92 courses with the subject NUR, 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.
NUR 100FRESHMAN NURSING SEMINAR
This seminar marks the beginning of a transformative chapter in a nursing student's life by facilitating adjustment to college and acquainting students with the skills and resources available to promote success. The primary focus will be engaging students in learning and orienting them to the campus scholarly community as they initiate their undergraduate studies in a way that will bridge to later experiences in the nursing major and facilitate the high expectations, demanding workload, and other aspects of transition to college life. Seminar content will engage students in multiple learning activities, focused discussions, and selected experiences that will provide entering nursing students with an overview of the nursing program, the nursing profession, and overarching concepts essential to the practice of nursing. Included is the opportunity to earn a Micro-credential: Introduction to the Science of Systems Thinking. 0 credits.
Principles of Applied Nutrition encompasses the introductory study of nutrition principles and their relationship to health and chronic disease. The course is designed for allied health professionals. Topics include plant-based diets, nutrition-related chronic diseases, eating disorders, common digestive conditions, and nutritional needs across the lifespan. Strategies for evaluation of nutrition-related issues in th media will prepare students to formulate informed choices for healthy lifestyle practices. Students will complete a food insecurity volunteer experience emphasizing the importance of adequate, healthy nutrition practices.
IN NURSING PRACTICE I: HEALTH ASSESSMENT This course is designed to provide the knowledge and skills necessary to perform a comprehensive health assessment encompassing physical, psychosocial, cultural, and developmental components of assessment. Emphasis is placed on client-centered care and the development of communication and interviewing skills, decision making and safety. Students apply health theory, the nursing process, and Benedictine wisdom to the care of an individual assuming the beginning roles of practitioner, teacher, leader, and consumer of research. Emphasis is placed on the development of clinical reasoning, effective communication, decision making, safety and comfort in the implementation of the nursing process. Computer instructions and laboratory simulations enable the student to develop psychomotor competencies basic to nursing practice. Experiential learning occurs in a simulated clinical environment.
This course provides a broad overview and synthesis of the issues and trends most relevant to the practice of professional nursing. The focus is on the nurse as a professional, a clinician, and as a leader. Components of professional nursing values and core practice competencies are presented. Historical, contemporary, and potential future influences on professional nursing practice are reviewed. An emphasis on the unique and varied roles of nurses in today's interdisciplinary health care environment are examined within the context of individual, family, community, and global health. Characteristics and major changes in health care delivery systems (federal, state, and local) are discussed. Emphasis is placed on the importance of personal and professional communication. The concept of an evidence-based approach to clinical practice is introduced. Critical thinking strategies are introduced in the context of the nursing process. 2 CREDITS.
NUR 221The focus of this course is on the application of the2
nursing process and clinical reasoning to psychomotor nursing skills. Students learn fundamental nursing theory and concepts related to hygiene and comfort, asepsis, infection prevention, intravenous therapy, medication administration, and various nursing therapies in preparation for practice and demonstration in a simulated and actual clinical environment. Approaching patients from the students' perspective of Benedictine wisdom is explored.
ADOLESCENTS, AND THEIR FAMILIES This course will integrate knowledge from previous nursing, basic science, and humanities coursework with theories and practices relevant to the care of infants, children, and adolescents within the context of the family unit and society. Critical components from lifespan development, such as growth and development parameters, are applied. Benedictine values, such as hospitality, as emphasized while respecting children and families receiving nursing care.
This course builds on the principles of public health to explore how principles of epidemiology are applied to nursing care of individuals and populations. The agent/host/environment triad is explored, along with basic applications of odds ratios, relative risk, sensitivity and specificity, and cohorts.
Junior level theory/clinical course examining the professional nursing care of adults experiencing acute and chronic health alterations specific to the cardiovascular, respiratory, neurologic, and pulmonary systems. Emphasis is placed on the use of the nursing process to identify physiologic, psychosocial, educational, and cultural needs of this population and the development of nursing interventions to support adaptation. Additional foci include the three levels of prevention, the identification of health policies that relate to each unit of study, and the application of nursing research. The clinical practice component of this course occurs in a variety of care environments. CARLOW NURSING STUDENTS ONLY. 4 credits (3 theory, 1 clinical) WITH NU 3191/3192 PREREQUISITE: NU 2162 NU 2172 NU 223 NU 224 PY 122 and SO 152 (or SO 215) BIO 307
Junior level theory/clinical course examining the professional nursing care of adults experiencing acute and chronic health alterations specific to the cardiovascular, respiratory, neurologic, and pulmonary systems. Emphasis is placed on the use of the nursing process to identify physiologic, psychosocial, educational, and cultural needs of this population and the development of nursing interventions to support adaptation. Additional foci include the three levels of prevention, the identification of health policies that relate to each unit of study, and the application of nursing research. The clinical practice component of this course occurs in a variety of care environments. CARLOW NURSING STUDENTS ONLY. 4 credits (3 theory, 1 clinical) WITH NU 3191/3192 FULFILLS SKILLS INTEGRATION REQUIREMENT. PREREQUISITES: COMPLETION OF ALL SOPHOMORE-LEVEL SUPPORT AND NURSING COURSES.
Junior level theory/clinical course examining the professional nursing care of adults experiencing acute and chronic health alterations specific to the gastrointestinal, immunological, endocrine, and musculoskeletal systems. Emphasis is placed on the use of the nursing process to identify physiologic, psychosocial, educational, and cultural needs of this population and the development of nursing interventions to support adaptation. Additional foci include the three levels of prevention, the identification of health policies that relate to each unit of study, and the application of nursing research. CARLOW NURSING STUDENTS ONLY. 4 credits (3 theory, 1 clinical) WITH NU 3181/3182. PREREQUISITE: NU 2161 NU 2162 NU 2171 NU 2172 NU 223 NU 224 PY 122 and SO 152 (or SO 215) COREQUISITE: NU 3192 PRE or COREQUISITE: BIO 308
Junior level theory/clinical course examining the professional nursing care of adults experiencing acute and chronic health alterations specific to the gastrointestinal, immunological, endocrine, and musculoskeletal systems. Emphasis is placed on the use of the nursing process to identify physiologic, psychosocial, educational, and cultural needs of this population and the development of nursing interventions to support adaptation. Additional foci include the three levels of prevention, the identification of health policies that relate to each unit of study, and the application of nursing research. CARLOW NURSING STUDENTS ONLY. 4 credits (3 theory, 1 clinical) WITH NU 3181/3182 FULFILLS SKILLS INTEGRATION REQUIREMENT. PREREQUISITE: NU 3181/3182.
An introduction to the principles of nursing research. The process of scientific inquiry and an appreciation of the usefulness of the scientific method of problem solving and decision-making in nursing practice are discussed. The application of quantitative and qualitative research processes is explored. The course assists students in becoming intelligent consumers of research. Beginning skills to critique current research related to the delivery of nursing care are presented. CARLOW NURSING STUDENTS ONLY. 3 credits (3 theory, 0 clinical) PREREQUISITE: MAT 115 NU 2161 NU 2162 NU 2171 NU 2172 NU 223 NU 224 PY 122 and SO 152 (or SO 215)
CARE IN THE NURSING CARE OF WOMEN, NEWBORNS, AND FAMILIES: PRACTICUM This practicum occurs in hospital, outpatient settings and simulation lab settings. Students apply knowledge from previous nursing, basic science and humanities courses and NUR 312 to the evaluation and care of women, newborns, and families. There is an emphasis on development of clinical reasoning skills, i.e., assessing women and newborns, processing the data collected to identify actual or potential clinical issues, planning and implementing nursing interventions, and evaluating outcomes in relation to the care of women and newborns during labor, delivery and postpartum, as well as the care of women with gynecologic issues. Students are encouraged to reflect on and learn from this process to build their clinical reasoning skills. Students will dialogue with other health care professionals.
CARE TO THE NURSING CARE OF VULNERABLE POPULATIONS: PRACTICUM This practicum occurs in hospital, outpatient settings and simulation lab settings. Students apply knowledge from previous nursing, basic science and humanities courses and NUR 314 to the evaluation and care of individuals at risk for poor health outcomes due to social, economic, environmental, and personal factors. There is an emphasis on development of clinical reasoning skills, i.e., assessing vulnerable individuals, processing the data collected to identify actual or potential clinical issues, planning and implementing nursing interventions, and evaluating outcomes. Students will work with other members of the interprofessional team to address the health issues of these individuals. Students are encouraged to reflect on and learn their practicum experiences to build their clinical reasoning skills.
CARE IN THE NURSING CARE OF CHILDREN, ADOLESCENTS, AND THEIR FAMILIES: PRACTICUM This practicum occurs in hospital, outpatient settings and simulation lab settings. Students apply knowledge from previous nursing, basic science and humanities courses and NUR 315 to the evaluation and care of infants, children, and adolescents. There is an emphasis on development of clinical reasoning skills, i.e., assessing infants, children, and adolescents; processing the data collected to promote wellness and identify actual or potential health issues; planning and implementing nursing interventions; and evaluating outcomes of care. Students will work with other members of the interprofessional team to promote wellness and address the health issues. Students are encouraged to reflect on and learn their practicum experiences to build their clinical reasoning skills.
An exploration of an area of study in nursing that is not already offered as a course. Students design the course with the consent of a faculty member. Credits vary.
PSYCHIATRIC, BEHAVIORAL AND MENTAL This course introduces the student to the specialty of psychiatric mental health nursing across the lifespan. Students will integrate knowledge from previous nursing, basic science, and humanities coursework with psychiatric mental health nursing concepts related to the care to individuals with psychiatric, behavioral, and mental health conditions within the context of the family unit and society.
This course introduces the concepts and principles of population health nursing, which focuses on improving the health outcomes of groups of people within a specific geographic area or with shared characteristics. Students will learn about the roles and functions of community health nurses, the determinants of health and illness, the epidemiology of communicable and non-communicable diseases. They will learn to assess the health status, needs, and resources of populations, and to design, implement, and evaluate interventions that address the identified health problems. Students will also explore the role of the nurse as a leader, collaborator, advocate, and change agent in promoting population health.
This course focuses on the application of theory to nursing roles, care management, leadership, organizational excellence, interprofessional communication and collaboration across the care continuum. Additionally, the nursing role in health advocacy and policy is explored. Students synthesize their knowledge about professional, clinical, and leadership roles to increase their understanding and responsibility for ensuring high quality and safe nursing care to individuals, families, communities, and populations as an advanced beginner. This course is the didactic complement to
This course will provide an in-depth review in preparation for taking the NCLEX- RN exam. The course includes a review of the structure and scoring on the NCLEX-RN. CARLOW NURSING STUDENTS ONLY. 1.5 credits.
This course will provide an in-depth review in preparation for taking the NCLEX- RN exam. The course includes a review of the structure and scoring on the NCLEX-RN. CARLOW NURSING STUDENTS ONLY. 1.5 credits.
Senior level course focusing on the health of the community and various community health nursing roles through which the health care needs of the individual, family aggregate, and community can be met. Both community-based and community-focused approaches are included. The levels of prevention, health promotion, epidemiological process, health education, and public health issues and practices are discussed so the student can apply the nursing process in distributive health care settings. CARLOW NURSING STUDENTS ONLY. 4 credits (3 theory, 1 clinical) Fulfills Skills Integration requirement in the DAY Program only. Prerequisite: Completion of all junior level nursing courses.
Senior level course focusing on the health of the community and various community health nursing roles through which the health care needs of the individual, family aggregate, and community can be met. Both community-based and community-focused approaches are included. The levels of prevention, health promotion, epidemiological process, health education, and public health issues and practices are discussed so the student can apply the nursing process in distributive health care settings. CARLOW NURSING STUDENTS ONLY. 4 credits (3 theory, 1 clinical) FULFILLS SKILLS INTEGRATION AND SERVICE-LEARNING REQUIREMENTS. NURSING COURSES.
This senior level theory/clinical course focuses on the professional nursing care and management of adults experiencing acute, complex, multisystem health alterations specific to cardiovascular, respiratory, neurological and renal systems. This course builds on previous knowledge and experiences learned in Nursing Care of Adults I and II. Emphasis is placed on the expansion of both critical thinking and clinical reasoning utilizing the nursing process in the patient-centered care of adults experiencing high-risk and/or complex health problems. The clinical practice component of this course occurs in high-acuity care environments. CARLOW NURSING STUDENTS ONLY. 5 credits (3 theory, 2 clinical) PREREQUISITE: COMPLETION OF ALL JUNIOR-LEVEL NURSING COURSES.
This senior level theory/clinical course focuses on the professional nursing care and management of adults experiencing acute, complex, multisystem health alterations specific to cardiovascular, respiratory, neurological and renal systems. This course builds on previous knowledge and experiences learned in Nursing Care of Adults I and II. Emphasis is placed on the expansion of both critical thinking and clinical reasoning utilizing the nursing process in the patient-centered 235
LEADERSHIP IN SYSTEMS OF CARE This practicum occurs in a variety of clinical settings across the care continuum and is designed to facilitate the transition from student into professional practice. Students integrate the knowledge from previous didactic courses and practicum experiences to increase their accountability for the delivery and delegation of the nursing care of groups of clients and under the guidance of a registered nurse preceptor. Students synthesize knowledge about the professional, clinical and leadership roles while increasing accountability and responsibility for delivering high quality, safe and effective nursing care for individuals, families, communities, and populations. Interprofessional experiences will be provided to enhance requisite skills for transitioning into the advanced beginner role in professional practice. Self-reflection from a Benedictine perspective is explored. Simulation scenarios will augment the clinical practice setting. Emphasis will be on leadership, delegation, teamwork, interprofessional collaboration and communication including handoffs and organizational excellence to ensure quality and safety.
In Health Care This course provides an introduction to the basic principles, terms and concepts of epidemiology. Concepts of risk, risk assessment models, disease distribution in populations and causality are explored. Measures of disease states and risks (e.g., mortality, morbidity, attributes risk, and relative risk ration) are presented. Applications of epidemiological data are explored in relation to health promotion and disease prevention. The students will gain an understanding of the interaction of personal, biological, behavioral, genetic, and environmental factors in the development of disease. Concepts include both description and application of epidemiology. CARLOW NURSING STUDENTS ONLY.
This capstone project course is a culmination of the learning experiences of the senior student in the baccalaureate Nursing program. The course focuses on the Quality and Safety Education for Nurses (QSEN) Competencies Knowledge, Skills, and Attitudes and the Hospital Consumer Assessment HealthCare Providers and Systems (HCAHPS) frameworks. The student will develop a written proposal for a quality improvement project derived from evidence- based practice (EBP) that will enhance patient-centered outcomes. The proposal focuses on a potential resolution of an issue/problem identified during the Leadership Practicum Experience in NU 4112 that is significant to professional nursing and links daily nursing practice to research. The proposal includes a problem description, resolution, implementation plan, evaluation plan, and dissemination plan. The capstone project proposal will reflect synthesis and integration of course content, informatics, and professional practice. The capstone project is guided by the baccalaureate program student learner outcomes. CARLOW NURSING STUDENTS ONLY.
IN NURSING PRACTICE: LAB This course is competency-based and designed to ensure that students are practice ready by graduation. Students will apply the theory and concepts learned in NUR 5213 to clinical experiences in simulated and clinical environments. Students apply the nursing process and develop proficiency in history taking and physical examination of an adult or older adult utilizing a client centered care approach. Students will practice and demonstrate competency in the performance of identified nursing skills and procedures. Management of the environment for safety, developmental and cultural considerations are integrated into the performance of skills. Clinical reasoning, evidence-based practice, and research findings are used as the framework for decision making as students interpret subjective and objective data and begin to manage the clients actual and/or potential health problems. Experiences are designed to foster the development of therapeutic and interdisciplinary communication, as well as an awareness of safety, developmental and cultural factors. Experiential learning occurs in various healthcare settings.
This entry level course explores fundamental principles of genetics, genomics, and the utilization of omics informed clinical tools. Concepts are selected to encourage students to maximize their personal health and wellness, as well as integrate genetically-informed perspectives in the healthcare setting. Although designed for nursing students, the content is presented in a plain language format and is appropriate for students in nonclinical oriented majors. This course combines a traditional lecture format to introduce concepts with class discussion, interactive activities, and case studies to facilitate a deeper understanding of the subject matter. Topics explored in this course include the basic principles of DNA structure and function, the importance and impact of genetic variation, the genetic underpinnings of single gene disorders (ex., why mutations in the CFTR gene causes cystic fibrosis), the influence of genetics in multifactorial conditions (ex., how the contributions of many different genes ultimately influence type 2 diabetes risk), the utilization of family health history to promote health and understand disease risk, the interactions between one's genes and environment that influence genetic expression, the advantages, disadvantages, and ethical considerations of provider-initiated genetic testing (ex., prenatal genetic tests) and direct-to-consumer genetic tests (ex., 23andme), the impact of one's unique genetic composition on drug metabolism and medication response, and the impact of social determinants of health in driving disparities in disease burden, genetic research, and precision medicine efforts. Topics will be explored both scientifically and through the lens of Catholic social justice philosophy, with special emphasis placed on the legacy of the Catholic church's contributions to the field of genetics, the importance of optimizing wellness and reducing inequality in vulnerable populations, and the Benedictine value of promoting the common good. 2 credits.
AND CHRONIC DISORDERS: PRACTICUM This practicum course is competency-based and designed to ensure that students are practice ready by graduation. This practicum occurs in hospital and simulation lab settings. Students apply knowledge from previous nursing, basic science and humanities courses and NUR 5311 to the evaluation and management of adults with acute and chronic health problems. There is an emphasis on the development of clinical reasoning skills, i.e., assessing clients, processing the information collected to determine the clinical problem(s), planning, and implementing evidence-based nursing interventions, and evaluating outcomes. Students are encouraged to reflect on learning from this process to build their clinical reasoning skills. Students will begin dialoging with other health care professionals.
CARE IN THE NURSING CARE OF WOMEN, NEWBORNS, AND FAMILIES: PRACTICUM This practicum course is competency-based and designed to ensure that students are practice ready by graduation. Students in this course study the role and scope of practice of the registered nurse in the care of childbearing families, especially those at high risk for complications. Content and learning objectives are designed to utilize critical thinking and the nursing process to meet nurse's responsibilities in the provisions of holistic, safe, competent nursing care for the childbearing family during the preconception, antepartum, intrapartum, postpartum, and newborn periods. Focus is placed on the student's attainment of the necessary knowledge and skill sets to provide direct care and teaching/learning opportunities to clients/families and communities within their environments to maintain optimal health.
CARE OF VULNERABLE POPULATIONS: PRACTICUM This practicum course is competency-based and designed to ensure that students are practice ready by graduation. The practicum occurs in hospital, outpatient settings and simulation lab settings. Students apply knowledge from previous nursing, basic science and humanities courses and NUR 314 to the evaluation and care of individuals at risk for poor health outcomes due to social, economic, environmental, and personal factors. There is an emphasis on development of clinical reasoning skills, i.e., assessing vulnerable individuals, processing the data collected to identify actual or potential clinical issues, planning, and implementing nursing interventions, and evaluating outcomes. Students will work with other members of the interprofessional team to address the health issues of these individuals. Students are encouraged to reflect on and learn their practicum experiences to build their clinical reasoning skills.
CARE IN THE NURSING CARE OF CHILDREN, ADOLESCENTS, AND FAMILIES: PRACTICUM Cultural, spiritual, and diverse influences will be discussed to prepare students to provide inclusive and respectful care. Students will learn how to properly assess, diagnosis, plan, implement, and reassess a plan of care for pediatric patients. Students will also learn how to properly communicate with patients and their families across the pediatric lifespan. Content from this course will work collaboratively with NUR 5315 to allow for multimodal learning in both the didactic and clinical setting.
This practicum course is competency-based and designed to ensure that students are practice ready by graduation. Students are guided to differentiate population health, public health, and community health. Course content explores population focused nursing to enhance individual, family, and community well-being by analyzing and incorporating social and cultural characteristics that impact health. The political, economic, environmental, and cultural factors impacting health and healthcare incorporating a global nursing perspective are discussed.
This course focuses on the application of theory to nursing roles, care management, leadership, organizational excellence, interprofessional communication and collaboration across the care continuum. Additionally, the nursing role in health advocacy and policy is explored. Students synthesize their knowledge about professional, clinical and leadership roles to increase their understanding and responsibility for ensuring high quality and safe nursing care to individuals, families, communities and populations as an advanced beginner. This course is the didactic compliment to
Informatics, & Healthcare Technology 1 NUR 5212 NUR 5214 Year 1 Fall NUR 5311 NUR 5321 NUR 5312 NUR 5322 NUR 5411 NUR 5421 NUR 5412 NUR 5422 Year 1 Spri NUR 5314 NUR 5324 NUR 5414 NUR 5315 NUR 5325 NUR 5413 NUR 5313 Year 2 Summ NUR 6423 NUR 602 NUR 603 NUR 604 NUR 611 NUR 621 NUR 612 Year 2 Fall NUR 601 Perspectives on Nursing: Past, Present, & Future 1 Introduction to Evidence Based Practice & Nursing Science 2 (Entry Level): Nursing Care of Adults with Acute and Chronic Disorders 3 Nursing Care of Adults with Acute and Chronic Disorders: Practicum (120 hrs.) 2 Nursing Care of Women, Newborns & Families 2 Clinical Reasoning and Personalized Care in the Nursing Care of Women, Newborns & Families: Practicum (60 hours) 1 Nursing Care of Individuals with Psychiatric, Behavioral, and Mental Health Conditions 2 Clinical Reasoning and Personalized Care in the Nursing Care of Individuals with Psychiatric Mental Health Conditions: Practicum (60 hrs.) 1 Nursing Care of Populations 2 Clinical Reasoning that Addresses Population Health: Practicum (60 hrs.) 1 ng (Entry Level): Nursing Care of Vulnerable Populations 2 Clinical Reasoning and Personalized Care in the Nursing Care of Vulnerable Populations: Practicum (60 hrs.) 1 Nursing Care of Adults and Populations with Multiple and Complex Health Disorders 2 Nursing Care of Children, Adolescents, & Families 2 Clinical Reasoning and Personalized Care in the Nursing Care of Children, Adolescents & Families: Practicum (60 hrs.) 1 Leadership in Systems of Care 2 Genetics and Precision Health 2 er (Advanced): Professional Nursing Immersion – Leadership in Systems of Care (60 hrs.) 1 Advanced Health/Physical Assessment Across the Lifespan 2 Advanced Assessment Lab (60 hours) 1 Advanced Pathophysiology Across the Lifespan 3 Contemporary Issues in Nursing and CNL Professional Role Formation 2 Contemporary Issues in Nursing and CNL Professional Role Formation: Practicum (60 hours) 1 Foundations of Health Promotion, Disease Prevention, and Public Health 2 (Advanced): Advanced Pharmacology Across the Lifespan 3 132
CARE IN THE NURSING CARE OF INDVIDUALS WITH PYSCHIATRIC, BEHAVIORAL, AND MENTAL HEALTH CONDITIONS: PRACTICUM This practicum course is competency-based and designed to ensure that students are practice ready by graduation. The practicum occurs in hospital, outpatient settings and simulation lab settings. Students apply knowledge from previous nursing, basic science and humanities courses and NUR 5411 to the evaluation and care of individuals across the lifespan with psychiatric and mental health disorders. There is an emphasis on the development of clinical reasoning skills, i.e., assessing individuals, processing the data collected, identifying actual or potential health issues, planning and implementing nursing interventions, and evaluating outcomes of care. Students will work with other members of the interprofessional team to promote wellness and address psychiatric and mental health issues. Students are encouraged to reflect on and learn their practicum experiences to build their clinical reasoning skills.
POPULATION HEALTH: PRACTICUM This practicum course is competency-based and designed to ensure that students are practice ready by graduation. This course complements the didactic version of the course which is based on Population Health Nursing Theory. Within the context of clinical experiences this course examines the roles and functions of nurses within the community. Emphasis is given on the application of community/public health concepts and design and implementation of nursing systems of care for individuals, families, and populations.
ASSESSMENT ACROSS THE LIFESPAN This course focuses on a comprehensive physical examination of patients throughout their lifespan built on the foundation of baccalaureate essentials for practice. Emphasis will be on the techniques and processes of performing a diagnostic physical exam based on principles of growth and development. Comprehensive assessment with include health history and documentation of findings. Recognition and interpretation of clinical assessment data will be used to formulate differential diagnoses as a basis for health promotion, disease prevention and/or initiation of treatments. 2 credits.
This course is designed to provide opportunities to reinforce essential components of a comprehensive physical examination of patients across the lifespan. Emphasis will be on the performance and written documentation of the comprehensive and diagnostic health history and physical exam. ONLINE learning sessions and physical assessment lab practice sessions will be provided concurrent with didactic lectures. Individualized practicum experiences are incorporated in clinical hours.
CNL PROFESSIONAL ROLE FORMATION This course focuses on major contemporary issues facing the nursing profession and provides context to the role of the CNL as a nursing leader within today's dynamic and evolving healthcare environment. The CNL's role impacting quality, safety, education, and leadership aspects are considered as patient care delivery moves into nontraditional settings, including the influence of socioeconomic, ethical, legal, and political variable and professional values. Through a variety of teaching strategies, students will explore and share experiences with contemporary nursing issues such the future of nursing education, retention of professional staff, growth in elder care, and global economics in health care.
DISEASE PREVENTION, AND PUBLIC HEALTH This course focuses on the assessment and identification of health risks and evidence-based interventions to address these risks with the goal of promoting health and preventing or limiting the effects of diseases. Public health and epidemiological principles are discussed as a basis for health promotion assessment and interventions. Health risk assessment, identification and management are discussed at the individual, family, and population levels including diverse and underserved populations. Methods to promote behavioral change to address health risks are discussed from a theoretical and clinical perspective. Health promotion and disease prevention risks and interventions at the global level focus on developing countries. Students access and analyze local, national, and international health- related data and compare findings to relevant benchmarks to identify health risks in the community, nation and globally. Public health emergencies and activities to protect population health are discussed.
This course is designed to develop a theoretical, practical, and evidence-based foundation for Clinical Nurse Leader students in the education of clients/patient/families, nurse colleagues, students, and other health care providers. The role and function of preceptor, development, and clinical instructor as a vital component in nursing education will be discussed. Students will broaden their knowledge base of the teaching/learning process, formative and summative assessment, motivation and coaching, curriculum design, and pedagogical theories which are fundamental to leaning and behavior change and sustaining that change. Content includes analysis of learning styles, current methods of instruction, and application of a competency model will be emphasized. The AACN 's CNL 2021 Essentials and Recommendations of CNL competencies provide the framework.
This course is designed to introduce students to formal writing and presentation in the sciences. The course will focus on concepts related to the process of science writing including finding appropriate resources and organization into scientific papers (abstract, introduction, methods, results, discussion). In addition, the construction of presentations, critical review of self and other's work, and ethical considerations when presenting scientific data will be explored.
This workshop provides students with an opportunity to apply knowledge gained in NUR 615 Professional Writing in Healthcare to develop their class project into a publishable article that will be submitted to an appropriate professional journal. The workshop will guide students to utilize best practices for pre-writing, organization, genre, and academic discourse.
TEAMS ACROSS THE HEALTHCARE CONTINUUM This course explores the principles of organizations and systems leadership and management strategies for the advanced nursing practice specialty registered nurse in a variety of healthcare settings. Content will provide the conceptual and theoretical framework for examining the concept of leadership within the contexts of health systems, health professionals and health policy. It will focus on characteristics of personal and professional leadership, change theory, and the application of critical thinking to the analysis of work environments, systems, and the politics of health. Additional emphasis will be on the skills necessary to facilitate group dynamics, personnel management, and the coordination of care of clients and health care personnel. Current quality improvement and safety standards that differentiate health care organizations and the use of advanced technology to analyze and synthesize information to make critical decisions will also be examined.
This course covers the theoretical foundations of health care ethics including definitions of ethics, history of bioethics and nursing ethics, and the influence of religion, psychology of moral development and philosophy in the development of ethical theory. Nursing code of ethics, changing ideas in ethics, and discussion of the developing profession of nursing are included. We will also be discussing cultural competencies and how those intersect with the field of ethics and ethical healthcare as it pertains to nursing.
CNL PROFESSIONAL ROLE FORMATION: PRACTICUM This practicum course is competency-based and designed to ensure that students are practice ready by graduation. This course will provide each student with a practicum experience in role development for the Clinical Nurse Leader. Students will assimilate the Clinical Nurse Leader's unique skill set of quality, safety, education, and leadership in a variety of healthcare settings across the continuum of care with members of the intra and inter disciplinary team. The practicum hours of this course will be completed in an acute care faculty and will commence upon completion of clinical hours in NUR 6423: Professional Nursing Immersion - Leadership in Systems of Care. The AACN's 2021 Essentials for graduate nursing programs and the 2023 revisions in CNL Competencies provide the framework for the competences included in this course.
This practicum course is competency-based and designed to ensure that students are practice ready by graduation. The course is designed to focus on the role of the Clinical Nurse Leader's unique skill set of quality, safety, education, and leadership within diverse healthcare environments. The CNL's professional practice trends will be emphasized with special emphasis on process improvement at the micro, macro, and mesa levels, customer satisfaction, patient- centered care, interprofessional healthcare teams, risk management strategies, information technology. outcomes management and evidence-based practice. The CNL's role to advocate for organizational policies that contribute to social change, promotion of physical and mental health, professional growth while upholding moral, legal, and ethical principles will be stressed. The AACN's CNL 2021 Essentials and Recommendations of CNL Competencies provide the framework.
This practicum course is competency-based and designed to ensure that students are practice ready by graduation. This course continues the assimilation of the issues and trends to transition into the role of the CNL in various healthcare settings. CNL Role Immersion II is designed to analyze factors that have an impact on specialty nursing practice with emphasis on the scope of practice of the CNL as a professional that promotes self-care, personal/professional growth, and a safe practice environment, while recognizing current and future health care trends, and professional practice issues. The AACN's
This practicum course is competency-based and designed to help ensure that students are practice ready by graduation. It is designed to focus on the role of the clinical nurse leader in developing quality improvement strategies utilizing national safety resources to lead team-based change initiatives, with special emphasis on process improvement at the micro and macro levels. Projects will focus on quality, safety, customer satisfaction, patient centered care, inter- professional healthcare teams, cost effective outcomes and evidence- based practice. The AACN's CNL 2021 Essentials and Recommendations of CNL Competencies provide the framework.
LEADERSHIP IN SYSTEMS CARE This course is designed to immerse the student into the practice of professional nursing through preceptorships with designated registered nurses in diverse clinical settings across the care continuum including a variety of acute, ambulatory and home/palliative care settings. Simulation scenarios will augment learning experiences in the clinical practice setting. Students synthesize knowledge about the professional, clinical and leadership roles while increasing accountability and responsibility for delivering high quality, safe and effective nursing care for individuals, families, communities and populations. Interprofessional experiences will be provided to enhance requisite skills for transitioning into the advanced beginner role in professional practice. Emphasis will be on leadership, delegation, teamwork, interprofessional collaboration and communication including handoffs to ensure quality and safety.
