus is refinement of cognitive and clinical skills needed to provide competent patient-centered care to young adults, adults, and older adults across the wellness-illness continuum with acute, critical and chronic illness, disability, and/or injury in emergency, urgent, and ambulatory care settings. Co-requisite: AHN 552

The purpose of this didactic course is to (1) provide the Dual Role (Family NP/Adult-Gerontological Acute Care NP) students with an in-depth study of the health care management of young adults, adults, and older adults across the wellness-illness continuum and to (2) provide a forum for the critical analysis and evaluation of issues and trends encountered by the Adult-Gerontology Acute Care Nurse Practitioner in an interdisciplinary health care delivery system. Emphasis is on leadership and professionalism in a culturally diverse system. The focus is on ensuring quality, patient-centered care of the adult-older adult population with selected complex acute, critical and chronic illness, disability, and/or injury to improve health outcomes in emergency, urgent, and ambulatory settings. Co-requisite: AHN 555 Pre-requisite: AHN 552 Minimum Grade of C and NU 610 Minimum Grade of C and NU 613 Minimum Grade of C

The purpose of this practicum course is to provide a preceptor and faculty facilitated experience for Dual Role (Family NP/Adult-Gerontological Acute Care NP) students to practice within an advanced nursing framework by synthesizing and applying the knowledge and skills required in AHN 554 and previous courses. Emphasis is on leadership, professionalism, and collaboration in a culturally diverse system. The focus is on implementing the role of the Adult-Gerontology Acute Care Nurse Practitioner in the health care management of young adults, adults, and older adults across the wellness-illness continuum with acute, critical and chronic illness, disability, and/or injury in emergency, urgent, and ambulatory health care settings. Co-requisite: AHN 554

The purpose of this progression practicum course is to facilitate student independence in the Dual Role Family Nurse Practitioner 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 Family Nurse Practitioner role of the Dual Role (FNP/AGACNP) program.

The purpose of this progression practicum is to facilitate student independence in the Nurse Practitioner 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 Dual Track AGACNP Nurse Practitioner role.

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

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

The purpose of this didactic course is to prepare the Adult-Gerontological Acute Care Nurse Practitioner student to identify and implement appropriate health promotion and disease prevention strategies in the adult and geriatric populations. The focus is on the advanced practice nursing of individuals and families in the acute care setting. Emphasis is placed on health promotion/disease prevention with strategic planning at the primary, secondary and tertiary levels of prevention. Various issues are explored pertinent to the advanced practice role.

The purpose of this didactic course is to prepare Adult-Gerontological Acute Care Nurse Practitioner students to assess, diagnose, and manage selected health care needs of adults and geriatrics. The focus is on advanced practice nursing with adults and families in the acute care setting. Emphasis is placed on the wellness and the pathophysiology and epidemiology underlying acute and chronic health problems.

The purpose of this practicum course is to provide opportunities for students to apply concepts in select clinical settings. Focus is on adults and families in the acute care setting. The emphasis is on diagnostic reasoning and decision making/critical thinking.

The purpose of this course is provide an in-depth study of the health care management of the Adult Geron Acute Care patient. Emphasis is on the interaction among health care providers in a culturally diverse environment.

The purpose of this course is to provide an opportunity for the Adult Acute Care Nurse Practitioner student to practice within an advanced nursing framework. The focus is on the role of the advanced practice nurse in the health care management of adults. Emphasis is on collaboration with other health care providers in a culturally diverse environment.

The purpose of this culminating course is to provide a preceptor and faculty facilitated experience in the Adult Geron Acute Care Nurse Practitioner role. The focus is on the application and synthesis of knowledge and skills acquired in all previous courses.

The purpose of this course is to provide a forum for the evaluation of issues and trends encountered in advanced adult gerontological acute care nursing. Emphasis is on a critical analysis and management of issues by the Adult Geron Acute Care Nurse Practitioner in an interdisciplinary health care delivery system.

The purpose of this didactic course is to prepare the Adult-Gerontological Primary Care Nurse Practitioner (AGPCNP) student with a knowledge base for identifying and implementing appropriate health promotion and disease prevention strategies with older adults. The focus is on the AGPCNP care of adults and older adults in multiple health care settings. Emphasis is placed on health promotion/disease prevention and related health issues with strategic planning at the primary, secondary, and tertiary levels of prevention. Various issues are explored which are pertinent to the AGPCNP's role in healthcare.

The purpose of this course is to expand the Adult-Gerontological Primary Care Nurse Practitioner (AGPCNP) student's knowledge and skills for obtaining, recording, and analyzing a systemic health assessment of the adult and older adult. Emphasis is placed on synthesis and application of nursing and related theories and scientific knowledge to the development of differential/nursing diagnoses as a basis for health promotion and management.

This didactic course prepares the Adult-Gerontological Primary Care Nurse Practitioner student to assess, diagnose, and manage selected health care needs of culturally diverse adult and well and frail geriatric populations. The focus is on the adult gerontological practice of nursing, for adults and their families in a variety of health care settings. Emphasis is placed on wellness, the pathophysiology and epidemiology underlying acute and chronic health problems with a focus on the unique health care needs of the older adult population.

The purpose of this practicum course is to provide opportunities for the Adult-Gerontological Primary Care Nurse Practitioner (AGPCNP) student to apply concepts from AHN 591 in primary and acute care settings with adults and families experiencing health concerns. This clinical course will offer clinical hours for targeting adult health and gerontological health issues. Students will divide clinical hours between young adults, middle aged adults, and elders.

The purpose of this course is to provide the Adult-Gerontological Primary Care Nurse Practitioner student an in-depth study of health care management of adults, well and frail elders, and their families within the framework of advanced nursing. The focus is on selected acute and chronic complex health care problems. Emphasis is on the interaction among health care providers in a culturally diverse environment.

The purpose of this course is to provide opportunity for the adult-gerontological primary care nurse practitioner (AGPCNP) to practice within an advanced nursing framework. The focus is on the role of the AGPCNP in the health care management of adult and geriatric patients with physical and psychiatric-mental health concerns. Emphasis is on collaboration with other health care providers in a culturally diverse environment. This clinical course will offer experience with diverse populations including young and middle aged adults and elders in a variety of settings.

The purpose of this course is to provide a forum for the evaluation of issues and trends encountered in adult and gerontological nursing care. Emphasis is on critical analysis and management of issues by the Adult-Gerontological Primary Care Nurse Practitioner (AGPCNP) in an interdisciplinary health care delivery system.

The purpose of this culminating course is to provide a preceptor- and faculty facilitated experience in the Adult-Gerontological Primary Care Nurse Practitioner (AGPCNP) role. The focus is the application and synthesis of knowledge and skills acquired in all previous courses. Students will have clinical experiences with all ages of adults and elders in a variety of settings.

The purpose of this progression practicum is to facilitate student independence in the Adult-Geron Primary Care Nurse Practitioner 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 Adult-Geron Primary Care Nurse Practitioner role.

This course assists the Adult-Gerontological Acute Care Nurse Practitioner 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 Adult-Gerontological Acute Care Nurse Practitioner students' selection of a topic or phenomenon of interest for the project and will incorporate well-built questions, search strategies and outcomes, identification of resources needed, plan for evaluation and dissemination.

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

Provides Adult-Gerontological Acute Care Nurse Practitioner students the opportunity to fully express all DNP competencies. The Adult-Gerontological Acute Care Nurse Practitioner student, guided by the faculty facilitator, will implement the scholarly doctoral system's change project.

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

The first of four cardiovascular specialization courses focuses on the development of a methodical approach to dysrhythmia interpretation. Emphasis is on diagnosis and management of the patient with cardiac dysrhythmias via an evidence-based approach.

This second of four cardiovascular specialization courses focuses on health promotion, prevention, health disparities and cultural competence for patients with common cardiovascular disorders. Emphasis is on cardiovascular nurse practitioner's role in managing patients as an integral part of the interdisciplinary health care team.

The third of four cardiovascular specialization courses focuses on advanced healthcare management of patients with acute cardiovascular disorders. Emphasis is on diagnosis and management, to include assessment, diagnostic procedures, treatment and pharmacological management. Particular attention will be given to cardiovascular health disparities in a culturally diverse environment.

The third of four cardiovascular specialization courses focuses on advanced healthcare management of patients with complex cardiovascular disorders. Emphasis is on diagnosis and management, to include assessment, diagnostic procedures, treatment and pharmacological management. Particular attention will be given to cardiovascular health disparities in a culturally diverse environment.

This course assists the Adult-Gerontological Clinical Nurse Specialist DNP student to learn the processes embedded in developing a doctoral synthesis project. The course will address all aspects of project planning development as a preliminary step to the Adult-Gerontological Clinical Nurse Specialist 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 Adult-Gerontological Clinical Nurse Specialist student will synthesize, critique, and apply evidence to support quality clinical or organizational practices. In this mentored and supervised experience, the Adult-Gerontological Clinical Nurse Specialist student will work with the primary faculty advisor to complete projects and advance their selected practice area. The Adult-Gerontological Clinical Nurse Specialist student will have access to and authority for expanded scope of practice to master the DNP competences. Residency sites will depend upon the Adult-Gerontological Clinical Nurse Specialist student's career trajectory and approval by collaborating faculty. During the residency semester, student must participate in scheduled scholarly seminars online. A total of 180 clinical hours of direct practice/management is required.

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

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

This course assists the Executive Nursing Administration DNP student to learn the processes embedded in developing a doctoral synthesis project. The course will address all aspects of project planning and development as a preliminary step to the Executive Nursing 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 Executive Nursing Administration student will synthesize, critique, and apply evidence to support quality clinical or organizational practices. In this mentored and supervised experience, the Executive Nursing Administration student will work with the primary faculty advisor to complete projects and advance their selected practice area. The Executive Nursing Administration student will have access to and authority for expanded scope of practice to master the DNP competences. Residency sites will depend upon the Executive Nursing Administration student's career trajectory and approval by collaborating faculty. During the residency semester, Executive Nursing Administration student must participate in scheduled scholarly seminars online. A total of 180 clinical hours of direct practice/management is required.

Provides Executive Nursing 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 Executive Nursing Administration student continues to implement and evaluate project plan. Provides Executive Nursing Administration student the opportunity to fully express all DNP competencies. The Executive Nursing Administration student, guided by the core faculty and advisor completes quality improvement evidence-based system's change project.

This course assists the 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 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. In this course, students will implement evidence-based clinical models and evaluate their effectiveness in health outcomes. The student will synthesize, critique, and apply evidence to support quality clinical or organizational practices. In this mentored and supervised experience, the student will work with the primary faculty advisor to develop a project to advance system?s change in their selected practice area. The student will have access to and authority for expanded scope of practice to master all DNP competencies. Residency sites will depend upon the student?s career trajectory and approval by collaborating faculty. During the residency semester, student must participate in scheduled scholarly seminars online. A total of 180 clinical hours of direct practice/management is required.

In this mentored and supervised experience, students will work with the primary faculty advisor to implement a scholarly project to advance system's change in their selected practice area. The student will have access to and authority for expanded scope of practice to master all DNP competencies. Residency sites will depend upon the student's career trajectory and approval by collaborating faculty. During the residency semester, students must participate in scheduled scholarly seminars online. A total of 180 clinical hours of direct/practice management is required.

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

This course assists the 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 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, and a plan for evaluation and dissemination.

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

In this mentored and supervised experience, students will work with the primary faculty advisor to implement a scholarly project to advance system's change in their selected practice area. The student will have access to and authority for expanded scope of practice to master all DNP competencies. Residency sites will depend upon the student's career trajectory and approval by collaborating faculty. During the residency semester, students must participate in scheduled scholarly seminars online. A total of 180 clinical hours of direct practice/management is required.

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

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

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

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

Provides Adult-Geron Primary Care Nurse Practitioner students the opportunity to fully express all DNP competencies. The Adult-Geron Primary Care Nurse Practitioner student, guided by the faculty facilitator, will implement the scholarly doctoral system's change project.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The purpose of this course is to provide students the opportunity to explore the therapeutic use of nutrtients and diets in the hospital and community settings. Emphasis is on the development of skills associated with dietary management for individuals across a wellness-illness continuum and all ae and cultural groups. Prerequisite: Admission to Professional Component or special permission of instructor.

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

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

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

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

The purpose of this course is to provide students with an overview of gender discrimination and disparities in healthcare, with special attention to the intersection of gender and other vulnerable social identities (i.e., historically marginalized identities). Students will learn to identify instances of gender discrimination and disparities across the full gender spectrum, and to advocate for equitable healthcare.

Healthcare professionals must be equipped to provide care to a diverse, multicultural population. This course will introduce diversity, equity, and inclusion terminology and examine its relationship in providing equitable and quality healthcare. Content includes topics related to but is not limited to implicit bias, cultural diversity, social determinants of health and healthcare discrimination.

Interdisciplinary course on a critical investigation of ethical issues across the lifespan and on application of ethical principles.

The purpose of this course is to provide students with an overview of historical and current manifestations of gender discrimination and disparities in healthcare, with special attention to the intersection of gender and other vulnerable social identities (i.e., historically marginalized identities). Students will learn to trace historical discriminatory healthcare practices to modern indications of gender discrimination and disparities across the full gender spectrum, and to advocate for and implement equitable healthcare.

In a multicultural society, healthcare professionals must be able to work with patients and colleagues from a variety of backgrounds. This course will provide students with theoretical knowledge and introduce practical skills necessary to understand and promote diversity, equity and inclusion in healthcare. The course will introduce diversity, equity, and inclusion terminology and examine implicit biases, historical and institutionalized bias, and discrimination influencing health and healthcare in the community.

The purpose of this course is for program participants to examine population-focused health disparities and the role of policy, socioeconomics, the environment, and the medical community in their origin and continuation. This course encourages students to reflect on the responsibility to provide culturally competent care as an expression of their professional values. The emphasis is on forming an evidence-based foundation for knowledge, attitude, and skill transformation that can reduce the incidence of suboptimal outcomes among certain groups through improved policy, clinical decision-making, and cross-cultural interactions with clients.

This course will focus on issues and trends involving diversity, equity, and inclusion from a variety of healthcare perspectives. Students will reflect on current and critical topics and engage in online discussions about how these topics impact healthcare. The course provides a broader perspective of emerging issues and trends through interactive activities and community-based projects.

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

The purpose of this course is to prepare the healthcare professional for interprofessional practice within integrated behavioral health settings. This course will bring together students from multiple professional disciplines to learn about, from and with each other in service to promote effective clinical collaboration within behavioral health settings. Emphasis is on the team-based collaboration within administrative, screening, and intervention roles as trauma-informed behavioral health providers in integrated settings serving youth.

The purpose of this didactic course is preparation of delivery of team-based, trauma-informed integrated behavioral healthcare in telehealth settings across the lifespan. This course is available to students form multidisciplinary professions, to fully embody the spirit of integrated, interprofessional care.

The purpose of this course is to offer interprofessional practice preparation within an integrated behavioral health setting. This course will bring together students from multiple disciplines to learn about, from, and with each other in the service of enabling effective motivational interviewing within integrated behavioral health settings. Emphasis is on motivational interviewing during screening, intake, intervention and trauma-informed care as behavioral health providers in integrated settings serving across the life-span.

The purpose of this course is to analyze frameworks for managing health care personnel. The course focuses on exploration and application of human resource management. Emphasis within the course is placed on leadership, communication, relationship management, diversity, legal and ethical principles, and workforce planning and maintenance.

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

This course serves as a one of three courses in the Addictions Subspecialty nursing program. The purpose of this didactic course is preparation of OUD/SUD Screening in 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 is available to students from any health-related discipline, to fully embody the spirit of integrated, interprofessional care.

This course serves as a one of three courses in the Addictions Subspecialty nursing program. The purpose of this didactic course is preparation of OUD/SUD Assessment and Treatment in 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 is available to students from any health-related discipline, to fully embody the spirit of integrated, interprofessional care.

This course serves as a one of three courses in the Addictions Subspecialty nursing program. The purpose of this didactic course is preparation of OUD/SUD recovery in 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 is available to students from any health-related discipline, to fully embody the spirit of integrated, interprofessional care.

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

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

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

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

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

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

The purpose of this course is to introduce students to the concepts of interprofessional education. Students will gain an understanding of their own role in healthcare as well as the scope of the role of another health profession. Students will learn how to function in an interprofessional team and carry this knowledge, skill, and value into their future practice, ultimately providing interprofessional patient care as part of a collaborative team that is focused on improving patient outcomes. Interprofessional teams are composed of members from different health professions who have specialized knowledge, skills, and abilities with the goal of providing patient-centered care in a collaborative manner. The team establishes a common goal and using their individual expertise, and works in concert to achieve patient-centered care. In this model, joint decision making is valued and each team member is empowered. Students will be introduced to core competencies in interprofessional care and utilize Fennel's Four Phase Model for understanding and treating multiple chronic conditions for adults, elders, and returning veterans.

This online course will allow students to examine the specific impact of cultural, ethical, and religious factors on ethical health-care decision-making and focuses on the relationships among the professions, joint relationships with patients, the quality of cross-professional exchanges, and interprofessional considerations in health care delivery and in formulating public health policies, programs, and services. The focus of the course is derived from the approach utilized in the Core Competencies for Interprofessional Collaborative Practice (2016). Structured content introduces the topic and will allow teams of students to practice problem solving and ethical decision-making within an interprofessional team.

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

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

Analysis of theories, concepts, evidence, and issues and trends in professional nursing care of the obstetric or gynecologic client and their families. Emphasis on the use of the nursing process and other systematic approaches to plan, implement, and evaluate health promotion and maintenance activities, illness care, and rehabilitation with individuals and families in various stages of pregnancy and childbirth, a well as the gynecologic care of women in a variety of acute and community settings.

The purpose of this course is to provide students the opportunity to engage in clinical practice with obstetric and gynecologic clients and their families. Emphasis is on the role of the professional nurse in the application of concepts and theories related to health promotion and maintenance, illness care and rehabilitation with obstetric and gynecologic clients.

Analysis of theories, concepts, evidence, and issues and trends in professional nursing care of the pediatric client and their family. Emphasis on the use of the nursing process and other systematic approaches to plan, implement, and evaluate health promotion and maintenance activities, illness care, and rehabilitation with clients and families in various stages of development.

The purpose of this course is to provide students the opportunity to engage in clinical practice with the pediatric client and their family. Emphasis is on the role of the professional nurse in the application of concepts and theories related to health promotion and maintenance, illness care, and rehabilitation of clients and families in various stages of development.

The purpose of this course is to expand the Women's Health Nurse Practitioner student's knowledge and skills for obtaining, recording and analyzing a systematic health assessment of women. Emphasis is on the synthesis and application of nursing and related theories and scientific knowledge to the development of differential/nursing diagnoses as a basis for health promotion and management.

The purpose of this progression practicum is to facilitate student independence in the Women's Health Nurse Practitioner 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 Women's Health Nurse Practitioner role.

The purpose of this didactic course is to prepare the Women's Nurse Practitioner student to identify and implement appropriate health promotion and disease prevention strategies across the lifespan. The focus is on the advanced practice nursing of individuals and families in primary care settings. Emphasis is placed on health promotion/disease prevention with strategic planning at the primary, secondary and tertiary levels of prevention. Various issues are explored pertinent to the advanced practice role.

The purpose of this didactic course is to prepare the Women's Health Nurse Practitioner student to assess, diagnose, and manage selected health care needs of women. The focus is on advanced practice nursing with women primary, acute, and chronic health care settings. Emphasis is on wellness and the pathophysiology and epidemiology underlying acute and chronic health problems.

The purpose of this practicum course is to provide opportunities for the Women's Health Nurse Practitioner student to apply concepts from MCN 542 Advanced Women's Health Nursing II in select clinical settings. Focus is on advanced practice nursing with women and families in primary, acute, and chronic health care settings. The emphasis is on diagnostic reasoning and decision making/critical thinking.

The purpose of this course is to provide the Women's Health Nurse Practitioner student an in-depth study of the health care management of women within the framework of advanced nursing. The focus is on selected acute and chronic complex health care problems. Emphasis is on the interaction among health care providers in a culturally diverse environment.

The purpose of this course is to provide opportunity for the Women's Health Nurse Practitioner student to practice within an advanced nursing framework. The focus is on the role of the advanced practice nurse in the health care management of women. Emphasis is on collaboration with other health care providers in a culturally diverse environment.

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

The purpose of this course is to provide a forum for the evaluation of issues and trends encountered in advanced women's health nursing care. Emphasis is on critical analysis and management of issues by the Women's Health Nurse Practitioner student in an interdisciplinary health care system.

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

The purpose of this didactic course is to prepare the Pediatric Primary Care Nurse Practitioner student to identify and implement appropriate health promotion and disease prevention strategies for children from birth to adolescence. The focus is on the advanced practice nursing of children and families in primary care settings. Emphasis is placed on health promotion/disease prevention with strategic planning at the primary, secondary, and tertiary levels of prevention. Various issues are explored pertinent to the advanced practice role.

The purpose of this didactic course is to prepare the Pediatric Primary Care Nurse Practitioner student to assess, diagnose, and manage selected health care needs of children from birth to school age. The focus is on advanced practice nursing with children and families in primary care settings. Emphasis is on the wellness, and the pathophysiology and epidemiology underlying acute and chronic health problems.

The purpose of this practicum course is to provide opportunities for the Pediatric Primary Care Nurse Practitioner student to apply concepts in select clinical settings. Focus is on advanced practice nursing with children and families in primary care settings. The emphasis is on diagnostic reasoning and decision making/critical thinking.

The purpose of this course is to provide the Pediatric Primary Care Nurse Practitioner student an in-depth study of the health care management of children from school age to adolescence within the framework of advanced nursing. The focus is on selected acute and chronic complex health problems. Emphasis is on the interaction among health care providers in a culturally diverse environment.

The purpose of this course is to provide opportunity for the Pediatric Primary Care Nurse Practitioner student to practice within an advanced nursing framework. The focus is on the role of the advanced practice nurse in the health care management of children. Emphasis is on collaboration with other health care providers in a culturally diverse environment.

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

The purpose of this course is to provide a forum for the evaluation of issues and trends encountered in advanced pediatric primary care health nursing. Emphasis is on critical analysis and management of issues by the Pediatric Primary Care Nurse Practitioner in an interdisciplinary health care delivery system.

The course will introduce the Acute Pediatric Nurse Practitioner student to entry level NP decision making, evidenced based practice, documentation and resource optimization with an introductory emphasis on critical thinking skills in the development of appropriate history and examination, assessment, different diagnosis, as well as diagnostic and treatment plans for pediatric patients in primary and acute care settings, as they prepare to start clinical rotations.

This course provides an opportunity for the Acute Care Pediatric Nurse Practitioner student to apply more clinical time so as to master clinical concepts and improve competence before moving on to the subsequent term, or in their last clinical course before graduation.

This course provides Acute Care Pediatric Nurse Practitioner students to assess, diagnose, and manage selected health care needs of children. The focus is on advanced practice nursing with children and families in acute care settings, evaluation diagnostic probability, evidenced based care and managing both inpatient and primary health care needs. Emphasis is placed on wellness, pathophysiology and epidemiology underlying acute and chronic health problems, as well as diagnostic reasoning, articulation of evidence based management plans, decision making, critical thinking and resource optimization.

This course provides an opportunity for the Acute Care Pediatric Nurse Practitioner student to apply concepts from Acute Care Pediatric Nurse Practitioner I course in select clinical inpatient and outpatient settings. The emphasis is on diagnostic reasoning, articulation of evidence based management plans, decision making, critical thinking and resource optimization. Practicum experiences will include primary care, inpatient hospitalist rotations, pediatric surgery rotations and urgent care rotations.

This course prepares Acute Care Pediatric Nurse Practitioner students to assess, diagnose, and manage selected health care needs of both acute and chronically ill children, focusing on technology dependent children, hematology, transplant, infectious disease as well as those with hematological, medical and surgical emergencies. Emphasis is on diagnostic reasoning, articulation of evidence based management plans, decision making, critical thinking and resource optimization.

This course provides an opportunity for the Acute Care Pediatric Nurse Practitioner student to apply concepts from Acute Care Pediatric Nurse Practitioner II in select clinical inpatient and outpatient settings. The emphasis is on diagnostic reasoning, articulation of evidence based management plans, decision making, critical thinking and resources optimization. Practicum experiences will include chronic subspecialty clinics and inpatient environments.

This course provides an opportunity for the Acute Care Pediatric Nurse Practitioner student to apply concepts from Acute Care Pediatric Nurse Practitioner III in select clinical inpatient and outpatient settings. The emphasis is on diagnostic reasoning, decision making/critical thinking and resource utilization. Practicum experiences will include emergency departments and critical care/intensive care units.

This course prepares the Acute Care Pediatric Nurse Practitioner student to appropriately assess , diagnose and manage selected acute, emergent, unstable and life threatening pediatric health care conditions, focusing on psychiatric emergencies, trauma, shock, burns, organ failure, toxicology/ingestions, environmental exposures, neurological presentations, as well as those requiring life support and end of life/palliative care, as the student prepares to graduate and assume a professional ACPNP role. The focus is on application and synthesis of knowledge and skills acquired in all previous courses.

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

The purpose of this didactic course is to prepare the Neonatal and Acute Care Pediatric Nurse Practitioner students to identify and implement appropriate health promotion and disease prevention strategies for the neonate to age 21 years. The focus is on the advanced practice nursing of individuals and families in primary care settings. Emphasis is placed on health promotion/disease prevention with strategic planning at the primary, secondary and tertiary levels of prevention. Various issues are explored pertinent to the advanced practice role.

The purpose of this didactic course is to prepare the Advanced Neonatal Nurse Practitioner student to assess, diagnose, and manage selected health care needs of neonates. The focus is on neonates and families in primary, acute, and chronic health care settings. Emphasis is placed on wellness and the pathophysiology and epidemiology underlying acute and chronic health problems.

The purpose of this practicum course is to provide opportunities for the Advanced Neonatal Nurse Practitioner student to apply concepts in select clinical settings. Focus is on advanced nursing practice with neonates and their families in primary, acute, and chronic health care settings. The emphasis is on diagnostic reasoning and decision making/critical thinking.

The purpose of this course is to provide the Advanced Neonatal Nurse Practitioner student an in-depth study of the neonate within the framework of nursing. The focus is on selected acute and chronic complex health problems of neonates in the primary, acute, and chronic care settings. Emphasis is on the interaction among health care providers in a culturally diverse environment.

The purpose of this course is to provide opportunity for the Advanced Neonatal Nurse Practitioner student to practice within an advanced nursing framework. The focus is on the role of the advanced practice nurse in the management of the neonate. Emphasis is on collaboration with other health care providers in a culturally diverse environment.

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

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

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

The purpose of this progression practicum is to facilitate student independence in the Pediatric Primary Care Nurse Practitioner 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 Pediatric Primary Care Nurse Practitioner role.

This course assists the Pediatric Acute Care Nurse Practitioner 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 Acute Care Pediatric Nurse Practitioner students' selection of a topic or phenomenon of interest for the project and will incorporate well-built questions, search strategies and outcomes, identification of resources needed, plan for evaluation and dissemination.

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

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

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

This course assists the women's health nurse practitioner 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 women's health nurse practitioner student's selection of a topic or phenomenon of interest for the project and will incorporate well-built questions, search strategies and outcomes, identification of resources needed, plan for evaluation and dissemination.

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

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

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

This course assists the pediatric primary care nurse practitioner 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 pediatric primary care nurse practitioner student's selection of a topic or phenomenon of interest for the project and will incorporate well-built questions, search strategies and outcomes, identification of resources needed, plan for evaluation and dissemination.

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

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

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

This course assists the neonatal nurse practitioner 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 neonatal nurse practitioner students' selection of a topic or phenomenon of interest for the project and will incorporate well-built questions, search strategies and outcomes, identification of resources needed, plan for evaluation and dissemination.

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

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

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

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

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.

Application of 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 on the role of the professional nurse and on the use of the nursing process with an adult-gerontology population in a variety of community based settings.

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.

This course is designed for Registered Nurse students to apply principles of research, evidence-based practice (EBP) and informatics to practice problems. The focus of the course is interpreting and incorporating research for the improvement of health care. Emphasis is on critical appraisal of research and use of data in quality improvement.

The purpose of this course is to provide students the opportunity to integrate leadership roles and functions, management strategies, 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.

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 to introduce Registered Nurse students to a comprehensive array of current issues and trends affecting nursing and health care in society. Emphasis is on the development of professional nursing contributions to the healthcare environment. The focus is on comprehending factors affecting policy generation and implementation. Prerequisites: Completion of all non-nursing prerequisites.

The purpose of this course is to continue the professional development of Registered Nurse students through initiation leadership and collaborative roles in healthcare or community settings. The course focuses on professionalism, leadership roles and functions, management strategies, and emerging trends in nursing and health care. The emphasis of the course is on the professional nurse as a leader in improving health care. Activities include a practice integrated experience application of quality improvement process to promote optimal health care delivery.

The purpose of this course is to provide students the opportunity to analyze theories and concepts related to caring for the critically ill patient across the lifespan. Content related to higher level nursing skills commonly used in the critical care setting and environmental factors affecting the care of critically ill patients will be emphasized. The role of the professional nurse in health promotion and maintenance, illness care, and rehabilitation of the critically ill will be a focus.

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 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 focus on leadership and management, and application of the nursing process theories, concepts, research, issues and trends in caring for patients in a variety of preceptorship placements in acute and community settings.

The purpose of this course is to provide Registered Nurse students the opportunity to integrate professional role characteristics with a capstone practice integrated experience. This in-depth learning activity draws on prior work in evidence-based practice, nursing role development, scientific and humanistic foundations, and collaboration. The focus is on application of principles of leadership to create a substantive activity contributing to healthcare improvement. Emphasis is on implementation and evaluation of an initiative in a selected practice setting addressing a health need or problem.

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.