62 courses with the subject NUR, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
NUR 105Orientation to Professional Nursing1-2
This course introduces the philosophy and organizational framework of the nursing program. The focus of the course is on “caring” as the core for philosophical and theoretical study, practice, and research in nursing. Open to non- nursing majors by Consent of department chair. This course satisfies the life skills requirement in the General Education curriculum (see pages 63-64).
The focus of the course is on the individual and family experiencing wellness on the health continuum. Students begin to explore the concept of community. NUR 201 and NUR 202 are sequential courses, and each course includes one hour of class and 6 hours of supervised campus lab/clinical experience each week. Prerequisite: Admission to the Department of Nursing. NUR 201 is a prerequisite for NUR 202. Fall-Spring
This course provides the opportunity to develop an understanding of pharmacology as it relates to patient care. It includes the study of the principles of pharmacology, drug classifications, drug actions, drug side effects, and common drugs used in drug therapy. Open to non-nursing majors by consent of the department chair. Spring
NUR 207Pathophysiological Foundations for Nursing Care3
This course is designed to introduce students to the pathophysiology of disease upon completion of normal anatomy and physiology. This course is a prerequisite to the junior year of the nursing program. Prerequisites: BIO 206 and
This course introduces the sophomore level student to basic terms, concepts, and skills associated with evidence-based practice (EBP) and informatics. Units of content include: description of EBP, introduction to research terminology, the conduct of on-line searches, models of EBP, beginning information related to the Institutional Review Board, basic evidence appraisal skills, the formulation of clinical questions, and application of EBP findings to clinical situations.
This course focuses on the oral communication skills necessary for the successful execution of the professional nursing role. This course satisfies the oral competency requirement of the General Education curriculum.
This course focuses on current issues in aging to promote competence in caring for the older adult in accordance with established standards for Gerontological nursing practice. Fall
NUR 228Health Care Policy, Finance and Regulatory Environment1
This course addresses important considerations in professional nursing practice in relation to health care policies that directly and indirectly influence the health care system and impact quality and safety in the practice environment. Students will explore the role of professional responsibility in the political process as well as the role of advocacy for the promotion of social justice. Spring
This course is designed to help students improve their basic computer knowledge and skills using common personal computer applications and to gain a basic understanding of the role of information technology in today’s health care environment.
This course is designed to assist students in transitioning from an associate degree or diploma in nursing to the practice of professional nursing based on a baccalaureate degree. The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) are examined in detail. Nursing theories are explored. In addition this course focuses on the history of nursing, characteristics of a profession, and theories of learning and learning styles. Students identify forces that affect the direction of change in health and healthcare delivery.
This course is designed to allow students who have stepped out of the nursing program and are returning to validate maintenance of prior theory and/or clinical practice. This course does not meet any requirements for the BSN degree but must be passed to progress in the nursing program. The number of credits taken varies with the number of theory and clinical hours contracted. A special fee may be charged. (Offered when interest is expressed and departmental resources permit.)
This course focuses on acquiring the knowledge and skills necessary to complete a physical assessment of an adult patient. The course consists of two and one-half hours of class and one and one-half hours of campus lab. Prerequisite: Satisfactory completion of all sophomore level program requirements. Open to non-nursing majors by consent of the department chair and course instructor. Fall
NUR 307Physical Assessment and Clinical Reasoning3
This course places emphasis on acquiring advanced knowledge and skills necessary to complete physical assessment of individuals across the life span. This course includes 15 hours of practice experience.
NUR 321Nursing Care of the Adult Patient with Chronic Illness †9
This course focuses on the underlying pathology and nursing care of adult patients experiencing chronic illness. The course consists of 5 hours of class and 12 hours of clinical experience each week. Prerequisites: Satisfactory completion of all freshman and sophomore level program requirements. NUR 321 is a prerequisite for NUR 322. Fall
NUR 322Nursing Care of the Adult Patient with Acute Illness †8
This course focuses on the underlying pathology and nursing care of adult patients experiencing acute, complex, life- threatening illness. The course consists of four and one-half hours of class, one and one-half hours of campus lab, and 9 hours of clinical experience each week. Prerequisite: NUR 321. Spring
This course is designed to allow students who have stepped out of the nursing program and are returning to validate maintenance of prior theory and/or clinical practice. This course does not meet any requirements for the BSN degree but must be passed to progress in the nursing program. The number of credits taken varies with the number of theory and clinical hours contracted. A special fee may be charged. (Offered when interest is expressed and departmental resources permit.)
NUR 401402. Advanced Critical Thinking Concepts1-1
This sequential course focuses on the study of advanced critical thinking concepts in relation to the adult patient. NUR 401 is a prerequisite for NUR 402. Prerequisites: Satisfactory completion of all junior level program requirements.
This course examines professional issues in nursing that will facilitate the nursing seniors’ transition from student to graduate nurse. Prerequisites: Satisfactory completion of all junior level program requirements. Spring
NUR 411Scholarship for Evidence-Based Nursing Practice I3
This course provides the RN to BSN student an overview of evidence-based nursing practice, and an examination of various kinds of research evidence that may be available. In addition, the PICOT format for creating searchable clinical questions will be explored, along with critical appraisal strategies for reviewing the strength and credibility of the evidence available to answer clinical questions. This course includes 15 hours of practice experience with a preceptor. Prerequisites: successful completion of first term RN to BSN curriculum and successful completion of elementary statistics course.
NUR 412Scholarship for Evidence-Based Nursing Practice II3
This course provides the RN to BSN student with an opportunity to refine literature search skills and critical appraisal skills in determining the strength of available evidence to answer clinical questions. Critical appraisal of published national clinical practice guidelines using the AGREE tool is emphasized. Strategies for participating actively in evidence-based practice initiatives in various work environments are highlighted. This course includes 15 hours of practice experience with a preceptor. Prerequisite: NUR 411.
This course focuses on the nursing care of the childbearing family experiencing wellness and acute and chronic illness. The course includes two and three-quarter hours of class, three-quarters of an hour of campus lab, and six hours of clinical experience each week. Prerequisites: Satisfactory completion of all junior level program requirements.
This course focuses on the nursing care of the childrearing family experiencing wellness and acute and chronic illness. The course includes two and three-quarter hours of class, three-quarters of an hour of campus lab, and six hours of clinical experience each week. Prerequisites: Satisfactory completion of all junior level program requirements.
NUR 419Clinical Prevention and Population Health †4
This course examines population health and clinical prevention. Health promotion, disease, and injury prevention are applied using clinical reasoning and judgment to improve the health of groups, communities and populations and to prepare for and minimize the health consequences of emergencies and mass casualty disasters. This course meets the requirements for SLR 105. It consists of one and a half hours of theory, one and a half hours of campus lab, and six hours of clinical experience each week.
NUR 421Clinical Prevention and Population Health I3
This course provides an introduction to key concepts associated with evidence-based clinical disease prevention and promotion of population health. Healthy People 2020 sets the vision and goals for nursing professionals’ participation in a collaborative effort to improve the health of the population through interventions with individuals, families, groups, communities and populations. This course includes 15 hours of practice experience with a preceptor.
NUR 422Clinical Prevention and Population Health II3
This course examines the health needs of populations experiencing chronic illness, injury, and/or disability, as well as the health needs of vulnerable populations. Nursing interventions delivered through collaborative partnerships with communities, organizations and other healthcare providers will be emphasized, along with the nurse’s role as an advocate. This course includes 15 hours of practice experience with a preceptor.
NUR 425Advanced Scholarship for Evidence-Based Practice3
This course focuses on the development of the nursing scholarship colleague role. Satisfactory completion of Scholarship for Evidence-Based Practice and all Junior level program requirements. Fall
NUR 426Leadership in Professional Nursing Practice7
This course examines leadership, quality, safety, and informatics as components of professional nursing practice. The course consists of four hours of class and nine hours of clinical per week. Prerequisites: Satisfactory completion of all junior level program requirements.
NUR 427Leadership and Management in Professional Nursing Practice3
This course examines leadership and management as components of professional nursing practice. This course includes 15 hours of practice experience with a preceptor.
This course focuses on national and state level health policy and regulatory activities as they impact patient safety and quality of care. Strategies for promoting safety and ensuring quality healthcare are emphasized. This course includes 15 hours of practice experience with a preceptor. 2023-2024
In the spirit of the mission of Waynesburg University, this course intends to provide junior and senior level students with an unparalleled opportunity to integrate the Bible materials and its history of interpretation to the academic disciplines. Students who wish to engage in this level of theological reflection on vocation should consult with both their academic advisors and with the Chair of the Biblical and Ministry Studies Major Program. See page 85 for further information. This course will not substitute for senior capstone/research courses required in the majors. when interest is expressed and departmental resources permit.) † Indicates a special fee is charged
Junior or Senior standing; three credits in BMS courses; 3.00 minimum grade point average. (Offered
NUR 506Critical Thinking for Patient Safety and Quality3
This course explores the relationship of critical thinking, clinical reasoning and decision making to patient safety and quality with emphasis on the role of the nurse in patient-centered care. This course will review theoretical nursing models and examine the role that nursing theory has in guiding clinical practice. A variety of quality standards and benchmarks will be explored including Institute of Medicine (IOM), Robert Wood Johnston Foundation, Agency for Healthcare Research and Quality (AHRQ), Joint Commission on the Accreditation of Healthcare Organizations (JCAHO) Goals for Patient Safety and National Healthcare Quality, and others. An overview of quality improvement models and the tools necessary for participation in healthcare quality initiatives will be provided. Strategies for creating a culture of quality and safety will be examined, including but not limited to the Just Culture Community approach. The nature and analysis of sentinel events incorporating risk management and the process of continuous quality improvement within healthcare and educational institutions are explored utilizing an evidence based approach.
This MSN Core course provides the student with a practice-oriented foundation in healthcare organization and systems leadership essential for today’s nurse leader. Emphasis is placed on promotion of high quality and safe patient care as the construct for application of principles and strategies effective in promoting and sustaining excellence in patient care. Areas of content include healthcare care policy; organizational operations and financing; leadership; system and change theories; complexity science; organizational and interpersonal communication; conflict resolution; building and sustaining teams; decision making and problem solving; and information technology as a leadership tool. Learning strategies incorporate application to real world nursing leadership scenarios.
This course will explore the design, delivery, effectiveness and management of learner-centered educational activities in the classroom and healthcare settings. Simulation, didactic, self-directed learning activities, virtual reality, game- based education, distance learning, debate, case methods, coaching/preceptor model, and multimedia in the classroom will be examined, applied and analyzed.
More than half the population in the United States lives with a chronic illness. The vast majority of this country’s medical care costs are associated with the treatment of individuals with chronic illness. The purpose of this course, for nurse educators and nurse administrators, is to enhance the knowledge and skills regarding best practices in the provision of healthcare services to patients and families experiencing a chronic illness, and to incorporate the use of 2023-2024
This course is designed to provide MSN students with an operational foundation for teaching in nursing education, staff development or patient education. Focused coursework includes content and learning activities specific to curriculum design, forces and issues impacting decisions on curriculum content and instructional strategies, evidence-driven instructional methods appropriate for achieving learning outcomes, and curricular and evaluation processes. The student will acquire the skills and competencies needed for development, implementation, and evaluation of nursing education curricula and instruction. Active learning processes and methods supportive of adult learning principles are threaded through course content and learning activities.
This course is designed to provide an in-depth exposure to the many facets of evaluation. There will be particular emphasis on concepts related to collecting, analyzing, interpreting, and communicating information regarding evaluation outcomes. This course will focus on norm referenced and criterion referenced evaluation methods for classroom and clinical nursing education. Students will explore measurement tools for evaluation of cognitive, affective, and psychomotor domains. Ethical and legal implications of evaluation will also be examined.
This course is an introduction to budgeting and finance as it relates to unit or division management in the healthcare setting. The course examines providing value-based services in a complex healthcare environment, workforce management, economic and budgeting principles and strategies. Concepts of cost and revenue and their application to reimbursement models are explored.
Building on the foundation of undergraduate coursework, this graduate level course provides the MSN student with essential integrated content in pathophysiology, pharmacology, and health/physical assessment in preparation for providing direct patient care services at an advanced level. Using evolving case scenarios, students will explore the inter-relationships of pathophysiological changes to health and physical assessment findings and diagnostic study results in human illness across the lifespan. Implementation of pharmacologic agents as a therapeutic intervention is discussed including indications, pharmacodynamics, dosing, side effects, patient safety issues, and expected outcomes. Clinical reasoning is emphasized within the construct of health assessment, planning priority-based patient care, and evaluating health outcomes.
NUR 557Leadership and Management in Nursing administration3
Nurse Administrators provide leadership and management for complex health care systems. It is imperative for nurse administrators to be fluent in theory and research related to: strategic planning, organizational structure and function, ethics, leading change and innovation, communication and consensus building, health policy and regulation, health care legality and risk management, management principles, quality management, budgeting, managing human resources, health care information systems, patient satisfaction indicators, and performance appraisal. Nursing Administrators must possess strong leadership and management competencies in order for best practice outcomes to take place. The purpose of this course is to provide the nurse administrator an opportunity to explore today’s nursing leadership and management issues in order to implement evidence-based solutions and create best practice environments for nursing in the future.
This course is designed to provide an opportunity for nursing education students to experience the role of nurse educator in selected healthcare delivery and/or educational environments. This experience focuses specifically on synthesis, application, and evaluation of concepts of education, adult learning principles, and technology as the related to education, leadership, and management skill sets required of nurse educators; and ethics and liability issues related to education in a variety of environments. The student is paired with a preceptor having knowledge and expertise in nursing education concepts. Twelve (12) class hours and fifty (50) practicum hours are required for completion of the course. Students should have completed nursing education theory courses prior to enrolling in the practicum experience.
This course provides the graduate student in nursing education or nursing administration with advanced knowledge, advanced nursing care skills, critical thinking skills, and mentoring skills necessary for the roles of nurse educator and staff/student resource in the critical care unit. A body system approach is used to review the disease processes commonly seen in patients admitted to the critical care units of today’s hospitals. The anatomy and normal physiology of each body system will be reviewed, and specific diseases that affect each body system will be examined in relation to the latest evidence for best practice approaches to nursing care of the critically ill patient. In addition, concepts related to the role of nurse educator will be examined. The goal of this course is to prepare nurse leaders who are competent to mentor the development of students and staff in critical care units, based on comprehensive application of adult learning principles and effective teaching techniques.
This course will provide students with opportunities to apply statistical methods in the analysis of healthcare data. An examination of probability, inference testing, sequential decision making, simple and multiple regression, correlation analyses, and meta-analysis will be conducted. Problem solving takes place using case studies and computer-assisted instruction. This course meets the program’s statistics requirement and may be taken if the student has not previously taken a statistics course.
This course introduces students to a model of nursing care that specifically addresses the unique needs of patients facing end of life. Particular focus is given to a palliative care approach which will demonstrate ways to make a positive impact in the lives of these patients and families. Students will have an opportunity to expand their knowledge of palliative care principles to apply to patients in a variety of healthcare settings.
This course focuses on the value of scientific evidence and nursing research in providing high quality health care and improving nursing practice. Units of content focus on the need for evidence-based practice, conducting and writing literature reviews, the research process, the application of appropriate statistical methods, ethical issues, communication of research findings, critical analysis of nursing and related healthcare research, and use of organizational leadership techniques to promote evidence-based practice. The goal of this course is to prepare nurse educators and nurse administrators who are proficient at research utilization, including evaluation of published research, identification of problems within the educational or clinical setting that require further study, and dissemination and application of research to change practice and improve outcomes. Prerequisite: Completion of undergraduate or graduate course in statistics.
This Capstone Project is a 75-hour precepted experience in a health system, agency or organization in which the MSN student completes a scholarly project within the student’s MSN concentration of Administration, Education, or Informatics. In this final MSN course and synthesis experience, the student integrates and applies knowledge from prior MSN coursework in the research, development, implementation and evaluation of the capstone project. The capstone preceptor functions as a facilitator for the MSN student in completion of the project while the Coordinator of MSN Program functions as the course facilitator and administratively oversees the capstone project requirements. The MSN Essentials provides the framework for student completion and evaluation of this capstone project as reflected in a required e-portfolio of the project materials and development of a scholarly synthesis paper. NURNIP 505. System Development Life Cycle 3 credits 2023-2024
NUR 605Evidence-based Practice: Transforming the Practice Environment3
This course introduces the concepts associated with evidence-based nursing practice models. The steps in implementing evidence-based practice are explored in depth, including the following: selecting a clinical or knowledge question or problem, forming a team, retrieving the evidence from published literature, evaluating the strength of the evidence, critiquing research and practice guidelines, synthesizing the research, examining patient preferences, making evidence-based practice recommendations, deciding to change practice, implementing the practice change, evaluating the outcomes, and diffusing the innovation. Issues related to information management technology will be introduced. Strategies for creating a culture of evidence-based practice, both for individuals and systems, will be identified, and the barriers to evidence-based practice will also be identified. The concept of translation science and tools for applying evidence to practice will be emphasized. The goal of this course is to provide the student with the knowledge and skills necessary to assume a leadership role in transforming healthcare and educational environments.
The purpose of this course is to provide a comprehensive exploration of leadership theories and principles, as well as innovative leadership techniques. Units of content will focus on systems thinking, values and ethics, human resource utilization, legal issues, decision-making, organizational culture and climate, communication skills, succession planning, theories of change and change leadership, creation of learning communities, professional accountability, and leadership within professional nursing organizations. Qualities and behaviors associated with exemplary leadership will be identified. The goal of this course is to develop and refine the leadership skills of the student as he/she works to transform practice and educational environments in order to enhance the quality of nursing and healthcare delivery systems. The student will be expected to use his/her own work environment as a learning laboratory to assess and develop existing leadership structures.
This course examines concepts related to healthcare outcomes identification, measurement, management, and planning for improved outcomes. Goals for healthcare outcomes and the delivery of healthcare will be identified relative to health promotion, disease prevention, disease management, and the design of innovative healthcare delivery models. Units will focus on principles and concepts associated with epidemiology; healthcare evaluation design; methodologies for outcomes research; use of epidemiological, bio statistical, environmental, geographic, genetic, behavioral, and socioeconomic data to evaluate outcomes of healthcare delivery; processes in program evaluation; use of outcomes data to shape healthcare policy; measurement of cost-effectiveness; and the development of new practice guidelines based on outcomes research. The goal of this course is to provide the knowledge, skills, and tools needed for leadership in healthcare outcomes management and planning.
This course will focus on the role of the nurse executive in quality initiatives. Strategies for creating a culture of quality will be examined, including the review of several key methodologies and techniques utilized in the development of quality improvement programs. Concepts associated with quality management will be explored, including review of quality standards and benchmarks, systems thinking, and the collection of reliable data regarding quality. Units of content will also include the application of statistical methods for data analysis, the process of root cause analysis, the nature and analysis of sentinel events, and the process of continuous quality improvement within healthcare and educational institutions. The goal of the course is to provide the scientific knowledge base and practical tools necessary for leadership of healthcare quality initiatives, so that an organizational infrastructure can be built.
This course provides an overview of quantitative methods and appropriate use of statistical techniques most commonly used in the health sciences. Topics include most descriptive and inferential statistical tests, including correlational and repeated measures analysis. Emphasis is placed on the underlying logic of each statistical test, discerning if appropriate tests have been applied, basics of spreadsheets and statistical software, and evaluation of research results. The goal of this course is to ensure that the nurse leader makes decisions based on data and information that has been reliably collected and analyzed so that efficient and effective decisions can be made that allow the organization to be successful.
NUR 616Healthcare Information Management and Technology3
This course provides the student with an opportunity to examine the value of health information management using computer technology. Units of content will explore methods for choosing information and technology systems to support the following aspects of healthcare leadership: information literacy for evidence-based practice, quality improvement and outcomes evaluation, management tasks, educational processes, clinical information systems, clinical decision support systems, electronic medical records, clinical pathways, clinical protocols and guidelines, personal digital assistants, and classification systems for documentation. Standards and principles for selecting and evaluating information systems will be discussed, along with ethical and legal issues. The student will gain practice in extracting data from information systems and data dashboards in order to make decisions, and will participate in institutional evaluation of existing information management systems in his/her own work setting.
This course focuses on the process of strategic planning as part of the executive leadership role. Units of content include the development of a strategic vision, writing a mission and philosophy, SWOT and gap analyses, assessment of the external environment, organizational assessment, internal strengths and limitations, health economics and health finance, forecasting, soliciting consumer input into organizational goals, defining organizational goals, acquisition and allocation of resources, practice innovations and clinical program development, workflow design and redesign, program planning and evaluation, risk anticipation and risk management, marketing principles, and the measurement and analysis of performance. Strategic thinking is encouraged within each unit and each learning activity. The student will be expected to participate in strategic planning sessions in his/her own work environment and to evaluate existing strategic plans. The goal of this course is to ensure that the student is prepared to assume accountability for improving the health outcomes of individuals and aggregates.
This course is designed to develop and refine knowledge and skills associated with teaching at a college or university. Unit of content focus on the purposes and structure of higher education, the processes of preparing and managing a course, the appropriate selection of teaching strategies to achieve various student learning outcomes, methods for assessing student learning outcomes, and the work of the faculty member beyond teaching responsibilities. Ultimately, 2023-2024
NUR 665Healthcare System Leadership Seminar and Practicum I3
During the 125 hour practicum activities associated with this course, students will use leadership theories and principles to provide leadership in the changing practice environment in order to improve the outcomes of patient care. Mentorship will be provided by a clinical expert within the practicum setting of the student. Seminar hours are included in this course, to provide the student with the opportunity to participate in a learning community of colleagues and scholars who will serve as consultant. Issues related to implementation of the change project will be explored, with a focus on the application of leadership skills in the process of transforming the practice environment toward a more effective, evidence-based model of care delivery.
NUR 666Healthcare System Leadership Seminar & Practicum II3
The purpose of this course is to provide the student with opportunities to refine leadership skills related to outcomes measurement and quality initiatives within a clinical practice environment. Using the knowledge and skills gained in the prerequisite courses and concurrent course, the student will lead a quality initiative based on the analysis of outcomes data. In the 125 hours of practicum experience, the student will form a quality improvement team and collaborate with members of the healthcare disciplines on a project designed to achieve positive healthcare outcomes. The student will be expected to formulate practice guidelines and clinical protocols using best available evidence. In the seminar hours associated with this course, the student will consult with his/her peers to examine system leadership issues, implementation issues, collaboration issues, and team facilitation issues in order to maximize the outcomes of the projects.
NUR 667Healthcare System Leadership Seminar & Practicum III3
This course provides the student with the opportunity to analyze the role of the nurse executive, through 125 guided hours of practicum experience with a seasoned preceptor at the system level in the work environment which best matches the student’s initial career goals following completion of the DNP curriculum. Learning experiences will focus on the following: processes associated with budget and finance, strategies for managing and developing human resources, healthcare policy, legal and ethical issues, program and patient care delivery design and implementation, utilization of information systems, meeting facilitation at the organizational or system level, application of analytical skills in decision-making, communication and relationship building, interprofessional collaboration, succession planning, and strategic planning. During this practicum, the student will design a change project that will have system impact resulting in organizational change and immediate improvement in the quality of healthcare and nursing. This change project, aimed at clinical translation and direct application to practice, will be presented to the student’s capstone project committee for review and approval prior to implementation. Asynchronous discussion will focus on identity development related to the nurse executive role. The students in the course will serve as consultative peers in exploration of issues and strategies for developing skills as a nurse executive. Prerequisites: NUR 605, 606, 607, 608, and 609.
The clinical residency experience will provide the opportunity for students to demonstrate expertise in practice and will be individualized for students based on their prior education and experience. Residency experiences will be designed to help students build and assimilate knowledge for advanced specialty practice at a high level of complexity. In depth work with experts from nursing and other disciplines will be incorporated to provide opportunities for meaningful student engagement within practice environments. This residency is designed to provide an opportunity for doctoral students enrolled in the program to fulfill the practice experience requirements specified in the DNP curriculum. The curriculum is based on the DNP Essentials developed by the American Association of Colleges of Nursing (AACN, 2006) which outline competencies expected of DNP graduates and designate a minimum of 1000 hours of post- baccalaureate practice. These hours can be accumulated over the life of the program but the practice requirement must be fulfilled prior to implementation of the capstone project. Students who have had supervised practice requirements as part of a clinical MSN program will have already accumulated a portion of these required hours prior to entering the DNP program. Pass-fail grade.
