College of Nursing Courses

This course introduces the financial structures that support nursing practice. The focus is on economic principles, financial management methods, and business strategies that form the foundation for balancing productivity with quality of care and designing effective and realistic care delivery systems that optimize performance, minimize costs, and enhance outcomes. Students will examine methods to evaluate costs and cost effectiveness of care using knowledge regarding health equity and diversity. This course provides graduates with the tools to plan, monitor, and evaluate the acquisition, use, and outcomes of fiscal resources for practice and program initiatives. Prerequisite: NRDNP 860, NRDNP 854.

3 credits

Study of information science concepts, principles, and methods with application in the support, improvement, and evaluation of nursing interventions, outcomes of care, and delivery systems. Focuses on the development of knowledge and technical skills to use data management systems and technological resources for decision-making, implementation of quality improvement initiatives, and evaluation of patient care technologies. Includes use of systems analysis, decision theory, and consideration of ethical, regulatory, social, health equity, diversity, and legal issues. Clinical and administrative data sources will be used to evaluate the efficacy of patient care technology appropriate to a particular area of practice. Prerequisite: NRDNP 860, NRDNP 854.

3 credits

This course is designed to present an orientation to disease as disordered physiology within integrated biological systems, mediated by cognitive, behavioral, emotional, cultural, and social determinants of health. The course provides the advanced practice nurse with a foundation for advanced clinical assessment, diagnostic reasoning, and clinical decision-making in the management of common, episodic, chronic and heritable/genetic conditions. Pathophysiological mechanisms of disease, including signs and symptoms of prototypical illnesses, variations in expression, and selected screening/diagnostic evaluative methods will be discussed with an emphasis on attainment and maintenance of full health potential as a goal of health equity. Prerequisite; Graduate standing.

3 credits

This course focuses on the knowledge and application of advanced pharmacotherapeutic principles organized in a system-based approach, to prepare students to design individualized pharmacotherapeutic plans for disease prevention and commonly encountered illnesses, demonstrating an understanding of drug classes, individual drugs, and complementary alternatives. Methods for screening, risk stratification, and monitoring for clinical effectiveness will be addressed. Emphasis is placed on pharmacodynamics, pharmacokinetics, pharmacogenomics and biochemical pathways as the basis for understanding the mechanism of drug actions. Side effects, contraindications, and toxicities, as well as factors relating to adherence, compliance, patient education and collaborative practice are discussed to facilitate safe practice and promote successful patient outcomes to achieve and maintain full health potential. Rationales for therapeutic choices are based on current, evidence-based clinical practice guidelines with consideration to special variables affecting selection of drug therapies such as age, gender, reproductive status, ethno-cultural variations, provider biases, financial, social determinants of health, and personal preference. Special attention is given to professional practice including statutory regulations related to prescribing. There is an additional emphasis (not less than 15 hours) on prescribing controlled substances, including but not limited to use of controlled substances for pain management, impaired provider recognition, recognition and management of substance use disorders, medication assisted therapy for substance use disorders (not less than 8 hours of course content regarding substance use disorders and medication assisted therapies for substance use disorders). Students utilize problem-solving skills and current point of care technology as a means to integrate pharmacological principles with clinical guidelines to plan safe and effective care for patients with acute and chronic clinical conditions. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854.

4 credits

This course incorporates the study of knowledge and principles of organizational leadership and advanced communication, mentoring, and team building skills that improve quality of care delivery, health outcomes, and safety of patient populations. Examination of consultative and leadership strategies that facilitate intra- and interprofessional collaboration that promotes equity in diverse populations (toward common goals and outcomes). Students will analyze effective strategies for the resolution of ethical and legal issues in the delivery of care. Students will synthesize knowledge from ethics, organizational, leadership, and communication theories with nursing science as a framework for organizational assessment, diagnosis of systems issues, and facilitation of system-wide practice initiatives. Graduates will be prepared to assume leadership in addressing complex practice and organizational issues. Prerequisite: NRDNP 854, NRDNP 860.

3 credits

With a focus on role integration, students synthesis knowledge from previous courses to solidify the nurse practitioner role within their population foci. Students will further develop the unique role of the advanced practice nurse as part of, and potential leader of, an interprofessional team. Through continued clinical experience, students demonstrate increased responsibility and accountability for performance as an advanced practice nurse and clinical scholar, synthesizing knowledge of pathophysiology and disease management, evidence-based guidelines, anticipatory guidance, models of provider-patient communication, and provision of educational resources. Combined with awareness of social determinants of health, health disparities, and ethics, they will become competent at designing holistic, patient-centered plans of care. Preparation for certification and licensure will be discussed. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865, NRDNP 866, NRDNP 708. 7 semester hours.

7 credits

In this course, students will study organizational and management theories and evidence-based research that guide effective organizational and policy development, as well as advanced practice. Emphasis is placed on the study of organization structures and processes in delivery of health care and related health programs. Major functions of management (planning, organizing, and directing and controlling, root cause analysis) are examined, including the principles and processes of risk management and continuous quality and patient safety improvement, impact of health disparities and diversity, measurement and management of organizational effectiveness and effects of organization development on costs and patient outcomes. As an organization is a microcosm where many different social and cultural factors intersect, it is imperative to be proficient in recognizing and functioning effectively as an advanced practice nurse within the organization's cultural beliefs, practices, resources and needs represented while attending to and advocating for its consumers and the community. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865, NRDNP 866, NRDNP 708, NRDNP 848B.

3 credits

Study of advanced clinical assessment and reasoning skills through the lifespan with emphasis on differentiating normal from abnormal findings in the domains of physical, psychosocial, behavioral, and genetic assessments. Practice of age-appropriate developmental, psychosocial and behavioral screening as well as anticipatory guidance for patient encounters including health teaching skills for common illnesses, behavioral health disorders and disease prevention. Students refine and strengthen increasingly complex skills in listening, history taking, screening, documentation, and clinical and diagnostic reasoning utilizing fair, inclusive, and respectful treatment of all people. Prerequisite: NRDNP 838, NRDNP 860, 3 semester hours.

3 credits

This course builds on the foundational skills acquired in Advanced Clinical Assessment and Reasoning A, delving deeper into advanced clinical assessment and reasoning across the lifespan. Students will enhance their ability to differentiate between normal and abnormal findings in physical, psychosocial, behavioral, and genetic assessments. Emphasizing age-appropriate developmental screening and anticipatory guidance, this course prepares students for well visits and health education related to common illnesses and disease prevention. Through hands-on practice, students will further refine their skills in listening, history taking, screening, documentation, and clinical reasoning, while fostering an inclusive and respectful approach to patient care and actively addressing biases and stereotypes in clinical settings.

3 credits

This course provides the foundation for evaluating current evidence-based research and practice to develop a quality improvement project, implementing evidence of best practices after a thorough search of the literature and other evidence, and formulating a cogent argument of need based upon a critical appraisal. Guided experience of the critical appraisal process provides the foundation for determining best practices, solving practice problems, insuring patient safety, and considering health disparities. Emphasis will be placed on integration and dissemination of new knowledge and the effect on equitable health outcomes. Graduates will be prepared to provide leadership for designing, implementing and evaluating quality improvement projects and safety initiatives to guide practice and improve outcomes. Prerequisite: NRDNP 860, NRDNP 854, NRDNP 856.

3 credits

This course provides an overview of epidemiological and biostatistical methods for use by clinical practitioners to enhance the quality of healthcare practice. The focus is on common study designs found in descriptive, observational, and experimental research, as well as measures of association and procedures for data collection, management and analysis. It provides an opportunity for students to apply descriptive and inferential statistics to explore, analyze and disseminate aggregate health data. The course also highlights methods for the design, implementation and evaluation of evidence-based changes in clinical practice. The utilization of data to examine variability and disparities in population trends, practice patterns and systems of care is also emphasized. Prerequisite: Graduate standing.

4 credits

This course further builds on the principles of neuroscience in the treatment of mental health disorders. Psychotherapeutic interventions and psychopharmacologic treatment will be explored with emphasis on their neurobiological impact. The course will provide the licensed advanced practice nurse with the knowledge to develop individualized and family treatment plans with integrated modalities for psychiatric and mental health disorders across the lifespan. Prerequisite: Graduate standing and previous APRN Advanced Pharmacology course.

3 credits

This course provides the student with the opportunity to synthesize previous learning about the implementation and evaluation of system level change through the full development of an evidence-based practice improvement project. The project is a culmination of the knowledge gained in the DNP coursework with the primary objective of improving healthcare outcomes in the practice setting. These evidence-based projects may include changes in the healthcare delivery system, organizational changes that impact healthcare at the local, regional and/or national level, or legislation and health care policies that reduce healthcare disparities. The DNP project requires student engagement in partnership building with interprofessional colleagues, consumers, and/or faculty to examine a clinical question or issue that involves translating evidence to everyday practice in health care systems, and ultimately informs and influences health care delivery and health equity. Integral to the project is a strong evaluation component and the preparation of a manuscript that will be submitted to a professional journal for publication consideration. In addition, emphasis will be placed on ethical considerations and human subjects protection through the process of fully developing and submitting an Institutional Review Board (IRB) application. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865.

3 credits

The focus of the first clinical course is on novice-level assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound healthcare decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of provider-patient communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci at the novice level to assess, diagnosis, and manage pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines. NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842. 6 semester hours.

6 credits

The focus of the second clinical course is on the advanced-beginner-level of assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound healthcare decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of patient-provider communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci at the advanced beginner level to assess, diagnose, and manage pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864. 6 semester hours.

6 credits

The focus of the third clinical course is on developing competence in the assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound healthcare decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of patient-provider communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci to develop competence in assessing, diagnosing, and managing pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865. 6 semester hours.

6 credits

This course presents advanced concepts in neuroscience across the lifespan with psychiatric disorders. The course includes concepts of neuroanatomy, neurophysiology, and the application to psychiatric disorders. The concepts of epigenetics and neurotransmission will be explored in relation to how these factors influence the development of symptoms in patients with psychiatric disorders. Prerequisite: Graduate standing and previous APRN Advanced Pathophysiology course.

2 credits

This course introduces students to the foundational processes of developing a Doctor of Nursing Practice (DNP) project by applying systems theory, evidence-based frameworks, and analytical methods to identify, substantiate, and communicate a practice problem within a healthcare organization. Emphasis is placed on selecting an appropriate clinical site, developing professional communication skills for engaging site mentors and organizational leaders, and framing a problem within the broader context of system, population, and organizational goals. Students will use quantitative and qualitative data to describe a phenomenon and problem of interest, quantify the magnitude of the problem, and conduct root cause analyses to uncover contributing factors. Benchmarking against national, global, or guideline-based standards will be used to illustrate gaps between expected and actual performance. The course also examines the evidence-based practice (EBP) model that informs the DNP curriculum. Clinical guidelines are used to contextualize the problem and understand gaps in expected practice. By the end of the course, students will have faculty-approved problem statements, root cause analyses, and site mentor alignment, establishing a clear foundation for their DNP Project.

3 credits

In this introductory course, students will learn about models of care in hospice and palliative care, the patient/family-centric model of palliative care, the interdisciplinary team concept and regulatory aspects of these practice models. Focus is on the value of palliative care as a basic human right and the care of individuals with life-threatening, progressive illnesses, emphasizing respect for patients' and families' beliefs, values, and choices. Students explore psychosocial and spiritual dimensions of palliative care. The historical, sociocultural, economic, legal, and ethical trends in palliative care will be discussed. Factors affecting health care systems and societal attitudes are considered in evaluating the delivery of care during advanced illness and at the end of life. Students will acquire competencies in patient/family assessment, communication, decision-making, and interdisciplinary collaboration in palliative care. Prerequisites: Graduate standing and previous APRN Advanced Pathophysiology course.

3 credits

This course uses the framework of nationally recognized standards and guidelines for palliative and end-of-life care. Using an evidence-based approach towards systematic assessment and management of common symptoms and co-morbidities accompanying progressive, life-limiting illnesses both pharmacological and non-pharmacological interventions will be evaluated. Students will apply principles of palliative management to develop and implement treatment plans to diverse patient populations across the lifespan in clinical settings including acute, primary, long-term, and community care. Prerequisites: Graduate standing and previous APRN Advanced Pathophysiology course.

3 credits

This elective clinical experience focuses on the evaluation, diagnosis, and management of patients with serious illness and their families. Students will work closely with preceptors (palliative care providers, PA, NP, or MD) working as part of a specialty palliative care team. Throughout the clinical experience, students will have opportunity to work with interprofessional members of the palliative care team including, but not limited to, social workers, chaplains, art therapists, bereavement coordinators. This lifespan in palliative care clinical experience will be customized based on the student primary track/ certification, background, and individual goals for this experience. Students will be given opportunity to complete inpatient history and physical exams, assist with consultations, and evaluate and manage patients under the care of the palliative care team, part of a palliative care consulting service, or with a stand-alone palliative care provider. This may be in-person, or via telehealth. Advanced communication tools and additional resources will be incorporated during this experience as well. 1. Collaborate with the seriously ill patient, family, and interprofessional healthcare team from the time of diagnosis, to develop, manage, and coordinate a culturally-sensitive, patient-centered, family-focused, and evidence-based plan of care across care transitions, through bereavement, and through the appropriate use of technology. 2. Appraise the patient's and family's needs and desires with multiple system variables, such as efficacy, cost, and safety when creating therapeutic interventions and regimens. 3. Integrate local, community and national palliative and hospice care resources as an adjunct to care in the management of serious illness and advocate for access to these services across all settings. 4. Integrate new technologies into clinical practice to expand the access of palliative care to rural and underserved areas. 5. Demonstrate development of own professional role in specialty palliative care nursing. Must be enrolled in NRDNP 874/875 PCM 1/2 or have successfully completed either course; if BSN-DNP student, must have successfully completed NRDNP 856, Advanced Clinical Assessment and Reasoning. 1 - 20 variable semester hours.

1 credit

This multi-semester intense clinical or administrative experience enables synthesis of the cumulative knowledge from nursing, biophysical, psychosocial, analytical, and organizational sciences. Students demonstrate increasing competency in nursing administration, population focused primary care, or specialty care. Students integrate theoretical perspectives with evidence-based knowledge, as they collaborate with intra/interprofessional teams. Residency includes implementation and evaluation of an evidence-based, scholarly practice improvement project in an area of advanced practice in partnership with a selected agency or organization that solves a practice problem or improves population health, educational, or performance outcomes. Students develop and present a poster to faculty and peers describing outcomes of their scholarly improvement project and prepare a manuscript suitable for submission to a peer-reviewed journal. During Residency, students will synthesize and apply the Cultural Effectiveness Model to their project and clinical or administrative practice. Prerequisite or Corequisite: NRDNP 862 & Post-BSN DNP Student Prerequisite: NRDNP 864, NRDNP 865, NRDNP 866, NRDNP 848B. 1 - 10 variable semester hours.

1 credit

The purpose of an independent study is to provide an opportunity for a student to have an individualized learning experience under the direction of a faculty member. An independent study is designed to supplement required course work with learning which is either an extension of that covered in a course or in an area not covered in an existing course, or to provide an opportunity for research in an area of the student's interest. 1-6 variable semester hours.

3 credits

This course equips students with the skills necessary to develop, evaluate, and provide leadership in improving the health of the public through health policy development and the education of policy makers regarding nursing and patient outcomes recognizing the critical need for health equity in services and outcomes. Students will evaluate the health policy making processes and the disparities in both the U.S. and international health care delivery systems. Students will use policy theory to critically evaluate the current and historic policies, laws, and financial incentives that affect health care delivery and nursing practice. They will explore how health services research can motivate change in public health and policymaking. They will apply principles of organizational change, cultural effectiveness and evaluate components of leadership necessary for public health improvement. Students will participate in a selected health policy-making process. Prerequisite: NRPHD 801, NRPHD 730, NRPHD 738, NRPHD 750, NURSU 740, NURSU 807, NRPHD 746, NRPHD 752, NRPHD 734. These pre-reqs are not correct. The only pre-req is graduates standing.

3 credits

PhD candidacy is defined as that period in a doctoral student's studies when she or he is deemed ready to undertake independent and original research resulting in a dissertation. The transition to PhD Candidate is a milestone in the PhD program. The activities in this course are intended to represent the student's: (a) mastery of the content of the doctoral program curriculum, (b) readiness to conduct independent research, and (c) transition the PhD student to a future oriented mindset for career planning. This transitional stage will support planning strategic career development and research activities for implementation during candidacy to prepare for transition to a novice investigator at program completion. Learning and evaluation activities during the transition to candidacy semester will be conducted in collaboration with and evaluated by the student's dissertation committee. This is a Pass/Fail course. Prerequisite: All Required Core Coursework

4 credits

This course examines the ethical aspects of the conduct of research, primarily from the Belmont Report, as they apply to diverse vulnerable populations. This course is designed to provide an analysis of ethical aspects of conducting research with vulnerable populations. Students will identify and analyze ethical dilemmas related to equity, inclusion, and bias that may contribute to disparities in human subjects research. Students will propose resolutions to these dilemmas that will facilitate the research while protecting the rights of the subjects/participants. Prerequisite: Enrollment in CON PhD program or permission of Instructor.

1 credit

This course to provides a survey of descriptive and inferential statistics commonly used in nursing research and a working knowledge of these statistical methods and their applications. This course is intended for graduate and PhD students in the College of Nursing but would also be of interest to graduate and PhD students in other clinical areas. Topics include measures of central tendency and variation, frequency distributions, confidence interval estimation, comparison of means and proportions, correlation, and simple linear regression, one-way analysis of variance, and chi-square tests. Prerequisite: Graduate Standing.

3 credits

This course aims at synthesizing the student's research interest and course work leading towards the dissertation. Students focus on their dissertation topic, developing aims, hypotheses, and their research plan, including analytical approaches while addressing diversity, equity, disparities and vulnerable populations as appropriate. Course activities will facilitate critical reflection on issues of equity, inclusion, and bias related to the study sample. Students work in groups as they develop their dissertation proposals, critiquing others and learning to value constructive critique themselves. In addition students work closely with their chair and committee throughout the semester. The final project of this course will be an oral defense of the dissertation proposal. Prerequisite: Students are expected to come prepared knowing advanced research study designs, theory and quantitative and qualitative methods. In addition, students need to develop their aims with the help of their committee prior to the start of the course, during the Fall Learning Intensives. The goal should be to finalize the aims prior to the start of the course. (3,0,0)

3 credits

This course prepares the doctoral student for independence in various aspects of the research process through mentorship with a scholar, preferably in the student's area of interest. The student develops a mentored research contract with a scholar and explores various aspects of the research process such as: examining a specific research question; collection of preliminary or formative data to inform the student's dissertation study; assist scholar with recruitment/IRB/consent/data entry process may be similar to the population or methods that will be used in the student's proposed dissertation; development of scholarly papers/reviews that show gaps in the literature; instrument testing; developing recruitment plans; data management; coding and interpreting data; analysis of an existing data set; and/or preparation of a manuscript. Oversight of the relationship and deliverables for the mentored research contract will be provided by the Course Coordinator to help overcome any barriers to progress and facilitate completion of objectives. Students will be required to submit a timeline of scheduled meetings and project milestones to both the Course Coordinator and Mentor.Pre- and co-requisites: NRPHD 801: Advanced Quantitative Research Methods, NRPHD 819: Advanced Qualitative Research Methods, CITI training.

3 credits

This elective course will provide students with the opportunity to work with a faculty member in order to explore the role of educator. Students will identify their learning needs and specific activities will be designed with the faculty mentor. Prerequisite courses: NURSM 703 Instructional Processes and NURSM 615 Online Methodologies (to be taken in that order).

3 credits

This course provides an overview of advanced quantitative methods used by nurse scientists along with an in-depth examination of relationships between and among variables central to answering questions and hypothesis through experimental design. Course content includes essential steps in designing quantitative methods for a research proposal. Experimental, quasi experimental, and non-experimental designs are covered, along with sampling and data collection in quantitative research. Rigor and validity in quantitative research are emphasized along with an overview of processes of quantitative data analysis, clinical significance, and interpretation of quantitative results. Students will develop a quantitative-focused Specific Aims page and proposal outline by the end of this course. Pre-Requisites: NRPHD 815: Design & Methods of Scientific Inquiry

3 credits

This course builds on Applied Statistical Methods for Nursing Research (738) and is designed to provide a conceptual background and applied use of advanced statistics that are appropriate in nursing and health science. The purpose is to interpret the results of research studies that have utilized such methods, and for students to be able to apply these analytical methods to their own data analyses in health care research. The advanced statistical methods covered include: multiple linear regression, logistic regression, and factor analysis. Students will implement these analyses with SPSS statistical software using research datasets. At the end of the course, students are expected to be able to identify and carry out an appropriate statistical analysis and to interpret and report results through statements of statistical and clinical conclusions with an emphasis on cultural variations, diverse populations, and potential for describing disparities. This course is intended for graduate and PhD students in the College of Nursing but would also be of interest to graduate and PhD students in other clinical areas. Prerequisite: NRPHD 738.

3 credits

The course provides students with a historical and contemporary assessment of the central philosophical and theoretical issues concerning the nature of science, the patterns of knowing and knowledge development, and philosophy of science in nursing. Philosophy of science is explored through critical analysis of competing philosophical worldviews/paradigms, the underlying epistemological and ontological assumptions, and implications of diverse approaches to knowledge development in nursing science. The course considers historical and contemporary conceptual and theoretical underpinnings of nursing and related sciences. Students are guided to contemplate the philosophic assumptions upon which specific theories are based and how the nature of the research problem and theory guides the choice of research method. Students are also guided in the process of the identification of key theoretical concepts and relationships for their own planned research.

3 credits

This course provides foundational skills and knowledge on which students will build throughout the program of study to become successful scholars in nursing science. Emphasis is placed on understanding the nursing science field and the role of the nurse scholar in the context of team science, particularly pertaining to endeavors toward addressing health disparities and health equities. Course activities will facilitate development of a formative research trajectory and skill building for scholarly pursuits. Pre-Requisites: Graduate Standing

3 credits

This introductory course supports development of students' foundational understanding of research design and methodology prior to enrollment in subsequent advanced scientific methods courses. The course provides students with a comprehensive introduction and overview of research concepts, study design, and methodological approaches, including quantitative, qualitative, and mixed methods. Course activities will facilitate a broad understanding of the fundamental concepts of research and design approaches. Pre-Requisites: Graduate Standing

3 credits

This course provides students with an overview of contributions to the fields of symptom and self-management sciences through exploration of key concepts, theoretical underpinnings, and models of care related to the complexity of chronic conditions. Specific to their own areas of discovery students will explore targeted self-management intervention research and programs delivered in various settings, and outcomes on symptoms. Course activities will facilitate an advanced understanding of lifespan and developmental considerations for students' specific populations. Pre-Requisites: Graduate Standing

1 credit

This course is designed as a survey of qualitative research methods in the development of nursing and health science. The course includes epistemology, philosophical assumptions, issues in the research planning process related to qualitative research methods, differentiation among types and purposes of qualitative study designs, and methods for data collection and analysis. The course attends to ethical issues unique to qualitative research. Pre-requisites: NRPHD 815: Design & Methods of Scientific Inquiry

3 credits

This course provides students with an overview of contributions to the fields of patient and community engagement in research through exploration of key concepts, theoretical underpinnings, models, and principles of engagement that promote collaboration throughout the research process in various healthcare delivery settings. Specific to their own areas of discovery, students will explore strategies of research and programs delivered in various settings to improve quality of care and clinical outcomes. Course activities will facilitate a better understanding of patient and community engagement considerations in health care research settings for students' specific populations. Pre-Requisites: Graduate Standing

1 credit

This course draws upon an interdisciplinary body of scientific literature to explore and critically analyze theoretical conceptualizations and models of health and health behavior as a basis for nursing research. Course activities facilitate exploration of the application of theory in the iterative process of scientific inquiry from knowledge generation through implementation. The course promotes identification of underlying concepts and theories that will serve as the basis of conducting research in a focused area, including relevant social determinants of health and health disparities and their relationship with health behaviors and health related outcomes. Students conduct a theoretically guided synthesis of the literature related to a selected phenomenon of interest to identify potential gaps in knowledge and directions for future research. Course Prerequisites: NRPHD 811 Philosophical and Theoretical Underpinnings of Nursing Science and NRPHD 813 Foundations of Scholarship in Nursing Science.

3 credits

This course provides in-depth study of the major techniques of quantitative measurement used in nursing research. Research techniques related to data collection by physiological instrumentation, observation, interview, and questionnaire are explored, as well as how they are adapted for use in different target populations. Reliability, validity and common types of error are also covered in depth. Students will evaluate measurement and instrumentation in published studies. Students will gain practical experience in measurement within their area of interest. Course Prerequisites: NRPHD 801 Advanced Quantitative Research Methods.

3 credits

This course provides students with an overview of contributions to the fields of dissemination and implementation science through exploration of key concepts, theoretical underpinnings, and methods for translating research into practice and dissemination of best practices. Specific to their own areas of discovery students will explore evaluation frameworks and research on programs delivered in various settings, reporting implementation and clinical outcomes. Course activities will facilitate a better understanding of specific research considerations for conducting studies which evaluate both implementation and clinical outcomes. Pre-Requisites: Graduate Standing

1 credit

This course introduces mixed methods research, integrating concepts and approaches in the design, implementation, dissemination, and evaluation of clinical and health related research. Course content focuses on pragmatic considerations and foundational issues of integrating mixed methods throughout the development and assessment of interventions, variations in definitions associated with multi-method and mixed methodological designs, and strategies for integrating mixed methods throughout various stages of the research process. Course activities will facilitate an understanding of mixed methodological design approaches and use in health research and provide opportunities for applying integration and analytical skills. Course Prerequisites: NRPHD 801 Advanced Quantitative Research Methods and NRPHD 819 Qualitative Research Methods.

3 credits

This course builds upon foundations constructed in the previous theory courses to further explore and develop the theoretical foundation of a research question and problem. Course activities facilitate students' identification and understanding of theoretical perspectives appropriately aligned with a specific research problem, resulting in a synthesis document that shapes their area of inquiry. Emphasis is placed on developing a theoretical approach that takes into consideration the social and cultural variations and needs of diverse populations. Successful completion of the course requires students to produce a publishable review manuscript that provides a synthesis of the research literature on the selected research topic. Pre- requisites: NRPHD 823: Analysis & Application of Theories, Frameworks, and Models

3 credits

This course provides students with an introduction to methodological, ethical and practical approaches to design, implement, evaluate and disseminate evidence- and theory-based interventions. The importance of development of intervention protocols will be taught with reference to social determinants and cultural tailoring for diverse individuals/populations. Course activities will facilitate a better understanding of a selected intervention model specific to the student's focal area of research interest. Course Prerequisites: NRPHD 801 Advanced Quantitative Research Methods, NRPHD 819 Qualitative Research Methods.

2 credits

This course is designed to teach students to apply appropriate study design and associated methods to fit their research interest. Students are expected to begin this course with a defined dissertation research topic, a research question, a supporting literature review, and proposed methods. This course will explore the next steps of the research process, to further develop methods for conducting the research. This will include refining the research question, specific methods, study implementation, and human subjects protections. Course Prerequisites: NRPHD 819 Advanced Quantitative Research Methods, NRPHD 819 Qualitative Research Methods.

3 credits

This 3-credit elective course guides students through exploration of broad dimensions of the nursing workforce and its influence on healthcare systems and patient outcomes. With a strong research focus, course content supports a comprehensive analysis of the nursing workforce, examination of factors influencing workforce trends, and potential strategies for supporting the nursing workforce including building an adequate supply of nurses; creating safe, empowering, and healthy work environments; and organizational and public policy affecting the workforce, and ultimately quality and safe delivery of health care. By the end of this course, students will have foundational knowledge to conduct empirically informed nursing workforce research.

3 credits

Mentored Special Topics is an elective course that allows students to choose a specific topic area of study and develop a personalized learning experience in collaboration with a dedicated faculty mentor. Upon enrollment in the course, the student and faculty mentor will complete a learning plan including learning goals and objectives, activities and tasks, timeline, and outcomes and deliverables. Course credits are determined based on a ratio of 1 credit per 4 hours/week course workload as outlined in the learning plan. The learning experience is intended to foster intellectual curiosity, critical thinking, and scholarship skills related to a specific area of interest not covered in other course work.

3 credits

This 3-credit elective course provides students with an introduction to the complex process of developing theory- and evidence-based interventions, translating research into practice, and effectively disseminating findings across a variety of settings. Course content guides exploration of the theoretical, methodological, ethical, and practical approaches to design, evaluate, translate, implement, and disseminate interventions, including consideration of social determinants of health and cultural tailoring for diverse individuals/populations. Upon completion of this course, students will have foundational knowledge to inform application of principles of development, empirical testing, implementation, and dissemination of theory- and evidence- based interventions specific to the student's area of research interest.

3 credits

This 3-credit elective course provides students with an overview of models of hospice and palliative care, the patient/family-centric model of palliative care, the interdisciplinary team approach, and regulatory aspects to inform research in palliative care that considers the needs of diverse patient and care provider populations. Course content guides exploration of historical, sociocultural, methodological, and ethical trends in palliative care research, including identification and measurement of culturally appropriate functional and psychosocial palliative care outcomes. Students will explore the current state of the science, specific to their own areas of research, to identify gaps in the palliative care evidence base for a population of interest. Upon completion of this course, students will have foundational knowledge of strategies to engage in research to advance the scientific understanding of the palliative care needs of patients and families living with serious illness.

3 credits

This 3-credit elective course provides students with an overview of patient and community engagement in research as a strategy for addressing health disparities and advancing health equity. Course content guides exploration of key concepts, theoretical underpinnings, models, and principles of engagement that promote diverse stakeholder partnership throughout the research process in diverse settings. Specific to their own areas of discovery, students will explore strategies of community engagement in research to improve healthcare and health outcomes in a population of interest. Upon completion of this course, students will have foundational knowledge of strategies to engage in community-driven research, contribute to the development of policies focused on health equity, and advance the scientific understanding of the healthcare needs of historically marginalized and under resourced populations.

3 credits

This course provides students with an overview of contributions to the fields of technology science through exploration of key concepts, theoretical underpinnings, and application of various technologies to improve access to care, consumer adoption and satisfaction, and health-related outcomes. Specific to their own areas of discovery students will explore various technologies used to promote health care, theoretical models and frameworks for the application and evaluation of technologies, practical considerations in the use of technology with different populations, and health-care related outcomes. Course activities will facilitate a better understanding of technologies used to promote healthcare and processes for improving reach, adoption and sustained use of technologies by providers and patients. Pre-Requisites: Graduate Standing

3 credits

The research practicum builds on foundational knowledge and skills related to mentored research acquired in NRPHD 848. This course is intended to provide students with supervised hands-on, practical experience with an active research project. While the research practicum may not expose students to the specific population or problem they will study in their dissertation, the skills and competencies mastered will prepare students methodologically to conceptualize, refine, and carry out their dissertation research. Throughout the practicum, students will work closely with their research mentor(s) on mutually determined research activities (average 4 hours per week) such as IRB submission, participant recruitment and screening, data collection, data analysis, interpretation of results, dissemination, research team building, scientific communication, grantsmanship, and scholarly writing. Activities may be based in the research mentor's active studies or in a small project related to the student's area of research or desired methodological skill set. Activities based in projects located outside the college must be coordinated and approved by the student's research mentor. The student and research mentor work together to determine goals, objectives, and deliverables that will be used to evaluate performance.

1 credit

The research practicum builds upon work initiated in NRPHD 846 Mentored Research Practicum 1. Throughout the practicum, students continue to work closely with their research mentors on mutually determined research activities (on average of 4 hours per week). Activities may be based in the research mentor's active studies or in a small project related to the student's area of research. Activities based in projects located outside the college must be coordinated and approved by the student's research mentor. The student and research mentor work together to determine goals, objectives, and deliverables that will be used to evaluate performance. Students will be expected to present on the work accomplished during the practicum at Learning Intensive 3.

1 credit

This facilitated course merges didactic content and hands-on experiences to equip doctoral students with a comprehensive foundation in the role of a professional scholar, mentorship, scholarly thinking and communication, and practical skills in the conduct of research. Through a combination of theoretical instruction and application, students will apply didactic content in foundational principles of mentorship as they initiate and maintain productive relationships with a mentor, effectively utilizing their guidance to enhance research outcomes. Students work with a mentor throughout the course to develop a plan for research experiences that will be initiated during this course and carried through the subsequent two Mentored Research Practicum courses. Emphasis is placed upon mastering critical skills and competencies essential for execution of the student's dissertation study (e.g., IRB submission, participant recruitment, data collection, data analysis, interpretation of results, dissemination, research team building, scientific communication, grantsmanship, scholarly writing, etc.). Activities may be based in the research mentor's active studies or in a small project related to the student's area of research. The student, course coordinator, and research mentor work together to determine goals, objectives, and deliverables that will be used to evaluate performance and successful mastery of course content.

2 credits

This elective course provides students with the opportunity to gain additional hands on experience with research skills such as subject recruitment, outcome testing, interrater reliability, interviewing, and data entry, analysis, and management. The student's personal goals and interests will be identified and linked with those of a faculty mentor in this interactive experience. Specific activities will be designed with the faculty mentor. The student and faculty mentor must complete a Mentored Research contract form and receive approval from the Program Director prior to the student enrolling in the course. Prerequisites: Graduate standing and approval of Program Director

3 credits

The dissertation course provides students, who have entered Candidacy, the structure to complete the dissertation research requirements. During NRPHD 990, students conduct the dissertation study, develop the dissertation compendium, and finally defend the doctoral dissertation, while maintaining the rigor of their proposed research and acting responsibly in the conduct of research. Procedures for conduct of dissertation research, the dissertation compendium and the final defense are detailed in the PhD Guidelines. A total of fourteen (14) credit hours of NRPHD 990 are required. Credits above that amount may be required, at 3 credits per semester, until the dissertation work is completed. Prerequisite: All Required Core Coursework

1 credit

This course introduces students to best practices for teaching online from course development and evaluation to application of principles of interface design. Learning theories, cognitive science, and strategies to promote student persistence will be applied to online/blended teaching methods to motivate and support diverse learners. Students will be introduced to a learning management system from the educator perspective and participate in online course management activities. Technology to support various learning styles in the online environment will also be addressed. Prerequisite: NURSM 703 and NURSM 713

3 credits

This course provides the theoretical foundation and practical application of educational concepts for teaching. Students will be introduced to learning theories, evidence-based instructional methods, and evaluation strategies to enhance learning outcomes of diverse learners in the classroom and clinical settings. The unique learning needs of traditional and non-traditional students, learning styles, generational differences, and diversity will be addressed within the context of course design. Students will be introduced to the role of the nurse educator as change agent, leader, and scholar. Expectations of the faculty role, which include teaching, scholarship, and service will also be addressed. Prerequisite: Graduate standing.

3 credits

This course introduces students to the theoretical foundations, essential components, and accreditation standards for curriculum development at the program level. The role of outcome competencies is addressed as they apply to the development and evaluation of an educational program to meet society's diverse healthcare needs. Models of systematic program evaluation that incorporates accreditation or other outcome standards will be analyzed. Prerequisite: Instructional Processes. Prerequisite: NURSM 703

3 credits

In this first capstone course, students will lay the groundwork for their clinical needs assessment thesis by identifying a meaningful problem within a healthcare practice setting. Using an evidence-based practice approach, students will learn how to define a problem and support its existence using organizational data; explore its clinical relevance; assess its significance using local, state, and national data, stakeholder input, and clinical observation; and identify why the problem exists through conducting a root cause analysis. Emphasis is placed on developing an evidence-based approach to problem resolution, including conducting a comprehensive literature review and then applying structured appraisal methods to determine the strength and level of evidence. Students will analyze systems-level influences, apply an evidence-based practice framework, and construct a well-defined aim and methodology for the assessment that align with ethical principles of conducting quality improvement or evidence-based practice. By the end of the semester, students will have submitted a formal thesis proposal and secured necessary approvals, positioning them for implementation in the following semester.

3 credits

In the second Capstone course, students will execute their approved clinical needs assessment using the methodology and tools developed in Capstone 1. Emphasis is placed on employing an ethically based and rigorous data collection, analysis, and synthesis of findings in relation to the identified problem and the literature. Students critically interpret the results to determine underlying barriers and opportunities for improvement, culminating in practical, evidence-informed recommendations. The semester concludes with the composition of the full thesis, including a compelling conclusion that integrates findings and reflects on their relevance to advanced practice nursing. Students also disseminate their results through a written thesis and oral presentation, demonstrating their ability to lead practice change through scholarly inquiry.

3 credits

This course develops foundational skills for comprehensive health assessment across the lifespan. Emphasizing clinical judgment, compassionate care, patient safety, and effective communication, learners will collect and interpret patient data while prioritizing quality and minimizing risk. Through a person-centered approach that integrates attention to diversity and social determinants of health, learners are equipped to provide equitable, evidence-based care in diverse clinical settings. Prerequisite: Enrollment in the CON ABSN program.

4 credits

This course builds upon registered nurses’ foundational knowledge and skills to provide comprehensive and holistic health assessments. The course emphasizes integrating evidence-based practice, critical thinking, and clinical reasoning to accurately assess patients across the lifespan, considering diverse cultural and socioeconomic factors. Learners will develop proficiency in conducting thorough health histories, performing physical examinations, and interpreting assessment findings. The course will emphasize the importance of person-centered care, communication skills, interprofessional collaboration, and health promotion strategies. Prerequisite: NURSU 411, NURSU 359, NURSU 412, NURSU 427.

3 credits

This course provides a comprehensive examination of the physiological mechanisms underlying disease processes. Learners delve into the cellular and molecular basis of disease, exploring how alterations in physiological function contribute to the development of illness. This course covers a wide range of pathophysiological concepts, including inflammation, cellular injury, genetic disorders, and chronic disease. By understanding the underlying mechanisms of disease, learners will be equipped to provide evidence-based care, anticipate potential complications, and optimize patient outcomes. Prerequisite: NURSU 411, NURSU 359, NURSU 412, NURSU 427.

3 credits

This course provides a comprehensive overview of the physiological, psychological, and social changes associated with aging. Learners explore the unique healthcare needs of older adults, including health promotion and disease management. The course emphasizes the importance of evidence-based practice, interprofessional collaboration, and cultural competence when caring for older adults. Prerequisite: Enrollment in the CON RNBSN program.

4 credits

This course examines health policy and its impact on healthcare consumers and nursing practice. Learners explore the healthcare system's organization and policy making process, focusing on legal, political, economic, social, cultural, and environmental influences. Emphasis is placed on systems-based practice to understand healthcare structure and policy impact. Key topics include health policy, advocacy, safety, and leadership for policy improvement and nursing advancement. Learners will develop skills in policy development and implementation, interprofessional collaboration on policy issues, and evaluation of how social determinants and environmental factors impact health outcomes in diverse populations. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 405, NURSU 409, NURSU 417, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464, NURSU 471 (Seminar I), NURSU 472 (Seminar II).

2 credits

This course introduces entry-level learners to essential nursing leadership and management skills, with an emphasis on clinical judgment, systems- based practice, prioritization, delegation, and effective communication. Learners will explore ethical decision-making, evidence-based practices, and strategies to advocate for patient-centered care within complex healthcare systems. The course focuses on the nurse's role in influencing health policy, promoting interprofessional collaboration, and applying leadership principles to improve care delivery. Learners will focus on prioritizing patient needs, delegating tasks effectively, leading with integrity, communicating clearly, and advancing evidence-based care in diverse healthcare settings. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 405, NURSU 409, NURSU 417, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464, NURSU 471(Seminar I), NURSU 472 (Seminar II).

3 credits

This course provides a comprehensive introduction to the principles and practices of psychiatric and mental health nursing. Learners will develop a strong foundation in the assessment and management of individuals experiencing psychiatric and/or mental health disorders. Biological, psychological, and socio-cultural factors contributing to the development and continuation of these disorders are examined. The course emphasizes the application of therapeutic communication, evidence-based interventions, knowledge of psychotherapeutic medications, and culturally competent care to individuals with psychiatric and/or mental health disorders. Prerequisite: NURSU 471(Seminar I), NURSU 315, NURSU 385, NURSU 451, NURSU 461.

5 credits

This course offers a comprehensive introduction to pediatric nursing, focusing on the unique needs of pediatric patients across diverse healthcare settings. Learners will continue to develop clinical judgment and communication skills to provide safe, ethical, and compassionate family-centered care. The course emphasizes the importance of family-centered care, health promotion, and equitable strategies to prevent common health issues at each developmental stage. By integrating evidence-based practices and cultural humility, learners will be prepared to provide tailored care for pediatric patients and families. Prerequisite: NURSU 315; NURSU 385, NURSU 387, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

5 credits

This course prepares learners to positively impact population health by identifying social determinants of health, prioritizing health equity, and reaching diverse groups of individuals. Emphasis is placed on health promotion, disease prevention, safety, ethics, systems thinking and risk reduction. Learners will apply their knowledge and skills across various population health settings spanning the healthcare delivery continuum, utilizing interprofessional collaboration to enhance person-centered care. Real-world experiences in a variety of populations will equip learners to meet modern nursing demands. Prerequisite: NURSU315, NURSU385, NURSU 387, NURSU451, NURSU 452, NURSU 454, NURSU461, NURSU 464.

5 credits

This course provides learners with essential nursing research and evidence-based practice skills, preparing them to analyze and integrate research findings for quality, patient-centered care. Learners will develop clinically relevant questions, access high-quality evidence, and apply research methodologies focusing on holistic and ethical patient care. Emphasizing interprofessional collaboration, informatics, and emerging technologies, this course equips learners to critically analyze and implement evidence-based interventions to improve healthcare outcomes and contribute to advancing nursing practice. Prerequisite: Enrollment in the CON RNBSN program.

3 credits

Nursing Informatics is the convergence of information, computer, and nursing science to improve practice and ultimately patient outcomes. This course provides students with an overview of the current healthcare information technology field including access to information and privacy issues and provides them with exposure to relevant and current topics important to practice. Prerequisite: Enrollment in the CON RNBSN program.

2 credits

This course prepares learners to positively impact population health by identifying social determinants of health, prioritizing prevention, and reaching diverse groups. Emphasis is on systems thinking, health promotion, disease prevention, safety, ethics, and risk reduction. Learners apply their knowledge across various population health settings spanning the healthcare delivery continuum, while utilizing interprofessional collaboration to ensure comprehensive care. Prerequisite: NURSU 411, NURSU 359, NURSU 412, NURSU 427.

6 credits

This course provides a foundational understanding of women's health, focusing on physical, emotional, and social aspects of care. Emphasizing clinical judgment, compassionate care, ethical practice, patient safety, and family-centered care, learners will use an evidence-based approach to examine key topics in reproductive health, pregnancy, and newborn care. The course also addresses the physiological and psychological needs related to pregnancy and birth. Additionally, it considers the impact of social determinants of health on care outcomes. Learners will examine how diversity, culture, socioeconomic and systemic factors affect equitable access and quality of care. Learners will employ maternal and newborn assessment techniques, effective communication, interprofessional collaboration, and advocacy to deliver high-quality, inclusive care in diverse healthcare settings. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

5 credits

This course provides a comprehensive overview of leadership and management principles in the healthcare setting. The knowledge and skills necessary for registered nurses to assume leadership roles and contribute to the improvement of healthcare systems are emphasized. The course explores a variety of leadership theories, organizational behavior, quality improvement strategies, and ethical considerations relevant to nursing practice. Learners will gain an understanding of leading and managing interprofessional teams, resolving conflicts, and implementing innovative solutions to complex healthcare challenges. Prerequisite: NURSU 476 (Seminar I), NURUSU 411, NURSU 359, NURSU 412, NURSU 427, NURSU 358, NURSU 357, NURSU 413.

3 credits

This course examines the intricacies of health systems, policy, and the practice of professional nursing. Learners will gain a comprehensive understanding of the American healthcare system, including its financing, delivery, and regulatory structures. The course will explore the impact of health policy on patient care, healthcare access, and quality outcomes. Learners will develop critical thinking skills to analyze healthcare issues, evaluate evidence-based research, and advocate for policies that strive for health equity and improve patient outcomes. Prerequisite: Enrollment in CON RN-BSN program.

3 credits

This course synthesizes competencies demonstrated in previous coursework and is designed to deepen learners’ skillsets as they apply concepts, theories, and models to design, implement, and evaluate a quality improvement project that examines evidence-based practices. This practicum experience emphasizes advanced application of interprofessional teamwork, collaboration, and communication, enabling the learner to enhance quality care across diverse patient populations and settings. Learners will develop and implement a quality improvement project that identifies and addresses a specific need within the practicum setting, utilizing evidence-based interventions to enhance care quality, safety, or efficiency. Prerequisite: NURSU 476 (Seminar I), NURUSU 411, NURSU 359, NURSU 412, NURSU 427, NURSU 358, NURSU 357, NURSU 413.

5 credits

This course provides students with an opportunity to exercise initiative, independence, and creativity in pursuing an area of interest in nursing research or evidence-based quality improvement. The learning needs, objectives, and specific activities are designed by the student with the faculty mentor and must be approved by the faculty of NURSU 445. Prerequisite: Enrollment in the CON ABSN program. 0.5 - 3 variable semester hours.

0.5 credit

This introductory Pathopharmacology course provides a comprehensive foundation in pharmacodynamics, pharmacotherapeutics, and pharmacokinetics, emphasizing essential medication administration skills for novice learners. A brief review of pathophysiology sets the stage for applying pharmacological interventions safely and effectively. The course integrates principles of social determinants of health, availability, and access across the lifespan within diverse populations, aligning to improve equitable population health outcomes. Quality and safety concepts are reinforced through adherence to medication administration rights and prioritization of potential adverse effects, promoting collaborative, interprofessional approaches to patient safety. Learners will identify and manage medication-related risks, ensuring patient safety and using best practices for medication administration. Learners will demonstrate competency in dosage calculations and develop skills for using healthcare technologies and resources to enhance their knowledge, communication, and advocacy in clinical settings. Prerequisite: Enrollment in the CON ABSN program.

3 credits

This second Pathopharmacology course builds upon the foundational knowledge acquired in the first course. It provides a review of pharmacodynamics, pharmacotherapeutics, and pharmacokinetics, with a continued emphasis on essential medication administration skills for learners. A brief review of pathophysiology concepts reinforces the application of pharmacological interventions safely and effectively. The course integrates principles of social determinants of health, availability, and access across the lifespan within diverse populations, aligning to improve equitable population health outcomes. Quality and safety concepts are reinforced through adherence to medication administration rights and prioritization of potential adverse effects, promoting collaborative, interprofessional approaches to patient safety. Learners will further develop their ability to identify and manage medication-related risks, ensuring patient safety and using best practices for medication administration. Learners will demonstrate advanced competency in dosage calculations and enhance their skills in using healthcare technologies and resources to improve their knowledge, communication, and advocacy in clinical settings. Prerequisite: NURSU 315, NURSU 385, NURSU 451, NURSU 461, NURSU 471(Seminar I).

3 credits

This introductory medical-surgical course focuses on enhancing critical thinking and clinical judgment by applying foundational and intermediate nursing concepts. Learners will conduct comprehensive health assessments, analyze and synthesize data, and develop individualized care plans to address patients' complex medical needs. The course integrates principles of pathophysiology, pharmacology, and the nursing process to manage symptoms, prevent complications, and promote recovery in hospital-based settings. Through immersive clinical practice, learners will build competency in delivering person-centered care using evidence-based practices to support individuals from diverse backgrounds. This course equips learners for dynamic, real-world decision-making in acute care environments. Prerequisite: NURSU 471(Seminar I), NURSU 315, NURSU 385, NURSU 451, NURSU 461.

6 credits

This course builds upon the foundational knowledge acquired in the first Medical-Surgical course and is designed to deepen learners' critical thinking and clinical judgment skills through advanced applications of foundational nursing concepts in the didactic and clinical setting. Learners will engage in comprehensive health assessments, analyze and synthesize data, and formulate individualized care plans tailored to individuals' complex medical needs. This course integrates pathophysiology, pharmacology, and the nursing process to manage symptoms, prevent complications, and promote patient recovery in hospital-based settings, with an introduction to critical care concepts. Through diverse didactic and clinical activities, learners will build competency in person-centered care, utilizing evidence-based practices to support individuals from various backgrounds. This course prepares learners for dynamic, real-world decision-making in the medical-surgical environment. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 405, NURSU 409, NURSU 417, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464,NURSU 471 (Seminar I), NURSU 472 (Seminar II).

7 credits

This course serves as an introduction to the role of critical thinking and clinical judgment as it relates to synthesizing knowledge and mastering foundational nursing skills essential for promoting, maintaining, and restoring the health of the adult and older adult patient. It will integrate the nursing process and clinical judgment model with principles of communication, decision-making, and essential nursing skills. Learners will apply health assessment data and pathophysiology knowledge to the health and illness experiences of individuals from diverse ethnic, cultural, and geographic backgrounds. This is an introductory course to hospital-based clinical learning, where learners will lay the foundation for developing essential nursing practice skills. Prerequisite: Enrollment in the CON ABSN program.

6 credits

This course is designed to empower learners to become proficient in developing clinical questions, conducting literature searches, critically analyzing research, and applying evidence to nursing practice, thereby improving patient outcomes and contributing to the broader body of nursing knowledge. Learners will gain the skills necessary to actively participate in the continuous evolution of evidence-based practice in nursing. In addition, learners will work collaboratively to analyze and synthesize research findings and disseminate their results. This course will enhance learners' ability to communicate evidence-based practice findings and contribute to the advancement of nursing knowledge and quality of care. Prerequisite: NURSU 315, NURSU 385, NURSU 451, NURSU 461, NURSU 471 (Seminar I), NURSU 472 (Seminar II).

2 credits

In this seminar, learners will be introduced to the essential competencies and concepts of professional nursing practice. Each learner will develop the framework for a professional ePortfolio to be used throughout their program to demonstrate competency development.  The course introduces expected outcomes and supports the transition of learners into the baccalaureate nursing program. Emphasis is given to personal resilience, well-being, and professional fulfillment to establish a strong foundation for successfully navigating stress, challenges, and perceived adversity. Strategies for professional growth, reflective practice, and goal exploration will help students build a foundation for holistic, evidence-based, and person-centered nursing practice. Learners will enhance scholarly reasoning, creativity, and clinical judgment through aesthetics, reflective dialogue, solution-based learning, virtual simulation, and case studies. This online course offers synchronous and asynchronous learning experiences with key topics including clinical judgment, compassionate care, ethics, health policy, communication, diversity, equity and inclusion, evidence-based practice, and social determinants of health. Prerequisite: Enrollment in the CON ABSN program.

1 credit

In this seminar, learners will build upon the foundational concepts and competencies introduced in seminar 1. The emphasis will shift toward systems innovation and improvement. Learners will delve deeper into essential competencies and integrated concepts of professional nursing practice and continue developing their professional ePortfolio. The course emphasizes expected outcomes related to systems thinking, quality improvement, and patient safety. Learners will continue to enhance their scholarly reasoning, creativity, and clinical judgment through self-assessment, reflection, and dialogue. Prerequisites: NURSU 315, NURSU 387, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464, NURSU 471.

1 credit

In this advanced seminar, learners will build upon the foundational concepts and competencies introduced in seminars I and II. Emphasis is given to interprofessional practice. Learners will have the opportunity to choose a focus area from a list of topics, including palliative care, telehealth, social determinants of health, population health, mental health, and primary care. Each focus area will provide a unique lens through which students can explore interprofessional teamwork and collaboration. Learners will delve deeper into essential competencies and integrated concepts of professional nursing practice, completing their professional ePortfolio and showcasing evidence of demonstrated competencies. Prerequisites: NURSU ???**, NURSU 315, NURSU 387, NURSU 405, NURSU 409, NURSU 417, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464, NURSU 472.

1 credit

This course introduces learners to the essential concepts and competencies of professional nursing practice. It focuses on personal resilience, well-being, and professional fulfillment to help learners successfully navigate the challenges of the nursing profession. The course also emphasizes holistic, evidence-based, and person-centered nursing practice, and provides learning experiences with key topics such as clinical judgment, compassionate care, ethics, and social determinants of health. Learners will develop a professional ePortfolio to demonstrate their competency development throughout the program. Prerequisite: NURSU 359, NURSU 411, NURSU 412, NURSU 427.

1 credit

In this seminar, learners will build upon the foundational concepts and competencies introduced in seminar 1. The emphasis will shift toward systems innovation and improvement. Learners will delve deeper into essential competencies and integrated concepts of professional nursing practice and continue developing their professional ePortfolio. The course emphasizes expected outcomes related to systems thinking, quality improvement, and patient safety. Learners will continue to enhance their scholarly reasoning, creativity, and clinical judgment through self-assessment, reflection, and dialogue. Prerequisites: NURSU 476, NURSU 357, NURSU 358, NURSU 359, NURSU 411, NURSU 412, NURSU 413.

1 credit

In this advanced seminar, learners will build upon the foundational concepts and competencies introduced in seminars I and II. Emphasis is given to interprofessional practice. Learners will have the opportunity to choose a focus area from a list of topics, including palliative care, telehealth, social determinants of health, population health, mental health, and primary care. Each focus area will provide a unique lens through which learners can explore interprofessional teamwork and collaboration. Learners will delve deeper into essential competencies and integrated concepts of professional nursing practice, completing their professional ePortfolio and showcasing evidence of demonstrated competencies. Prerequisites: NURSU 476 (Seminar I), NURSU 357, NURSU 358, NURSU 359, NURSU 411, NURSU 412, NURSU 413, NURSU 477(Seminar II).

1 credit

30 credits