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Nursing
| Course Code |
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| Title |
Topics in Nursing |
| Course Outline |
Course Outline |
| Description |
Special topics related to specific areas of study. The course may be interdisciplinary in nature, and may be repeated when the topic varies. |
| Course Code |
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| Title |
Nursing Science, Ethical, and Transcultural Theories |
| Course Outline |
Course Outline |
| Description |
This course is designed to help the student analyze, critique, and apply a variety of nursing science, ethical, and transcultural theories across diverse populations. Grand nursing, biopsychosocial, moral, and diversity theories applicable to nursing practice will be explored. Awareness of the ethical and cultural considerations related to social justice, research, moral distress, and professional codes of ethics will also be facilitated. |
| Course Code |
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| Title |
Advanced Healthcare Ethics |
| Course Outline |
Course Outline |
| Description |
This course addresses advanced health care ethics from an interdisciplinary standpoint. The course is interdisciplinary in nature. The course is designed to help students analyze, critique, and apply a variety of ethical theories that are relevant to the healthcare environment and healtchcare professions. Students are further encouraged to consider ethics as it relates to decision-making models, social justice, research, service-learning, moral distress, professional code of ethics, and/or healthcare provisions. |
| Course Code |
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| Title |
Healthcare Quality, Safety, and Regulatory Management |
| Lasc Area |
No Goal |
| Course Outline |
Course Outline |
| Description |
This course focuses on quality improvement, patient satisfaction, quality measurement, management of quality information/data, and process improvement. It is designed to develop leadership across the care continuum in diverse settings using quality and safety models, tools, and metrics. Quality and performance improvement programs and processes, root cause analysis, and risk management will be addressed. National patient safety goals, regulatory standards, survey processes, nurse sensitive indicators, and high-reliability organizational concepts will be covered. Additionally, data management tools used for analysis and trending will be viewed in relation to quality and risk management. |
| Course Code |
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| Title |
Transcultural and Social Perspectives |
| Course Outline |
Course Outline |
| Description |
Core course that broadens understanding of diversities in races, cultures, individuals, families, communities, populations, lifestyles, gender, and age groups. Explores changing demographics, major health needs, health promotion and disease prevention, and mental health issues in all cultures. |
| Course Code |
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| Title |
Advanced Pathophysiology: Concepts and Systems (P2) |
| Course Outline |
Course Outline |
| Description |
This advanced course examines alterations in human physiology which lead to adaptation and/or disease throughout the lifespan. Biopsychosocial theory and research-based findings are integrated in the presentation of information regarding patho-physiological responses of body systems to disease processes. Physiological developmental stage expectations are reviewed in relation to synergistic effects and total body responses to system alterations. Emphasis is placed on: 9a0 physiological basis for pathological changes and the clinical manifestations which can result; 9b0 prevention of patho-physiological processes and responses in all body systems is emphasized; and 9c0 tertiary prevention and adaptation to altered physiological states. Physiological rationale for clinical management strategies will also be addressed. This will include both negative and positive effects of pharmacological agents. |
| Course Code |
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| Title |
Health Promotion and Disease Prevention |
| Course Outline |
Course Outline |
| Description |
Critically examines patterns of health behaviors, risk assessment, lifestyles, developmental stages, sociocultural, psychological, and spiritual contributions to well-being. Includes data-based assessment and management of preventive health services and common acute and chronic conditions. The role of nursing is addressed as related to systems and community change to prevent disease and enhance health at the community level. |
| Course Code |
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| Title |
Advanced Pharmacology and Pharmacotherapy (P1) |
| Course Outline |
Course Outline |
| Description |
This course is designed to promote understanding of the pharmaco-dynamics, pharmacotherapy, and pharmaco-kinetics of drug therapy as they relate to the treatment of specific biopsychosocial alterations/disease processes. Information relative to therapeutic management guidelines for treatment of selected disease processes will be presented. Drug information by classification and basic principles of pharmaco-dynamics and pharmaco-kinetics, clinical uses, mechanisms of action, contraindications, adverse reactions, drug interactions, and client education implications will be presented. Students will be instructed in how to best prescribe pharmacological modalities, how to monitor and manage prescribed treatments. Implications for uses with pediatric and geriatric populations will also be included. Guidelines for prescriptive privilege application will be presented. |
| Course Code |
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| Title |
Advanced Health/Physical Assessment (P3) |
| Course Outline |
Course Outline |
| Description |
This course will focus on theory and research-based assessment, health histories, complete biopsychosocial assessments, and developmental assessments. The course incorporates effective interviewing skills communication, patient care technologies, inter-professional team collaboration, and improvement of nursing care across a wide variety of settings. |
| Course Code |
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| Title |
Advanced Health/Physical Assessment Practicum |
| Prerequisite |
NURS 612 |
| Course Outline |
Course Outline |
| Description |
Primary focus on CNS patient/client competencies. This course provides the student opportunities for application of patient/client competencies in self selected clinical settings. Students will have the opportunity to observe and participate with a preceptor practicing in a clinical specialty area. Major patient/client competencies in assessment, health histories, assessment, advanced roles, evidenced-based practice, professional issues, organizational educational/practice trends, industry influences, changing role of the clinical nurse specialist and self-assessment are integrated into the course with an emphasis on breadth of the sphere | nursing practice role. 200 precepted clinical hours included. |
| Course Code |
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| Title |
Advanced Pathophysiology and Pharmacology I |
| Course Outline |
Course Outline |
| Description |
This course is the first of two advanced courses that examine alterations in human physiology which lead to adaptation and/or disease throughout the lifespan. Emphasis is placed on the physiological basis for pathological changes, the clinical manifestations which can result and the basis for treatment including pharmacological management. Application to nursing student education will also be considered. |
| Course Code |
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| Title |
Research and Evidence-Based Practice |
| Course Outline |
Course Outline |
| Description |
This course focuses on evidence-based practice and the foundational knowledge necessary to support such practice. The interrelationship between theory, ethics, research, and evidence-based clinical practice will be highlighted. The course builds upon understanding of research and evidence-based practice concepts, processes, and methodologies appropriate for diverse healthcare career paths (e.g., academic, leadership, practice). Knowledge acquisition, leveling of evidence, and literature synthesis will be addressed. Translational science strategies to improve practice change implementation will be analyzed. Throughout the course, students will critique research and evidence-based practice changes. The importance of participating in and/or leading collaborative teams to improve health outcomes and support policy changes through knowledge generation, knowledge dissemination, and planning, as well as, evaluating knowledge implementation will be emphasized.
Pre-Req: An education, business, or healthcare statistics course at the undergraduate (300/400 course, 3000/4000 course) or graduate level must be taken prior to registering for NURS 615. A course within the last 5 years is highly recommended. |
| Course Code |
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| Title |
Advanced Pathophysiology and Pharmacology II |
| Prerequisite |
NURS 614 |
| Course Outline |
Course Outline |
| Description |
This course is the second of two advanced courses that examine alterations in human physiology which lead to adaptation and/or disease throughout the lifespan in the neurological, renal, gastrointestinal, musculoskeletal and integumentary systems. Clinical manifestations, basis for pharmacological management and application to nursing student education will be emphasized. |
| Course Code |
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| Title |
Healthcare Delivery Systems, Policy, and Reimbursement |
| Course Outline |
Course Outline |
| Description |
This course is focused on the process of leadership in (a) health care delivery systems, (b) policy at organizational and governmental levels, (c) impact of national policy on US health care delivery systems, and (d) financing and reimbursement of health care. Students will analyze ethical decision-making and key stakeholder roles in policy development. Students will examine how policies impact health care outcomes of individuals, families, and populations. This may include (but not limited to): (a) political, economic and social evolution, (b) access to medical services, (c) public and private insurance, and (d) current issues in organization and reimbursement. Fiscal, economic forces and quality impacts of policy decisions upon institutions and the health care system will be considered. |
| Course Code |
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| Title |
Educational Foundations and Teaching Strategies |
| Course Outline |
Course Outline |
| Description |
This course focuses on the transition from expert clinician to nurse educator. The role of the nurse educator, the use of best evidence and innovations, theories of learning, models of instructional design, and more will be introduced. Teaching and learning strategies for various arenas will be analyzed. An emphasis on continually developing as a nurse educator is the pervading focus of this course. |
| Course Code |
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| Title |
Pathophysiology,Pharmacology,Physical Assessment-Nurse Educator I |
| Course Outline |
Course Outline |
| Description |
This course is the first of a two-course series that integrates health histories, research-based biopsychosocial assessments, pharmacology, and physiology/pathophysiology. Concepts addressed in this course include cellular function, inflammation, immunity, infections, maladaptive processes, genetics, and fluid/electrolyte regulation. The lifespan approach will (a) strengthen the nurse educator’s scientific background; (b) facilitate understanding of nursing and health-related information to teach students, patients, and caregivers; (c) facilitate inter-professional collaboration; and (d) improve nursing care across a wide variety of settings. |
| Course Code |
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| Title |
Pathophysiology,Pharmacology,Physical Assessment-Nurse Educator II |
| Prerequisite |
NURS 635 |
| Course Outline |
Course Outline |
| Description |
This course is the second of a two-course series that integrates health histories, research-based biopsychosocial assessments, pharmacology, and physiology/ pathophysiology. Concepts addressed in this course include neuronal-hormonal-metabolic regulation, ventilation-perfusion, nutrition, elimination, and multi-system organ failure. The lifespan approach will (a) strengthen the nurse educator’s scientific background; (b) facilitate understanding of nursing and health-related information to teach students, patients, and caregivers; (c) facilitate inter-professional collaboration; and (d) improve nursing care across a wide variety of settings. |
| Course Code |
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| Title |
Health Information Systems |
| Course Outline |
Course Outline |
| Description |
This course is designed to provide a broad perspective of the field of Health Informatics. Students will learn the history and basic definitions of elements related to health informatics. The course will look at benefits and barriers in adopting health information technology within health care organizations. This course will also look at how data can be leveraged from informatics systems to drive process changes that promote patient safety and quality improvement. This course is appropriate for students in Nursing, Community Health, Social Work, Health Services Administration, Business Administration and Health Ed. The course will focus on: (a) application of electronic information delivery systems and methodologies, (b) electronic health records, (c) information technologies to deliver/enhance/coordinate care, (d) information retrieval and data analysis, (e) data driven decision-making, (f) health information exchanges, (g) using technology to promote patient safety and quality improvement, and (h) healthcare ethics and data confidentiality, privacy and security. |
| Course Code |
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| Title |
Curriculum/Course Design and Evaluation |
| Prerequisite |
NURS 629 |
| Course Outline |
Course Outline |
| Description |
Curriculum philosophies, methods, and processes provide a framework for planning nursing education that creates a learner-centered environment. Consideration is given to curriculum development and evaluation, and the ethics, standards and regulations guiding nursing curricula. Strategies are examined which assure a relevant curriculum/program informed by current evidence, health profession issues and societal trends. |
| Course Code |
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| Title |
Advanced Adult-to-Gerontological Health I |
| Course Outline |
Course Outline |
| Description |
Evaluation and synthesis of advanced pathophysiology concepts applied to nursing and health-related theories, and research related to client outcomes. Health and illness phenomena, symptom management, and nursing interventions will be studied as applied to young adult, older adult, and frail elderly. Clinical decision-making, consultation/management and teaching/learning theories are emphasized. |
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