158 courses with the subject NURS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Students will examine the role of nursing within the health care system; recognizing historical influences on current practice, organizational structures of healthcare, and informatics to promote quality care. Nursing standards, ethics, scholarship, policy and government are introduced.
This course builds upon the theoretical foundations of nursing theory, human anatomy, and physiology by addressing basic concepts, principles, and processes associated with common genetics, pathologies, physiologic alterations in body systems, and the body’s ability to compensate for these changes.
This course will focus on the concepts, skills, and attitudes of health assessment that is fundamental to professional nursing practice within a framework of clinical decision-making. It will also emphasize the professional nurse/patient relationship that promotes and assesses health throughout the lifespan.
This course will focus on the concepts, skills, and attitudes fundamental to professional nursing practice within a framework of clinical decision-making. It will also emphasize the professional nurse/patient relationship within the framework of relationship based care that promotes health throughout the lifespan.
This course is the first in a series of three courses included in the Macy Undergraduate Leadership Fellow’s Program. Completion of all courses earns students nine credits and recognition as a Macy Undergraduate Leadership Fellow. Courageous Action: Leading Authentically will enable students in the undergraduate health professions programs an opportunity to embark on paths of personal leadership development; gain a deeper understanding and appreciation of differences; provide students with ideas, techniques, and tools to assist them in their leadership development journeys; explore concepts such as the power of your life story, discovering your authentic self, knowing and clarifying your values, leadership principles, ethical boundaries, and understanding your motivated capabilities.
This course is the 2nd in a series of 3 courses of the Macy Undergraduate Leadership Fellow’s Program. NURS 311 focuses on leading teams and understanding group dynamics that are inherently linked to interpersonal processes/relationships and structural characteristics that influence teams and individual behavior during interactions. This course will explore various aspects of group dynamics such as emotional intelligence, power, perception, motivation, leadership, and decision-making. The goal is to develop skills in diagnosing opportunities and threats that face teams, enhance teamwork expertise as well as one’s judgment, understanding, and competence to be better facilitators of one’s own and others’ learning in a variety of group situations.
This course is the third in a series of 3 courses of the Macy Undergraduate Leadership Fellow’s Program. Grounded in a social justice perspective, this course encourages critical thinking about health outcomes framed by the broad context of the political and social environment. This course offers a hands-on opportunity for students to explore what it means to be civically engaged since they are required to engage in 40 hours of service in the community throughout Spring Quarter. The goals are to support understanding of complex health issues and to empower students in their development as agents of positive change. This course will draw heavily on students' involvement in service and will weave these together with elements of other academic coursework and future academic/career goals.
This course will explore genetic concepts and principles as they pertain to human variation in health and disease. Theoretical research and literature on selected disorders including immunity and cancer will be reviewed and discussed with emphasis on clinical application. Multidisciplinary approaches to intervention will be discussed from a nursing perspective. Political, social and ethical issues raised by recent advances such as genetic engineering, gene therapy, reproductive technology and the Human Genome Project will be analyzed. Clinical application of moral, ethical and legal issues will be integrated throughout the course.
This course will focus on nursing care of common health alterations for the adult population. Emphasis will be on the development of evidence-based, holistic care pertaining to the prevention, treatment, recovery, and long-term management of alterations related to the concepts of oxygenation, homeostasis, and perfusion.
This course will focus on nursing care of common health alterations. The focus will be on the development of evidence-based, holistic care pertaining to the prevention, treatment, recovery, and long term management of alterations related to homeostasis and protection and movement.
This course focuses on the development of competencies for the practice of mental health nursing with emphasis on the use of self in relationships with patients and health team members. An understanding of the brain-behavior connection and the importance of the therapeutic nurse-patient relationship will provide the framework for exploring factors which contribute to stress, maladaptive behaviors and mental illness. Emphasis will be on the development of evidence-based, holistic care pertaining to the prevention, treatment, recovery, and long-term management of alterations related primarily to the concepts of coping and stress tolerance, emotions, cognitive functions, and maladaptive behavior.
This course introduces the professional nursing student to the concepts of pharmacology and drug therapies, pharmacological-therapeutic classes of drugs, and important drug information resources. Knowledge of pharmacology provides the nurse with information to provide drug related patient care; optimizing beneficial effects of medications while minimizing adverse effects. The focus of the course is pharmacology basics and drugs affecting the cardiovascular, renal, respiratory, and endocrine systems. In addition, immune and biologic modifiers, chemotherapeutic agents, and psychotherapeutic drugs are presented. Legal, ethical, and cultural considerations in pharmacology as well as lifespan considerations with regard to pharmacotherapeutics and medication administration are addressed.
The health care system has undergone dramatic shifts, driven by changing economic, demographic, and technological forces. This course explores the impact of these forces on health care delivery, and concerns relating to ethical, legal, and social issues that influence nursing practice.
This course focuses on management of human reproductive health and sexual issues with an emphasis on women and newborn health. It explores social determinants of health and their impact on health promotion, risk reduction, and disease prevention for the child bearing family. Women’s health clinical settings will be utilized for clinical practice.
The focus of this course is the professional nurse's role in working with aggregates in the community. The principles of health promotion and illness prevention form the basis of effective population health nursing practice. Epidemiological and multiple sources of data are used to understand the social and ecological determinants of health.
The concepts of human development and family dynamics in healthcare will be introduced. Building upon the concepts from previous courses, students will develop evidence-based, holistic, and ethically sound plans of care for pediatric populations. Prevention, treatment, recovery, and long-term management of health alterations in pediatric populations will be addressed.
This course will introduce the professional nursing student to the concepts of pharmacology and drug therapies, pharmacologic-therapeutic classes of drugs, and important drug information resources. Pharmacological knowledge goes beyond medication preparation and administration and involves knowledge of the mechanism of action, drug effects, therapeutic uses, side effects, and adverse effects. The focus of the course will be on pharmacology basics and drugs affecting the gastrointestinal, immunological, neurological, musculoskeletal, and dermatological systems. Legal, ethical, and cultural considerations in pharmacology, herbal, botanical and nutritional supplements, and lifespan perspectives for medication administration will also be discussed.
This course will introduce the student to the theoretical and research bases on which practice is built. Students will examine the knowledge that guides nursing interventions and critique published research reports. The importance of reviewing the nursing literature in order to maintain currency in practice will be addressed. Ethical issues as they relate to research, theory, and practice will be discussed.
This course examines the scientific, theoretical, conceptual, and philosophical bases of professional nursing. Students explore classic literature and essays that have shaped and guided the development of the nursing profession. Nursing theories, grand and middle-range, are reviewed, critiqued, and considered as opportunities to influence the context of nursing care and to positively impact nursing outcomes. Students draw connections between theory and practice and consider how nurses’ ways of knowing influence allyship, advocacy, and activism.
This course focuses on the nursing process as a whole and explores each of its component parts. Students will contrast quantitative and qualitative research paradigms. Critical appraisal tools will guide research study evaluations to determine the quality of selected studies. Institutional Review Board processes will be considered in the pursuit of human subjects’ protections. Nursing science will be examined as a component of empirical ways of knowing within the nursing profession.
This course focuses on current issues in genetics, genomics, and pharmacogenomics and healthcare. Genetic and genomic influences across the healthcare continuum (health prevention, health promotion, disease management, and personalized medicine) are addressed.
This course provides an introduction to the underpinning philosophy and practice of complementary and integrative health (CIH). It presents an evidence-based review of the major categories including: phytomedicine, clinical aromatherapy, mind-body interventions, and the role of spirituality in health and healing. In addition, students explore effective relaxation techniques that help to integrate the mind-body-spirit connection, which support health and well-being.
The purpose of this course is to broaden the Registered Nurse’s scope of knowledge in transformational leadership and how it can be implemented formally and informally in the healthcare setting. Clear communication improves patient outcomes as well as creating a healthier work environment for all providers. These two themes (Communication and Healthy Work Environments) are crucial elements introduced in this course. The course also expands the learner’s skills of self and situational leadership.
The course focuses on pharmacogenetics with integration of related nursing practice concerns including ethical, legal, and social issues. This course focuses on specific diseases, including cancers, cardiovascular diseases, prenatal diseases, and psychiatric illnesses. Students learn to conduct individual and family genetic risk assessments, construct human pedigrees, and identify red flags that necessitate comprehensive evaluation. Students investigate current issues in genetics, genomics, and pharmacogenomics and healthcare as well as genetic and genomic influences across the healthcare continuum.
This course seeks to enhance professional nurses’ expertise in health assessment by broadening and deepening their comfort with and knowledge of healthcare system barriers to equitable and inclusive care. Current practices, particularly typical health assessment practices, are critiqued and opportunities for creating a clinical milieu and care encounter experience that are respectful and excellent are investigated. Physical examination, patient/client interviewing, history-taking and diagnostic tests are explored from the perspective of diversity, equity, and inclusion during care delivery, particularly health assessment. LGBTQ+ and other marginalized groups’ health assessment needs are explicated and explored.
This course focuses on nursing leadership and management in the healthcare environment with the goal of enhancing students’ development as effective and productive leaders and team members. Leadership and management are differentiated. Just culture and quality and safety competencies, including patient-centered care, evidence-based practice, teamwork and collaboration, safety, quality improvement and informatics, are examined. The nurse leader’s responsibility for policy development and implementation are discussed. Personal opportunities for professional development are analyzed. Systems theory is explored and applied to nursing care delivery systems. Basic ideas of healthcare economics are identified and related to healthcare decision making and delivery.
This course focuses on evidence-based strategies and resources that are designed and implemented to enhance the safety and improve the quality of delivered care in healthcare systems. QSEN competencies are examined as expectations of professional nursing practice. Safety science is investigated, and quality improvement methods are introduced. Events that pose patient safety threats and responses to safeguard patients are considered. Workplace violence in the healthcare environment and its negative implications to the healthcare team and patient safety are explored.
Holistic Self-Care provides students with an A-Z approach to “living” a holistic, balanced life, complete with step-by-step guidelines necessary to incorporate dietary and lifestyle changes and effective stress reduction and stress management techniques to assist in navigating through the common challenges associated with student life and beyond. Students will be required to purchase a "Holistic Student Stress Reduction Kit", complete with specific essential oils, Meditation DVD, and guided stress reduction techniques.
This course is designed to assist professional nurses in developing interviewing skills, physical assessment techniques, and preventive health interventions when working with diverse and vulnerable populations.
This course is designed to teach students best practices for educating patients, family members, professional and ancillary staff, and interprofessional colleagues. Students explore the contemporary challenges of health education with keen consideration of health maintenance; health restoration; and disease and disability prevention. Heath literacy in the adult population, including those clients living with disabilities and chronic illnesses, is emphasized. Assessment of instructional materials is practiced and opportunities for technology use in education are explored.
This course focuses on global heath needs and population-based, aggregate-focused nursing care using epidemiology, public health models, population health nursing principles, and health agency reports. Students learn about social and structural determinants of health and the influence of these factors on the circumstances of health within community aggregates locally and internationally. Current health issues are analyzed and discussed from a nursing perspective with a focus on health outcomes. Disparities in health are examined.
This course explores palliative and hospice care delivery models and differentiates them by investigating their goals, priorities, insurability, and impact on the patient and family health experience. Students examine these transitions in care and consider published databased literature and gray literature to develop a rich understanding of the opportunities inherent in these specialized approaches to symptom management, curative treatment, and end-of-life care. Opportunities for professional development are considered.
This is a guided independent study. Students study a subject under the supervision of the nursing faculty member. May be repeated for credit.
This course is designed to stimulate new ways to think about aging and creative, evidence—based opportunities to promoting aging well when guiding personal health and promoting the health of others. Critical and timely issues concerning aging are explored including aging in place, dementia care, transitions, hand-offs, and safety. Professional resources are investigated. Aging is examined within the context of intersectionality; and diversity, equity, and inclusion challenges and opportunities are prioritized.
The course explores potential and actual ethical implications of advances in science and technology and the importance of creating a culture of safety within the healthcare environment. The course provides learners with opportunities to explore and create linkages between technology, cost-effectiveness, safety, quality outcomes and the delivery of care. Course activities promote critical reflection and communication skills needed for learners to become active, effective, and safe members of interdisciplinary care teams.
This course focuses on current issues in promoting longevity with healthy aging. Current biopsychosocial theories on aging are explored. The multidisciplinary needs of older adults, including relationship challenges, are addressed.
This course builds upon the practicing nurses’ educational and experiential foundation in pharmacotherapeutics. Course emphasis includes the pharmacokinetics and pharmacodynamics of drug classes commonly encountered by the professional nurse. The interaction between pharmacodynamics and pathophysiology of disease states is analyzed. Critical evaluation of complex safety and interaction issues is developed.
This course will focus on the nursing care, assessment and management of patients with complex healthcare needs related to the constructs of homeostasis, regulation, perfusion, oxygenation, protection, and attributes and role of the nurse.
This course will focus on a holistic and interprofessional approach to nursing care and coordination to meet the unique health needs of a diverse and growing population of older adults. The continuum of aging, including normal changes of aging, health and illness, acute and chronic conditions, and the end of life will be emphasized. Students' clinical experiences will be in a variety of settings reflective of health promotion and palliative care delivery options available to meet the health and illness trajectory needs of the older adult.
This course will focus on the professional nursing role in applying principles of leadership and management across the continuum of care. Emerging and new roles for nurse entrepreneurs and professional practitioners will be explored. Also emphasizes the role of the professional nurse in efficient patient care management in complex health care settings and advocacy in health policy. This is a writing intensive course.
This course will introduce the student to the theoretical and research basis on which practice is built. Students will examine the knowledge that guides nursing interventions and critique published research reports. The importance of reviewing the nursing literature in order to maintain currency in practice will be addressed. Ethical issues as they relate to research, theory and practice will be discussed. This course is for BSN Co-Op students only.
The objective of this course is designed to familiarize students with an understanding of the theoretical basis that underlies the principle of stress and the need for self-care. The intention of the course is to help students evaluate current stressors in order to initiate healthier coping skills and other self-care modalities. This course emulates the current mood of the American Nurses Association’s Healthy Nurse, Healthy Nation.
Using the framework of Social Determinants of Health (Healthy People 2020) this course explores the skills, research, and roles needed by a community/public health professional working as part of an interdisciplinary team including community/global -based partners and health officials to promote a healthier community. The student will apply skills in community assessment; program planning and evidence-based population health interventions in order to help identify populations within the community attain and maintain their optimum level of health. In this course, ‘community’ may be defined as either a local or global community of the student’s choice.
The student, with faculty supervision, plans a project that will be implemented this quarter. This project will integrate the academic and practical knowledge the student has acquired in the RN-BSN curriculum. Students will develop objectives relevant to the project, critique the literature, and present a plan for implementation.
Promotes understanding of complexities associated with care of clients and families across the lifespan at end-of-life. Explores nursing management of individuals and families facing end-of-life care and decisions. Emphasis on evidenced-based practice in legal, ethical and professional decision-making framework. Conforms with AACN/ELNEC model.
The focus of this course will be on strategies for providing culturally competent nursing care in a multicultural society. Emphasis is placed on evidence-based nursing practice within a framework of ethical, legal, and professional decision making.
This course introduces students to what human trafficking is, how to identify victims, what health problems are common among this population, special considerations to be aware of when working with trafficking victims and how to access services for them. In addition, the course will distinguish between various types of human trafficking/slavery such as sex trafficking, bonded and forced labor, domestic servant labor and child soldiers. It will also provide an overview of the history of human trafficking and counterstrategies, discuss the causes and physical, emotional and social consequences of human trafficking, and will assess the achievements of counter-strategies devised and implemented by governments, international organizations, private sectors and NGOs.
This course is an introduction to the scope and standards of practice of the nurse in the perioperative environment. Emphasis will be on the development of essential foundational knowledge, skills and attitudes aligned with the fundamentals of perioperative practice designed for nursing schools by the Association of periOperative Registered Nurses (AORN) Guidelines and the Quality and Safety Education for Nurses (QSEN) competencies. Interrelated concepts of thermoregulation, homeostasis, hemostasis, protection, and safety will be stressed to enhance clinical judgement and clinical application. Simulation and perioperative units will be used for the evaluation of student’s ability to deliver care in the perioperative setting.
This course builds upon the foundation of Periop Nursing I and the scope, standards, and practice of the nurse in the delivery of patient centered, team based, collaborative, safe, evidence based and quality care for the perioperative patient. Emphasis will be on the continuation of essential foundational knowledge, skills and attitudes aligned with the fundamentals of perioperative practice designed for nursing schools by the Association of periOperative Registered Nurses (AORN) Guidelines and the Quality and Safety Education for Nurses (QSEN) competencies. Interrelated concepts of aseptic practices, universal protocol, quality and safety, positioning the perioperative patient, teamwork, collaboration and leadership will be stressed to enhance clinical judgement and clinical application.
This course builds upon the foundation of Periop Nursing II and the scope, standards, and practice of the nurse in the delivery of patient centered, team based, collaborative, safe, evidence based and quality care for the perioperative patient. Emphasis will be on the continuation of essential foundational knowledge, skills and attitudes aligned with the fundamentals of perioperative practice designed for nursing schools by the Association of Perioperative Registered Nurses (AORN) Guidelines and the Quality and Safety Education for Nurses (QSEN) competencies. Interrelated concepts of aseptic practices, universal protocol, quality and safety, positioning the perioperative patient, teamwork, collaboration and leadership will be stressed to enhance clinical judgment and clinical application.
This course will serve as a comprehensive review of important and essential concepts from the nursing curriculum. Students will focus on those concepts that they need to improve for the successful practice of professional nursing. Students will utilize the Nursing Academic Clinical Support Services (NACSS) to review procedures practiced throughout the nursing curriculum, in particular the core professional skills, and will use computerized testing to gauge their mastery of professional nursing content.
Confronting Issues in Contemporary Health Care Environments examines Health care policy and politics in terms of contemporary issues relative to nurses in advanced roles, health care access, quality, and cost. The focus of this course is the critical analysis of health policy and global health utilizing advanced nursing roles in relation to the broader health landscape.
The focus of this course is to develop the student's ability to identify ethical dilemmas, apply moral reasoning, and then take the action necessary to resolve the dilemma. Questions of clinical and applied ethics, including basic principles and theories that support and challenge the decision making process will be examined from various perspectives to address the moral difficulties the advance practice health care provider is likely to encounter.
This course presents the essentials of organ system function in humans, with an emphasis on the integration of neural and hormonal mechanisms in the control of organ system function. This course is limited to students in the Nursing Anesthesia Program of the College of Nursing and Health Professions.
A detailed discussion of the disturbances of normal function and basic mechanisms involved in the diseases of the major organ systems and the general aspects of the common human pathophysiological conditions and syndromes. This course includes general pathological processes that are specific to the cardiovascular system.
A detailed discussion of the disturbances of normal function and basic mechanisms involved in diseases of the major organ systems and the general aspects of the common human pathophysiological conditions and syndromes. This course includes respiratory, renal, digestive, hepatobiliary and pancreatic pathophysiology.
A detailed discussion of the disturbances of normal function and basic mechanisms involved in diseases of the major organ systems and the general aspects of the common human pathophysiological conditions and syndromes. This course includes the endocrine, reproductive, sensory/motor pathways, pain pathways, neuromuscular, neurological, and skeletal pathophysiology.
This course provides an overview of the history of medicine and reviews the theoretical foundations of selected Complementary and Integrative Therapies, including botanical medicine, clinical aromatherapy, homeopathy, mind-body therapy, energy therapy, and humor. It introduces a holistic approach to health, and offers strategies for integration of the best of conventional and complementary practices for optimal health and wellness across the spectrum of care.
Assists students to examine and actualize the processes for development and measurement of outcomes in health care in the context of evidence-based practice. Explores epidemiologic theories and models to promote understanding of risks and disease pathogenesis. Examines the dynamic balance between health and illness. Understanding of health assessment, risk identification and outcomes measurement is emphasized.
This course examines data sets through epidemiological models and evidenced based models to examine clinical outcomes in different populations. Differences in clinical activities and outcomes of specific populations of clients, health care providers, and payers are explored and analyzed utilizing selected methodological and evaluative approaches.
This is the first course in a series of five clinical courses for the graduate student studying to become a family nurse practitioner. This course introduces the FNP student to the health care needs and dynamics of the emerging family throughout the lifecycle. Clinical practicum of 160 hours occurs concurrently.
This is the second course in a series of five clinical courses for the graduate student who is studying to become a family nurse practitioner. This course is designed to introduce the FNP student to primary and episodic care of infants, children, adolescents, and their families. Clinical practicum of 160 hours occurs concurrently.
This is the third in a series of five clinical courses for the graduate student who is studying to become a family nurse practitioner. The course is designed to introduce the FNP student to primary care of the adult-older adult population accross the age spectrum. Clinical practicum of 160 hours occurs concurrently.
This is the fourth in a series of five clinical courses for the graduate student who is studying to become a family nurse practitioner. The course is designed to build on topics from FNP III, Primary Care of the Adult-Older Adult I, with a focus on care of the adult-older adult with multisystem and chronic illness that impacts quality of life. Clinical practicum of 160 hours occurs concurrently.
This is the final clinical courses for the graduate student studying to become a family nurse practitioner. This course is designed to assist the student to apply knowledge from all previous clinical courses to guide them in the transition from student to practitioner. Clinical practicum of 80 hours occurs concurrently.
This course is designed to take the student on an experiential journey toward a holistic way of living that emphasizes a mind-body-spirit approach. Emphasizes development of healthy, nutritious eating, effective exercise, and guidelines for incorporating basic supplementation. Students stress reduction and management techniques including breathing, walking and music. Integrates spiritual concepts.
This course provides a broad introduction to the essential competencies required by nurses to improve practice and health care delivery. Based upon the Quality and Safety Education for Nurses (QSEN) project, class activities will be designed to prepare nurses who will have the knowledge, skills and attitudes necessary to serve in leadership roles to drive quality improvement and safety within healthcare systems.
This course focuses on the central role that self plays in leadership and communication skills. By performing self-observations and analyses, students will analyze the role of self in leadership and gain appreciation of the complexities of interpersonal communication. Enhanced communication skills will also be explored in teams and organizational settings.
Building on a foundation of normal physiology, students are exposed to the major disturbances of normal function and the basic mechanisms involved in disease of the major organ systems. The course includes discussion of the general aspects of the common human pathophysiological conditions and syndromes.
This course is designed to build on prior pharmacologic study of actions and effects of drugs on the human system across the life span. Students will study pharmacologic mechanisms of action, effects on organ systems, routes of administration, pharmacokinetics, therapeutic uses, considerations related to age and physiologic state, adverse reactions, contraindications, and drug interactions.
This course is designed to introduce the experienced clinical nurse to advanced health assessment techniques and diagnostic reasoning. The content of this course focuses on advanced clinical history taking, and physical and psychosocial assessment of individuals/families across the lifespan. Differentiation of normal variations and pathophysiologic changes are emphasized integrating advanced clinical reasoning within the scope of advanced practice nursing.
This course is designed to prepare the Adult-Gerontology Acute Care Nurse Practitioner student for the safe prescribing and monitoring of therapeutic agents across the spectrum of adult-older adult patient population in acute and critical illness.
This course provides scientific knowledge of psychopharmacology and its application to treatment of clients with psychiatric disorders across the lifespan. The course focuses on advanced concepts in neuroscience, pharmacokinetics and pharmacodynamics of psychotropic drugs in the management of targeted symptoms of psychiatric disorders.
This course is designed to prepare the FNP students for the safe managing and prescribing of therapeutics. Students will study pharmacologic mechanisms of action, effects on organ systems, routes of administration, pharmacokinetics, therapeutic uses, considerations related to physiologic state, adverse reactions, contraindications and drug interactions.
Changes in the health care system are demanding practitioners with well-honed leadership skills and with a sense of stewardship. This course explores the concepts of leadership and stewardship from a historical and contemporary perspective with particular application to the health professions.
This course will address the fundamentals of economics as they relate to healthcare services, quality improvement, management measures, and cost containment strategies. The student will explore the issues of market supply and demand, the economics of nursing, the impact of managed care and the role of information technology in the delivery of healthcare services.
The rapidly changing healthcare environment and ongoing demands for increased productivity, quality, and service excellence have resulted in a renewed emphasis on operational efficiency in the delivery of health care services and nursing care. This course will examine critical issues related to structuring patient care delivery models and clinical practice for quality and efficiency. Pertinent legal and ethical considerations will be threaded through the content.
Spirituality is an essential aspect of one's identity. For some, spirituality is expressed in terms of religious concepts while for others it is less formalized yet no less significant in contributing meaning and purpose to their lives. Health, illness, and healing are three major life experiences impacted upon by one's spirituality.
This course provides a comprehensive study of topics related to workforce management issues and strategic human resources management for nurses in a leadership role. Students examine recruitment, selection and retention, employee appraisal and development, as well as compensation and labor relations. Implications of generational and cultural dimensions, legal and global environments as well as current issues such as diversity training, sexual harassment policies are explored and balanced with organizational pressures related to cost-benefit priorities supporting financial goals and operational efficiency.
This course provides a forum for the exploration and evaluation of financial management and the financial environment of the healthcare industry. The student will develop an understanding of the budgeting and accounting process and how a fiscally responsible budget works in a climate of decreased government funding, shared cost mechanisms and decreased personnel resources in addition to basic financial management principles and tools.
This practicum provides the student an opportunity to operationalize the leadership role in appropriate agencies and facilities in conjunction with an expert nursing leader. A course project involving a project of value to both the student and the organization will be completed.
The focus of the practicum will be on exposure to the management of information to support decision-making, communication, and strategic planning. These include systems for managing human resources, improving quality of care and tracking organizational metrics. A course project involving a project of value to both the student and the organization will be completed.
This is the first course in a series of five clinical courses for the graduate student studying to become an Adult-Gerontology Acute Care Nurse Practitioner. This course is designed to introduce the student to the role of the Adult-Gerontology Acute Care Nurse Practitioner in adult acute/critical and chronic healthcare settings.
This is the second course in a series of five clinical courses for the graduate student studying to become an Adult-Gerontology Acute Care Nurse Practitioner. This course is designed to foster development of clinical competency and role transition in the setting of acute medicine.
This is the third course in a series of five clinical courses for the graduate student studying to become an Adult-Gerontology Acute Care Nurse Practitioner. This course is designed to foster ongoing development of clinical competency and role transition in the setting of acute surgical patients.
This is the fourth course in a series of five clinical courses for the graduate student studying to become an Adult-Gerontology Acute Care Nurse Practitioner. This course is designed to foster ongoing development of clinical competency and role transition in the setting of critically ill patients.
This course is designed to build off prior undergraduate clinical knowledge. Using a case-study approach, students are able to explore advanced concepts of pathophysiology, pharmacology, and physical assessment across the lifespan.
This is the fifth course in a series of five clinical courses for the graduate student studying to become an Adult-Gerontology Acute Care Nurse Practitioner. This course is designed to foster independent and interprofessional practice in the role of the Adult-Gerontology Acute Care Nurse Practitioner.
This course prepares the prospective healthcare educator with the foundational principles necessary for teaching in various settings: classroom, clinical and college laboratories, and health care agencies.
This course introduces conceptual models and theories of advanced psychiatric mental health nursing practice. The course integrates assessment, diagnosis and treatment of the adult and older adult clients with major mental health disorders, incorporating eclectic content and evidenced based practices from the sciences. Students integrate and apply theory and practice of PMHNP both in the classroom and in a supervised clinical practicum.
This course expands upon conceptual models and theories of advanced psychiatric mental health nursing practice. Students apply knowledge of foundational concepts and clinical skills to special populations. Integrative medical care of the psychiatric patient is emphasized in this course with consideration to common comorbidities and differential diagnoses. Students integrate and apply theory and practice of PMHNP both in the classroom and in a supervised clinical practicum.
This course discusses conceptual models and theories of advanced psychiatric mental health nursing practice with application to the child and adolescent population and their families. The course integrates assessment, diagnosis and treatment of psychiatric disorders of children and adolescents. Students integrate and apply theory and practice of PMHNP both in the classroom and in a supervised clinical practicum.
This course focuses on the conceptual theories and applied modalities of individual, family, and group psychotherapy within advanced psychiatric mental health nursing practice. Students apply knowledge of psychotherapeutic concepts and strategies in the care of psychiatric patients both in the classroom and in the supervised clinical practicum.
The purpose of this course is to offer the student applications in nursing curriculum design, including the development of a teaching/learning philosophy, mission statement, programmatic goals, learning objectives, teaching plans, and individual courses.
This course provides an overview of the roles and responsibilities of the nurse educator in academic or health care agency settings. Key policies, protocols, and legal aspects of education will be explored. Situational events occurring in educational settings will be highlighted for research and discussion to develop effective management strategies.
This course explores the theories, principles and practices that underpin the measurement and evaluation of educational settings. This course includes content on approaches to giving feedback, test construction and psychometrics evaluation, development and grading of written assignments, evaluation of clinical performance and self-evaluation for personal teaching effectiveness.
This course provides an overview of teaching methods utilized within nursing education to support student learning in clinical, didactic and online learning environments. Students will examine various teaching/learning technologies, including simulation, and integrate these technologies with select teaching methods in the design of coursework to support learning.
Principles of Bioenergy Therapies examines the concept of human bioenergy fields and the healing modalities known as energy therapies that rebalance the bioenergy field to promote healing. The history and research into energy therapies is covered as students explore the paradigm shift in treatment of individuals in Western medicine.
This course introduces health care professionals to the use of complementary and integrative therapies (CIT) used during the end of life. Methods for assessment, the influence of the environment in healing, and therapeutic interventions for various stages of patient concerns will be explored. The current use of proven modalities in end of life care will be discussed, as well as the potential for expanding current practice. Care of the dying will be viewed from many disciplines, clinical and domestic.
This course is appropriate for clinicians within the helping professions seeking to support others on their unique paths towards wellness. Staring with the self, the student experiences integrative approaches on their own wellness journey. These techniques form an integrative approach to assist others. Theories and techniques of behavior change include positive psychology, cognitive behavioral processes, and spiritual intelligence. Complimentary and integrative approaches explored include guided visualization and imagery, journaling, meditation, mindfulness, music, and prayer.
This course focuses on gastrointestinal and hepatic dysfunction related to anesthesia planning and intervention in the advanced practice role as a CRNA. Specific attention is given to mechanisms and management of coagulopathies and administration of blood and blood products. Blood borne diseases associated with blood product administration is addressed.
This course offers health care professionals the guidelines and tools necessary to provide compassionate spiritual care to patients and their families at the end of life, by examining spiritual beliefs, rituals and opportunities through the combined effort of patient, family and a multidisciplinary health care team. Techniques will be explored that acknowledge and support individual goals, values, wishes, through discovery, reverence, and tending of the spirit. This course will examine the ancient texts of death and dying, the use of scripture, and the unique energy of the ancient hospices in Europe.
This course is designed to prepare the Adult-Gerontology Primary Care Nurse Practitioner (AGNP) student for the safe managing and appropriate use of drug therapy in the management of various disease states. Students will study pharmacologic mechanisms of action, effects on organ systems, routes of administration, pharmacokinetics, therapeutic uses, the considerations related to physiologic state, adverse reactions, contraindications, and drug interactions. Students will analyze the scope of legal and professional responsibilities related to prescribing and the AGNP role.
This course provides the pediatric primary care nurse practitioner student with an introduction to the conceptual basis for meeting the health needs of diverse pediatric populations. Course content and clinical experiences prepare the student to assume the role of primary care provider for children from birth through adolescence.
This course focuses on the diagnosis and management of common pediatric episodic and emergency issues. Course content and clinical experiences prepare the student to assume the role of primary care provider for children from birth through adolescence.
This course focuses on the appropriate medication regimens utilized in pediatric health care. The action, therapeutic effect and rationale for selection of each drug class will be examined. Toxicity and complications of each drug class will be discussed.
This course focuses on the assessment, diagnosis and management of common health issues of adolescence. Reproductive health management and anticipatory guidance unique to the adolescent population will be discussed. Course content and clinical experiences prepare the student to assume the role of primary care provider to adolescents.
This course focuses on the management of children with special health care needs in the primary care setting. Course content and clinical experiences emphasize the complex issues of chronicity, behavioral and developmental disabilities and common health problems seen in primary care.
This clinical course will provide the novice acute- chronic PNP student with higher appreciation of the pathophysiological basis and management of acute-chronic health disorders with children and their families. Emphasis is placed on critical assessment stratagems, pharmacological treatments, current research, and treatment of children with complex acute-chronic health conditions with a multicultural perspective.
The course builds upon preceding acute- chronic course content and prepares students to perform critical assessment, diagnosis and management of emerging crisis and organ system dysfunction in children with acute- chronic health conditions. The course emphasizes stabilizing patients, reducing complications, restoring optimal health, providing psychosocial support to pediatric patients and their families.
This course will provide students with higher appreciation of the role of the Acute-Chronic Pediatric Nurse Practitioner managing children with chronic health disorders and specialized needs transitioning into different sites of care. Students will focus on the strategies within the community, home based interventions, coordination of services, and, collaboration of care.
This course introduces an evidence-based, functional medicine model of clinical nutrition, a science-based field of healthcare that examines core clinical imbalances that underpin specific conditions and associated symptoms. A functional approach to nutrition analyzes the multiple roles of various nutrients and focuses on how these key life-sustaining substances support health throughout the different systems of the body, as well as providing a broader perspective on deficiency symptoms and how to ameliorate them.
This is the first course in a series of four clinical courses for the graduate student studying to become an Adult-Gerontology Primary Care (AGPC) Nurse Practitioner. This course will introduce the student to the role while focusing on the young-adult to young-old adult across the wellness-illness continuum.
This is the second course in a series of four clinical courses for the graduate student studying to become an Adult-Gerontology Primary Care (AGPC) Nurse Practitioner. This course is designed to foster development of clinical competency and role transition in the setting of primary medicine for the young-old and older-adult patient population.
This is the third course in a series of four clinical courses for the graduate student studying to become an Adult-Gerontology Primary Care (AGPC) Nurse Practitioner. This course is designed to further develop clinical competency to provide a multidisciplinary, comprehensive approach to the older-adult in the primary and long-term care setting.
This is the fourth course in a series of four clinical courses for the graduate student studying to become an Adult-Gerontology Primary Care (AGPC) Nurse Practitioner. This course will build upon the knowledge and skills acquired in previous AGPC courses to guide them in the transition from student to safe and effective practitioner.
This required course is the application and integration of the role and competencies of the nurse practitioner. The roles of the nurse practitioner as clinician, educator, researcher, expert, and leader are presented and explored. Interpretation and application of professional issues, practice issues, legislative issues, certification issues, insurance issues, legal issues and ethical conflict resolution in advanced nursing practice are explored and integrated into a model of interdisciplinary collaborative practice.
This course provides an opportunity for the student to delve deeper into the role of the public health nurse and apply content that has been learned in previous coursework to operationalize the role of the public health nurse in a variety of settings. In this course, the student will complete and present the capstone project to organization administration, community leaders and other stakeholders.
This is the first course in a series of three specialized clinical courses for the post-graduate FNP or AGPCNP studying to be an emergency nurse practitioner (ENP). This course introduces the ENP student to the specialized care of the patient in the emergency care setting (ECS) including clinical decision making skills necessary to manage common illness and injury across the lifespan. Students are taught the skills of assessment, interpretation of diagnostic studies, interventions, and treatments unique to the ECS.
This is the second course in a series of three specialized clinical courses for the post-graduate FNP or AGPCNP studying to be an emergency nurse practitioner (ENP). This course continues to prepare the ENP student to the specialized care of the patient in the emergency care setting (ECS). Student are taught the skills of assessment, interpretation of diagnostic studies, interventions, and treatments unique to the ECS at an advanced level, thereby enhancing clinical decision making for common illness and injury across the lifespan.
This is the final specialized clinical courses for the post-graduate FNP or AGPCNP studying to be an emergency nurse practitioner (ENP). Building upon prior clinical ENP experiences, this course teaches the student how to care for patients of the highest acuity levels. Topics of pre-hospital care, initiation of care to the trauma and critically ill patient, and transport of patients to a higher level of care. The culmination of the ENP education and transition into the ENP role is also be covered.
This course focuses on primary health care needs of women throughout the lifecycle concentrating on prevention, screening, risk factor assessment, health maintenance as well as sings and symptoms, assessment, management.
This course is designed to prepare the Women’s Health Nurse Practitioner student for the safe managing and prescribing of therapeutic agents used in Obstetrics/Gynecology and primary care settings for women’s health care.
This is the first course in a series of four clinical courses for the graduate student who is studying to become a (WHNP). This course is designed to introduce the WHNP student to the gynecological needs of women and their partners from puberty throughout the post reproductive years. Clinical practicum of 160 hours in Women’s Health occurs concurrently.
This is the second women's health course in a series of four clinical courses for the graduate student who is studying to become a WHNP. This course is designed to build upon the didactic and clinical content presented in N690 by addressing more complex gender related issues throughout the lifespan. Clinical practicum of 160 hours in Women’s Health occurs concurrently.
This is the third course in a series of four clinical courses for the graduate student who is studying to become a WHNP. This course is designed to introduce the WHNP student to low risk obstetrics. Clinical practicum of 160 hours in Women’s Health Low Risk Obstetrical Care.
This is the fourth course in a series of four clinical courses for the graduate student w studying to become a WHNP. The course is designed to introduce the WHNP student to the assessment of high-risk obstetrical care of the pregnant woman, the fetus, and the family unit. Clinical practicum of 160 hours in high risk obstetrics occurs concurrently.
This course bridges the chasm between politics, economics, public policy making, and the U.S. health care system, by examining and critiquing the components of each. Students analyze foreign and domestic health care policies that provide the framework that drives regulation and delivery of health care. Critical analysis of global factors, national allocation of healthcare resources and current healthcare policy debates prepares the doctor of nursing practice student to organize, advocate, and implement health policy initiatives at multiple levels.
This is an applied course on methods of population-based epidemiologic research that includes a discourse on statistical analysis and causal inference. This course follows a prerequisite introductory biostatistics/epidemiology course, and is designed for nursing and health sciences doctoral students who are expected to integrate statistical reasoning into the decisions they make in the health care setting. A combination of Excel-based, SPSS, and hand calculated assignments will be used to supplement the content.
This introductory course focuses on developing skills fundamental to qualitative inquiry. This includes reflexivity as a qualitative strategy, which addresses subjectivity in qualitative methods and explores the positioning of self as influential in all stages of the process. The process of bracketing presuppositions will be examined including its phenomenological origins and tensions, such as: who brackets, methods of bracketing, and timing in the process of qualitative inquiry. Practical approaches to qualitative data collection and analysis will be examined including: interviewing techniques, focus groups, and thematic analysis.
This course is designed to help students explore the development of nursing knowledge that is generated from clinical practice. A critical analysis of historical and contemporary views of nursing science knowledge development and the evolution of nursing inquiry will be addressed. Concept analysis will be an integral part of this course. Students will examine relationships between the components of theory and the role that theory plays in research and clinical nursing practice.
This quantitative methods course focuses on understanding and evaluating the scientific rigor of published quantitative research. Practical approaches to applying quantitative methods to address practice-based nursing problems will be examined including: project design, sampling, measurement, data collection, data analysis, and human subject protection. Emphasis is placed on scientific principles and techniques used to minimize bias and maximize internal and external validity in quantitative inquiry.
This course prepares a doctoral student to be proficient in the use of health information technology and information systems to assume a leadership role to improve practice and health care delivery. This course will provide students with skills in the selection, use and evaluation of technologies for care; development and implementation of a plan for data extraction from databases containing practice information. The use of appropriate software to generate statistics and accurately interpreting statistical results will be addressed. The student is expected to use these technologies in translation of evidence to clinical practice to improve health care, health care systems and patient outcomes. Additionally, the concept of interprofessional collaboration to improve patient outcomes will be addressed.
This course is designed to broaden and enhance the leadership skills and expertise of the Doctor of Nursing Practice student. Current topics affecting the health care delivery system will be explored, i.e. decreased revenue sources; unionization; health care reform; staffing models; magnet organization status; informatics; the aging population and its effect on the health care delivery system; strategic management, succession planning, and facilitation of clinical interdisciplinary relationships to improve clinical outcomes and research opportunities. DNP graduates must be prepared in leadership roles secondary to complex health care delivery systems, the focus on patient outcomes and decreased revenue streams.
This course examines nurses’ ways of knowing and the philosophical underpinnings of the nursing profession. Students examine the process of scientific inquiry and appraise scholarly products that have relevance to nursing knowledge development and health.
The course focuses on developing scientific integrity in the responsible conduct of research. Ethical issues, including the protection of subjects, national and clinical trials, scientific fraud, and ethical treatment of data, related to the responsible conduct of research will be explored.
This seminar on the formation of scientists focuses on developing skill in preparing manuscripts for publication, crafting scientific abstracts and developing podium and poster presentations.
This course on the formation of scientists focuses on the organization, development and preparation of a grant application. Students are expected to prepare components of their grant application under the direction of their mentor using the guidelines for an appropriate funding organization.
This course examines approaches for knowledge development in nursing and scientific appraisal of phenomenon of interest to nursing. The conceptual foundations of nursing science and the contextual factors (e.g. age, gender) that impact nursing science are explored. Concept analysis and integrative reviews provide opportunities for students to further develop a phenomenon of interest for study.
This DNP seminar course is offered as an independent study under the direction of the doctoral student’s assigned DNP Project Chairperson. This course focuses on DNP Project completion, including the DNP Project paper, with particular attention to the analysis, evaluation and dissemination of the project. The course end-product is a completed paper that satisfies DNP Project expectations and meets iDEA repository requirements. Demonstrable DNP Project progression is a course requirement.
Clinical nursing and phenomena using qualitative research methods will be examined to elucidate health and human behavior within context. The history, language and epistemology of qualitative research traditions are explored and studied as interpreted by qualitative nurses researchers in advancing the science of nursing. Qualitative strategies will be explored, compared, contrasted and analyzed. These can include but are not limited to: ethnographic, phenomenological, grounded theory, narrative, mixed methods and participatory action research approaches. The course culminates in the development of a qualitative research proposal within qualitative nursing research frameworks.
This course focuses on advanced strategies to evaluate the short- and long-term outcomes of clinical therapeutics with special emphasis on feasibility, pilot studies, and randomized control trials. The course includes analysis of completed studies as well as the design of a randomized control trial used in non-pharmacologic or clinical therapeutic.
This course is designed to enhance the clinical knowledge development of the clinical nursing scholar. Doctoral students, under the direction of their DNP advisor and course faculty, will select an area of clinical nursing practice that will be driven by their capstone project. Models of the reflective practitioner, interdisciplinary novice-to-expert theories, use of evidence-based data bases to drive interventions, and cost effectiveness evaluation of clinical interventions derived from students’ Clinical Practica will be addressed. The Clinical Practicum will consist of 125 hours of practice.
This course is designed to broaden and enhance the role development knowledge and skills of the clinical nursing scholar. Students, under the direction of faculty advisor, will select an area of role development as a practitioner, or nurse executive. This course will address content relevant to various role careers of the clinical nursing scholar such as role negotiation theory, lifelong mentorship; leadership abilities and professional development trajectory; and stress management and role strain. The Role Practicum will consist of 125 practice hours.
The course is designed to enhance ethical reasoning and decision-making among nursing scholars in their role as clinicians, and/or executives. The course will focus on the practical application of ethical theories and principles to practice. Students will discuss the relevance and application of various theoretical perspectives such as deontology, teleology (utilitarianism), virtue ethics, and relational ethics. The application of principles to practice will take a life-span approach, and include issues of resource allocation and cross-cultural influences.
This course explores the process on how to translate research evidence into practice that includes assessing the need for change in practice, linking the clinical problem with nursing interventions and patient outcomes, synthesizing the best evidence, designing practice change, and integrating and maintaining the change in practice. Various critical analyses for assessing the quality of research evidence will be investigated. The PICOT format for translating research evidence into practice will be utilized.
This course is designed to broaden and enhance leadership skills for the Doctor of Nursing Practice (DNP) student through a global experience in another country aligned with the DNP Essentials. Cultivating an understanding of global health offers a unique opportunity to enrich and prepare future doctoral nursing leaders for responding to current and future global health care needs in diverse settings. Fostering intercultural relationships, while comparing and contrasting society and health care systems in another country, will deepen an intercultural perspective. Delivery of the course will occur at a host university in the global country visited and is integrated in the Clinical Practicum requirement for the course. Clinical Practicum requirements for this course consist of 50-hours of practice.
This seminar course is focused on planning and designing a proposed DNP project in response to a data-driven or factually supported practice problem. The proposed project uses evidence- based practice methodologies to improve processes and/or outcomes or to broaden understanding of a nursing practice phenomenon. This proposed project may be devised in various forms using diverse approaches, including but not limited to: program evaluation, quality improvement, evidence-based practice improvement, systematic review, or other project modalities consistent with the recommendations of the American Association of Colleges of Nursing. Clinical Practicum requirements for this course consist of 75-hours of practice.
This seminar course is focused on implementing, evaluating, and disseminating an approved DNP project. The required course end-product is negotiated between the doctoral student and faculty to ultimately lead to a completed, fully written paper that satisfies DNP Project expectations. Students may elect one of two DNP project completion tracks; full product by course-end or partial product completion by course-end. Students will explore and engage in opportunities for dissemination of professional work. Clinical Practicum requirements for this course consist of 125-hours of practice.
This course is designed to engage students in an intensive research apprenticeship in the conduct of research. Students will work directly with faculty researchers and their research teams to acquire experiential learning and be closely supervised by an experienced researcher, thereby gaining knowledge and skills in the real conduct of research. This experience will allow the student to gain entry into the research project and identify their feasible contributions that will span the three quarters.
This course provides the students with opportunities to explore how genetics and genomics can be integrated with their research interests and long term scholarship. Course content includes discussion of the evolving role of genetics and genomics in clinical and theoretical research, approaches to studying genetic and genomic issues, accessing and using multiple genetics databases, approaches to identifying collaborators, and evaluation of opportunities for funding and publication. Students will examine the ways genetics/genomics has been included in nursing scholarship through critical analysis of scientific publications. Learners will develop expertise in navigating publically available databases with genetics-related content.
This course uses an interdisciplinary lens to examine special topics in aging research. The state-of-the science, research methodology, and measurement issues related to each topic are explored. Phenomena of interest to aging researchers measured in large data sets on aging (e.g. Cardiovascular Health Study, Baltimore Longitudinal Study on Aging, National Retirement Survey, etc.) are examined.
Through this course, students will learn key principles and methods for the study of reproductive epidemiology. Approaches to study critical health challenges women face nationally and worldwide will be addressed. Reproductive mortality and morbidity burdens will be examined in the context of health disparities by race and ethnicity among various populations of women.
This course uses an interdisciplinary lens in examining mixed methods research. Multiple perspectives and multiple methods, including both qualitative and quantitative designs, are often needed to explore complex clinical problems and health behaviors. This course focuses on mixed methods design selection, data collection, analyses, discussion of findings and research dissemination.
This course is designed to broaden and enhance leadership skills for the Doctor of Nursing Practice Student enrolled in the Clinical Nurse Executive Track. Current topics affecting the health care delivery system will be explored, i.e. decreased revenue sources; unionization; health care reform; staffing models; magnet organization status; informatics; the aging population and its effect on the health care delivery system; strategic management and succession planning.
The purpose of this course is to provide opportunity for the student, with faculty advisement, to develop the proposed dissertation and prepare for its oral and written defense (candidacy examination). Students will work with their faculty advisor to establish the dissertation committee and to plan the format of the proposed dissertation.
Through this course the student will conduct original research with the goal of producing a contribution to the knowledge of the discipline. The quality of the original research must conform to that needed for submission of a manuscript to a peer-reviewed scientific journal in the student’s area of research. This course includes writing and defending the proposal, conducting pilot study, getting IRB approval, implementation of the study, data analysis, interpretation of results, writing the dissertation report, defense, and dissemination of results through publications and presentations.
Through this course the student will conduct original research with the goal of producing a contribution to the knowledge of the discipline. The quality of the original research must conform to that needed for submission of a manuscript to a peer-reviewed scientific journal (traditional dissertation) or granting agency in the student’s area of research. This course builds from the successfully defended dissertation proposal including, conducting a pilot study, securing IRB approval, study implementation, data analysis, interpretation of results, writing the dissertation report, defense, and dissemination of results through publications and presentations.
Source: Drexel University's catalog, linked per course · table learning_unit · CourseShelf publish 59
