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Course Criteria
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3.00 Credits
Riegel. Prerequisite(s): Permission of faculty. Millions of people of all ages live with chronic illness(es). A diagnosis of a chronic illness is a life-changing event, causing disruption and a sense of loss for many. Common early responses are stress, anxiety, depression, fear, and anger. Over time, with support and experience with the illness, many adjust. But, others report persistent feelings of loss due to physical, emotional, spiritual/existential, social, occupational, and/or financial influences of chronic illness. Those who adjust the best typically find a way to return a sense of normalcy to their lives. Loved ones and caregivers are equally affected by chronic illness and much has been written in recent years about caregiver burden. However, some individuals (caregivers and patients) report positive responses to illness, including a deepened purpose for living and a reordering of life priorities. The focus of this course is on individual responses to chronic illness- the person diagnosed and his/her loved ones. This course is intended to complement N818, which focuses on families and dyads dealing with chronic illness. In this course we will explore the major theoretical perspectives that underlie this field. The literature describing common responses of both those diagnosed and their loved ones as well as the social and cultural context that helps explain the responses of individuals facing chronic illness will be examined. Methods used to study chronic illness will be explored in depth.
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3.00 Credits
Bowles. Prerequisite(s): NURS 651, NURS 551, SYS 528, or permission of instructor. This course is designed to survey a broad range of advanced topics in the field of health informatics. Course faculty and invited speakers will provide the content for weekly meetings conducted in a blended environment (both on-line and in the classroom). Each week, students will listen to a lecture and then participate in a group discussion. Approximately half of these lecture/discussion sessions will take place in a "live" classroom, while the remainder will be available asynchronously in an online setting (i.e. using Blackboard). There will be no textbook; however each speaker will provide links to web-based resources that provide either background information or further elaboration of their topic. A group of students (depending upon size of class, probably 2-3 per topic) will take the lead for each topic, communicating with the speaker and facilitating the class discussion. As a final project, these student groups will also develop a more complete web resource for their selected topic.
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3.00 Credits
Kagan. For PhD students developing interests allied with an aging society. This doctoral seminar explores selected topics in social gerontology and consequences of advancing age in the 21st century. The examination is designed to analyze and critique social images, constructions and processes. Contemporary and historical ideas ranging from stereotypes of the dirty old man and the sweet little old lady to language of intergenerational conflict and the sandwich generation are fair game. Foundations used include classical works in social gerontology and emerging research in aging studies and related fields viewed through a critical lens built from understandings of diverse individual, familial, cultural and societal notions of aging and human experience and drawing on student and faculty background and life experience. Skills for theory and research critique as well as participant observer field work in the tradition of thick description are built to allow reflection of current representations of aging and being old in contrast to the contemporary and historical ideas gleaned from the literature.
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3.00 Credits
Tulman. Prerequisite(s): Completion of (or concurrently completing) research methods and statistical analysis course requirements in doctoral program; postdoctoral fellow; permission of instructor. For Predoctoral students, postdoctoral fellows, and advanced graduate students only. Proseminar on selected topics in quantitative design and analysis of nursing and health research. Topics will vary by semester based on the research interests of the students. In Spring 2009, topics included database construction, measurement selection, factor analysis, recruitment and sampling issues, secondary analysis, subset analysis, and hierarchical modeling.
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3.00 Credits
Designated Member of the School of Nursing Grad Group. For Nursing Doctoral Students Only. The purpose of this required one semester teaching residency is to enhance the expertise of students in the role of educator. The residency will be tailored to the student's individual learning needs. At the minimum, students with no or minimal prior teaching experience will gain a beginning level of expertise in course planning, course evaluation, dealing with difficult student situations, test construction, paper assignment construction and grading, content delivery methods, as well as other aspects of the faculty teaching role. Students with more extensive teaching experience will tailor their residences with their residency supervisor to enhance their expertise in these various areas.
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3.00 Credits
Designated Member of the School of Nursing Grad Group. For Nursing Doctoral Students Only. The purpose of this required one semester research residency is to enhance student research training early in the doctoral program by providing a mentored research experience. The residency is designed to be a tailored hands-on experience to provide students with exposure and the opportunity to participate in one or more aspects of an on-going research project. Research residencies are experiential activities designed to meet the student's individual learning needs. At the minimum, students with no or minimal prior research experience will gain a beginning level of experience on a variety of components of an ongoing research project. Students with more extensive research experience will tailor their residences with their residency supervisor to enhance their expertise in these various areas.
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3.00 Credits
Must be arranged with the written permission of the sponsoring faculty member prior to registration.
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3.00 Credits
Dissertation General Tuition
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1.00 Credits
Staff. There are no recitations or Lab sections for this course. Computers have become an essential tool in nearly all organizations; no management student's education is complete without acquiring knowledge about using computers to solve management problems. OPIM 101 provides a solid foundation in both computers and modeling for use in subsequent courses at Wharton as well as for the students professional career.The course is intended to build student skill and comfort using the computer to solve problems, teach management software tools for course work and professional life, and provide an understanding of the role of computers in modern organizations. Topics include budgeting, analytical modeling, sensitivity analysis, database management, inventory control analysis, decision analysis, optimization, neural networks, genetic algorithms, and simulation. The new course format incorporates all previous recitation material into lectures. The recitation or lab section has been replaced with an open laboratory policy that allows students to complete labs at their convenience. The open computing lab is staffed by OPIM 101 consultants during the day. Three weekly one hour lectures provide conceptual and analytical material as well as demonstrate skills using a computer that helps students to learn to solve problems using Microsoft Excel. Students complete six realistic cases playing the role of solving a problem for a client. Cases require model solutions using Microsoft Excel and an executive slide presentation of results and management recommendations using Microsoft Excel or Powerpoint. No prior background in either computers or operations and information management is expected.
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3.00 Credits
Staff. This course provides a broad-based introduction to the management of information technology focusing on three interrelated themes: technology, organization, and strategy. The goal of this course is to equip students with the knowledge and tools to utilize information systems to pursue a firm's strategic and organizational goals. The course has no prerequisites other than a general interest in the applications of information technology.
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