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Course Criteria
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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 goal of interprofessional collaboration and education is to encourage increased knowledge of the roles and responsibilities of other disciplines, and to improve communication and collaboration among disciplines in future work settings (Institute of Medicine, 2011). This interdisciplinary course is designed to prepare students for deliberatively working together to improve the safety and quality of the health care being provided in an acute care setting in response to a community-based disaster. Technology is a critical component of interprofessional communication and teamwork. Through simulation-based patient care management scenarios, health professions' students are provided the opportunity to engage in interactive learning with other disciplines. Complex patient care management simulations form the basis for these interprofessional education experiences designed to teach the principles of team-based care, communication, patient-centered care and improving patient outcomes. The use of information systems and debriefing methodologies are incorporated to facilitate discussions across disciplines and enhance teamwork. The purpose of this course is to better prepare the future workforce to practice in a team-based environment in the event of a disaster. Course content will incorporate principles of triage, communication, roles, responsibilities, and leadership.
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0.50 Credits
The goal of interprofessional collaboration and education is to encourage increased knowledge of the roles and responsibilities of other disciplines, and to improve communication and collaboration among disciplines in future work settings (Institute of Medicine, 2011). This interdisciplinary course is designed to prepare students for deliberatively working together to improve the safety and quality of the health care being provided in an acute care setting in response to a community-based disaster. Technology is a critical component of interprofessional communication and teamwork. Through simulation-based patient care management scenarios, health professions' students are provided the opportunity to engage in interactive learning with other disciplines. Complex patient care management simulations form the basis for these interprofessional education experiences designed to teach the principles of team-based care, communication, patient-centered care and improving patient outcomes. The use of information systems and debriefing methodologies are incorporated to facilitate discussions across disciplines and enhance teamwork. The purpose of this course is to better prepare the future workforce to practice in a team-based environment in the event of a disaster. Course content will incorporate principles of triage, communication, roles, responsibilities, and leadership.
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1.00 Credits
This course will engage interprofessional students in simulation and experiential learning activities that will guide them in 1) understanding the effects of racial bias in healthcare; 2) recognizing and repairing the consequences of bias and; 3) practicing communication skills to address racial bias in healthcare relationships. Through this workshop-based course, students will learn how to identify instances of interpersonal cultural ruptures (e.g., microaggressions) stemming from implicit bias and learn ways to repair these cultural ruptures through simulation activities and the use of the calling-in tool. The communication strategies students learn and practice during the course will equip them to build strong interprofessional teams and supportive environments for patients.
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0.50 Credits
This interprofessional education course is focused on enhancing the students understanding the interprofessional care of older adults in long term care settings. Knowledge of the roles, responsibilities and collaboration between staff and older adults will be emphasized. A four-hour learning experiences will occur at a local long-term care facility.
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0.50 Credits
This course provides students with the opportunity to work on simulated interprofessional teams to learn about and address the root causes of high healthcare utilization and poor health outcomes for patients with complex health and social needs. Students will development competencies in complex care and interprofessional collaborative practice.
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1.00 Credits
Meets with MD ID 6510 & PED 6510. This course is for graduate students. Course Goals: as a result of completing (1) Students will be able to plan and prepare for a safe and ethically-guided global service and learning experiences. (2) Students will be able to describe ethical conundrums and best practices for students and trainees. (3) Students will be able to discuss personal health, safety and security during global health electives and rotations. (4) Students will be able to demonstrate understanding of qualitative research in low-resource settings. (5) Students will be able to locate and identify contextually-appropriate resources (e.g., manuals, guidelines and other resources) for global health electives and rotations in low-resource settings. (6) Students will be able to summarize the importance of post-trip assessment, evaluation and reflection in completing a well-rounded global health elective or rotation.
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2.00 Credits
Statistical methods and concepts will be introduced with a special focus on basic topics applied in clinical research. A pragmatic approach will be used to familiarize the student with the uses (and misuses) of statistics discussed in scientific journal articles, prepare the student for material covered in more depth in future courses, such as Evidence-Based Practice and Epidemiology and Population Science, but also ensure that the statistics encountered in daily life are understood. Prerequisites: Instructor Consent.
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1.00 - 6.00 Credits
This course presents an experiential introduction to the principles and practice of global health. Epidemiology and principles of public health are reviewed along with health problems, health care systems, economics, politics, and culture for the selected country. The focus of the course is active participation in a community-based participatory research project carried out in collaboration with a partnering institution in a selected developing country. Students enrolled in this course will travel abroad to work on the research project.
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3.00 Credits
This course will include a review of basic physiology of the major organ systems and an introduction to current advanced topics in physiology. It will emphasize topics relevant to the advanced practice nursing and will serve as a preparatory course for NURS 6007.
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