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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 |
| 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 |
Health Promotion and Disease Prevention |
| Course Outline |
Course Outline |
| Description |
This core course reviews theoretical foundations and research-based interventions related to health behavior, health promotion and disease prevention. Students critically examine patterns of health behaviors, risk assessment, lifestyles, developmental stages, sociocultural, psychological, and spiritual contributions to well-being. The role of nursing is addressed as related to systems and community change to prevent disease and enhance health at the community level.
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| 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. Students will complete health histories and physical exams using a variety of methods including digital simulation. |
| Course Code |
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| Title |
Pathophysiology,Pharmacology,Physical Assessment-Nurse Educator II |
| 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. Students will complete health histories and physical exams using a variety of methods including digital simulation. |
| Course Code |
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| Title |
Practicum Early Start |
| Prerequisite |
NURS 605 |
| Course Outline |
Course Outline |
| Description |
The practicum early start experience allows students an expanded time frame pursuing experiential hours in the clinical setting. Practicum setting hours will be aligned with the student’s emphasis area of Nurse Educator or Nursing Administration and Organizational systems Leadership. Major competences in evidence-based practice, communication, professionalism, team work, organizational/educational/practice trends, industry influences, and self-assessment are integrated in the course. The course focuses on the expanded role expectations for registered nurses prepared at the graduate level. |
| Course Code |
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| Title |
Health Information Systems |
| Course Outline |
Course Outline |
| Description |
This course provides foundational knowledge regarding healthcare informatics and information systems. Students will learn the history and basic definitions of concepts related to healthcare informatics. Students will explore the benefits and barriers in adopting health information technology within healthcare organizations. Students will discuss how data can be leveraged from information systems to drive process changes that promote patient-centered care, patient safety, and quality improvement. The course will focus on: (a) Background and foundational information for health informatics; (b) Information systems and applications for delivery of healthcare ; (c) Participatory healthcare informatics and healthcare on the internet; (d) Life cycle of the health information system/project management; (e) User experience, standards, safety, and analytics in health informatics; (f) Governance structures, legal, and regulatory issues in health informatics; (g) Education and informatics; and (h) The future of health informatics, including international efforts and bioinformatics. |
| 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 Nurse Educator Practicum Capstone I |
| Prerequisite |
NURS 600, NURS 605, NURS 629, NURS 639, NURS 649 |
| Course Outline |
Course Outline |
| Description |
The student will have opportunities for application of knowledge and skills in an academic nursing education setting. Students will collaborate with a preceptor in higher education, and have the opportunity to implement various roles and practices of the nurse educator. Major competencies in evidence-based teaching strategies, curriculum development, interdisciplinary collaboration, academic practice trends, industry influences, changing role of the educator, and self-assessment are integrated into the course with an emphasis on breadth of the role of nursing in higher education. The course focuses on the expanded role expectations for registered nurses prepared at the graduate level in nursing education. 100 precepted clinical hours are integrated into the course (on-site, virtual, and/or simulated). |
| Course Code |
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| Title |
Advanced Nurse Educator Practicum Capstone II |
| Prerequisite |
NURS 600, NURS 629, NURS 639, NURS 649, NURS 605 |
| Course Outline |
Course Outline |
| Description |
This practicum experience takes place in healthcare or academic setting. If students choose an academic setting, the focus must be on a different education program or different institution than that pursued in NURS 642P. The student will have opportunities for the application of nurse educator knowledge and skills in the selected setting. Students will collaborate with a preceptor, observe the role of the nurse educator, and implement nurse educator practices. Major competencies include nurse educator advanced roles, interdisciplinary collaboration, evidence-based teaching and learning practices, professional issues, organizational education, practice trends, industry influences, changing role of the educator, and self-assessment. The course focuses on the expanded role expectations for registered nurses prepared at the graduate level in nursing education. 100 precepted clinical hours are integrated into the course (on-site, virtual, and/or simulated) which includes direct-care hours. |
| Course Code |
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| Title |
NAOSL Practicum Capstone I |
| Prerequisite |
NURS 650, NURS 605, NURS 628, NURS 638 |
| Course Outline |
Course Outline |
| Description |
This course focuses on nursing leadership in a healthcare setting. The student will have opportunities to apply knowledge relative to organizational systems leadership roles within healthcare settings. Students will collaborate with a preceptor, observe the role of the nurse administrator/organizational leader, and apply administrative/leadership skills in a healthcare specialty area. . Course experiences will address the American Organization of Nurse Leadership (AONL) competencies at the Nurse Executive and Clinical Nursing Manager and Leader (CNML) levels. 100 precepted clinical hours are integrated into the course (on-site, virtual, and/or simulated). |
| Course Code |
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| Title |
NAOSL Practicum Capstone II |
| Prerequisite |
NURS 605, NURS 628, NURS 638, NURS 650 |
| Course Outline |
Course Outline |
| Description |
The student will have opportunities to apply knowledge relative to organizational systems leadership roles within healthcare support industries, healthcare settings, or academic settings. Students will collaborate with a preceptor, observe the role of the nurse administrator/organizational leader, and apply administrative/leadership skills in a specialty area. Course experiences will address the American Organization of Nurse Leadership (AONL) competencies at the Nurse Executive and Clinical Nursing Manager and Leader (CNML) levels. 100 precepted clinical hours are integrated into the course (on-site, virtual, and/or simulated). |
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