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Course Criteria
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3.00 Credits
This course focuses on evidence-based mental and behavioral health for individuals, families and communities across the lifespan. Emphasis is placed on patient assessment, nursing diagnosis, and current treatment modalities for patients coping with mental health disorders. Didactic content is supported by clinical practicum hours in a variety of settings dedicated to provision of mental health services. Prerequisites: Full Major status in Nursing.
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4.00 Credits
The third of three courses integrates the health-illness continuum across the lifespan, including principles of pathophysiology, pharmacology, genetics and the nursing process as a basis for clinical reasoning. Chronic care exemplars from pediatric, adult and geriatric populations focus on care of the patient across multiple settings. Prerequisites: Full Major status in Nursing.
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4.00 Credits
This course focuses on knowledge and skills for effective leadership and management of patient care in a collaborative environment. Didactic study will focus on developing the ability of students to see nursing practice as a part of a complex system. Students will examine systems thinking and complexity, development of leadership roles and skills, interprofessional communication and teamwork, and leading change in healthcare organizations. The course will examine the nurse's role in improvement science and patient care delivery, focusing on quality improvement processes, patient safety, nurse sensitive process and outcomes measures. A variety of experiences will provide opportunities to synthesize the multi-dimensional aspects of nursing and provide the environment which facilitates transition to professional nursing practice. Principles of leadership, accountability and change will be applied to clinical practice as the student begins to operationalize the professional nursing role. Prerequisites: Full Major status in Nursing.
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3.00 Credits
This course prepares students with foundational knowledge and skills for evidence-based practice in an applied learning environment. The course incorporates the principles and processes for evidence-based practice, including the application of best available evidence, clinical judgement, and patient-centered care. Students demonstrate learning through completion of program-specific evidence-based scholarly project. Discipline-specific written and verbal presentation skills are developed and refined as students generate a learning project targeted toward a specific population or clinical focus area. Prerequisites: Full Major status in Nursing.
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7.00 Credits
This course guides student transition to the role of professional nurse. Working collaboratively with a professional nurse preceptor, students synthesize acquired knowledge to deliver quality, patient-centered, evidence-based care. Students will complete 120 hours of immersive clinical with an assigned preceptor in a designated capstone setting. The remaining clinical hours may be completed through one of three pathways: ' Students may remain in the assigned capstone setting and continue to work with the assigned preceptor ' Students may remain in the assigned capstone setting and continue to work with an alternate preceptor (based on facility needs) ' Students may complete hours as a nurse apprentice with a Utah state-granted temporary Registered Nurse Apprentice license, in accordance with the policies of the hiring organization (hours must be in the RN role, with direct supervision of an RN). Prerequisites: Full Major status in Nursing.
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1.00 - 3.00 Credits
Undergraduate students work closely with a faculty mentor on a research project. In most cases the student will participate in the faculty's ongoing research. This course satisfies the elective requirement in the baccalaureate nursing program. Prerequisites: Instructor Consent.
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3.00 Credits
Restricted to students in the Honors Program working on an Honors degree. Prerequisites: Full Major status in Nursing AND Instructor Consent.
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0.50 Credits
This course introduces the foundations of interprofessional collaborative practice. Students will engage in self-directed learning with other disciplines through the exploration of values and ethics for interprofessional practice, roles and responsibilities of health care providers, interprofessional communication strategies, and the development of high functioning teams in health care. This course is designed to provide a framework for deliberately working together with other health professionals to maintain a climate of mutual respect and shared values in today's complex health care environment, with the common goal of improving patient outcomes.
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0.50 Credits
The purpose of this Interprofessional Health Science course is to provide students with learning experience in the collaborative care for patient with chronic care needs. This learning experience is based upon four competency domains identified in the IPEC Core Competencies for Interprofessional Collaborative Practice and includes: (1) Values/Ethics for Interprofessional Practice, (2) Roles/Responsibilities, (3) Interprofessional Communication, and (4) Teams and Teamwork. In addition, this course incorporates concepts of cultural competence, patient safety, health literacy, and quality improvement.
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0.50 Credits
The purpose of this Interprofessional Health Science course is to provide students with learning experience in the collaborative care for patient with chronic care needs. This learning experience is based upon four competency domains identified in the IPEC Core Competencies for Interprofessional Collaborative Practice and includes: (1) Values/Ethics for Interprofessional Practice, (2) Roles/Responsibilities, (3) Interprofessional Communication, and (4) Teams and Teamwork. In addition, this course incorporates concepts of cultural competence, patient safety, health literacy, and quality improvement.
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