335 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 0020Pre-First Year Program in WRIT/NURSCI/LABS
This course uses an interdisciplinary approach to study diabetes mellitus. The basics of general, biological and nutritional chemistry as well as the physiology necessary for an understanding of the metabolic basis of diabetes mellitus will be covered. The course includes lectures, anatomy and nursing physical assessment laboratory activities, and application of knowledge via case study discussion. The course is designed to provide an introduction to the Nursing curriculum and related skills using the disease diabetes mellitus as its framework. In addition to classroom lectures, an introduction to physical assessment and nursing interventions for patients with diabetes, anatomy laboratory activities, and exposure to nursing research are provided. The course will stress active student learning. 0-1 Course Unit
A contextual approach will be used in studying the concepts in General, Organic and Biological Chemistry that are foundational to an understanding of normal cellular processes. Topics that will be covered include measurements, atomic structure, bonding, chemical reactions, properties of gases and liquids, solutions, equilibrium, acids and bases, pH, buffers, nuclear chemistry, nomenclature and properties of the main organic functional groups, and the structures and function of carbohydrates, proteins and lipids.
This course emphasizes not only how nursing is practiced, but also where it is practiced. The course further explores the four core themes of engagement, inquiry, judgment, and voice as it provides guided observational experiences in a wide variety of settings. These experiences help the student to discover what is not known and what is subsequently necessary to know. These experiences also explore the place of the natural and social sciences and the arts and humanities in nursing practice. This course also will highlight the relationships between and among members of the interprofessional team and families and patients. NURS 102 fosters development of the professional role and sets the stage for life-long learning.
NURS 1030Psychological and Social Diversity in Health and Wellness
This course explores and integrates the intersection of psychological, cognitive, and social development with the lived experiences of individuals, families, and communities across the lifespan in order to conduct socially contextualized health assessments and health teaching. Extant theories will be critically analyzed and examined with respect to issues of health care access, health history, health promotion, and issues of equity and diversity from a life-course perspective. This knowledge will be synthesized and integrated with the development of the student's communication skills and interviewing processes necessary to develop socially attuned health history and teaching that promote psychological well being and healthy lifestyles. Simulated and observational experiences provide students with opportunities to acquire and apply knowledge necessary for conducting a comprehensive health history of an individual situated within a diverse community. They also provide opportunities to develop prioritized health teaching plans in partnership with that individual.
An overview of the scientific foundations of nutrition. The focus is on the functions, food sources and metabolism of carbohydrate,fat, protein, vitamins and minerals. Effects of deficiency and excess are discussed and dietary recommendations for disease prevention are emphasized. Current issues and controversies are highlighted. Students will analyze their own dietary intakes and develop plans for future actions. Prerequisite: For Non-nursing Students
The structural and functional organization of the human organism is presented, along with the fundamentals of developmental anatomy and embryology. Histologic and gross anatomical features of selected organ systems are related to the physiologic and biochemical mechanisms which enable the human body to maintain homeostasis in an ever- changing environment. Prerequisite: Equivalent College Level Chemistry and Biology if course prerequisites not met
The structural and functional organization of the human organism is presented, along with the fundementals of developmental anatomy and embtyology. Histologic and gross anatomical features of each organ system are related to the physiologic and biochemical mechanisms which enable the human body to maintain homeostasis in an ever- changing environment. Basic concepts of pathophysiology are introduced and applied to certain clinical disorders.
This course builds on the accelerated student's background and experience and uses them as building blocks to garner the intellectual capital needed to integrate his/her identity as a professional nurse. The course links the Penn Compact 2020 to the four core themes of Penn's BSN nursing program: engagement, inquiry, judgment, and voice. It introduces phenomena of concern to nursing, contextualizes societal meanings of nursing practice and health care delivery across time and place, and stresses the importance of nursing science as the basis for practice. Emphasis is placed on debate, critical analysis, and constructing a logical and lucid verbal and written argument regarding issues related to professional nursing practice and health care delivery. 1 Course Unit
This is a laboratory course designed to help beginning nursing students to develop competence in the process of physical assessment. Students engage in actual practice of physical assessment with fellow students as their 'patient' subject. A blending of instructor demonstration and supervision of physical examination practice sessions is used in the learning laboratory setting. Students prepare via self-learning activities with a variety of supplied resources (readings, videotapes, computer programs) and have the opportunity to refine their skill though faculty- supervised practice sessions. Procedural skills that correlate with the presentations of physiologic system assessment are included.
For students in Accelerated BSN Nursing Program Only
NURS 1630Integrated Anatomy, Physiology, and Physical Assessment I
This is the first part of a two-semester course designed to provide a comprehensive study of the structure and function of the human body along with essential embryology and maturational physiology. Histological and gross anatomical features of selected organ systems are related to the physiologic and biochemical mechanisms that enable the human body to maintain homeostasis. Within each system, deviations from normal are considered to situate the student’s understanding of health problems and to foster an appreciation for the complexity of the human organism. Integrated into each topic are the correlated physical assessment parameters, health history, and related procedural skills. Laboratories exercises and case study analysis provide a contextual base to acquire and use domain-specific knowledge of concern to the practice of nursing.
This course emphasizes the child-bearing cycle, and the related issues of maternal and infant mortality and morbidity. It also explores women and infant's health care and health promotion needs across the lifespan. It provides a global perspective, and uses the United Nations' Pillars of Safe Motherhood and World Health Organization's Millennium Development Goals as the vehicles to enable students to understand the interrelationships among issues of health and health promotion; social, economic, political and environmental contexts; and the care of women across the lifespan. Clinical experiences provide opportunities for students to understand the connections between the local and the global; to use their developing knowledge base to affect the health of women and their infants. Students will have opportunities for hospital-based care of child-bearing women and their infants. In addition, community-based experiences with individual women and with groups of women across the life cycle will be provided in order to enhance teaching, interviewing and assessment skills.
This course considers how nursing influences the health and healing capacities of infants, children, adolescents and their families. It focuses on the knowledge and skill acquisition needed to care for these patients at particular moments, across the continuum of care, and through transitions in an illness experience. It addresses pediatric nursing phenomena of concern and major final common pathways of pediatric illness from infancy through adolescence using a using a developmental and systems approach. Emphasis is placed on family-centered care through transitions in the illness and recovery phases. The course emphasizes clinical reasoning; family centered strategies for optimizing health and maintaining individuality; promoting optimal developmental, physiological, and psychological functioning; and enhancing strengths within the context of family. Clinical experiences at various children's hospitals and simulation experiences provide sufficient opportunities for clinical reasoning, clinical care and knowledge integration. Additional
NURS 2350Psychiatric, Behavioral, and Mental Health Nursing
This course examines the influence of psychological, emotional, cognitive and social development of individuals and groups across the lifespan. Students combine this foundational knowledge with their developing understanding of social determinants of health. This course will help students learn to identify and assess individual, family and group level needs for those persons at risk for or experiencing behavioral or psychiatric/mental health challenges using evidence-based interventions applicable across the continuum of care. Emphasis is placed on the role of the professional nurse in assuring the delivery of equitable behavioral and psychiatric/mental health nursing care. The course addresses nursing phenomena of concern related the meanings of a behavioral or mental mental health illness and the development of healing relationships with individuals, families, and groups. In addition, the student will learn essential advanced communication strategies, including exposure to skills necessary for motivational interviewing, essential to engage individual and families in mental health promotion and treatment. This course provides the tools to enable students to construct effective interventions groups with patients, collaborate with disciplinary and inter-professional colleagues, and understand the healing dimensions of environments. Clinical and simulation experiences are designed to provide sufficient opportunities for clinical reasoning, clinical care, and clinically situated knowledge integration.
This course considers how nursing influences the health and healing capacities of young and middle aged adults who experience functional status impairments as a result of serious illness or injury. It focuses on the knowledge and skill acquisition needed to care for these patients at particular moments, across the continuum of care, and through transitions in an illness experience. It addresses nursing phenomena of concern, including risk factors for illness or injury, strategies to overcome barriers and support personal health resources, alleviate suffering and reduce the impact of illness or injury on the functioning of the person. Content and clinical experiences integrate developmental and role issues; policy, cultural and ethical considerations. Clinical experiences in acute care hospital units and simulation experiences provide opportunities for clinical reasoning, clinical care, and knowledge integration. Additional
Clinical 12 hours weekly and 2 hours Simulated Laboratory
NURS 2550Nursing of Older Adults
This course considers how nursing influences the health and healing capacities of older adults. It focuses on the knowledge and skill acquisition needed to care for these patients at particular moments, across the continuum of care, and through transitions in an illness experience. It addresses nursing phenomena of concern including the unique set of principles and body of knowledge and skills necessary to the practice of nursing with older adults. Students are provided with the theoretical background necessary to understand health system issues affecting older adults. Students will attain the knowledge necessary to complete a comprehensive assessment of the older adult's physical, functional, psychosocial, and cognitive capacities. Common problems associated with cardiovascular, respiratory, neurological, musculoskeletal, sensory, and genitourinary systems that affect older adults will be discussed. In addition, principles of continuity of care, rehabilitation, nutritional and pharmacodynamic changes, cultural diversity and ethics will be integrated throughout the course. Clinical experiences in acute care hospitals and simulation experiences provide sufficient opportunities for clinical reasoning, clinical care, and knowledge integration. Special emphasis is placed on transitional care for older adults across the health care continuum. Additional Prerequisite: Clinical 12 hours weekly and 2 hours Simulated Laboratory Weekly
Guided independent studies, 2980, are available in Mexico, France, and Ghana. See https://www.nursing.upenn.edu/our-expertise/global-health/ student-opportunities/short-term/ for details.
NURS 3030Contemporary Issues in Human Sexuality and Health
Course content emphasizes theories of sexual development and factors influencing sexual behavior within the continuum of health and illness. Common sexual practices of people are studied within the context of lifestyle and situational life crises. Concepts of normal sexual function and dysfunction are examined. Contemporary sexual issues are explored.
NURS 3050Narrative Matters in Health and Illness Experiences
This course emphasizes the uses of narrative and memoir to consider major themes and events related to the experience of health and illness in the United States as well as the carative role, as either family member or health professional and crafting policy.
This survey course reviews the neuropharmacology of opioids including central and peripheral sites of opioid actions. Opioid receptor pharmacology as well as cellular and molecular neuroadaptations to opioids are discussed in relation to addiction, physical dependence, tolerance, hyperalgesia and withdrawal. Genetic and pharmacogenomic effects on variation of opioid response are also presented. Opioid addiction and the actions of opioids on pain systems are reviewed with an emphasis on their pre-clinical and clinical expression. The effects of regulatory, pharmaceutical and criminal justice justice forces on opioid prescription in the US are considered vis-a-vis pain management and opioid addiction. Finally, the causes and consequences of the of the current "opioid epidemic" are reviewed, as well as federal, healthcare and community efforts to address it. Prerequisite: Permission of instructors. For BSNs: NURS 1650
This course is intended for students interested in U.S/Global Healthcare. It includes lectures, discussions, readings, and written assignments focused on various social, cultural, and economic factors that impact the health and illness perceptions and behaviors of various ethnic and minority groups. In particular, it focuses on how culture affects health and disease, and how health and disease affect culture. This course takes a critical approach to knowledge development by scrutinizing values, theories, assumptions, and practices cross culturally. It relies upon a range of interdisciplinary approaches to analyze how disease is diagnosed, treated, and experienced differently in various cultural contexts. At the same time, students will have the opportunity to examine and critique cultural assumptions and theories, the shifting nature of cultures, the situational use of cultural traditions, and the ethnocentrism of contemporary Western health care. Special attention is given to the influence of race, class, gender, religious, and spiritual ideas about health and illness.
NURS 3160Social Determinants of Global Food Insecurity
A detailed consideration of the nature, consequences, and causes of hunger and undernutrition internationally. Approaches are explored to bringing about change, and to formulating and implementing policies and programs at international, national, and local levels, designed to alleviate hunger and under-nutrition.
NURS 3240Children's Health in the United States, 1800-2000
This course explores the impact of historical ideas, events, and actors pertaining to the history of children's health care in the United States. Emphasis is placed on tracing the origins and evolution of issues that have salience for twenty-first century children's health care policy and the delivery of care. Prerequisite: For Benjamin Franklin Scholars & Nursing Honors Students This course satisfies the History & Traditions Sector for Nursing Class of 2012 and Beyond.
NURS 3300Theoretical Foundations of Health Care Ethics
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.
NURS 3420Health of Sexual and Gender Diverse Individuals and
Populations Across the Lifespan Grounded in a nursing perspective that employs a dual strengths-based and health equity lens, we will examine how gender and sexuality, as socially constructed power relations that operate in the individual, interpersonal, community and institutional levels, influence the health outcomes of individuals as well as at the population level. Rooted in a social justice approach, this course explores the interplay between gender, sexuality, and health - within the U.S. and international context and in relation to other axes, including social inequality, class and race. We will examine lifespan development and the milestones associated with each stage as it applies for sexual and gender diverse individuals. Throughout the semester, class participants will use critical thinking skills to examine ecological factors that influence sexual and gender diverse individuals' health alongside other intersecting facets of identity including race, ethnicity, age, ability/disability, mental and physical health, and other factors that affect individual development and consequent population outcomes. Finally, this course requires an openness and appreciation of a range of perspectives that will enable students to explore and develop a nursing mindset attuned to the unique concerns and health needs of sexual and gender diverse individuals, both in acute care and community health settings.
This course is a Global Seminar which includes a travel component; topics vary. Topics and locations may include Chile, Ghana, Dominican Republic, the United Kingdom, or China. For more information and to apply: https://global.upenn.edu/pennabroad/pgs. Mutually Exclusive: NURS 5430 1 Course Unit
This course is a Global Seminar which includes a travel component; topics vary. Topics and locations may include Chile, Ghana, Dominican Republic, or China. For more information, visit: https:// www.nursing.upenn.edu/our-expertise/global-health/student- opportunities/short-term/. To apply, see Section Details for contact information. Mutually Exclusive: NURS 5430 1 Course Unit
Sleep is a fundamental behavior related to the pathophysiology of various diseases and to responses/outcomes of diseases and treatments. This case study introduces foundational theories on sleep, diagnosis, measurements, and treatments of various sleep disorders, and the impacts of sleep/sleep disorders in health promotion and the care of illness across the life span. This course aims to prepare nursing students to play a vital role in comprehensive patient care and education in sleep in the community and in various clinical settings. This course also includes 14-hour field work/shadowing at sleep clinics to provide an opportunity to observe and work with individuals who suffer from sleep problems. 1 Course Unit
Health communication spans activities from in-person communication to technology based interventions and mass media campaigns. Health communication interventions are applied across a variety of health promotion and disease prevention activities. In this course, we will explore a variety of approachesto using communication strategies to improve individual and population health. The course will provide an introduction to the theory, design, and evaluation of health communication programs. We will review and critique several health communication interventions. The course will also include a special emphasis on new media and technology, as well as developing practical skills for developing health communication programs. 1 Course Unit
Self-care is done by lay people to prevent or manage chronic illness. In this case study, we will discuss the history, definitions, predictors, and outcomes of self-care in various chronically ill populations. A focus of discussion will be an in depth exploration of the factors that influence self-care. Understanding these factors will prepare nurses for their role in promoting self-care. Fieldwork experiences are designed to provide practical experience in engaging well individuals in preventing illness and helping chronically ill perform self-care.
This course will explore the cultural context of birth and the activities of women/birthing people and professionals and/or attendants in meeting the health care needs of pregnant women/birthing people. This course will examine how culture influences the way in which people are asked to birth, and apply a Reproductive Justice framework to move towards a culture of health equity. The history of caring for women/birthing people at birth, international health care, cultural mores/societal values, place of birth, psychosocial factors, ethical decision-making, and the role of technology are content areas that will be discussed. Prerequisite: If course requirement not met, permission of instructor required. Open to Nursing majors. Traditionally, this course includes a weekend long Doula training; after completion, students may serve as Doulas.
NURS 3570Case Study: Innovation in Health: Foundations of Design
Thinking & Equity-centered Design Innovation, defined as a hypothesis-driven, testable, and disciplined strategy, is important to improve health & healthcare. Employing new ways of thinking, such as with design thinking, will help open up possibilities of ways to improve health & the process of healthcare. Additionally, equity-centered design integrates features of design thinking with a focus on how the design process impacts the end-users and requires the inclusion of under-resourced communities throughout the design process to ensure that the power differences that lead to oppression, marginalization, and health inequity are removed (Equity Design Thinking, 2022). Incorporating current & emerging social & digital technologies such as mobile apps, wearables, remote sensing, and 3D printing, affords new opportunities for innovation. This course provides foundational content & a disciplined approach to innovation as it applies to health, healthcare, public health and health equity. A flipped classroom approach has the in-class component focusing on group learning through design thinking activities. The course is open to undergraduate nursing students as a case study & upper-level undergraduates and graduate students from across the Penn campus. The course provides a theoretical foundation in design thinking and equity-centered design along with a focus on using a Design Justice lens and the importance of storytelling. To enhance the didactic component, students will actively participate in a design case study. Students will be matched by interest and skill level with teams & will work with community-based organizations, healthcare providers and/or innovation partners. Student teams will meet their partners to identify & refine a health, healthcare, public health or health equity problem to tackle. Students will work throughout the semester to create an innovative solution that will be pitched to their community-based organization, healthcare provider, and/ or innovation partner at the end of the semester. Prerequiste: Completion of freshman & sophomore level courses. This is an Academically Based Community Service (ABCS) course.
NURS 3580Case Study: Nurses and the Child Welfare System
Building on knowledge and skill acquired through undergraduate nursing courses, this case study offers nursing majors an in depth and interprofessional opportunity to study research, policy, and practice- based issues in children and families involved with the child welfare system. Special emphasis is placed on the role of the nurse in the child welfare system. Fieldwork experiences will enable students to gain practical experience regarding the needs of children and families with an emphasis on a consideration of how to achieve partnership and create alliances with parents and youngsters.
NURS 3590Case Study: Healthcare Quality and Patient Safety
The 1999 Institute of Medicine Report "To Err is Human: Building a Safer Health System" called national attention to the shocking crisis of patient injury and death in the United States health care systems. This case study examines errors in health care and how nurses, working inter and intra-professionally, contribute to and/or lead quality improvement efforts in health care settings to make care safer. Through classroom discussion, clinical observations and special quality improvement project experience, the student will become familiar with the Science of Improvement grounded in W. Edwards Deming's body of knowledge called a "System of Profound Knowledge." The student will also learn patient safety strategies, behaviors and practices that reduce or eliminate the risk of patient harm and develop an appreciation for attributes of an organization that contribute to a strong patient safety culture.
NURS 3600Case Study: Nursing Practice for Patients Living with HIV
This course is directed at the need to increase nursing majors knowledge and clinical expertice in the care of persons with HIV/AIDS. Hands on clinical practice with nurses who are AIDS experts will be combined with seminars that provide epidemiologic, clinical assessment, infection control, symptom management, patient teaching, psychosocial, ethical, cultural, political, and policy information.
NURS 3610Case Study: Breast Feeding & Human Lactation
Human milk is recognized universally as the optimal diet for newborn infants. The health benefits of breastfeeding are so significant that a National Health Objective set forth by the Surgeon General of the United States for the year 2010 is to increase the proportion of mothers who breastfeed their babies in the postpartum period. Through classroom and clinical experiences, this course will provide an in depth examination of the anatomy and physiology of lactation, essential aspects of establishing and maintaining lactation, and the nurses' role in counseling the breastfeeding family. Emphasis will be placed on current research findings in the content area.
NURS 3620Case Study: Nurses leading Complex Care for Individuals and
the Caregiving Family using TCM Many studies reveal that the transitional care needs of people with complex health and social needs and those of family caregivers are poorly managed, often with devastating human and economic consequences. The purpose of this case study is to provide an immersive experience for students with the Transitional Care Model (TCM), supporting engagement with multidisciplinary team at Penn. This nurse-led, team-based care management strategy has been proven to improve health and quality of life outcomes and reduce costs for at risk older adults who experience episodes of acute care while supporting their family caregivers. This course will enable students to apply skills foundational to the delivery of evidence-based transitional care.
This elective case study offers students the opportunity to learn about the etiology, diagnosis, and management of cancer across the lifespan. Building on existing clinical knowledge and skills, students will explore cancer care from the perspectives of prevention, early detection, treatment, survivorship, and death. Observational clinical experiences and selected case studies will enhance students' understanding of patients' and families' cancer experience. Class instruction includes small group discussion, case studies, and some lectures. Students will complete 12 clinical hours, to include observation, panels and tours of treatment areas.
NURS 3650Case Study: Case Analysis in Clinical Nutrition
This course is designed for present and future nurse professionals who wish to increase their knowledge of nutrition and expertise and application of knowledge to achieve optimal health of clients and themselves. Principles of medical nutrition therapy in health care delivery are emphasized in periods of physiologic stress and metabolic alterations. Individual nutrient requirements are considered from pathophysiologic and iatrogenic influences on nutritional status. Nutritional considerations for disease states will be explored through epidemiological, prevalence, incidence, treatment and research data. Understanding application of medical nutrition therapy are included through case analysis and field experiences
NURS 3660Case Study – Integrative Approaches to Health and Wellness
(SNF Paideia Course) This case study explores select integrative approaches to health and wellness, including Mind-Body Therapies such as ayurveda, yoga, mindfulness/meditation, taichi/qi therapy, chiropractic care, massage, acupuncture; Dietary Therapy, Naturopathy; and Art and Music therapy. These approaches are examined in contrast to allopathy (biomedicine) and an emphasis on individual and patient-centeredness and interdisciplinary understandings of wellness, self-care, outcomes, safety, cultural origins, and application in preventive care and chronic illness management. Immersive learning opportunities are provided through shadowing experiences with practitioners in the Philadelphia area.
NURS 3670Case Study: Principles of Palliative Care
This course prepares students to collaborate effectively with an interdisciplinary team in assessing patients and families, and planning and evaluating palliative and end of life care for diverse populations with progressive illness in multiple health care settings. Course content and assignments focus on the nurse's role in addressing the complex assessment and responses to the psychosocial and spiritual concerns of patients and caregivers across the trajectory of advanced illness.
This course examines the major aspects of home-based care across patients' life spans from acute to long term care. New trends, advances, and issues in home management of complex conditions, innovative delivery systems and legal, ethical and policy consideration will be explored.
NURS 3690Case Study: Caring for Patients with Opioid Use Disorder
This course examines opioid use disorder and the current opioid overdose crisis from a nursing perspective. Students will explain the neurophysiology underlying the disease, risk factors for its development, and common co-occurring diagnoses. We will explore the health consequences associated with the disorder and review approaches for effective treatment, with an emphasis on harm reduction interventions. Historical, sociocultural, legal and policy implications which frame the disease will be discussed with an understanding of the effects of stigma on approaches to care. Students engage in the critical analysis of literature, research, and engage in observational/fieldwork experiences addressing the biopsychosocial needs of individuals with opioid use disorder.
Understanding and meeting nutritional needs from conception through adulthood will be addressed. Nutrition-related concerns at each stage of the lifecycle, including impact of lifestyle, education, economics and food behavior will be explored. Fall, odd numbered years only 1 Course Unit
NURS 3760Issues in Nutrition, Exercise, and Fitness
An examination of the scientific basis for the relationship between nutrition, exercise and fitness. The principles of exercise science and their interaction with nutrition are explored in depth. The physiological and biochemical effects of training are examined in relation to sports performance and prevention of the chronic diseases prevalent in developed countries.
This course considers how nursing influences the health and healing capacities of both communities as a whole (populations) and of groups, families, and individuals living within particular communities locally and globally. It addresses the complexity of nursing practice using a public health paradigm. It requires students to draw from prior class and clinical knowledge and skills and apply this practice base to communities across care settings, ages, and cultures with different experiences of equity and access to care. It provides the tools needed to engage in collaborative community work and to give voice to the community's strengths, needs, and goals. It also moves students from an individual and family focus to a population focus for health assessment and intervention. Students consider the science, policies, and resources that support public health, and community based and community-oriented care. Clinical and simulated experiences in community settings provide sufficient opportunities for clinical reasoning, clinical care and knowledge integration in community settings. Students will have opportunities to care for patients and populations within selected communities.
NURS 3820Public Health Nursing Care in Communities
This course considers how nursing influences the health and healing capacities of both communities as a whole (populations) and of groups, families, and individuals living within particular communities locally and globally. It addresses the complexity of nursing practice using a public health paradigm. It requires students to draw from prior class and clinical knowledge and skills and apply this practice base to communities across care settings, ages, and cultures with different experiences of equity and access to care. It provides the tools needed to engage in collaborative community work and to give voice to the community’s strengths, needs, and goals. It also moves students from an individual and family focus to a population focus for health assessment and intervention. Students consider the science, policies, and resources that support public health, and community based and community-oriented care. Clinical and simulated experiences in community settings provide sufficient opportunities for clinical reasoning, clinical care and knowledge integration in community settings. Students will have opportunities to care for patients and populations within selected communities.
This course is designed to facilitate students' intellectual curiosity and independence in exploring the research process in an area of interest. Similar to clinical practica, NURS389 serves as the research practicum for NURS230 and NURS547. In this applied course, students will engage in a structured, hands-on faculty-mentored experience. Students will be contacted approximately 6-10 weeks prior to the start of the semester of enrollment to either: 1) submit a proposal to work on an existing project with an established mentor, or 2) identify their key areas of interest and select from an existing list of projects/preceptors that varies by semester. Students will be matched with a research preceptor based on their selections and, in collaboration with their preceptor, they will define learning objectives to guide their individualized plan of study. Students have opportunities to experience systematic methods for research, service-based clinical inquiry, or quality improvement. This mentored residency can be fulfilled by completing one of the following options: * Research-based practicum in basic or social science, clinical research, nursing history, healthcare policy, ethics, or informatics. * Inquiry-based Service practicum such as conducting quality improvement procedures or program evaluations in an affiliated healthcare institution. Students must register for both the lecture and recitation sections. For the recitation section students are expected, with the assistance of their advisor, to allocate 2 hours of work outside of class each week towards their project. Students can schedule this work based on their own schedule but must be prepared to complete the work each week. The course is taken in the final semester of the senior year.
NURS 5030Contemporary Issues in Human Sexuality and Health
Emphasizes the theories of sexual development and sexual behavior within the continuum of health and disease. Common sexual practices of people are studied in relation to life-style and/or situational life crisis. Contemporary issues in sexuality and health will be examined. students This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.
NURS 5050Nurses Coordinating Care for Adults and Older Adults
This course focuses on the management of#transitions in care for adults, older adults, and their family caregivers. Nurses working with “at risk” populations and their caregivers manage transitions across health care settings and through stages of illness severity#with#a focus on team-based care coordination.#Nurses are well positioned to be key influencers and leaders of these transitional care processes. (Penn Nursing website https://www.nursing.upenn.edu/live/news/1610- new-open-online-course-focused-on-transitional )#Clinical learning activities will focus on intentional collaboration across professions and with care team members, patients, families, and communities to optimize care, enhance the healthcare experience, and strengthen outcomes.##Students will acquire skills for building interprofessional partnerships#that involve#coordinated, integrated, and collaborative implementation of the unique knowledge, beliefs, and skills of the full team for the end purpose of optimized care delivery. Effective collaboration requires an understanding of team dynamics and an ability to work effectively in care-oriented teams.#Onsite and off-site Clinical experiences help to guide skill acquisition for clinical reasoning, clinica care, and knowledge integration.
This survey course reviews the neuropharmacology of opioids including central and peripheral sites of opioid actions. Opioid receptor pharmacology as well as cellular and molecular neuroadaptations to opioids are discussed in relation to addiction, physical dependence, tolerance, hyperalgesia and withdrawal. Genetic and pharmacogenomic effects on variation of opioid response are also presented. Opioid addiction and the actions of opioids on pain systems are reviewed with an emphasis on their pre-clinical and clinical expression. The effects of regulatory, pharmaceutical and criminal justice forces on opioid prescription in the US are considered vis-a-vis pain management and opioid addiction. Finally, the causes and consequences of the current "opioid epidemic" are reviewed, as well as federal, healthcare and community efforts to address it. Permission of Instructor required.
Loss, grief and bereavement are pervasive aspects of the human experience. The content of this course provides a basis both for personal development and professional growth. Through a series of seminars, key issues surrounding loss, death, dying, grief and bereavement will be examined.
This course provides an advanced understanding of the role of nutrition in integrated biological systems. Students will develop a rigorous comprehension of major clinical disorders, including the underlying pathophysiology and conditions that are affected by nutrition and how optimization of nutritional variables may modulate these processes. A critical overview of the role of nutrition in disease prevention, management and treatment, and in health maintenance will be emphasized throughout the course.
This course will examine obesity from scientific, cultural, psychological, and economic perspectives. The complex matrix of factors that contribute to obesity and established treatment options will be explored. satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.
This course is intended for students interested in U.S/Global Healthcare. It includes lectures, discussions, readings, and written assignments focused on various social, cultural, and economic factors that impact the health and illness perceptions and behaviors of various ethnic and minority groups. In particular, it focuses on how culture affects health and disease, and how health and disease affect culture. This course takes a critical approach to knowledge development by scrutinizing values, theories, assumptions, and practices cross culturally. It relies upon a range of interdisciplinary approaches to analyze how disease is diagnosed, treated, and experienced differently in various cultural contexts. At the same time, students will have the opportunity to examine and critique cultural assumptions and theories, the shifting nature of cultures, the situational use of cultural traditions, and the ethnocentrism of contemporary Western health care. Special attention is given to the influence of race, class, gender, religious, and spiritual ideas about healt and illness.
NURS 5160Social Determinants of Global Food Insecurity
A detailed consideration of the nature, consequences, and causes of hunger and undernutrition internationally. Approaches are explored to bringing about change, and to formulating and implementing policies and programs at international, national, and local levels, designed to alleviate hunger and under-nutrition. Prerequisite: Graduate Students Only
NURS 5180Nursing and the Gendering of Health Care in the United
States and Internationally, 1860-2000 This course examines changing ideas about the nature of health and illness; changing forms of health care delivery; changing experiences of women as providers and patients; changing role expectations and realities for nurses; changing midwifery practice; and changing segmentation of the health care labor market by gender, class and race. It takes a gender perspective on all topics considered in the course. A comparative approach is used as national and international literature is considered. This focus is presented as one way of understanding the complex interrelationships among gender, class, and race in health care systems of the United States and countries abroad.
NURS 5190Nurses Caring for Family I: Sexual and Reproductive Health
From the lens of person and family-centered sexual and reproductive health, this course focuses on nursing care, health promotion/disease prevention, and health equity for individuals, families, and populations across the reproductive life cycle. Students are introduced to evidence- based nursing practice designed to support and enhance sexual and reproductive health. Good sexual and reproductive health is a state of complete physical, mental and social well-being in all matters relating to the reproductive system. Emphasis is placed on the understanding of how social determinants impact sexual and reproductive health. Additionally, this course highlights the nurse's role in promoting and advocating for individualized, evidence-based, and respectful sexual and reproductive health care. There are opportunities for students to make connections between caring for families both locally and globally. Clinical and laboratory experiences provide opportunities for students to develop, refine, and apply knowledge and skills for the delivery of sexual and reproductive health care for and across the populations.
NURS 5200Nurses Caring for Family II: Pediatric Health and Wellness
Building on prior learning of the family, this course focuses on nursing care that influences the health and healing capacities of infants, children, adolescents, and their families/caregivers. Using a developmental systems approach to family-centered care and incorporating pediatric transitions, this course addresses pediatric nursing phenomena of concern from infancy through adolescence. Family-centered care h incorporates pediatric transitions of care evidenced in the health maintenance of the well-child and as well as in the illness-recovery continuum. The course emphasizes clinical reasoning; family-centered strategies for optimizing health, promotes optimal developmental, physiological, and psychological functioning; and enhancing strengths within the context of family and social determinants of health to promote and advance health and health equity. Content and clinical experiences integrate developmental considerations for pediatric populations and develop clinical reasoning, skill acquisition in nursing care, and clinical inquiry.
The objective of the course is to integrate the nutrition knowledge obtained from previous course work in nutrition and provide the student the opportunity to explore, analyze and formulate implications of the research and related literature on a self-selected topic under the guidance of the faculty coordinator. Current topics and controversies in nutrition will be discussed weekly. Readings will be assigned in coordination with each discussion topic and students will be required to seek out other sources of information to add to the class discussion. Topics will change from year to year to reflect the most recent interests and issues. Not Offered Every Year 0.5-1 Course Unit
NURS 5240Advanced Human Nutrition and Micronutrient Metabolism
Essentials of vitamin and mineral digestion, absorption, metabolism, and function in humans during states of health and disease are examined. Linkages between key vitamins and their function in biological systems, such as bone health, energy metabolism, hematopoetic function, and immune function, are explored in depth. Topics include pertinent research methodologies, biomarkers,deficiency and toxicity states, and requirements across the life cycle. 1 Course Unit
NURS 5250Ethical Aspects of Health and Technology3
• PHIL 1342 Bioethics or PHIL 4330 Metaethics Penn Engineering undergraduates may not use courses on this list toward their degree: • ASTR 0001 • CHEM 1011 • CIS (CSE) • EAS 5030 (SEAS UG students may register for EAS 4030 for TBS credit) 2026-27 Catalog | Generated 08/03/26
This course is designed to prepare advanced practice registered nurses to address mental health concerns of children, adolescents and their families from a bio-psycho-socio-cultural perspective. Prevention, assessment, and treatment of psychiatric disorders affecting children and adolescents in a variety of settings will be presented in the context of mental health, school and primary health care delivery systems. Students will explore both pharmacologic and nonpharmacologic treatment strategies, as well as methods to identify and implement evidence-based practice in child and adolescent populations. Mental health policy, as well as the unique needs of special populations (e.g., youth in the juvenile justice system) will also be discussed. Prerequisite: Matriculation in a MSN Program or permission of instructors. Priority will be given to Psychiatric Mental Health NP students
This interdisciplinary course covers fundamental concepts of global and population health. Epidemiology and methodology, historical and contemporary contexts, physical (water, air, climate change, and food/ nutrition) and social (health inequities, sex/reproduction, injury/violence) determinants of health, and interventions for health improvement are addressed. Health problems such as infectious and chronic diseases cannot be understood apart from history, economics, environment, and inequalities - they are not simply medical issues. Global Health refers not only to the health problems of "others" living in far corners of the world (low- and middle-income countries), but also to our own health problems as citizens of a very rich, but very unequal and multicultural nation. The aim of the course is to help students become more informed and active global citizens. Learning methods include faculty presentations, student presentations, and small group discussions. Although this course has a health focus, it is aimed at all students interested in global issues.
This course is designed to develop intelligent consumers, managers, and researchers of telehealth and personal health/ consumer health informatics systems through guided exploration into the components of such systems. The course is designed to introduce many of the challenges facing designers and managers of telehealth/ mHealth and remote health care delivery networks. The spectrum of activity ranging from research into implications of system design for applications that bridge geographic distance to the development of practical applications to promote patient engagement is considered in both historical context and in case studies. The current status and future trends of this emerging domain are reviewed. It is recommended that students have some exposure to health care or health systems prior to enrolling in this course. NOTE: Non-majors need permission from the department.
NURS 5320Cognitive Behavioral Strategies in Health Care
Cognitive therapy will be studied as it has been adapted to treat a broad spectrum of clinical disorders including depression, anxiety, phobias, substance, obesity, marital problems, sexual dysfunction, and psychosomatic disorders. Students will have an opportunity to study and observe the crucial link between thoughts and emotions and the sense of competency patients can develop through self-help techniques. The course utilizes didactic, experiential and observational techniques.
NURS 5370Systems Approach for Promoting Safe Nursing Practice
In this course, students are introduced to integrative system approaches to assess and solve problems intrinsic to nursing practice. Students explore a new way of thinking about and resolving complex, persistent problems and the factors that contribute to unsafe practices. This course examines errors in health care and how nurses, working inter and intra-professionally, contribute to and/or lead in quality improvement efforts. Through classroom discussion, the student will learn patient safety strategies, behaviors, and practices that reduce or eliminate the risk of patient harm and develop an appreciation for attributes of an organization that contribute to a strong patient safety culture.
NURS 5380Summer Innovation Institute: Collaborative Design & Co
Creation for Health Equity Innovation is necessary to achieve health equity. However, the human- centered approach of design thinking, a powerful tool of innovation, does not guarantee equitable solutions. It must be complemented by equity- centered models. These approaches focus on collaboration and co- creation. Collaborative work that centers the voices of, and engages with, all stakeholders and members of interested communities ensures that innovative design thinking solutions reflect the needs and preferences of the intended audiences. This one-week, in-person intensive workshop provides participants the opportunity to explore design thinking, equity- centered design by co-collaboratively putting them into practice. During a series of dynamic and interactive sessions throughout each morning, attendees will engage in lecture, discussions, and a variety of activities regarding how we can move the needle towards health equity through the integration of human-centered design, participatory models, and entrepreneurship principles. Institute faculty and speakers will provide insight into how design thinking and equity-centered design have already transformed health as well as the importance of addressing equity in all aspects of the process. Come with ideas, leave with frameworks, contacts, and plans.
NURS 5400Current Issues In Health and Social Policy
This course will help students develop skills in health policy and health systems analysis through critical review and discussion of leading health and social policy issues. Students will (a) analyze the social and policy issues that influence accessibility, cost and quality of health care; (b) explore the roles that the government, private sector, consumers and advocacy groups play in setting the health care policy agenda and examine the intended and unintended effects of resulting policies; and (c) assess the relationship between policy and population health.
NURS 5420Health of Sexual and Gender Diverse Individuals and
Populations Across the Lifespan Grounded in a nursing perspective that employs a dual strengths-based and health equity lens, we will examine how gender and sexuality, as socially constructed power relations that operate in the individual, interpersonal, community and institutional levels, influence the health outcomes of individuals as well as at the population level. Rooted in a social justice approach, this course explores the interplay between gender, sexuality, and health within the U.S. and international context and in relation to other axes, including social inequality, class and race. We will examine lifespan development and the milestones associated with each stage as it applies for sexual and gender diverse individuals. Throughout the semester, class participants will use critical thinking skills to examine ecological factors that influence sexual and gender diverse individuals' health alongside other intersecting facets of identity including race, ethnicity, age, ability/disability, mental and physical health, and other factors that affect individual development and consequent population outcomes. Finally, this course requires an openness and appreciation of a range of perspectives that will enable students to explore and develop a nursing mindset attuned to the unique concerns and health needs of sexual and gender diverse individuals, both in acute care and community health settings.
This clinical elective will provide an intensive historical, sociopolitical, and cultural perspective of health and health care delivery in the Americas with a special emphasis on Latin America and the Caribbean. Classroom, direct clinical care and field experiences are designed to provide students with a broad view of the history and culture system of the country of focus. The delivery of health care to women and children will be explored from a sociopolitical, cultural and historical context. Service learning experiences are an integral component of this course. The course includes 5 seminars on campus and 10-14 days on site in the country of focus. The country of focus may vary each semester. Prerequisite:
This course examines the process that leads to change in health care settings and situations. Students will develop skills that lead to effective negotiations in interpersonal and organizational settings. Included in the discussion are: concepts of organizational structure and power, negotiating in difficult situations, and the role of the health care professional in negotiation and change. The course also examines techniques leading to successful implementation of negotiated change in the practice setting. Prerequisite: Undergraduates must have permission of instructor
Today's healthcare industry continues to be highly turbulent in nature presenting many challenges for leaders in the workplace. Competency in workforce planning and recruitment, selection and retention of top talent for organizational innovation and growth are essential for nursing leaders. Utilizing the American Organization for Nursing Leadership (AONL) Competencies (2022) as a curricular guide, this course emphasizes human resources management skills essential for any nurse leader to address employee relations challenges and provide for an enriching work environment.
NURS 5530Innovation & Applied Technology in Health Care
This course is offered to undergraduate and graduate students from across the Penn campus who want to join interdisciplinary teams that tackle health care challenges using technology in the form of games, apps, websites, or other technology. Students from nursing, engineering, computer science, design, marketing, or communication, or other schools or departments will be matched by interest and skill to multidisciplinary teams. Types of technology, theory of gaming, motivation, and incentives to change health behaviors are a few of the topics that may be identified as a project. The course provides a forum for germinating and developing conceptual models, programming, using game theory for therapeutic interventions, and entrepreneurship. Examples of such applications are medication management tools, health risk detectors, games that teach health skills and behaviors, e-prescribing applications, recruitment tools for greater diversity in nursing, applications that improve the workflow in health care settings, and applications that promote patient-centered care.
This course examines national and global perspectives and clinical issues in the delivery of palliative care with diverse populations in multiple health care settings. Students focus on the care of persons with life-threatening, progressive illness, emphasizing respect for patients' and families' beliefs, values, and choices. Students also explore psychosocial and spiritual dimensions of palliative care. Historical, sociocultural, economic, legal, and ethical trends in palliative care are discussed. Factors affecting health care systems and societal attitudes are considered in evaluating the delivery of care during advanced illness and at the end of life. Students engage in the critical analysis of literature, research, and observational experiences concerning biopsychosocial needs of patients and families. Students acquire competencies in patient/family assessment, communication, decision- making, and interdisciplinary collaboration in palliative care. Prerequisite: Undergraduate Students need permission This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.
NURS Elective 1 NURS 5040 Total Course Units 21 Graduate-level (5000+) NURS or NUTR elective course relating to program outcomes or NURS Graduate-level Case Study. Other electives by permission. NURS 5050 20 y of Pennsylvania Catalog 769
This course will provide a topical overview of the inter-disciplinary field of public health and provides grounding in the public health paradigm. Through a series of lectures and recitation sessions, students will learn about the history of public heatlh and the core public health sciences including behavioral and social sciences, biostatistics, epidemiology, environmental health, and policy and management. Other topics include ethics in public health, context analyses (specifically sociographic mapping and urban health), community participation in research, public health promotion, and the prevention of chronic and infectious diseases.
Human milk is recognized universally as the optimal diet for newborn infants. Suboptimal breastfeeding rates are a global public health issue. Despite the World Health Organization recommending early exclusive breastfeeding with continued breastfeeding through at least age 2, these recommendations are not being met. Less than 50% of infants are breastfed within the first hour of birth and only 40% of infants receive exclusive human milk for the first 6 months. The World Health Organization has promoted breastfeeding as a primary preventive health strategy for over 25 years. In January 2011, the United States Surgeon General released a Call for Breastfeeding Action stating, “we all have a role in helping mothers to breastfeed”. Through classroom and clinical experiences, this course will provide an in-depth examination of the anatomy and physiology of lactation, essential aspects of establishing and maintaining lactation, and the nurses' role in counseling the breastfeeding family. Emphasis will be placed on current research findings from around the world. Mutually Exclusive: NURS 3610 1 Course Unit
NURS 5730Innovation in Health: Foundations of Design Thinking
Innovation, defined as a hypothesis-driven, testable, and disciplined strategy, is important to improve health & healthcare. Employing new ways of thinking, such as with design thinking, will help open up possibilities of ways to improve health & the process of healthcare. Incorporating current & emerging social & digital technologies such as mobile apps, wearables, remote sensing, and 3D printing, affords new opportunities for innovation. This course provides foundational content & a disciplined approach to innovation as it applies to health & healthcare. A flipped classroom approach with the in-class component focusing on group learning through design thinking activities. The course is open to undergraduate nursing students as a case study & upper-level undergraduates and graduate students from across the Penn campus. The course provides a theoretical foundation in design thinking & may provide an overview of innovation technology & digital strategies as well as social & process change strategies. To enhance the didactic component, students will actively participate in a design case study. Students will be matched by interest and skill level with teams & will work with community-based organizations, healthcare providers and/or innovation partners. Student teams will meet their partners to identify & refine a health or healthcare problem to tackle. Students will work throughout the semester to create an innovative solution that will be pitched to their community-based organization, healthcare provider, and/ or innovation partner at the end of the semester.
NURS 5750Health, Sustainability, Built Environment Design
Placemaking is a powerful tool for healthy communities. This course is open to students in nursing, public health, medicine, environmental policy, planning and design for intersectoral professional work. Through the design of place, including housing, schools, healthcare facilities, and the workplace, the class will investigate the impact of Social Determinants of Health and build a Culture of Health. Course work covers design and planning theory that intersects with diseases, sustainability, climate action and interconnectivity. Case studies, seminars, and tours will help students synthesize how to promote health through the design and development process and to make effective communication to enhance health equity. Not Offered Every Year 1 Course Unit
NURS 5780Inquiry-based Innovation for Nursing Practice
This course is designed to further the students' intellectual curiosity and competency by exploring pathways toward clinical practice, research, and innovative quality improvement. This course focuses on synthesizing knowledge and applying skills for ways of knowing, clinical judgment, service-based clinical inquiry, and improvement science. Students will engage in fieldwork and use concepts previously learned in NURS 5370 Systems Approach for Promoting Safe Nursing Practice to develop and present an innovation project in an area of their interest.
This course will utilize a multidisciplinary approach to address the field of women's health care. The constructs of women's health care will be examined from a clinical, as well as sociological, anthropological and political point of view. Topics will reflect the historical movement of women's health care from an an obstetrical/gynecological view to one that encompasses the entire life span and life needs of women. The emphasis of the course will be to undertake a critical exploration of the diversity diversity of women's health care needs and the past and current approaches to this care. Issues will be addressed from both a national and global perspective, with a particular focus on the relationship between women's equality/inequality status and state of health. This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.
NURS 6000Principles and Practice of Transformative Nursing Education
This course is designed to provide a theoretical foundation to promote excellence in teaching in both faculty and professional development roles. Principles of adult learning theory, learning styles and preferences are explored with a focus on impact for educational design. Students review various learning domains, teaching theories, approaches for curriculum development and a variety of active learning strategies. An examination of documents that inform curriculum development and regulate nursing practice is performed. The major construct of critical thinking and its importance to nursing is explored. General tactics for the use of simulation, approaches for inter-professional collaboration, and methods for evaluating learner competence when educating nurses are reviewed.
NURS 6010Teaching Nursing in an Academic Environment
This course provides the fundamental knowledge and skills in preparation for teaching in a faculty role in an academic environment. Specific focus is placed on program design, approaches to teaching in didactic, simulation, clinical, and online learning environments, management of didactic and clinical course offerings including effective use of learning management systems, and methods for evaluation of student performance. This course also reviews approaches and resources for working with students who have learning challenges or performance issues.
NURS 6020Teaching Professional Nurses in the Practice Environment
This course provides nurses who are considering working in nursing professional development (NPD) in a variety of practice settings, an overview of the practice environment and roles of NPD practitioners. This course is taken after completing the pre-requisite NURS6000 Principles and Practice of Transformative Nursing Education offering, and uses the most current American Nurses Association Nursing Professional Development Scope & Standards of Practice as a foundation for examining roles and responsibilities of nursing professional development practitioners. Content addresses the who, what, where, when, how, and why of nursing professional development including but not limited to principles related to onboarding/orientation, education and role development, competency management, developing collaborative partnerships, translating evidence-to- practice, facilitating quality improvement, and measuring the value of Nursing Professional Development.
NURS 6030Basic Principles of Nurse Anesthesia Practice II
This course provides students the opportunity to integrate theory and principles into practice within the clinical setting. Scope of practice, role development, ethical and cultural considerations and anesthetic interventions will be introduced and explored in the classroom and simulation suite. The student will transition to the surgical suite to begi clinical fieldwork, where they will progress from the care of healthy patients undergoing minimally invasive surgical procedures to the more complex patients with multiple health issues.
NURS 6040Adv. Principles of Nurse Anesthesia Practice: Obstetrics
Pediatrics, & Women of Childbearing Age This course focuses on theory and research from the behavioral and nursing sciences on the psychological and social consequences of on-going illness. In addition, the health policy issues engendered by these problems will be addressed. Prerequisite: Primary Care Majors or instructor permission
NURS 6050Advanced Principles of Nurse Anesthesia Practice: Cardiac
Vascular, and Thoracic Surgery The basic principles of anesthesia practice will be expanded upon, focusing on specific populations, including the incidence and prevalence of various disease states. This course explores the special considerations required for the care of cardiac, vascular and thoracic patients undergoing anesthesia. An in-depth analysis of the pre-anesthesia assessment, perioperative considerations and post anesthesia monitoring necessary to facilitate optimal patient outcomes are summarized. Further, evidence-based case studies will be discussed highlighting the epidemiologic considerations for various disease states.
NURS 6060Adv Principles of Nurse Anesthesia Practice: Neurosurgery
Orthopedics, Pain Management & Trauma The basic principles of anesthesia practice will be expanded upon, focusing on specific populations, including the incidence and prevalence of various disease states. This course explores the special considerations required for the care of the neurosurgical, orthopedic and traumatically injured patients undergoing anesthesia. An additional focus will be directed towards pain management in the surgical population. An in-depth analysis of the pre-anesthesia assessment, perioperative considerations and post-anesthesia monitoring necessary to faciliatate optimal patient outcomes are summarized. Further, evidence based case studies will be discussed, highlighting the epidemiologic considerations for various disease states.
NURS 6082Advanced Pharmacology & Therapeutics in Populations
Across the Lifespan for Adv Nursing Practice This advanced pharmacology course is a core requirement for students preparing for advanced practice nursing roles and builds upon foundational pharmacology knowledge. It prepares students to safely and effectively manage pharmacologic therapies across the lifespan in both acute and primary care settings. Learning is facilitated through focused lectures, condition-based case analysis, and targeted pharmacotherapy modules that support person centered care, evidence-based practice, and population health. Emphasis is placed on understanding advanced principles of clinical pharmacology and therapeutics in the context of real-world disease management. By the end of the course, students will have the basic knowledge necessary to make informed, evidence-based pharmacologic decisions as advanced practice registered nurses. They will develop the skills to tailor medication management plans for diverse populations, enhancing both safety and therapeutic outcomes in clinical practice.
How might we get users of HIV self-tests to report their test results on a mobile app? How might vending machine design reduce soda consumption? How might we reduce alert fatigue in bedside nursing? How might tapping into social norms boost rates of mammography screening or reduce overprescribing of antibiotics? This course explores the answers to these questions and many more through the complementary lenses of design thinking and behavioral economics. Design thinking is a structured approach to innovation and problem solving that puts human needs at the center of solutioning. Behavioral economics, a field at the intersection of psychology and economics, helps us understand the fundamental psychological forces—including cognitive biases, mental shortcuts, and inconsistent time preferences—that might lead us to act against our best interest. With the theoretical insights of behavioral economics and the pragmatic, solutions-focused orientation of design thinking, we will develop and prototype desirable, feasible, and viable interventions to change health-related behaviors. Through lectures on behavioral economics theory, critical discussions of the empirical literature (including ethical and equity considerations), and hands- on practice applying human-centered design techniques to multiple design challenges, students will build relevant, practical expertise in behavioral design for public health and health care innovation. It is recommended students have prior coursework in, or a working knowledge of, epidemiology.
This first course in the three-course series introduces students to the principles of assessing, diagnosing, and managing common health conditions across the lifespan. Students will explore epidemiology, patient presentation, differential diagnoses, diagnostic evaluation, and evidence-based management strategies. Emphasis is placed on developing foundational diagnostic reasoning and clinical decision- making skills through guided, introductory patient scenarios. A final summative assessment involves simulation to ensure expected student learning outcomes are achieved. These learning outcomes aim to develop advanced clinical reasoning, advanced practice assessment and communication skills to support family-centered, equitable, and evidence-based care. By the end of this course, students will demonstrate foundational competency in clinical reasoning, evidence-based assessment, and person-centered management of common conditions across the lifespan, preparing for increasingly complex diagnostic decision-making in subsequent courses
This first clinical practicum introduces family nurse practitioner students to family-centered primary care across the lifespan. Through 250 supervised clinical hours and structured seminars, students build foundational skills in health assessment, growth and development monitoring, differential diagnosis, and evidence-based management of common acute and chronic conditions. Emphasis is placed on preventive care, health promotion, and anticipatory guidance for diverse populations. Students begin applying culturally responsive care, ethical decision- making, and interdisciplinary collaboration through documentation, site visits, and evaluations. Seminars reinforce clinical reasoning, prescribing principles, and professional communication through case discussions and application exercises. By the end of the course, students will have the foundational knowledge to integrate clinical guidelines, initiate pharmacologic and non-pharmacologic interventions, and advocate for patients within complex systems while demonstrating leadership and professionalism.
This second course in the three-course series advances FNP students’ ability to assess, diagnose, and manage increasingly complex conditions in primary care settings. Students will deepen their understanding of evidence-based practice, health promotion, and disease prevention within diverse populations. Interdisciplinary collaboration, cultural responsiveness, and strategies for safety and quality improvement are integrated throughout. By the end of the course, students will refine their diagnostic reasoning and clinical decision-making skills, preparing for higher levels of autonomy in care delivery.
This second clinical practicum integrates immersive clinical experiences with seminar-based learning to advance students’ ability to deliver comprehensive primary care across the lifespan. Students apply theoretical knowledge in supervised settings, refining diagnostic reasoning, health promotion, and disease prevention strategies. Seminars provide collaborative, case-based learning where students present complex patient scenarios, develop differential diagnoses, and implement evidence-based management plans. Emphasis is placed on culturally responsive, person- and family-centered care, including affirming practices for transgender and nonbinary individuals. By the end of the course, students will strengthen their clinical judgment, interprofessional communication, and leadership skills through reflective dialogue and structured feedback to deliver equitable, high-quality care to diverse populations.
The final didactic course in the three-course series focuses on managing higher-acuity and rare conditions, incorporating advanced diagnostic strategies, and leading interdisciplinary teams in complex care scenarios. Students will refine their ability to synthesize clinical data, anticipate complications, and implement innovative solutions for optimal patient outcomes. By the end of this course, students will exhibit mastery in disease management, leadership in clinical decision-making, and readiness for independent practice across the lifespan.
An examination of the psycho-socio-cultural processes which influence the behavior patterns, coping, and adaptation of older adults. The course emphasizes strategies to promote mental health as well as assessment, presentation, and intervention in the major acute and chronic psychiatric disorders affecting the older adult.
NURS 6290Basic Principles of Nurse Anesthesia Practice1
The fundamental concepts learned in Advanced Physical Assessment and Clinical Decision Making will be used as a foundation to inform the basics of anesthesia practice. Assessment of the patient is reviewed with a specific focus on the anatomic and physiologic issues involved in the administration, maintenance and recovery from anesthesia. In addition, the course will encompass an overview of anesthesia history, nurse anesthesia practice and the perioperative environment. The student will transition to the surgical suite to begin clinical fieldwork at the conclusion of the course. Prerequisite: enrollment in NANS program, year
Total Course Units 3 The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2026 and later. Students should consult with their academic program regarding final certifications and requirements for graduation. Quality Improvement & Safety
and Assessment Through classroom and clinical experiences, this course provides an overview of the public health problem of autism spectrum disorder (ASD). Content addresses the natural history, etiology, rising prevalence, risk factors, and core features. Changes in prevalence statistics and possible causes are outlineThese subjects are described in general terms for an overall picture of the disorder. Taking a developmental approach, students begin case management and follow a family through screening, diagnosis and treatment planning. Key information is elaborated through case studies. The course highlights the important and evolving role of nurses in the care of people with ASD. Content is supported by the scientific literature. Students' clinical experiences startthe identification of and collaborative work with a family that has a young chiwith ASD. The student follows that family and the child through diagnosis, treatments and long term planning. This case approach allows the student to work with the same family over the entire post-masters program to learn the value of interdisciplinary, contiguous care. Prerequisite: Junior and senior undergraduate students may be admitted with course faculty permission.
NURS 6430Leadership, Advocacy, and the Practice of Integrated Nursing
Care of Autism Spectrum Disorder Emphasis is on the synthesis of course content practice. Through classroom and clinical experiences, students critically examine the role of nursing in the life-long care of people with ASD, and identify ways to expand the scope of nursing care for this vulnerable population. Students explore the availability of services in the community and discuss approaches to patient advocacy. Students have opportunities to select an area of specialization to develop specific practice expertise. Such areas are Diagnosis and Referral Practices (e.g. ADOS Training), Behavioral Therapy Training (e.g. Applied Behavioral Analysis), and clinical research. Practical issues of collaboration and reimbursement for services are explored. Students' clinical experiences are designed to facilitate scholarship, independence and advanced specialization in a chosen component of ASD care, for example, behavioral analysis, screening and/or diagnosis, or an agenda for research. Students identify and implement an independent project.
NURS 6461Adult Gerontology Primary Care Nurse Practitioner: Theory I
This course is the first of three-course series designed to develop sophisticated knowledge and skills relevant to the delivery of primary care to adolescents, young adults, middle-aged and older adults including age-changes across the adult lifespan. Students engage in guided clinical decision-making for the role of the nurse practitioner in management of common health problems across a variety of settings. Discussion of health problems includes assessment in the form of history and physical examination skills, determination of a differential diagnosis, formation of a management plan in collaboration with physicians and other health care providers, evaluation of the management plan, determination of the need for appropriate follow-up, revision of the management plan as necessary, and identification of referrals to other health care providers and community services. Guest lectures, readings, and assignments emphasize the critical nature of interdisciplinary practice necessary for interprofessional collaboration in primary care. Students are expected to have prior and concurrent knowledge of anatomy, physiology, history and physical assessment skills, pharmacology, and basic principles of primary care as well as evidence-based practice and scientific inquiry for critique and discussion.
NURS 6471Adult Gerontology Primary Care Nurse Practitioner: Clinical I
This first clinical practicum course is designed to develop clinical reasoning and judgment through synthesis of assessment findings, diagnostic reasoning, and evidence-based care coordination for the delivery of primary care to middle-aged and older adults. Through 250 hours of supervised clinical practice and additional structured seminar sessions, students practice comprehensive assessments, differential diagnoses, and evidence-based care management of acute and chronic conditions. The course emphasizes culturally responsive care, ethical decision-making, and interdisciplinary collaboration. Semina components provide a critical space for students to synthesize clinical experiences, engage in peer-led case discussions, and refine skills in clinical reasoning, documentation, and oral presentation. Students are expected to apply current clinical guidelines, integrate pharmacologic and non-pharmacologic interventions, and reflect on their evolving role as nurse practitioners. By the end of the course, students are expected to demonstrate these skills aimed at high quality, safe, effective, and equitable advanced practitioner registered nursing care along with leadership and advocacy for patients, families and healthcare team within complex healthcare systems.
NURS 6481Adult Gerontology Primary Care Nurse Practitioner: Theory II
The purpose of this second course in a 3-course series is to build knowledge, skills, and attitudes related to the assessment, diagnosis and management of common diseases among medically complex adults. This course emphasizes mental and physical health problems and administrative issues pertaining to frail adults residing in the community and long-term care settings. Content reflects knowledge and skill necessary to manage complex chronic health problems and acute illnesses experienced by frail adults. Case-based learning supports competency building in effective communication, critical thinking and problem solving that support development of critical leadership skills to manage care. Students are able to appreciate the current and projected role of the adult gerontology primary care nurse practitioner in the community and long-term care system as well as its relationship to improving quality and safety for these individuals and population health.
NURS 6491Adult Gerontology Primary Care Nurse Practitioner: Clinical II
Building on the first clinical practicum course, the clinical fieldwork experience in this course advances students’ competencies and autonomy in the Adult Gerontology Primary Care NP role. Students are expected to actively participate in interdisciplinary care and the management of more complex cases and higher volumes of patient interactions that deepen their clinical reasoning and judgment skills. Simulations, case applications, and clinical projects continue to support skill development. Integration of prior coursework enhances students’ ability to synthesize information and make informed clinical decisions. Professionalism and collaborative practice are emphasized as students move toward greater independence.
This blended online/in-classroom graduate level course integrates principles of systems thinking with foundational concepts in patient safety. Utilizing complexity theories, students assess healthcare practices and identify factors that contribute to medical errors and impact patient safety. Using a clinical microsystem framework, learners assess a potential patient safety issue and create preventive systems. Lessons learned from the science of safety are utilized in developing strategies to enhance safe system redesign. Core competencies for all healthcare professionals are emphasized, content is applicable for all healthcare providers including, but not limited to, nurses, pharmacists, physicians, social workers and healthcare administrators, and may be taken as an elective by non-majors.
Healthcare systems and consumers today are becoming increasingly reliant on information technology. The objective of this course is to provide a foundation for knowledge about health information technology and to expose students, clinicians, and administrators to the breadth of tools and systems currently used in practice. We will explore topics such as mobile health applications/telehealth and their implications for clinica practice and impact on patient outcomes; electronic health records, data analytics, and visualization tools and how these can effectively be used to support decision making and patient care.
Through online coursework and mentored field experiences, students explore the impact of national and state policies on access to and delivery of equitable healthcare services across the care continuum. Mechanisms used by various healthcare organizations for identifying and addressing the care needs of target populations are examined including community outreach. Aggregate clinical and administrative data are reviewed to identify trends and inform planning to improve population health outcomes. Based on diverse sources of scientific evidence and stakeholder input, students recommend approaches to address care delivery gaps and advocate for related changes in healthcare reimbursement policies. Furthermore, students examine methods for leveraging the innovative use of health information technologies to improve access to coordinated healthcare services.
Students engage in field experiences and case-based coursework applying leadership skills gleaned from prerequisite courses to examine various organizational aspects within a healthcare system (i.e., organizational structure, job classifications, communication mechanisms). . As guided by course faculty , students assess organizational factors and propose approaches to improve processes and outcomes including financial analysis. Students utilize project management tools, design thinking principles, recommend strategies to engage stakeholders, and evaluate proposed organizational changes. Students also create learning objectives and activities aimed at furthering personal leadership development. This course requires that students complete at least 240 direct and indirect field hours.
NURS 6561Advanced Practice Skills for the Primary Care NP
This advanced nursing practice course prepares nurse practitioner students in primary care programs for clinical readiness and serves as a foundational precursor to clinical management courses. Emphasis is placed on the integration of advanced assessment techniques and the interpretation of data in the care of patients across the lifespan. Faculty will utilize case-based learning, interactive simulation, and evidence- based discussions to build students’ clinical judgment and diagnostic reasoning. Through collaborative projects and reflective exercises, instructors will guide students in examining ethical, cultural, and socially just care approaches using advanced technologies. Students will gain the knowledge and skills needed to engage with interdisciplinary care teams, advocate for vulnerable populations, and provide individualized, person- and family-centered care that enhances outcomes across the lifespan. This course empowers students to become competent, confident, and compassionate providers in primary care clinical settings when preparing to apply or employ diagnostic and/or therapeutic technologies.
NURS 6571Adv Physical Assessment Across the Lifespan & Clinical
Decision Making for Adv Nursing Practice This course prepares advanced practice nurses with the advanced clinical assessment skills essential for safe and effective patient care. This core requirement taken prior to entering clinical practice lays the groundwork for competent, confident provider-patient interactions in advanced nursing roles. Through a combination of didactic instruction and hands-on laboratory experiences, students engage in real-time practice with peers, standardized models, and consenting patients. The course emphasizes comprehensive data collection, a decision- making framework for the advanced practice role, and hypothesis generating in simulated clinical environments. Additionally, students will integrate knowledge of social determinants of health into routine and crisis/emergency care in advanced practice nursing. By the end of the course, students will be able to perform thorough, systematic health assessments and synthesize clinical findings to inform diagnostic and treatment planning. These skills will serve as the foundation for competency achievement in clinical management.
NURS 6580Clinical Management of Primary Care with Young Families
Assessment and treatment of the young child in ambulatory care settings is the focus of this developmentally organized course. This course provides the nurse practitioner student with the necessary knowledge and experience to assist individuals with the most common health problems, including acute episodic illness as well as stable chronic disease. The concepts of health promotion and health maintenance are integrated throughout the curriculum. Using a developmental framework, the maturational tasks and problems of children and their families in relation to illness and health are explored.
NURS 6581Pediatric Primary Care Nurse Practitioner: Theory I
This introductory didactic course prepares Pediatric Primary Care NP students to promote and maintain the health and development of children and adolescents across diverse settings. Emphasis is placed on anticipatory guidance, developmental screening, health maintenance, and the integration of social determinants of health into care planning. Using formative assessments to build new knowledge, students will engage in practical applications through discussions and case-based learning. A final summative assessment involves simulation to ensure expected student learning outcomes are achieved. These learning outcomes aim to develop advanced clinical reasoning, advanced practice assessment and communication skills to support family-centered, equitable, and evidence- based care.
NURS 6591Pediatric Primary Care Nurse Practitioner: Clinical I
This introductory clinical practicum prepares Pediatric Nurse Practitioner students to deliver family-centered, well-child care across all pediatric stages. Through 250 hours of supervised clinical practice and seven seminar sessions, students develop advanced competencies in comprehensive health assessment, growth and developmental surveillance, anticipatory guidance, and preventive care. Through weekly clinical notes and logs, faculty site visits, and midterm/ final evaluations, students will demonstrate their advanced skills in delivering culturally responsive care, ethical decision-making, and interdisciplinary collaboration for pediatric primary care population. Summative assessments include clinical case briefs, oral presentations, and a clinical application exercise designed to assess prescribing and anticipatory guidance and support time management skills. Active class participation reinforces professional communication and leadership. By the end of the course, students will integrate current pediatric guidelines, apply evidence-based management strategies, and advocate for children and families within complex healthcare systems.
NURS 6600Clinical Practice with Select Populations: Adolescents
Focus on assessment and treatment of adolescents in a variety of settings. Didactic emphasis is on the special needs encountered among adolescents. This course adds to the student's previous knowledge and skill in the delivery of primary care. Working with this specific population the student gains necessary knowledge and experience in assisting individuals with most common health problems, including acute episodic illness and stable chronic disease, as well as health promotion needs.
NURS 6601Pediatric Primary Care Nurse Practitioner: Theory II
This didactic course is the second in a three-course series that prepares nurse practitioner students to deliver comprehensive, evidence-based care for children from infancy through adolescence in primary care settings. Students will develop advanced skills in diagnosing and managing both common and complex pediatric health conditions, with an emphasis on promoting optimal health outcomes for children and families. The curriculum integrates principles of evidence-based practice, interdisciplinary collaboration, and cultural responsiveness, ensuring care that is equitable and family-centered. Additionally, students will explore quality improvement strategies to enhance safety, effectiveness, and efficiency in pediatric healthcare delivery. Through interactive lectures, case-based learning, and application of current clinical guidelines, students will gain the knowledge and competencies necessary to function as leaders in pediatric primary care.
NURS 6611Pediatric Primary Care Nurse Practitioner: Clinical II
This clinical course is the second in a three-course series that introduces students to new knowledge and skills as well as reinforces the content learned in the first didactic and clinical courses. Pediatric NP students have immersive experience in managing pediatric health conditions in primary care settings. Through seminars and supervised clinical practice, students will refine diagnostic reasoning, therapeutic decision-making, and interdisciplinary collaboration skills while also assuming the role of leader in the coordination of culturally responsive, evidence-based care.
NURS 6621Pediatric Primary Care Nurse Practitioner: Theory III
This final didactic course prepares Pediatric Primary Care Nurse Practitioner students to deliver comprehensive, family-centered care for infants, children, and adolescents with chronic, behavioral, and developmental health needs. Students will refine advanced clinical reasoning and assessment skills, apply evidence-based decision- making, and strengthen therapeutic communication to support culturally responsive care. Emphasis is placed on leadership, health equity advocacy, and effective collaboration within interprofessional teams. Through formative assessments, case-based discussions, and practical applications, students will integrate essentials skills in informatics and quality improvement for pediatric primary care. The course culminates in a summative capstone experience.
NURS 6631Pediatric Primary Care Nurse Practitioner: Clinical III
This last of three clinical courses allows hands-on immersive experiences for NP students to critically evaluate chronic, developmental, and behavioral needs of pediatric primary care patients and families. Through 250 hours of supervised clinical practice and structured seminars, students apply concepts to deliver comprehensive, family-centered care for infants, children, and adolescents with chronic, behavioral, and developmental health needs. Emphasis is placed on advanced health assessment, diagnostic reasoning, and evidence-based management of complex conditions. Students will refine therapeutic communication skills, coordinate care across interprofessional teams, and integrate health equity principles into practice. Seminar sessions foster clinical reflection, peer case analysis, and leadership development. By the end of the course, students will demonstrate readiness for independent advanced practice.
Students are introduced to cancer epidemiology and pathophysiology, cancer genetics, prevention, risk assessment and reduction for specific cancers, screening techniques, diagnostic procedures and criteria, and local and systemic therapies used to treat cancer. The influence of individual characteristics on health promotion, health behaviors, population cancer risk, and cancer detection are explored in the context of biological, psychological, socioeconomic and sociocultural factors across age groups from adolescents to older adults. Evidence-based practice guidelines and research are applied to promote healthy lifestyles, monitor cancer risk, address psychosocial issues, facilitate access to care, and reduce health care disparities for populations at risk and diagnosed with cancer, and cancer survivors. Online course with both synchronous and asynchronous components. Permission to take this course as an elective must be approved by the course faculty.
Principles of cancer treatment, associated responses and symptom management are presented. Emphasis is on the development of advanced clinical decision making skills in identifying multiple alterations resulting from cancer and cancer therapy. Online course with both synchronous and asynchronous components Students are also required to attend two days of on-campus instruction in the spring semester. Permission to take this course as an elective must be approved by the course faculty.
First of a three-course series building knowledge, skills, and attitudes related to the assessment, diagnosis and management of common diseases among acutely ill and/or medically complex adults. The epidemiology, patient presentation, differential diagnoses, diagnostic evaluation, and evidence-based management of these diseases will be presented by content experts. Students will build on their diagnostic reasoning and clinical decision-making skills through increasingly complex case-based applications as they prepare to enter clinical practice. At the end of the course, students will be able to integrate knowledge of acute and medically complex illnesses with diagnostic reasoning and critical thinking in patient assessment, diagnosis, ad management. Fall, Spring, and Summer Terms 1 Course Unit
NURS 6711Adult Gerontology Acute Care NP Theory II
Second of three-course series building knowledge, skills, and attitudes related to the assessment, diagnosis and management of common diseases among acutely ill and/or medically complex adults. The epidemiology, patient presentation, differential diagnoses, diagnostic evaluation, and evidence-based management of these diseases will be presented by content experts. Students will build on their diagnostic reasoning and clinical decision-making skills through increasingly complex case-based applications as they prepare to enter clinical practice. At the end of the course students will be able to integrate knowledge of acute and medically complex illnesses with diagnostic reasoning and critical thinking in patient assessment, diagnosis, and management. Fall, Spring, and Summer Terms 1 Course Unit
NURS 6720Principles of Adult Gerontology Acute Care III
In this didactic course, students learn to integrate their advanced pharmacology and pathophysiology background with their understanding of acute illness and injury. The focus is on the evidence-based management of patients with oncologic, psychiatric and auto-immune disorders. Students develop skills to create a differential diagnosis when an adult/older-adult presents with a constellation of symptoms. Common and atypical presentations of illness and disease are explored. Focus is placed on holistic care including the psychosocial, cultural and spiritual aspects of patients' response to their illness or injury. Epidemiology, assessment, diagnosis, management, and advanced clinical decision making based on current clinical research are emphasized.
NURS 6721Adult Gerontology Acute Care NP Theory III
Third of three-course series building knowledge, skills, and attitudes related to the assessment, diagnosis and management of common diseases among acutely ill and/or medically complex adults. The epidemiology, patient presentation, differential diagnoses, diagnostic evaluation, and evidence-based management of these diseases will be presented by content experts. Students will build on their diagnostic reasoning and clinical decision-making skills through increasingly complex patient scenarios, including care of medically and socially vulnerable patients. At the end of the course students will be able to integrate knowledge of acute and medically complex illnesses with diagnostic reasoning and critical thinking in patient centered assessment, diagnosis, and management. Fall, Spring, and Summer Terms 1 Course Unit
NURS 6730Advanced Clinical Decisions in Adult Gerontology Acute Care
This didactic and fieldwork course focuses on development of a systematic approach to advanced physical assessment, the use and interpretation of diagnostic technologies, and development of diagnostic reasoning as it applies to patient management of the adult-older adult acutely ill or injured patient. Emphasis is placed on development of competence to perform a comprehensive history and physical examination, incorporating the analysis of biotechnological data trends, determining a prioritized differential diagnosis, and use clinical judgement to determine the healthcare needs for acutely ill and/ or chronically complex patients across the adult age continuum.
NURS 6731Adult Gerontology Acute Care Nurse Practitioner: Clinical I
The first of three fieldwork courses introduces students to the AGACNP role, focusing on foundational competencies in the care of acutely ill and medically complex adult patients. Through guided clinical experiences, simulations, and case-based learning, students begin developing advanced assessment, diagnostic reasoning, and clinical judgment. Emphasis is placed on history-taking, physical examination, EMR integration, and effective communication. Faculty and preceptor support facilitates the integration of didactic content into clinical practice, layi the groundwork for increasing autonomy and professional identity as an AGACNP. Fall, Spring, and Summer Terms 1 Course Unit
NURS 6741Adult Gerontology Acute Care Nurse Practitioner: Clinical II
Building on the first course, this second clinical fieldwork experience advances students’ competencies and autonomy in the AGACNP role. Students manage a greater volume and complexity of patient interactions, deepen their clinical reasoning, and actively participate in interdisciplinary care. Simulations, case applications, and clinical projects continue to support skill development. Integration of prior coursework enhances students’ ability to synthesize information and make informed clinical decisions. Professionalism and collaborative practice are emphasized as students move toward greater independence. Fall, Spring, and Summer Terms 1 Course Unit
NURS 6751Adult Gerontology Acute Care Nurse Practitioner: Clinical III
In this final clinical fieldwork course, students are expected to demonstrate the competence of a novice AGACNP. Building on prior experiences, students assume increasing autonomy in patient care, clinical decision-making, and professional responsibilities. Through immersive clinical practice, simulations, and integrative projects, students refine their skills in assessment, diagnostic reasoning, clinical judgment, and interdisciplinary collaboration. By course completion, ng students are prepared to independently manage the care of acutely ill and medically complex adult patients within the scope of a novice AGACNP. Fall, Spring, and Summer Terms 1 Course Unit
NURS 6771Prioritizing Population Health in Advanced Nursing Practice
This course equips advanced nursing practice students with the knowledge and skills to lead population health initiatives that promote equity and resilience across diverse communities. As a core component of the advanced nursing practice curriculum, the course prepares students to apply public health principles and data-driven strategies in both everyday practice and emergency scenarios. Students will explore and synthesize social drivers of population health, epidemiological trends, and community health priorities through case studies, data analysis, and policy evaluation. Active learning strategies—including collaborative projects, scenario-based simulations, and interdisciplinary discussions—will facilitate integration of scientific, ethical, and economic perspectives into real-world decision-making. By the end of the course, students will be prepared to translate complex population health data into actionable strategies; advocate for health equity across systems; and respond effectively to public health threats at local, national, and global levels. This course empowers students to be influential voices in shaping policies and practices that safeguard community well-being.
NURS 6774Foundations of Informatics, Healthcare Finance, and
Economics for Advanced Nursing Practice This course equips Nurse Practitioner students with foundational knowledge in healthcare informatics, finance, and economics. Students will learn to navigate information systems and apply data to inform financial decision-making in complex healthcare environments. Through case studies and real-world scenarios, students will explore budgeting, cost analysis, and resource allocation. Interactive activities will foster negotiation and communication skills essential for leadership and strategic financial planning. By course end, students will be able to evaluate the financial implications of clinical and policy decisions and apply strategies to improve care delivery and access across diverse settings.
NURS 6810Applied Physiology for Nurse Anesthesia I
This course provides an in-depth analysis of the anatomy, physiology and pathophysiology of the respiratory system and related anesthetic implications. Students learn concepts of pulmonary mechanics, neural control of breathing, and ventilation/perfusion as they relate to oxygen, anesthetic delivery, and metabolism. This learning supports the integration of effects of compromised pulmonary function and implications for the patient and anesthesia plan. There is a review of the fundamental concepts of pulmonary physiology from the cell to the organ level framing a foundation of normal physiology before proceeding to pathophysiology content. Advanced knowledge of the pulmonary system in health and disease is presented from the physiological perspective.
NURS 6820Applied Physiology for Nurse Anesthesia II
This course provides an in-depth analysis of the anatomy, physiology, and pathophysiology of the cardiovascular, renal, immunologic, and hematological systems and related anesthesia implications. Emphasis is placed on the assessment of the patient with common disorders of these systems. Nurse anesthesia care related to patients undergoing surgeries involving each system is discussed. The foundational concepts from pulmonary physiology are used as the underpinnings for discussing key concepts of the circulatory system.
NURS 6830Applied Physiology for Nurse Anesthesia III
This course provides an in-depth analysis of the anatomy, physiology and pathophysiology of the neurological, gastrointestinal, and endocrine systems with a focus on anesthesia implications. Emphasis is placed on the assessment of the patient with common disorders of these systems.
NURS 6850Advanced Developmental Physiology and Pathophysiology
This course will address advanced human embryology, physiology and pathophysiology. Biochemical genetics and the genetic basis of disease will be discussed. Normal fetal development and physiology of organ systems will be used as the foundation for understanding the pathophysiology of disease across the lifespan. Prerequisite: Undergraduate course in Anatomy & Physiology
This course focuses on the management and evaluation of physical, emotional, socio-cultural and educational needs of gynecologic primary health care of women from adolescence through post-menopausal years. The content is directed at expanding the expertise of the student in in meeting the primary women's health care needs in contemporary society. Social influences that have an impact on women's lives are also explored.
NURS 6880Complementary/Alternative Therapies in Women's Health
The dramatic rise in the use of complementary and alternative medicine (CAM) by the American public requires that the contemporary health care practitioner have an awareness of CAM therapies and modalities currently available. The end result of this is course will not be proficiency in the practice of any of these modalities in particular, but rather a basic understanding of each approach to common conditions and their potential contribution to health and well-being. The focus of the CAM modalities discussed in this course will center on their use in women's health care provision.
In-depth discussion of current issues facing the profession of nurse- midwifery which impact on professional education, certification, and practice. Includes ethical, legal, and political aspects of nurse-midwifery practice.
NURS 6951Quality Improvement in Healthcare Capstone
As guided by course faculty, students will build upon knowledge gained in prerequisite courses to enact change within a healthcare organization. Quality improvement concepts will be reviewed and applied via field experience and case-based coursework, with particular focus on the countermeasure, implementation, and sustainment phases of a project. Students will also have the opportunity to employ stakeholder engagement strategies, project management tools, and change management principles. In addition to their structured quality improvement project, participants will reflect upon their personal leadership journey throughout the course of the semester. This course requires that students complete at least 240 direct and indirect field hours. 1 Course Unit 2026-27 Catalog | Generated 08/03/26
This integrative course prepares MSN nurse practitioner (NP) students for a successful transition to the advanced practice role, synthesizing knowledge, skills, and professional values to demonstrate readiness for independent and collaborative practice. Positioned as the final course in the NP plan of study, it bridges academic preparation with practice readiness for advanced practice registered nurse (APRN) expectations, including competency validation, certification readiness, and role socialization in complex care environments. Learning in this course is supported through faculty mentorship, advanced practice case-based seminars, and reflective practice to facilitate integration of clinical expertise, leadership, and systems-based thinking. The curriculum emphasizes professional role development as a leader in complex care environments, applying advanced clinical judgment alongside organizational and interprofessional competencies. Students engage with strategies for navigating regulatory requirements, credentialing, quality improvement, and employment processes, ensuring readiness for advanced practice. Aligned with the American Association of Colleges of Nursing (AACN) Essentials (2021) Level 2 competencies, the course prepares graduates for entry-level NP practice with demonstrated proficiency in ethical decision-making, diagnostic reasoning, and equitable, collaborative care delivery within diverse healthcare systems.
NURS 7021Adult Gerontology Primary Care Nurse Practitioner: Theory III
The purpose of this third course in a 3-course series is to build knowledge, skills, and attitudes related to the assessment, diagnosis and management of common diseases in medically complex adults. The epidemiology, patient presentation, differential diagnoses, diagnostic evaluation, and evidence-based management of these diseases will be presented by content experts. Concepts introduced earlier in the disease management curriculum will be reinforced to ensure students build on their diagnostic reasoning and clinical decision-making skills. Students are able to integrate knowledge for complex patient scenarios, including care of medically and socially vulnerable patients, through case-based application and faculty-led group work. At the end of the course, students will be able to apply knowledge of acute and medically complex illnesses with diagnostic reasoning and critical thinking in patient centered assessment, diagnosis, and management.
NURS 7031Adult Gerontology Primary Care Nurse Practitioner: Clinical III
In this final clinical fieldwork course, students are expected to demonstrate the competence of a novice Adult Gerontology Primary Care NP (AGPCNP). Building on prior experiences, students assume increasing autonomy in patient care, clinical decision-making, and professional responsibilities. Through immersive clinical practice, simulations, and integrative projects, students refine their skills in assessment, diagnostic reasoning, clinical judgment, and interdisciplinary collaboration. By course completion, students are prepared to independently manage the care of medically complex adult patients within the scope of a novice AGPCNP.
Psychiatric Mental Health NP III Total Course Units 14 The alternate course, NURS 5470, is a graduate-level research methods course approved for Penn BSN students only. Full Time Plan of Study
This course focuses on the care of high-risk neonates within the context of the family unit. The biological and psychosocial aspects are studied as a basis for nursing practice. Emphasis is placed on the role of the Advanced Practice nurse in improving services to high-risk neonates with the purpose of decreasing mortality and morbidity rates and improving the quality of life of high-risk newborns and infants.
This course introduces foundational knowledge for neonatal nurse practitioner students caring for pregnant people, well newborns and high-risk neonates within the family context. Through case studies and clinical decision-making exercises, students will build knowledge, skills, and attitudes related to physiologic and pathophysiologic processes, embryology, epidemiology, systematic assessment, clinical reasoning, basic interpretation of data, diagnosis and evidence-based management of common diseases among neonates, safe prescribing practices, family education, and inter-disciplinary collaboration. Students will build on their diagnostic reasoning and clinical decision-making skills through increasingly complex patient scenarios. At the end of this course, students will be able to integrate knowledge of well infants, stable neonates, and common neonatal conditions with diagnostic reasoning and critical thinking in patient assessment, diagnosis, and management. 1 Course Unit
NURS 7330Clinical Practicum for the High Risk Neonate
This clinical course focuses on the care of the high risk infant within the context of the family unit. Clinical experiences provide students with opportunities to expand their skills in managing the care of infants, both acutely ill and growing neonates. Students continue their experiences with neonatal nurse practitioners to examine role issues of these individuals.
The first of three clinical courses introduces students to the neonatal nurse practitioner role focusing on foundational competencies in the care of neonates and infants up to 2 years of age and their families. Emphasizing the integration of scientific knowledge from nursing and related health sciences, student learning focuses on the development of clinical reasoning and diagnostic skills essential for managing neonatal populations across care settings. A strong emphasis is placed on integrating infant growth and development within a family-focused framework. Through guided clinical experiences, self-reflection and evaluation, seminars and simulations, students begin developing advanced assessment, diagnostic reasoning, and clinical judgment. Emphasis is placed on history-taking, physical examination, EMR integration, and effective communication. Faculty and preceptor support facilitates the integration of didactic content into clinical practice, layin the groundwork for increasing autonomy and professional identity as a neonatal nurse practitioner. 1 Course Unit 2026-27 Catalog | Generated 08/03/26
NURS 7341Pediatric Acute Care Nurse Practitioner: Theory I
This course introduces foundational knowledge for pediatric acute care nurse practitioner students caring for children with acute, critical, and complex chronic conditions within the family context. Through case studies and clinical decision-making exercises, students will build knowledge, skills, and attitudes related to physiologic and pathophysiologic processes, epidemiology, systematic assessment, clinical reasoning, basic interpretation of data, diagnosis and evidence- based management of common diseases among pediatric patients, safe prescribing practices, family education, and inter-disciplinary collaboration. Students will build on their diagnostic reasoning and clinical decision-making skills through increasingly complex patient scenarios. At the end of this course students will be able to integrate knowledge of pediatric patients with acute, critical, and complex chronic conditions with diagnostic reasoning and critical thinking in patient assessment, diagnosis, and management. 1 Course Unit
NURS 7351Pediatric Acute Care Nurse Practitioner: Clinical I
The first of three clinical courses introduces students to the pediatric acute care nurse practitioner role, focusing on foundational competencies in the care of infants and children with acute, critical, complex, and chronic conditions and their families. Emphasizing the integration of scientific knowledge from nursing and related health sciences, student learning focuses on the development of clinical reasoning and diagnostic skills essential for managing pediatric populations across care settings. A strong emphasis is placed on promoting infant growth and development within a family-focused framework. Through guided clinical experiences, self-reflection and evaluation, seminars and simulations, students begin developing advanced assessment, diagnostic reasoning, and clinical judgment. Emphasis is placed on history-taking, physical examination, EMR integration, and effective communication. Faculty and preceptor support facilitates the integration of didactic content into clinical practice, layi the groundwork for increasing autonomy and professional identity as a pediatric acute care nurse practitioner. 1 Course Unit
NURS 7360Advanced Principles of Pediatric Acute Care
This course expands the student's understanding evidenced based care for infants, children, and adolescents with complex acute and chronic health conditions. Emphasis is placed on advancing a framework for practice based on a synthesis of knowledge from biological, behavioral, and nursing sciences through clinical decision making. The student continues to gain the necessary clinical management skills to provide specialized patient centered care across the entire pediatric age spectrum from complex chronic illness to physiologic deterioration and life threatening instability with emphasis on the patient and family as a full partner in decision making.
NURS 7361Pediatric Acute Care Nurse Practitioner: Theory II
The second of three-course series building knowledge, skills, and attitudes related to the assessment, diagnosis and management of moderately complex pediatric acute care conditions. The epidemiology, patient presentation, differential diagnoses, diagnostic evaluation, and evidence-based management of these diseases will be presented. Students will build on their diagnostic reasoning and clinical decision- making skills through increasingly complex patient scenarios. Through case studies and clinical decision-making exercises, students will apply foundational science including physiology, pathophysiology, genetics, and embryology to identify important aspects of systematic assessments, interpret more complex diagnostics, and recognize early signs of distress. Learners will refine pharmacologic management skills, identify ways to engage families in care planning, and address the needs of vulnerable children and their families. At the end of the course students will be able to integrate knowledge of acute and moderately complex illnesses with diagnostic reasoning and critical thinking in patient assessment, diagnosis, and management. 1 Course Unit University of Pennsylvania Catalog 2409
NURS 7371Pediatric Acute Care Nurse Practitioner: Clinical II
ng Building on foundational coursework, this second clinical experience advances students’ competencies and autonomy in the pediatric acute care nurse practitioner role. Students manage a greater volume and complexity of patient-family interactions, deepen their clinical reasoning, and actively participate in interdisciplinary care. Simulations, seminars, clinical application, and course assignments continue to support skill development. Integration of prior coursework enhances students’ ability to synthesize information and make informed clinical decisions. Professionalism and collaborative practice are emphasized as students move toward greater independence. 1 Course Unit
NURS 7400Advanced Practice Concepts for the Childbearing Family
This course focuses on developing an understanding of the roles of the Neonatal Nurse Practitioner in meeting the needs of the pregnant person and their family during the normal and at-risk courses of the birthing person and infant.
NURS 7411Pediatric Acute Care Nurse Practitioner: Theory III
The purpose of this third course in a 3-course series is to build knowledge, skills, and attitudes related to the assessment, diagnosis and management of children with acute, critical, and complex chronic conditions. Through case studies and clinical decision-making exercises, learners will focus on complex assessments, application of advanced diagnostics and therapies, ethical decision making, and coordination of transitional care across settings. Students will apply their knowledge of pharmacology, developmental physiology and pathophysiology, and management of critical and multi-system conditions. Learners will also develop strategies to educate families using adult learning principles and advocate for optimal outcomes through informed, collaborative care. Students will build on their diagnostic reasoning and clinical decision- making skills through increasingly complex patient scenarios, including family considerations. At the end of the course students will be able to integrate knowledge of acute, critical, and medically complex illnesses with diagnostic reasoning and critical thinking in patient-family centered assessment, diagnosis, and management. 1 Course Unit
NURS 7421Pediatric Acute Care Nurse Practitioner: Clinical III
At the conclusion of this final clinical course, students are expected to demonstrate the competence of a novice pediatric acute care nurse practitioner. Building on prior experiences, students assume increasing autonomy in patient care, clinical decision-making, and professional responsibilities. Through immersive clinical practice, simulations, self- reflection and self-evaluation, and integrative projects, students refine their skills in assessment, diagnostic reasoning, clinical judgment, and interdisciplinary collaboration. Students will develop and deliver evidence-based content across multiple modalities to diverse audiences, demonstrating their ability to translate knowledge into practice. By course completion, students are prepared to independently manage the care of infants and children with acute, critical and complex chronic conditions and their families within the scope of a novice pediatric acute care nurse practitioner. 1 Course Unit
This course approaches statistics from both applied and theoretical perspectives in order to develop an understanding of the ways that data are analyzed and reported. The course is situated in healthcare data analytics and the varied ways existing/new data is analyzed and results communicated. Focus is given to learning the appropriate application, including decision-making for analysis plan, and interpretation of statistical analyses. The course addresses data transformation, effect size and power analysis, clinical significance, parametric and non- parametric statistical tests including t-tests, analysis of variance, chi square, correlation, linear and logistic regression and other methods of analyses for continuous and categorical data. Emphasis is placed on understanding why statistical methods are chosen, developing a cohesive analysis plan, applying best practices for data preparation and management, executing an analysis and using statistical software programs, including conduct of analyses, review of output and interpretation using existing software programs.
This course will provide a conceptual and theoretical framework for examining the concepts of leadership, planned change and power/ empowerment within selected environments; namely, health systems, health and public policy arenas, and professional and civil societies. Content will focus on characteristics of personal and professional leadership, places and types of leadership, theories of leadership and planned change processes and specific tools and practical experiences in leadership development.
This course explores the impact of historical ideas, events, and actors on current issues in health and illness care. Topics include the movement from hospitals to health care systems; the changing definitions of professionalism and professional practice patterns; and the ways historical context shapes definitions of leadership roles and theoretical knowledge.
This course introduces students to the process of intellectual inquiry. It explores the intellectual foundations of scholarly disciplines in general and the discipline of nursing in particular. Emphasis is placed on the process of knowledge development, with particular emphasis on historical, philosophical, positivist, and gendered and phenomenological ways of knowing. Emphasis is also placed on having students develop their particular intellectual approach to disciplinary inquiry and on formulating ideas for publications and presentations. Prerequisite: PhD
NURS 7510Clinical Fieldwork for Nurse Anesthesia Practice I
This course provides students the opportunity to integrate theory into practice within the clinical setting. The focus is on the development of diagnostic, therapeutic, ethical, and cultural judments with the perioperative patient. Students' progress from the care of healthy patients undergoing minimally invasive surgical procedures to the more complex patient with multiple health issues. Clinical preceptors are experienced CRNAs or anesthesiologists who act as mentors to facilitate the learning process. Students' progress along the learning coninuum as they integrate theory into practice and assume the role of the advanced practice nurse. The student begins to develop an advanced practice nursing role that integrates role theory, nursing theory, and research knowledge through clinical practice.
NURS 7520Clinical Fieldwork for Nurse Anesthesia Practice II
This course provides the opportunity for students to integrate theoretical knowledge and research findings into practice within the clinical setting. The clinical progression allows students to provide anesthesia care to patient with complex, multisystem problems. Selected surgical specialty rotations begin, introducing the student to the particular requirements for these special situations. Techniques for managing the acute pain of clients are also emphasized. The student grows in the ability to individualize a plan of care specific to the patients' needs and surgical requirements. The student also now possesses the ability to combine theories and skills in selected clinical situations. The guidance of CRNA faculty preceptors contributes to the development of the students critical thinking.
We will examine concepts, propositions, and theories from specific areas of nursing science, investigating the adequacy of existing knowledge in specific areas of nursing science and the beliefs and assumptions that underlie that knowledge. Generalizability or transferability of the knowledge will be addressed. The impact of knowledge on nursing practice and health policy will be evaluated. Prerequisite: PhD Students and faculty permission required.
This one semester survey course provides an overview of quantitative clinical research design and methods. Ethical and legal considerations in human subjects research, access to patient populations, sampling designs and power analysis, experimental and non-experimental designs, measurement of variables, data collection techniques, and data management are included. This course is intended for doctoral students in the health sciences. Prerequisite: Students must have completed at least one doctoral-level statistics course. PhD Students
NURS 7550Clinical Fieldwork for Nurse Anesthesia Practice III
Integration of non-experimental quantitative research designs and methodologies, including common statistical techniques for analyzing resulting data. Statistical techniques examined include: factor analysis, multiple regression, canonical correlation, causal modeling, and logistic regression. Power analysis of statistical tests to estimate sample size discussed. Data analysis practice using computer software integrated throughout course.
This course is the first and second of four residencies that provide the nurse anesthetist student the opportunity to attain competencies within the Certified Registered Nurse Anesthesia (CRNA) scope of practice. Throughout the residency, the nurse anesthesia resident will utilize appropriate clinical judgment to manage the complex medical, physical and psychosocial needs of clients in the perioperative phases. Further refinement of the patient assessment, anesthesia administration, and critical thinking skills will be emphasized. Students' progress by providing anesthesia care for patients throughout the continuum of health care services. The guidance of CRNA facultypreceptors contributes to the development of the independence of the CRNA student. Collaborative practice within a care team model is emphasized and the student assumes more overall responsibility for the quality of care for the patients throughout the perioperative experience, with clinical support as required. Prerequisite: Enrollment in NANS program, year 2
This course is the second of four residencies that provide the nurse anesthetist student the opportunity to attain competencies within the Certified Registered Nurse Anesthesia (CRNA) scope of practice. Throughout the residency, the nurse anesthesia resident will utilize appropriate clinical judgment to manage the complex medical, physical and psychosocial needs of clients in the perioperative phases. Further refinement of the patient assessment, anesthesia administration, and critical thinking skills is emphasized. Students progress by providing anesthesia care for patients throughout the continuum of health care services. The guidance of CRNA faculty preceptors contributes to the development of the independence of the CRNA student. Collaborative practice within a care team model is emphasized and the student assumes more overall responsibility for the quality of care for the patients throughout the perioperative experience, with clinical support as required. Prerequisite: Enrollment in NANS program, year 2
This course is the third of four residencies that provide the nurse anesthetist student the opportunity to attain competencies within the Certified Registered Nurse Anesthesia (CRNA) scope of practice. Throughout the residency, the nurse anesthesia resident will utilize appropriate clinical judgment to manage the complex medical, physical and psychosocial needs of clients in the perioperative phases. Further refinement of the patient assessment, anesthesia administration, and critical thinking skills will be emphasized. Students' progress by providin anesthesia care for patients throughout the continuum of health care services. The guidance of CRNA faculty preceptors contributes to the development of the independence of the CRNA student. Collaborative practice within a care team model is emphasized and the student assumes more overall responsibility for the quality of care for the patients throughout the perioperative experience, with clinical support as required.
This course is the fourth of four residencies that provide the nurse anesthetist student the opportunity to attain competencies within the Certified Registered Nurse Anesthesia (CRNA) scope of practice. Throughout the residency, the nurse anesthesia resident will utilize appropriate clinical judgment to manage the complex medical, physical and psychosocial needs of clients in the perioperative phases. Further refinement of the patient assessment, anesthesia administration, and critical thinking skills is emphasized. Students progress by providing anesthesia care for patients throughout the continuum of health care services. The guidance of CRNA faculty preceptors contributes to the development of the independence of the CRNA student. Collaborative practice within a care team model is emphasized and the student assumes more overall responsibility for the quality of care for the patients throughout the perioperative experience, with clinical support as required. Prerequisite: Enrollment in NANS program, year 3
This clinical course provides students the opportunity to apply CNS theory to practice and enables students to develop strategies to overcome barriers to safe, quality healthcare delivery. Students acquire knowledge and skills characteristic of CNS practice particularly as it relates to clinical judgment, facilitation of learning, advocacy and moral agency, caring practice and response to diversity.
This clinical course provides students the opportunity to apply CNS theory to practice and enables students to develop strategies to overcome barriers to safe, quality healthcare delivery. Students acquire knowledge and skills characteristic of CNS practice particularly as it relates to clinical judgment, facilitation of learning, advocacy and moral agency, caring practice and response to diversity.
This clinical course focuses on the application of CNS theory to practice. Students focus on furthering the development of the knowledge and skills related to the core competencies of the CNS. Strategies to improve provider and system issues related to the provision of care to the population of interest are developed, implemented and evaluated. Developing leadership in the development of system-wide or healthcare policy is promoted. Advocating for the individual, family, caregiver and population of interest needs within the context of clinical practice and policy making is encouraged.
This foundational course introduces advanced nursing practice learners to the key principles of healthcare quality improvement and patient safety, including systems thinking, the theory of knowledge, understanding measurement and variation, and understanding the psychology of change. Utilizing complexity theories, students critically assess healthcare practices, identifying factors that contribute to medical errors and affect patient safety. The course leverages insights from the science of safety, guiding students to formulate proactive strategies for the safe redesign of healthcare systems. Students reflect on the importance of inter-professional collaboration and fostering a “just” culture committed to fairness, openness, and psychological safety, all vital for maintaining high reliability and ensuring safe, high-quality care delivery. 0.5 Course Units
The second of three-course series builds knowledge, skills, and attitudes related to the assessment, diagnosis and management of moderately complex neonatal conditions. The epidemiology, patient presentation, differential diagnoses, diagnostic evaluation, and evidence-based management of these diseases will be presented by content experts. Students will build on their diagnostic reasoning and clinical decision- making skills through increasingly complex patient scenarios. Through case studies and clinical decision-making exercises, students will apply foundational science including physiology, pathophysiology, genetics, and embryology to identify important aspects of systematic assessments and interpret more complex diagnostics. Learners will refine pharmacologic management skills, identify ways to engage families in care planning, and address the needs of vulnerable infants and their families. At the end of the course students will be able to integrate knowledge of acute and moderately complex illnesses with diagnostic reasoning and critical thinking in patient assessment, diagnosis, and management. 1 Course Unit
This clinical course is designed with emphasis on continued development of advanced clinical skills in the care of critically ill children. Emphasis is placed on integration of the roles of the advanced practitioner. This course adds to the student's previous knowledge and skills in advanced practice and prepares them to manage care of critically ill children.
Building on foundational coursework, this second clinical experience advances students’ competencies and autonomy in the neonatal nurse practitioner role. Students manage a greater volume and complexity of patient interactions, deepen their clinical reasoning, and actively participate in interdisciplinary care. Simulations, seminars, clinical application, and course assignments continue to support skill development. Integration of prior coursework enhances students’ ability to synthesize information and make informed clinical decisions. Professionalism and collaborative practice are emphasized as students move toward greater independence. 1 Course Unit
The purpose of this third course in a 3-course series is to build knowledge, skills, and attitudes related to the assessment, diagnosis and management of critically ill and high-risk neonates and infants up to age 2. Through case studies and clinical decision-making exercises, learners will focus on complex assessments, application of advanced diagnostics and therapies, ethical decision making, and coordination of transitional care across settings. Students will apply their knowledge of neonatal pharmacology, developmental physiology and pathophysiology, and management of critical and multi-system conditions. Learners will also develop strategies to educate families using adult learning principles and advocate for optimal outcomes through informed, collaborative care. Students will build on their diagnostic reasoning and clinical decision- making skills through increasingly complex patient scenarios, including family considerations. At the end of the course, students will be able to integrate knowledge of acute, critical, and medically complex illnesses with diagnostic reasoning and critical thinking in patient-family centered assessment, diagnosis, and management. 1 Course Unit
NURS 7791Neonatal Nurse Practitioner: Clinical III
At the conclusion of this final clinical course, students are expected to demonstrate the competence of a novice neonatal nurse practitioner. Building on prior experiences, students assume increasing autonomy in patient care, clinical decision-making, and professional responsibilities. Through immersive clinical practice, simulations, self-reflection and self-evaluation, and integrative projects, students refine their skills in assessment, diagnostic reasoning, clinical judgment, and interdisciplinary collaboration. Students will develop and deliver evidence-based content across multiple modalities to diverse audiences, demonstrating their ability to translate knowledge into practice. By course completion, students are prepared to independently manage the care of neonates and their families within the scope of a novice neonatal nurse practitioner. 1 Course Unit 2026-27 Catalog | Generated 08/03/26
The focus of this course is a clinical approach to primary care problems commonly encountered by women in an ambulatory setting. This course provides the women's health care nurse practitioner and midwifery student student with the knowledge and problem solving approach to assist individuals with the most common health problems, including acute episodic illness as well as stable chronic disease. The concepts of health promotion and health maintenance are integrated throughout the curriculum.
Midwives provide primary care from adolescence throughout the lifespan to all individuals who seek midwifery care, inclusive of all gender identities and sexual orientations. Midwifery primary care includes health promotion, disease prevention, risk assessment and management, and individualized wellness education and counseling with a special focus on health inequities and the impact of structural racism. Students in this course learn to apply the Midwifery Model of Care to address common primary care health problems.
This course focuses on the management and evaluation of physical, emotional, socio-cultural and educational needs of gynecologic primary health care of women from adolescence through post-menopausal years. The content is directed at expanding the expertise of the student in in meeting the primary women's health care needs in contemporary society. Social influences that have an impact on women's lives are also explored.
NURS 7830Health Care of Childbearing Women, Theory
The antepartum course builds upon the well-woman health care course. The focus is management of prenatal care for the childbearing family. Conceptual threads of public policy and ethics are integrated within the content to help students to identify broader implications for prenatal care. Content includes theory and practice related to nurse-midwifery/ nurse practitioner management of the normal pregnant woman, and nurse-midwifery/ nurse practitioner management and strategies to reduce selected obstetric complications.
Total Course Units 13.5 The alternate course, NURS 5470 is a graduate-level research methods course approved for Penn BSN students only. The midwifery program at the University of Pennsylvania is fully accredited by the Accreditation Commission for Midwifery Education (ACME), 8403 Colesville Road, Suite 1550, Silver Spring, MD 20910-6374; for information about accreditation please contact ACME directly. Tel: 240-485-1802, acme@acnm.org, www.midwife.org/acme (http:// www.midwife.org/acme/). University of Pennsylvania Catalog 781
Intensive integration of theory and clinical practice in women's health care with emphasis on ambulatory care. Clinical practice in all areas of ambulatory women's health care, teaching rounds, case presentations, and seminars with professional colleagues.
Intensive integration of theory and clinical practice in women's health care with emphasis on intrapartum, postpartum, and newborn care. Clinical practice during the intrapartum and postpartum, teaching rounds, case presentations, and seminars with professional colleagues.
NURS 7870Intrapartum / Postpartum / Newborn Care, Theory
Anatomy and physiology relevant to the care of the women and their families during the intrapartum, postpartum and newborn periods. Includes management of selected obstetrical emergencies and medical complications.
NURS 7880Intrapartum / Postpartum / Newborn Care, Clinical
Clinical care and management of women, newborns and their families during the intrapartum, postpartum and newborn periods. Includes management of selected obstetrical emergencies and medical complications. Clinical assignments related to module objectives.
NURS 7900The Business of Healthcare: Principles of 1 Part-Time Plan of1
Finance, Accounting and Economics First Year Nursing Leadership Elective 1 Fall Total Course Units 10 NURS 5490 Course requires advisor approval. 2026-27 Catalog | Generated 08/03/26
Clinical Practicum for Primary Care Prepa The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2026 and later. Students should consult with their academic program regarding final certifications and requirements for graduation. Full Time Plan of Study (Summer Start)
Students whose clinical performance would benefit from additional clinical exposure in order to demonstrate the expected competencies are, with course faculty and faculty advisor approval, eligible to register for NURS 799. This experience will be allotted no more than one credit unit and must be completed in a time frame not to exceed one academic semester. A course may be remediated only one time. Not Offered Every Year 1 Course Unit
NURS 8090Hillman Scholar Seminar in Nursing Innovation
This course is designed to provide an exploration of innovation in society, health care, and nursing. It will provide a broad overview of innovation from historical to current times and from a variety of disciplines. It will focus on promoting innovation and discovery and its translation to policy, the health care system and nursing practice. Emphasis is placed on having scholars develop their individual approach to innovation and strategize implementation and evaluation strategies for innovation. hour seminar every other week until completion of PhD courses with Hillman Scholar.
Selection as a Hillman Scholar in Nursing Innovation; 1.5
NURS 8100Statistics I
This is the first course in a sequence of two courses designed to provide a broad overview of statistics and its applications to research in the health sciences. Topics covered will include techniques for describing and summarizing observations, for assessing associations among variables, and for determining the extent to which chance may be explaining and/or influencing the observed results. Following inference and basic hypothesis tests, bivariate and multivariable linear modeling techniques will be introduced with an emphasis on application and interpretation, diagnostics and model selection. Emphasis is on application of these techniques to the analysis of health science data. Students will learn how to choose, apply, and interpret commonly used statistical tests and predictive models. Students will be working with a common existing dataset throughout the sequence. In addition, students will gain experience using a commonly used statistical software package, to analyze real world data.
NURS 8130Qualitative Paradigm Empirical Nursing Research
Study of selected qualitative paradigm empirical research approaches, including design and methodology. Critique of selected qualitative research reports from the literature of nursing and related disciplines. Fieldwork exercise and research proposal required. Prerequisite: PhD
A critical review of the theoretical and empirical literature dealing with bioethics, nursing ethics, moral development, women's ethics and specific ethical concerns in health and illness care. Students will study topics relatedto their own interests/needs, guided by the instructor in relation to the discipline of ethics. Prerequisite: PhD Students Spring, odd numbered years only 1 Course Unit
Advanced Nursing Leadership provides a framework for critically examining concepts of nursing leadership within the context of the individual, the interprofessional team, and the healthcare environment. It encourages students to apply strategies for leading diverse teams with a focus on equity-minded nursing, ethical practice, and advanced communication skills. Students will explore relationship-building with partners at all levels of influence, considering both direct leadership and methods to promote professional growth in others. Business planning, entrepreneurial, and intrapreneurial principles will be introduced, equipping students to develop strategic plans and initiatives that align with organizational goals and drive sustainable change. Additionally, students will examine the nurse leader’s role in shaping organizational culture and creating agile, inclusive, and innovative practice environments across health systems and professional organizations. 1 Course Unit
This seminar will explore issues related to research of families. Included in the ongoing discussion will be an analysis of nursing and other theories in relationship to research of families. Methodological issues related to research of families will be discussed, as will the analysis of family data and measurement issues common to research of families. The seminar will conclude with an agenda for future directions to research of families. Prerequisite: PhD Students Spring, even numbered years only 1 Course Unit
This course will involve a guided review of the pertinent literature relating to the history of technology in 20th century America. The focus will include a critical examination and review of the social origins and implications of technological development and diffusion in healthcare. Various theoretical frameworks in the history of technology will be closely examined in attempt to assist the student in the development of their own framework. Prerequisite: PhD Students 1 Course Unit
This course involves a guided review of the pertinent literature relating to the social and intellectual history of nursing in the late 19th#and 20th#century. Students will critically examine and review the origins and implications of history and social justice concepts for interdisciplinarity, equity, what we consider as evidence, knowledge and research priorities, innovation, technology, and relevant healthcare issues. This guided review focuses on the United States as well as global perspectives.
This fall semester interprofessional seminar will prepare students and fellows fellows to identify appropriate measurement tools for use in aging research. We will specifically focus on analysis of selected concepts, models and measures central to the integrative science in aging. Topics include measurement of geriatric syndromes, models commonly used in integrative scienceof aging, outcomes of evidence-based care in older adults, regulatory and ethical issues specific to the conduct of research with older adults. Prerequisite: PhD Students
The course extends beginning qualitative research methods skills to a more advanced level. Students planning a dissertation or career focus in qualitative or mixed methods may use the course to refine interest and skill. The focus of the course centers on interactionist perspectives and collective analysis though methods tangential to these perspectives. Standpoint and participatory methods and analysis may be considered given sufficient student interest. Students are actively involved in selection and critique of seminal and critical readings. Students must have at their disposal a suitable dataset with commensurate permissions or have plans to collect qualitative data amenable to analysis during the course term. This data base can be from previous research proposals and fieldwork can be used as the building blocks for the course assignment(s). The course will focus on data collection, analyses, interpretation, and presentation of results. Skill building will center on collection and management of data; analytic technique including comparative, narrative, and text analysis; development and management of coding schemas; abstraction and development of situation specific theory; and dissemination and diffusion of findings, theories, and relevance to similar phenomena and use in practice. Prerequisite: Phd
NURS 8280Response to Chronic Illness: Theory and Research
Millions of people of all ages live with chronic illness(es). A diagnosis of a chronic illness is a life-changing event, causing disruption and a sense of loss for many. Common early responses are stress, anxiety, depression, fear, and anger. Over time, with support and experience with the illness, many adjust. But, others report persistent feelings of loss due to physical, emotional, spiritual/existential, social, occupational, and/or financial influences of chronic illness. Those who adjust the best typically find a way to return a sense of normalcy to their lives. Loved ones and caregivers are equally affected by chronic illness and much has been written in recent years about caregiver burden. However, some individuals (caregivers and patients) report positive responses to illness, including a deepened purpose for living and a reordering of life priorities. The focus of this course is on individual responses to chronic illness- the person diagnosed and his/her loved ones. This course is intended to complement N818, which focuses on families and dyads dealing with chronic illness. In this course we will explore the major theoretical perspectives that underlie this field. The literature describing common responses of both those diagnosed and their loved ones as well as the social and cultural context that helps explain the responses of individuals facing chronic illness will be examined. Methods used to study chronic illness will be explored in depth.
NURS 8300Conducting Research in Global Women's Health
An introduction to theoretical and methodological issues as they relate to conducting research in global women's health. Advanced analysis of historical, social, cultural, economic, political, technological and geographical contexts as they influence the health of girls and women across the lifespan and thier relation to health care systems as both clients and providers. This includes contextual issues that constrain the provisiond & receipt of adequate healthcare. Prerequisites: Completion of course in Global Health (this may include a reputable online course eg: Coursera), or equivalent backround (eg. global health field experience). Permission of Instructor. For graduate and professional students from any field with an interest in global women's health; Master students by permission of instructor. A critical examination of theoretical and methodological issues pertaining to research on women and girls condcuted around the world across disciplines. A focused and intenstive exploration of place as it pertains to women and girls formal and informal structors of health care delivery as those needing and/or seeking health care, and as those providing health care to others. Students will examine the multiple dimensions and qualities of these endeavors (e.g. activity, power, control, visibility, value, and remuneration) and the intersection of gender and health - locally, globally and across borders. Students will focus thier examination on the implicaitons of seeking and providing health care for women's and girls' health and well-being. By examining issues in local and global contexts and across geographical boundaries, students will have the opportunity to challenge gendered, class, political, and cultural assumptions related to women's health.
NURS 8330Measurement of Health-Related Behavior and Determinants
This one semester seminar will provide a detailed overview of measurement of health-related behaviors and determinants of behavior. The course will cover characteristics of measures, data collection, and how to apply the science of measurement to specific health research questions. The course will emphasize This one semester seminar will provide a detailed overview of measurement of the intersection of self- report measures with biological and physical measures,and the use of newer technologies to collect data and improve data quality. Students will integrate concepts and topics covered in the course as they work on a measurement project in their specific area(s) of interest and engage in problem-solving with their peers. This course is intended for doctoral student and advanced masters-level students in the health sciences. 1 Course Unit
NURS 8360Practical Applications in Quality Improvement
In this course, students apply and integrate core concepts of quality improvement, informatics, and business planning. Through the execution of a mock QI project, learners achieve proficiency in the use of basic process improvement tools within a particular QI methodology/ framework. Students practice scoping a project, organizing a team, understanding the problem and the data, and selecting interventions. Informed by systems thinking and an understanding of informatics, students develop solutions to address process inefficiencies and improve healthcare quality. The culmination of the course includes a financial analysis and a business plan to ensure sustainment of improvement efforts. Throughout, learners practice giving and receiving feedback, and fostering an open and collaborative approach to healthcare quality improvement. 0.5 Course Units
This doctoral elective course will provide an introduction to Web-based research methods in health-related disciplines. This course will examine research methods that have been adapted to the study of human subjects through the Web. This course will have particular emphasis on quantitative and qualitative empirical methods using the Web as a data collection medium. Another important feature of this course will be intensive analysis of ethical and methodological issues conducting research through the Web. Areas to be analyzed include: types of Web-based research; advantages and disadvantages of Web-based research; vehicles (e.g. funding, mentoring) that have supported Web- based research; human subject protection issues; issues/concerns in recruitment and data collection in Web-based research; and professional vehicles (e.g. scholarly publication, lay publications, speaking forums) that have helped disseminate the knowledge derived from Web-based research. Prerequisites: PhD Student
This course will focus on mixed methods research techniques including mixed methods designs, developing mixed methods research questions, data collection, analyses focusing on data integration of qualitative and quantitative data, interpretation, and presentation of results. Skill building will center on sampling, collection, and management of data; data integration techniques; data visualization, methodological rigor and reporting data including dissemination of findings. Students will complete a mixed methods "mini" proposal.
Innovation, defined as a hypothesis-driven, testable, and disciplined strategy, is important for improving health and healthcare processes. Innovation includes the methodologies we use to solve problems, the systems, products and processes we create, social and digital technologies, as well as the way we communicate with our patients, their families, our colleagues and communities at-large. Employing new ways of thinking, such as with design thinking, opens possibilities for creating meaningful and innovative solutions. This course provides foundational content in design thinking and a disciplined approach to innovation as it applies to health and health care. Offered as an online classroom environment coupling synchronous interactive sessions with asynchronous foundational content, students learn innovative approaches for solving a variety of healthcare problems.
Transformational leaders create an organizational vision, inspire and motivate others from diverse backgrounds to actualize strategic goals even during uncertainty. Developed and presented by expert Wharton Executive Education faculty in a one-week synchronous online session (or an on-campus intensive as possible) with asynchronous online modules, students explore strategic planning and execution, stakeholder analysis, negotiation and influence, resource allocation, organizational culture and change management. On the path to becoming purpose-driven leaders, students learn of cutting-edge research on the qualities and behaviors of both successful and unsuccessful work environments and how this research can be applied to practical, real-life workplace situations.
NURS 8420Thriving in an Everchanging Healthcare Environment
Due to a complex and everchanging healthcare environment, efforts to improve population health in innovative and cost-effective ways has proven challenging for providers and insurers alike. Offered in an asynchronous online format and including content taught by expert faculty in the Perelman School of Medicine Health Care Innovation Graduate Program, this course introduces students to main forces affecting the health insurance environment including changing mechanics of the insurance market, health insurance plan costs, and innovative methods for modifying behavior through incentives embedded within benefit design. Students also examine various examples of insurance reform incentivizing practice innovation and the development of new service delivery models in the healthcare industry.
NURS 8421Thriving in a Value-Driven Healthcare Economic Environment
Thriving in an everchanging healthcare environment requires that leaders have foundational knowledge of the healthcare insurance market, rivers of value in this industry and available levers of policy change in government and the private sectors. Most policy experts agree that focusing on value will lead to a united approach for improving health care delivery. Offered in an asynchronous and synchronous online format and including content taught by Senior Executives in care transformation and expert faculty in the Perelman School of Medicine Health Care Innovation Graduate Program, this course introduces students to main forces affecting the health insurance environment and drivers of value and practice innovation in the healthcare industry.
NURS 8430Executive Leadership in Complex Healthcare Systems
Executive leadership in a complex healthcare industry requires the knowledge and skills to revolutionize care delivery models and improve patient and organizational outcomes. Students explore foundational concepts essential for executive leadership decision-making including behavioral economics and principles of systems thinking and complexity theory. Through the exploration of exemplars in transforming facets of healthcare systems, students also examine pragmatic approaches for leading systems-level change in care delivery. Offered in an asynchronous and synchronous online format and including content developed and presented by expert faculty in the Perelman School of Medicine Health Care Innovation Graduate Program as well as healthcare industry leaders, students develop skills inherent for success in leading transformational change in their own organizations.
NURS 8490Exploring Data Science Methods with Health Care Data
The growth and development of electronic health records, genetic information, sensor technologies and computing power propelled health care into the big data era. This course will emphasize data science strategies and techniques for extracting knowledge from structured and unstructured data sources. The course will follow the data science process from obtaining raw data, processing and cleaning, conducting exploratory data analysis, building models and algorithms, communication and visualization, to producing data products. Students will participate in hands-on exercises whenever possible using a clinical dataset.
NURS 8510Translating Evidence into Practice (DNP Project #1)
This course focuses on the translation of research into practice to achieve sustainable improvements in clinical, patient and systems outcomes. Course content builds on the foundational principles of evidence-based practice and the critical scientific appraisal of evidence to guide advanced evidence-based reasoning and decision-making for translation and application to practice. 1 Course Unit 2026-27 Catalog | Generated 08/03/26
This course provides an overview of the concepts, procedures, and fundamental processes of project management for Doctor of Nursing Practice students. Principles, tools and techniques of project management within an integrative framework are reviewed and applied to the development of the practice change/quality improvement project proposal. Students will develop a proposal for an evidence-based project that addresses a health problem, health promotion opportunity, healthcare system issue, community health concern, clinical problem, integration of technology/informatics in care or a policy-related issue. Students will finalize the project plan by the conclusion of the course. Students will develop a partnership with key stakeholders relative to their intended project and meet with key stakeholders and members within a healthcare agency and/or communities of interest where the project is to be implemented. Students are expected to develop collaborative working relationships and team leadership skills throughout the course of the semester through regularly scheduled team meetings that engage project site stakeholders and project mentors, including both site and faculty project mentors.
This is the second in the series of three project courses. The focus of this course is the development of a complete project proposal. This course provides an overview of the concepts, procedures and fundamental processes of project management for Doctor of Nursing Practice (DNP) students. Principles, tools, and techniques of project management within an integrative framework are reviewed and applied to the development of the DNP project. Students will finalize a project management plan that advances high quality, equitable and accessible health care. Students will continue to meet with key stakeholders and members within healthcare agency and/or communities of interest where the project is being implemented. This course offers individualized faculty guidance and mentored opportunities for the planning process.
This course requires DNP students to implement their project and determine how the results can be used to improve processes and procedures within the healthcare agency or community of interest. Students are expected to integrate evidence-based practice paradigms and process principles into the development of a final report and present the findings to each other for peer critique. Barriers from people, places and policies will be addressed and strategies developed to negotiate solutions. Principles of sustainable evidence-based practice change across disciplines and within various healthcare settings will be discussed. Students will assume the role of leader in the interprofessional collaboration, consultation, and partnership with the healthcare organization or communities of interest.
This is the third of a series of three courses with the focus on implementation and dissemination of the Doctoral of Nursing Practice (DNP) project. In this final course students are expected to carry out the project and determine how the results can be used to improve processes and procedures within the healthcare agency or community of interest. Students integrate evidence-based practice paradigm and process principles into the development of a final report and present the findings to each other for peer critique. Barriers from people, places and policies will be addressed and strategies developed to negotiate solutions. Principles of sustainable evidence-based practice change across disciplines and within various healthcare settings will be discussed. Students will assume the role of leader in the interprofessional collaboration, consultation, and partnership with the healthcare organization or communities of interest with the goal to also share findings and advance nursing scholarship. Students demonstrate proficiency in time management, leveraging resources, communication skills and interprofessional collaboration through the implementation of the project.
The first of the two-part project series for Doctor of Nursing Practice (DNP) scholars, this course focuses on developing a comprehensive project proposal. The essential concepts and processes of project management are introduced and tailored to the healthcare context. Scholars develop an academically rigorous plan to lead an evidence- based change project aiming to improve outcomes of value to patients, families, community healthcare workers and/or healthcare organizations. Collaboration with key project site stakeholders is a major focus, ensuring that project proposals align with the needs of relevant healthcare organizations. Individualized faculty mentorship provides tailored guidance throughout the planning process. The development of project evaluation plans emphasizes process and implementation metrics, project outcomes, and includes measurement principles and recommended practices for data management within a data analytics decision-making framework. Applied learning experiences in data management, quality improvement analytics, descriptive statistics, and graphical analyses support learners to acquire data analytics skills, including interpreting evaluation results, that are applicable to change initiatives in practice.#This course equips DNP scholars to design, develop and plan rigorous project proposals and to promote high-quality, equitable healthcare outcomes. 2 Course Units University of Pennsylvania Catalog 2421
NURS 8760Advanced Clinical Concepts and Professional Role for Critical
Care Advanced Practice Providers I This course examines the complexities of caring for critically ill patients within the modern ICU. Advanced concepts of critical care diagnosis, management and therapeutics are analyzed. Patient cases are evaluated within established professional standards of practice and alternative management strategies are discussed and analyzed. Care provided in patient cases is compared to the quality and safety (QSEN) competencies and strategies to improve care are described. Professional behaviors such as teamwork and collaboration and other interprofessional collaborative competencies are developed within practitioners and demonstrated and applied in simulations. Prerequisites: Admission to the Penn Medicine Critical Care Advanced Practitioner Fellowship or By Permission Only. Not Offered Every Year 1.5 Course Unit 2026-27 Catalog | Generated 08/03/26
NURS 8770Advanced Clinical Concepts and Professional Role for Critical
Care Advanced Practice Providers II This is the second of two courses specifically designed for Advanced Practice Providers enrolled in the Penn Medicine Critical Care Advanced Practitioner Fellowship Program. This course continues to examine the knowledge, skills and professional behaviors required to deliver safe, quality care that meets defined standards of practice. Core competencies to provide evidence-based, cost effective care expected of Advanced Practice Providers in an intensivist-led, multiprofessional critical care team are further developed and honed. Strategies to synthesize and integrate these knowledge, skills and attitudes into the fellow’s practice are constructed and demonstrated.
The purpose of this required one semester teaching residency is to enhance the expertise of students in the role of educator. The residency will be tailored to the student's individual learning needs. At the minimum students with no or minimal prior teaching experience will gain a beginning level of expertise in course planning, course evaluation, dealing with difficult student situations, test construction, paper assignment construction and grading, content delivery methods, as well as other aspects of the faculty teaching role. Students with more extensive teaching experience will tailor their residences with their residency supervisor to enhance their expertise in these various areas.
The purpose of this required one semester research residency is to enhance student research training early in the doctoral program by providing a mentored research experience. The residency is designed to be a tailored hands-on experience to provide students with exposure and the opportunity to participate in one or more aspects of an on- going research project. Research residencies are experiential activities designed to meet the student's individual learning needs. At the minimum, students with no or minimal prior research experience will gain a beginning level of experience on a variety of components of an ongoing research project. Students with more extensive research experience will tailor their residences with their residency supervisor to enhance their expertise in these various areas. Prerequisites: PhD Student
This is the course number to use for XCAT transfer credit that is equivalent to the Nursing graduate elective 1 Course Unit 2026-27 Catalog | Generated 08/03/26
