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Course Criteria
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4.00 Credits
This course is the first of two advanced courses that examine alterations in human physiology which lead to adaptation and/or disease throughout the lifespan. Emphasis is placed on the physiological basis for pathological changes, the clinical manifestations which can result and the basis for treatment including pharmacological management. Application to nursing student education will also be considered.
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4.00 Credits
This course focuses on evidence-based practice and the foundational knowledge necessary to support such practice. The interrelationship between theory, ethics, research, and evidence-based clinical practice will be highlighted. The course builds upon understanding of research and evidence-based practice concepts, processes, and methodologies appropriate for diverse healthcare career paths (e.g., academic, leadership, practice). Knowledge acquisition, leveling of evidence, and literature synthesis will be addressed. Translational science strategies to improve practice change implementation will be analyzed. Throughout the course, students will critique research and evidence-based practice changes. The importance of participating in and/or leading collaborative teams to improve health outcomes and support policy changes through knowledge generation, knowledge dissemination, and planning, as well as, evaluating knowledge implementation will be emphasized. Pre-Req: An education, business, or healthcare statistics course at the undergraduate (300/400 course, 3000/4000 course) or graduate level must be taken prior to registering for NURS 615. A course within the last 5 years is highly recommended.
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3.00 Credits
This course is the second of two advanced courses that examine alterations in human physiology which lead to adaptation and/or disease throughout the lifespan in the neurological, renal, gastrointestinal, musculoskeletal, and integumentary systems. Clinical manifestations, basis for pharmacological management and application to nursing student education will be emphasized.
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3.00 Credits
This course is focused on the process of leadership in (a) health care delivery systems, (b) policy at organizational and governmental levels, (c) impact of national policy on US health care delivery systems, and (d) financing and reimbursement of health care. Students will analyze ethical decision-making and key stakeholder roles in policy development. Students will examine how policies impact health care outcomes of individuals, families, and populations. This may include (but not limited to): (a) political, economic and social evolution, (b) access to medical services, (c) public and private insurance, and (d) current issues in organization and reimbursement. Fiscal, economic forces and quality impacts of policy decisions upon institutions and the health care system will be considered.
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4.00 Credits
This course focuses on the transition from expert clinician to nurse educator. The role of the nurse educator, the use of best evidence and innovations, theories of learning, models of instructional design, and more will be introduced. Teaching and learning strategies for various arenas will be analyzed. An emphasis on continually developing as a nurse educator is the pervading focus of this course.
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3.00 Credits
This course is the first of a two-course series that integrates health histories, research-based biopsychosocial assessments, pharmacology, and physiology/ pathophysiology. Concepts addressed in this course include cellular function, inflammation, immunity, infections, maladaptive processes, genetics, and fluid/electrolyte regulation. The lifespan approach will (a) strengthen the health professional's foundation for practice; (b) facilitate understanding of health-related information to teach students, patients and caregivers; (c) facilitate inter-professional collaboration; and (d) improve health care across a wide variety of settings. Students will complete health histories and physical exams using a variety of methods including digital simulation.
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3.00 Credits
This course is the second of a two-course series that integrates health histories, research-based biopsychosocial assessments, pharmacology, and physiology/pathophysiology. Concepts addressed in this course include neuronal-hormonal-metabolic regulation, ventilation-perfusion, nutrition, elimination, and multi-system organ failure including end of life care. The lifespan approach will (a) strengthen the health professionals scientific foundation for practice; (b) facilitate understanding of nursing and health-related information to teach students, patients and caregivers; (c) facilitate inter-professional collaboration; and (d) improve health care across a wide variety of settings. Students will complete health histories and physical exams using a variety of methods including digital simulation.
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2.00 Credits
The practicum early start experience allows students an expanded time frame pursuing experiential hours in the clinical setting. Practicum setting hours will be aligned with the students emphasis area of Nurse Educator or Nursing Administration and Organizational systems Leadership. Major competences in evidence-based practice, communication, professionalism, team work, organizational/educational/practice trends, industry influences, and self-assessment are integrated in the course. The course focuses on the expanded role expectations for registered nurses prepared at the graduate level.
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3.00 Credits
This course provides foundational knowledge regarding healthcare informatics and information systems. Students will learn the history and basic definitions of concepts related to healthcare informatics. Students will explore the benefits and barriers in adopting health information technology within healthcare organizations. Students will discuss how data can be leveraged from information systems to drive process changes that promote patient-centered care, patient safety, and quality improvement. The course will focus on: (a) Background and foundational information for health informatics; (b) Information systems and applications for delivery of healthcare ; (c) Participatory healthcare informatics and healthcare on the internet; (d) Life cycle of the health information system/project management; (e) User experience, standards, safety, and analytics in health informatics; (f) Governance structures, legal, and regulatory issues in health informatics; (g) Education and informatics; and (h) The future of health informatics, including international efforts and bioinformatics. Same as MHA 638
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3.00 Credits
Curriculum philosophies, methods, and processes provide a framework for planning nursing education that creates a learner-centered environment. Consideration is given to curriculum development and evaluation, and the ethics, standards and regulations guiding nursing curricula. Strategies are examined which assure a relevant curriculum/program informed by current evidence, health profession issues and societal trends.
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