79 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.
NURS 115Foundations of Nursing & Health Care4
The process of critical thinking as a basis for open inquiry into assumptions, beliefs, and values about the discipline of nursing will be analyzed for nursing in a dynamic, multidisciplinary health care environment. Professional, historical, and socio-cultural issues, as well as ethical and legal standards, will be discussed within the context of health care challenges of the 21st century.Nursing majors only.
Mechanisms of disease in humans. Emphasis is on dysfunction at cellular, tissue, and organ levels. Chemical, physical, and genetic stress factors are examined to understand how they affect human systems. 1 unit/4 cr.
A clinical practicum utilizing the techniques of physical, psychosocial, functional, spiritual, and cultural assessments. Assessments will be performed in a variety of practicum settings and will include individuals and families across the life span during various states of health. Students will utilize data collected for an interpretive analysis of health status.
In this course the student will develop an understanding of health, illness, and the meanings of these concepts for members of non-western socio-cultural populations. Topics points include culturally bound practices; the impact on healthcare practices and decision-making; structures that promote access to healthcare and structures that impede access. The concept of delivering culturally competent care will be examined and strategies for promoting competence will be explored. (M5)
Examines global disaster management and the socio-cultural needs of individuals, particularly of vulnerable populations. Current evidence-based information on disaster response will be explored in order to prepare for the unique cultural needs of populations impacted by disasters. The student will develop an understanding of the nature of different types of global disasters and develop a plan for disaster management at a personal, community, and global level.
Food is essential not only for our health and wellbeing, but also for our basic survival. How we obtain, preserve, and prepare our food has changed drastically since the days when our hunter-gatherer ancestors discovered fire, domesticated the first livestock, and cultivated the earliest crops. Today, concerns about food safety, poor diets, and obesity dominate the U.S. headlines, and we are bombarded with all sorts of conflicting dietary claims in the media or via the internet. This course will focus on the science of nutrition: the macro and micro nutrients we need and why, the linkages between energy balance and body composition disordered eating, and food safety. Because there are so many false, conflicting, and newly-emerging (but as of yet, unproven) claims about diet and our health, we will also use the scientific understanding gained to help identify credible sources of information about nutrition, diet plans and dietary supplements, and food safety. (U1)
A clinical course that applies nursing knowledge, theories, and attitudes in the management and exploration of selected health problems to the care of individuals and families. Students incorporate clinical reasoning into their plan and implementation of person-centered care. Theory 3 hours, clinical 8 hours.
A clinical practicum course that applies fundamental concepts of nursing, health, and well-being in theory and practice. Students develop a foundation for holistic nursing practice, utilizing physical and psychosocial skills to plan and deliver nursing care.
A clinical practicum course that provides a foundation to facilitate growth and development of children and their families. Students experience nursing role behaviors in addressing health needs in a variety of dynamic family systems.Theory 3 hours, clinical 8 hours.
A clinical course which aims to advance students’ conceptual integration of cumulative and ongoing nursing knowledge and skills to facilitate care of individuals and families experiencing acute, complex health challenges. Students critically examine these significant challenges to deliver holistic and comprehensive nursing care. Theory 3 hours, clinical 8 hours.
NURS 314Introduction to Community, Population, and Public Health4
This course introduces students to community and population health nursing through the examination and application of public health concepts, theories, and evidence-based strategies in the provision of nursing care to diverse populations across the lifespan.
Nursing 329 and NURS 332.2 Credit Type Code: Letter Grade
NURS 315Mental Health from Individual and Community Perspectives4
A course which applies nursing knowledge, interventions, and attitudes for vulnerable populations challenged by acute and chronic alterations in physical and mental health. Students analyze responses to mental health crises and episodic interruptions of health, and experience collaborative health care delivery in a variety of settings.Theory 3 hours, clinical 8 hours. (Public Speaking)
NURS 313 Credit Type Code: Letter Grade TAGS Public Speaking
NURS 316WI:Exploration Into Nursing Inquiry4
This writing-intensive course explores nursing science and interdisciplinary healthcare inquiry. Students will discover guiding frameworks and learn foundational research principles. Students will acquire skills to analyze and critically appraise the evidence for implications in nursing. Writing-intensive. Theory 3 hours; clinical 8 hours. (Writing)(Critical Reading)
NURS 317 Credit Type Code: Letter Grade TAGS Writing Critical Reading
NURS 317Professional Nurse4
A course which incorporates leadership and management principles with a clinical practicum in which students establish their role as a professional nurse. Students transition to entry level practitioners by incorporating concepts of autonomy, interdependency, leadership and collaboration. Theory 3 hours, clinical 8 hours.
NURS 316 MILE Requirement: BTC Credit Type Code: Letter Grade
NURS 320Populations At High Risk4
Elective helps senior-level student understand a specific population’s health problems. International placement for this course experience is encouraged.
This nursing elective course seeks to examine selected complementary and alternative therapies. Issues related to the integration of complementary therapies into health care and development of a nursing perspective on utilization of complementary therapies for treatment and healing will be discussed. Selected opportunities for clinical experience and field study may be included. (Professional Communication).
RN licensure in PA, admission to the nursing major Credit Type Code: Letter Grade
NURS 322Populations At High Risk: Honduras2
This course seeks to facilitate student understanding of a specific population of people at high risk for health problems. The population may be found in any location. International placement for this course experience is required. (M5)
Health care and nursing culture is analyzed through perspectives in economics, public policy, ethics, demographics, and evolving global issues. The focus is on critical thinking to advance the profession and improve health care. (Professional Communication).
RN licensure in PA, admission to the nursing major Credit Type Code: Letter Grade
NURS 3312 - Pharmacology I2
This nursing course examines the pharmacological process utilized by nurses including knowledge of medications’ actions and effects in clients throughout the lifespan. Pharmacological issues and trends, over the counter medications, and herbal supplement use will be explored. This course will be built upon prior nursing knowledge and concepts gleaned from this course will be utilized throughout the nursing curriculum.
NURS 310 and NURS 312 Credit Type Code: Letter Grade
NURS 332Dynamic & Challenged Comm4
This course provides a foundation to facilitate community health nursing and is based on the synthesis of nursing knowledge and public health science. Emphasis is on partnerships and collaborations in health promotion and disease prevention programs for communities. The course includes 50 hours of project time.
RN licensure in PA, admission to the nursing major, NURS 324 Credit Type Code: Letter Grade
NURS 333WI: Evidence-Based Nursing Practice4
This course provides an introduction to evidence-based clinical practice, with a particular emphasis on clinical nursing inquiry. Students are introduced to methods that guide inquiry, including how to search for information on best practices, discern levels of evidence that guide practice, and critically appraise research and formulate novel questions that may lead to additional research-based projects. Project hours: 25
RN licensure in PA, admission to the nursing major, MATH 107 , NURS 324 Credit Type Code: Letter Grade
NURS 334Prof Nurse as Emerging Leader4
This course provides the RN student with an expanded view of the concepts of autonomy, interdependency, and collaboration as a professional nurse. Particular emphasis will be placed on developing leadership qualities based upon the Transformational Model of leadership. Students will learn essential competencies needed to succeed in a variety of nurse leader roles. Project hours: 50
RN licensure in PA, NURS 324 Credit Type Code: Letter Grade
NURS 339Chronic Conditions and Care Transitions4
A clinical course that applies nursing knowledge, interventions, and attitudes in the management and exploration of the impact of individuals’ chronic health conditions. This course will also explore the complexities of care transitions. Students analyze various human responses to challenging health conditions within a dynamic healthcare system to provide holistic and comprehensive nursing care.
In this clinical course, the students will gain foundational knowledge of reproductive health and human sexuality across the lifespan. Students examine the physiological, psychological, and social aspects of the unique experiences of sexuality, gender identity, sexual orientation, and reproductive health. Students will promote optimal health of individuals, childbearing families, and neonates.
NURS345P - Reproduct/Perinatal PS AND NURS345L - Reproduct/Perinatal Lab Credit Type Code: Letter Grade
NURS 346Pediatric Nursing and Family-Centered Care3
In this clinical course, students will gain nursing knowledge to promote optimal growth, development, and health of the pediatric patient from newborn through adolescence in a variety of care contexts. The course emphasizes the abilities to plan, evaluate the safety of, and effectively administer family-centered, customized care in pediatric settings.
A course that examines leadership and management principles that are the basis for delivering safe patient and family centered care in complex health care organizations. Drawing from their experiences in life and their education, students will explore theories related to change, conflict management, leadership styles, work environment, budgeting and management of resources.
This course provides the foundation of ethical theories and bioethics related to healthcare. The relevance of ethics to decision-making within the healthcare system is explored. Ethical issues that affect healthcare professionals and individuals across the lifespan are analyzed. (U2). U2 courses are open only to Juniors and Seniors.
Advances in medical technology have enabled individuals to live longer lives, orchestrate their own healthcare, and participate in end-of-life decisions. Inherent in end-of-life issues are cultural decisions, ethical issues, Anticipatory grief, palliative care, loss, and bereavement. This course will use a holistic approach to examine cultural considerations/rituals, religious influences, loss, grief, socioeconomic challenges, end-of- life physical concerns across the lifespan. Preparing for and caring for the individual/family at the time of death will be explored.
This course seeks to facilitate student understanding of populations across the globe at high risk for health problems and the health disparities. The Sustainable Development Goals (SDGs) will guide the study in this course as students investigate the role of health care professionals in impacting global health.
This is an epidemiology methods course designed with the broad perspective required for determination of the distribution and determinants of health and illness in human population groups. One focus is on the information systems, data sets and algorithms used in solving health problems and finding solutions needed for evidence-based practice. Knowledge required for being a critical consumer of research reports in professional literature is an additional focus. Designing health promotion and disease prevention programs for important global and local health problems is also stressed. Three graduate credits. (Graduate Business students register for MGMT 502).
This course provides an overview of policies that affect the quality, safety, and cost-effectiveness of health care. Students analyze the effects that paradigms, values, special interests, and economics have in the delivery and financing of health care that may or may not result in improvement of health of the public and of specific subsets of patients. Three graduate credits. (Graduate Business students register for MGMT 504).
This course provides students a framework to guide advanced clinical inquiry. Students learn how to formulate researchable and clinically relevant evidence-based practice (EBP) questions, perform advanced literature searches, and critique the strength of current evidence. Students identify and propose EBP projects that are relevant to their specialty areas and present project findings upon completion. Three graduate credits.
This course introduces students to the multiple roles and responsibilities of the nurse practitioner. Students apply prior knowledge and experience of professional nursing in appraising advanced practice nursing roles. Students develop personal philosophies of practice that are consistent with nurse practitioner competency standards. This is a course requirement for all students in the nurse practitioner track. Two graduate credits.
This course introduces students to the multiple roles and responsibilities of the adult-gerontology nurse practitioner through seminar and precepted practicum experiences. Students apply prior knowledge and experience of professional nursing in appraising advanced practice nursing roles. Students develop personal philosophies of practice that are consistent with adult-gerontology nurse practitioner competency standards. Seminar and practicum experiences in primary care or acute care provide care exemplars and case studies that further provide basis for student learning. This is a course requirement for all students in the nurse practitioner track.
NURS534 - Adv Health & Phys Assess AND NURS530 - Advanced Pathophysiology Credit Type Code: Letter Grade
NURS 520Fin Mgmt in Healthcare Org3
This course focuses on the synthesis of theoretical and practical principles of financial and investment decisions within health care organizations. Students utilize accounting and financial information to execute effective decisions that enhance organizational objectives and patient outcomes.
The course description needs to be updated to: This course focuses on defining projects and identifying how to manage them within health care organizations. Students learn to identify project management process groups, methods to formulate and execute goals, break project components into work breakdown structure, and critique project case studies to assure performance improvement.
This course examines models of change within health care organizations and identify strategic and leadership decisions necessary to effect positive organizational outcomes. Factors that assure short-term and long-term success in a competitive health care environment, including developing partnerships and cultivating human and other resources are analyzed. Students utilize case studies to critique the strategic decision-making process and make recommendations for effective strategic change. Three graduate credits. (Graduate Business students register for MGMT 524).
This course introduces advanced models of mechanisms that result in disease, with an emphasis on dysfunction at the genetic, cellular, tissue, and organ levels. Students are provided foundational concepts in pathophysiological processes that may be applied to advanced specialty areas.
This course provides students an overview of advanced pharmacological concepts including pharmacokinetics, pharmacodynamics, and prototype drugs. Students learn major drug categories and concepts important to assure the safe prescription and use of drugs in a case study-based format.
This course examines the unique environment of healthcare and the challenges confronting managers in that environment. Topics examined include marketing healthcare services, recruiting and retaining staff necessary for meeting mission, the strategy of healthcare services delivery, healthcare informatics, and decision making in the healthcare marketplace.
This course prepares students for performing the components of a comprehensive health history and physical examination on patients across the lifespan with a variety of health concerns. This course builds upon prior assessment knowledge. Students learn advanced techniques and apply findings which may lead the formulation of differential diagnosis. Includes 30 laboratory practice hours. Three graduate credits.
This course examines health from an economic perspective and analyzes how healthcare services are demanded and supplied. Economic theory examines the value of health from both individual and societal perspectives; the supply and demand for providers, healthcare services, and health insurance; international comparisons of healthcare expenditures; cost-benefit analysis of public policies and medical interventions; and the role of government in healthcare markets. Emphasis is placed on ethical reasoning in economic decision-making, including implications of healthcare pricing, policy decisions, and resource allocation for quality, value, and sustainability in healthcare systems.
This course provides an overview of legal issues associated with healthcare. Ethical issues associated with the practice of medicine, decision-making, and policy in the healthcare environment are also examined. The course begins by describing the basics of policymaking and the legal processes that influence healthcare and health systems and includes an exploration of fundamental problems, opportunities, and contemporary issues in health policy and law.Students learn to think systematically about these issues and the various methods available to public and private policymakers to address them. The course describes the methods of writing a policy analysis and engaging in health advocacy, allowing students to apply analytic writing and advocacy skills to policy and legal problems in healthcare and population health.
This course introduces students to the multiple roles and responsibilities of the clinical nurse leader (CNL), which include advocate, member of the profession, team manager, information manager, systems analyst/risk anticipator, clinician, outcomes manager, and educator. Exemplars and case studies of role integration will provide a basis for student learning. Three graduate credits.
This course provides a framework for assessing and evaluating learning in academic and clinical settings, preparing the student for the role of the novice educator. Students will learn to prepare and evaluate educational programs and student, staff, and patient learning. Various assessment and measurement instruments will be identified and utilized in relation to projects geared toward their target population.
This course critiques existing models and theories of nursing science and their application to healthcare, nursing, and nursing education. Students analyze multiple roles of the nurse educator, including responsibilities of teaching, scholarship, community service, and learner engagement. Students have opportunities to explore foundational concepts essential for role integration in academic and staff development settings. Exemplars and case studies of role integration will provide a basis for student learning.
Teaching and learning are lifelong skills that can be used by all audiences. This course will explore factors and teaching strategies that influence learning. The concept of differentiated instruction will guide students to examine and develop effective learning opportunities for learning communities of interest. Teaching and learning theories, such as Heutagogy and Universal Design Learning, will assist students in developing meaningful educational experiences using multimodal teaching strategies in order to meet the diverse needs of their learning communities.
This course equips participants to design effective, evidence-based nursing education practices that align with current guidelines and standards to meet the needs of learners in both academic and healthcare settings. Nurse educators will evaluate curriculum components, instructional methods, and assessment strategies. Students will critically examine curriculum ideologies and explore current methods in program design, development, and evaluation, applying their knowledge through guided individual and group projects.
NURS 710Care of Young Adults, Acute Care Theory and Practicum7
This course is designed to provide students with theory, seminar, and precepted practicum opportunities to facilitate their development as acute care providers for younger adults. Students apply and evaluate assessment, pathophysiologic, and pharmacologic concepts that are essential in managing care of younger adult clients in acute care settings. Clinical seminars held weekly focus on diagnostic and therapeutic aspects of managing and coordinating acute care of younger adults. The practicum requires a minimum of 200 supervised clinical practice hours for the student to meet the clinical competencies of the acute care nurse practitioner role.
NURS 711Care of Older Adults, Acute Care Theory and Practicum7
This course is designed to provide students with theory, seminar and precepted practicum opportunities to facilitate their development as acute care providers for older adults, including the frail elderly. Students apply and evaluate essential assessment, pathophysiologic, and pharmacologic concepts that are essential in managing care of older adult clients in acute/critical health care settings. Clinical seminars held weekly focus on diagnostic and therapeutic aspects of managing and coordinating care of older adults in acute and critical care settings. The practicum provides 200 supervised clinical practice hours for the student to meet the clinical competencies of the acute care nurse practitioner role.
This course is designed to provide students with theory, seminar, and precepted practicum opportunities to facilitate their development as acute care providers for adults from adolescents to end of life. Students apply and evaluate assessment, pathophysiologic, and pharmacologic concepts that are essential in managing care of adult clients in acute care settings. The practicum requires a minimum of 250 supervised clinical practice hours for the student to meet the clinical competencies of the acute care nurse practitioner role. In addition to clinical there will be 30 hours of didactic work during the semester. *The professional portfolio will be completed during this semester. Must be taken in the last semester of study.
NURS 720Care of Young Adults, Primary Care Theory and Practicum7
This course is designed to provide students with theory, seminar, and precepted practicum opportunities to facilitate their development as primary care providers for younger adults. Students apply and evaluate assessment, pathophysiologic, and pharmacologic concepts that are essential in managing care of younger adult clients in primary care settings. Clinical seminars held weekly focus on diagnostic and therapeutic aspects of managing and coordinating primary care of younger adults. Includes 200 practicum hours with younger adults in primary care settings.
NURS 721Care of Older Adults, Primary Care Theory and Practicum7
This course is designed to provide students with theory, seminar, and precepted practicum opportunities to facilitate their development as primary care providers for younger adults. Students apply and evaluate assessment, pathophysiologic, and pharmacologic concepts that are essential in managing care of younger adult clients in primary care settings. Clinical seminars held weekly focus on diagnostic and therapeutic aspects of managing and coordinating primary care of younger adults. The practicum requires a minimum of 200 supervised clinical practice hours for the student to meet the clinical competencies of the primary care nurse practitioner role.
NURS 507.1 AND DIRECT CARE CORE COURSES Credit Type Code: Letter Grade
NURS 722AGPC NP Seminar and Internship7
This course is designed to provide students with theory, seminar, and precepted practicum opportunities to facilitate their development as primary care providers for adults from adolescents to end of life. Students apply and evaluate assessment, pathophysiologic, and pharmacologic concepts that are essential in managing care of adult clients in primary care settings. The practicum requires a minimum of 250 supervised clinical practice hours for the student to meet the clinical competencies of the adult gerontology primary care nurse practitioner role. In addition to clinical practice there will be 30 hours of didactic work during the semester. *The professional portfolio will be completed during this semester
This course is designed to provide students with precepted practicum opportunities to facilitate their development as family nurse practitioners in primary care. Students apply and evaluate essential assessment, pathophysiologic, and pharmacologic concepts that are essential in managing care of patients across the lifespan in primary care. The practicum provides 100 supervised clinical practice hours for the student to meet the clinical competencies of the family nurse practitioner role.
NURS 735Care of Women & Children in Primary Care, Theory2
This theory course will describe and analyze primary health care for women and children, emphasizing health promotion and disease prevention. Primary prevention, family theory, acute and chronic conditions, wellness, developmental stages, and cultural considerations will be examined during this course. In addition, managing primary care of women’s reproductive health will include essential aspects of sexual health and maternal care, as well as perimenopausal and postmenopausal concerns. Two credits theory on pediatrics and women’s health; for students enrolled prior to fall 2026
NURS 736Care of Women/Child in Primary Care, Practicum3
This practicum course will provide the opportunity to describe, implement, and analyze primary health care for women and children, emphasizing health promotion and disease prevention. Primary prevention, family theory, acute and chronic conditions, wellness, developmental stages, and cultural considerations will be examined during this course. In addition, managing primary care of women’s reproductive health will include essential aspects of sexual health and maternal care, as well as perimenopausal and postmenopausal concerns. The practicum requires a minimum of 150 supervised clinical practice hours for the student to meet the clinical competencies of this course in a family nurse practitioner role.
This theory course will describe and analyze primary health care for women and children, emphasizing health promotion and disease prevention. Primary prevention, family theory, acute and chronic conditions, wellness, developmental stages, and cultural considerations will be examined during this course. Two credits theory on pediatrics and women’s health; for students enrolled prior to fall 2026 satisfied with NURS 735 .If enrolled in the FNP program Fall of 2026 or thereafter, will be required to take NURS 737 in liu of NURS 735
This course is the first of two CNL Capstone courses that provide students with seminar and precepted clinical opportunities to engage in self and peer review to facilitate successful implementation of a beginning clinical nurse leader (CNL) role, synthesizing advanced concepts learned during the program of study. Students set professional development goals and present weekly case studies for individual and group analysis and evaluation. The practicum provides 250 hours of clinical immersion for students to develop clinical competencies for the clinical nurse leader role.
GENRERAL AND DIRECT CARE COURSES & NURS 610 Credit Type Code: Letter Grade
NURS 755CNL Capstone Seminar and Internship 26
This course is the second of two CNL courses that provide students with seminar and precepted clinical opportunities to engage in self and peer review to facilitate successful implementation of a beginning clinical nurse leader (CNL) role, synthesizing advanced concepts learned during the program of study. Students set professional development goals and present weekly case studies for individual and group analysis and evaluation. The practicum provides 250 hours of clinical immersion for students to develop clinical competencies for the clinical nurse leader role. Includes 250 internship hours. Six graduate credits.
GENRERAL AND DIRECT CARE COURSES & NURS 610 and NURS 750 Credit Type Code: Letter Grade
NURS 760Nurse Administrator, Seminar and Internship6
This course provides students seminar opportunities to engage in self and peer review to facilitate successful implementation of the nurse administrator role, synthesizing advanced concepts learned during the program of study. Students set professional development goals and present case studies for individual and group analysis and evaluation. Students explore options for collaborative health projects that enhance nursing engagement and leadership in the global community. The Nurse Administrator’s Professional Portfolio will be completed during this semester. Includes 150 practicum hours in nursing adminsitrator role. Requisite: Must be taken in the last semester of study. Six graduate credits.
This course provides students seminar opportunities to engage in self and peer review to facilitate successful implementation of the nurse educator role, synthesizing advanced concepts learned during the program of study. Students engage in precepted direct care and education practicum experiences based on professional development goals. The Nurse Educator’s Professional Portfolio will be completed during this semester. Includes 100 precepted internship hours.
This course develops effective written communication skills necessary for knowledge dissemination related to health care delivery and leadership. Students will incorporate information technology for scholarship, select appropriate sources, critically appraise existing literature and create original scholarly works on a topic of interest using appropriate citations and references which may be expressed in a variety of formats.
This is an epidemiology methods course designed with the broad perspective required for determination of the distribution and determinants of health and illness in human population groups. One focus is on the information systems, data sets and algorithms used in solving health problems and finding solutions needed for evidence-based practice. Knowledge required for being a critical consumer of research reports in professional literature is an additional focus. Designing health promotion and disease prevention programs for important global and local health problems is also stressed.
This course provides an overview of policies that affect the quality, safety, and cost-effectiveness of health care. Students analyze the effects that paradigms, values, special interests, and economics have in the delivery and financing of health care that may or may not result in improvement of health of the public and of specific subsets of patients.
This course focuses on the interrelationships of information systems, data management and biostatistics in answering practice questions to improve population health. Students will evaluate informatics as it relates to communication, complex decision making, patient safety, security, quality improvement, outcomes measurement, and ethical issues in the context of industry specific requirements.
This course develops advanced skills in clinical inquiry and critical appraisal of literature with an emphasis on application of research evidence in clinical decision-making and healthcare leadership. Students will build upon prior learning and develop an approach to clinical questions related to an advanced practice role utilizing implementation science. Students will evaluate both evidence-based practice and practice-based evidence. Three graduate credits.
This course will help the DNP student develop the skills to use implementation science in translating evidence into practice. Students will use evidence-based practice (EBP) appraisal frameworks to promote understanding of scientific information and support critical decision-making in healthcare delivery and policy in a healthcare setting. Different approaches to data management, including descriptive and inferential statistics, theme and content analysis, and cost effectiveness will be explored. Students will use information technology to organize and clean data, analyze quantitative and economic data using appropriate statistical tests. Emphasis will be placed on interpretation of data and reporting of results. Three graduate credits.
NURS 820Population Health, Ethics, & Social Responsibility3
This course examines the ethical implications, social, economic, and environmental influences on diverse populations, and the capacity of the health system to accommodate the health needs of the population. Students will consider risk factors, primary and secondary prevention strategies, and social drivers of health and health equity from the local to the global levels. Evaluation of appropriate communication methods of health promotion and prevention strategies will be completed for a variety of stakeholders in the context of the age, literacy and prioritized needs of the population.
This course is the first of three systems thinking courses and provides the tools for the doctorally prepared nurse to evaluate, translate, and integrate published research findings into clinical practice. Students will be introduced to the concepts and competencies related to translational research and systems thinking aiding their ability to transform clinical issues into answerable questions. Students will identify factors that contribute to outcomes and search the literature for evidence-based strategies and best practices to address system-based problems and improve outcomes. Students will identify an issue and plan an evidence-informed project which will be implemented in the second systems thinking course. Hours spent in the development, implementation, and evaluation of the DNP project will be applied to the hours necessary for degree completion. Project work is completed with the support of and feedback from a DNP Project Team.
This is the second of three systems thinking courses and builds upon the skills developed in prior courses. Students will obtain all necessary approvals for their projects and complete an IRB application. Application will be submitted for IRB review(s) as indicated for the individual project. After appropriate approvals of the project have been obtained, students will implement their quality or process improvement project. Students will incorporate information technology in the collection, analysis, and management of data, ensuring that ethical practice standards are met.
This is the third and final systems thinking course. Students will evaluate and disseminate the results of their process or quality improvement project. As part of the evaluation, students will analyze the project findings and include recommendations for system impact including economic, financial and policy implications at the local, state and/or national levels. Through completion of the project, students will develop the skills to translate and disseminate evidence- based practices for the purpose of improving system level care and the leadership to promote evidence-based change.
NURS902 - EBP Project: Syst Think 2 Credit Type Code: Letter Grade
NURS 904DNP Project Continuation1
This course is not part of the required curriculum for the DNP program. This course is required for any students who have not finalized their DNP project within the allocated 3 terms (courses NURS 901, 902 & 903) to allow for faculty support until project and program completion.
