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Course Criteria
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2.00 Credits
This course prepares the student for the role of graduate registered nurse. Topics such as time management, malpractice, role development, lifelong learning and interdisciplinary care are addressed in an informal class setting. Theoretical information is shared through student presentations, guest speakers, lecture, case studies and small group work. Students apply and synthesize previous course content, while demonstrating accountability to self, peers, and the program while preparing for the NCLEX exam. Students identify individual learning needs and develop a learning contract to meet deficiencies. Content mastery testing is utilized to prepare students for the NCLEX exam and also to calculate student grades for the course. Prerequisites: NU 360
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4.00 Credits
This clinically based immersion experience supports objectives identified in the Senior Synthesis Seminar. Students demonstrate and utilize evidence- based research to support clinical decision- making or to question experiences they encounter during their clinical experience. Focus is on moving the student toward autonomous professional nursing practice within their clinical setting. Prior to graduation, students must identify, demonstrate and emulate the SHU nursing programs core competencies. Prerequisites: NU 360
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3.00 Credits
The first of two integrated, required nursing courses in the core curriculum of the graduate nursing programs, this course focuses on history and policy. Current practices in nursing and health care are viewed from the past and present as a way to contemplate the future. Building on a framework of critical thinking, students explore through discussion, written critiques, readings, research and class participation, the history of nursing and medicine, analysis of current policy development and implications of the past for present and future actions in nursing and health care.
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3.00 Credits
This course, the first of two research seminars, reviews nursing and health care research literature according to criteria. Course content focuses on the development of a researchable problem, integrative literature review and research design. Content, related to quantitative, qualitative and evaluative methods, is outlined. Concepts are developed to promote an understanding of the research process within the context of a research proposal.
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3.00 Credits
Builds on the content of NU 601 and begins with principles inherent to a sound research methodology. Included in the course are both philosophical and pragmatic differences between qualitative and quantitative methods of data collection and analysis. Content areas of substance include both data collection methods and analysis using computer software. Graduate students complete the methods section of the thesis prospectus during this semester.
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3.00 Credits
Focuses on ethical dimensions of clinical and administrative practice in nursing. Broad philosophical issues that have direct impact on health care are explored. Beginning with a reflection of one's own values, the course examines the philosophical basis of nursing ethics, applications of ethical principles and the ethical decision-making process. Because reflection, dialogue and critical thinking are essential to understanding ethical practices, the majority of the classes use a seminar format.
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4.00 Credits
This is the last course in the nursing sequence for the certificate in nursing education. Students apply and analyze the theories, competencies and concepts of the two previous courses in a designated role practicum experience using a preceptor. Students will be required to spend time with a preceptor in a College or staff development site. Further, the student applies theory to practice in seminar discussion and readings. Current issues and trends in health care and nursing are integrated within each topical area. Prerequisite: By permission
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3.00 Credits
This course, the first within the Family and Primary Care sequence, addresses selected family, primary care and community theories within the context of advanced practice nursing. The family system is viewed as both unique and dynamic, existing interdependently with the community and the environment, and requiring advanced nursing expertise and caring at various times across the life cycle. Emphasis is on family and community assessment strategies and the impact of various primary-careoriented health problems on family roles and functions. Relevant concepts and principles of epidemiology are applied to the current and emerging health status of families and communities. Faculty collaborate with students as they apply advanced clinical knowledge to the family system in a community setting. Students function interdependently with other health team members in the care of families, and evaluate a plan of care using standards for advanced clinical practice.
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3.00 Credits
Explores research-based theories of education, teaching, and learning. Theories will be examined for their application in a variety of settings, levels of education, and for the adult learner. Emphasis is on who the learner is and how they learn. External issues and trends impacting on nursing education are explored.
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3.00 Credits
This course prepares the student to design and implement curriculum based on evidence-based teaching/learning theory. Focus is on the process of curriculum development for an individual course including course objectives, content, learning activities, delivery of the content, and student evaluation. The role of faculty in program evaluation of the curriculum is explored.
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