Nursing

Nursing theories and conceptual models as a framework for nursing practice. Emphasis on theory building provides opportunity for original contributions to body of professional nursing knowledge. Scheduled fall semesters irregularly.

Prepares graduate level nursing students to investigate and analyze the organization, delivery, and financing of health care through the lens of a leadership role. Leadership theories and concepts are explored in relation to complex and dynamic health care challenges such as health care access, cost, and quality. Strategic planning, systems thinking, political advocacy, and interprofessional collaboration are discussed and explored within the context of the nursing leadership role. Scheduled spring semesters irregularly.

Explores the theoretical basis and application of healthcare informatics in the organization, delivery and evaluation of nursing and healthcare services. Evaluates and applies core knowledge and competencies in practice, research and patient and professional education. Scheduled fall semesters irregularly.

The course focus is on the critique of evidence to improve nursing and healthcare outcomes. Course activities are designed to prepare students for advanced practice nursing roles by integrating concepts of quality improvement and evidence-based practice.

The process of curriculum development, teaching and learning are analyzed as used by nurse educators in faculty, staff, and patient education positions. May be offered on-line. Scheduled irregularly.

Examines selected pathophysiology processes using a systems approach. Application of concepts to specific role responsibilities is emphasized. Scheduled fall semesters irregularly. (pending graduate council approval).

While immersed in the clinical setting, students in the Nurse Educator and Clinical Nurse Leader MSN tracks will use advanced clinical nursing practice and leadership skills to provide healthcare to individuals/families and develop and implement strategies to improve patient, family, unit-based, and institutional outcomes. While the focus is on direct nursing care at an advanced level, students will also learn to promote quality control measures which focus on high-quality patient-focused care, case management concepts, patient safety and evidence based practice. The clinical requirement is 180 hours.

Examines pharmacological therapies using a systems approach. Application of concepts to specific role responsibilities is emphasized. Scheduled spring semesters irregularly.

Building on physical assessment skills, students refine selected techniques and extend their competence through development of additional skills needed to acquire complete health data. Students perform advanced health examinations, use laboratory and diagnostic studies, interpret and document findings. The focus of the advanced practice registered nurse on health promotion and health restoration of individuals and families is stressed.

Focuses on the structure and function of selected health care organizations. Effective strategies in developing the role of clinical nurse leader are analyzed and their acquisition facilitated by clinical experiences. Scheduled irregularly. (6 credits; 220 required clinical hours).

The student will apply concepts and theories of advanced nursing practice to the care of patients of all ages with common acute illnesses within the context of the family system. Appropriate collection of historical data will be integrated with the biopsychosocial evaluation of clients to develop a comprehensive plan of care. Primary care and other outpatient sites will be among practice settings used. Scheduled irregularly. (3 credits class; 16 hours clinical weekly).

Focus is on individuals and families experiencing chronic and/or multisystem health alterations. Clinics, ambulatory care, and private office settings provide opportunities to make comprehensive assessments, diagnose and use advanced practice nursing strategies to treat health problems. Scheduled irregularly. (3 credits class; 16 hours clinical weekly).

Case management of individuals/families with common/major health alterations is the focus. Issues which commonly influence the role functioning of the family nurse practitioner are emphasized. Scheduled irregularly. (3 credits class; 16 hours clinical weekly).

Practicum in role of nurse educator. Experience in faculty role, responsibilities, and curriculum implementation. Individual placement with preceptor. Scheduled irregularly. May be offered on-line.

Health law is used as a framework to explore interdisciplinary legal issues and dilemmas. Health care professionals from diverse areas examine how the law affects the legal rights and responsibilities of various individuals, groups, and populations. Scheduled spring semesters irregularly.

Designed to further the knowledge and skills needed for primary care APRNs to adequately identify and manage psychiatric disorders in primary care settings, within their scope of practice.

Students design a research study in a selected area of nursing practice. Group seminar assists students to analyze and evaluate research design with faculty guidance. Scheduled fall and spring semesters.

Ongoing thesis guidance which is required of all students for thesis completion. Scheduled fall and spring semesters.

Students are required to complete an in-depth exploration of a significant area or issue relevant to the nursing profession. Scheduled fall and spring semesters. Course is taken for pass/fail only.

Identification and investigation of a student's special interest in the field of nursing.

Examines traditional values that shaped the academy and are changing in response to societal, legal and ethical concerns. Explores current dynamics affecting systems of higher education: political, social and economic trends shaping the university experience.

Course taken for pass/fail only.

Course taken for pass/fail only.

Course taken for pass/fail only.

Teaching and learning theories are examined as they apply to adult and higher education. Components of the psychology of learning are analyzed. Cultural, racial, gender and generational dynamics are discussed.

Prepares educators to identify and apply appropriate teaching methods and evaluate student learning, teacher and program effectiveness. Topics include teaching, evaluation, integration of new and emerging technology, assessment methods, interpretation, reporting, and application. SPECIALIZATION IN NURSING EDUCATION.

Doctoral learners apply concepts and theories basic to curriculum development and evaluation in academic settings. Learners analyze the influence of accreditation processes on curriculum development and evaluation.

Preparation for the nursing faculty role in a community of scholars. Topics include models of the professoriate, comparing and contrasting the role while providing the groundwork to develop a philosophy of teaching and portfolio development.

Builds upon the learners’ professional experience as educators, best practices in classroom and clinical teaching and student evaluations are explored. The legal and ethical implications of teaching/learning and the evaluative process are considered. LEADERSHIP IN NURSING EDUCATION.

Classic and contemporary leadership and management theories and concepts are analyzed with applications made to the faculty/administrative leadership roles in academic settings. Building upon professional education and experience of learners, various models, essential skills, core competencies, and best practices in leadership are explored in depth with special emphasis on leadership in academic settings.

The various leadership roles in academic nursing are examined. Classic and contemporary leadership and management theories and research in academic administration are used as a basis to discuss the leadership challenges and opportunities inherent in faculty and in administrative roles such as academic program administrator, department chairperson, director, or dean. Traditional and emerging roles and responsibilities in the various leadership positions will be explored in depth.

This synthesis experience provides multiple opportunities for doctoral students to explore, analyze and actualize the multiple roles of nurse faculty in a guided/mentored practicum. Students self-assess learning goals based on professional experience and select the guided learning experiences to meet these goals and the student learning outcomes of the course under the coaching and supervision of the course faculty member.

Prepares nurse educators to identify and apply the science of nursing education research to nursing education. Discovery and development of pedagogies for nursing education and nursing practice will be explored. Conventional, critical, feminist, postmodern, and phenomenological perspectives about teaching and ways of knowing will be analyzed.

An in-depth analysis of quantitative research designs, methods, instrumentation, data analysis and interpretation from the viewpoint of a positivistic paradigm. Emphasis is placed on rigorous designs appropriate for the assessment of outcomes in nursing education.

An in-depth analysis of the methodologies congruent with selected qualitative research traditions. Strategies for selecting appropriate research questions, sampling, data collection and data analysis plans from the viewpoint of a naturalistic paradigm are highlighted.

Learners develop knowledge and skills to effectively use statistics in different educational research designs. Topics include selection of appropriate statistical analyses including descriptive and inferential statistics. Students are also prepared to utilize statistical software packages.

Learners will be guided through the research process as they develop their dissertation proposals. By the end of the course, students produce the first draft of the proposal for the course faculty and dissertation adviser. Course is taken for pass/fail only.

Learners will be guided through the process as they await IRB approval, and begin the data collection phase. In this seminar approach, learners will work individually with their dissertation adviser. Course is taken for pass/fail only.

Learners will continue to work with their dissertation advisers as they complete the data collection phase and begin to analyze their data. Course is taken for pass/fail only.

Learners will continue to work with their dissertation advisers to complete writing the dissertation and conducting the dissertation defense. Course is taken for pass/fail only.

Offered for students who need additional time to complete the dissertation beyond NUR 816. Further, this course is repeatable until the dissertation is complete.