78 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 2000Nursing Orientation. This course will
focus on the transition to the nursing major. It will provide strategies which promote success in the nursing program and as a professional nurse. Dosage calculation review is included. This course will cover resources available at King to assist in student success. A review of King policies, academic integrity and conduct expectations, the School of Nursing policies and resources will also be covered ........................
the pathophysiology of disease processes throughout the life span. The processes of genetic mutation, cellular injury and proliferation, fluid and electrolyte imbalances, and inflammatory, immune and stress responses are integrated into alterations in body systems. Body systems covered in this course include the neurological, cardiovascular, respiratory, gastrointestinal, renal, musculoskeletal, hematological, integumentary, endocrine, and reproductive. Implications for nursing care posed by these system alterations are also presented. Registration requires faculty approval prior to acceptance to nursing program ...................................................
This course introduces the basic concepts relevant to nursing informatics, which is an evolving discipline affecting all areas of nursing practice. Beginning nursing students establish a foundational framework of knowledge for understanding and applying nursing informatics in healthcare settings. They also explore concerns about information protection, information system integrity and to ethically manage data, information, knowledge, and technology. Additional informatics’ topics covered in this course include comparison of different eras in time, models and theories, computerized applications, technological .h. .... 0 s.h. ................. advancements, and the use of information technology to promote safety and enhance quality in patient- centered care ................................................................
This course uses a concept-based approach to examine pathophysiology and disruptions in normal body functioning in individuals across the lifespan. Objective and subjective manifestations of common health problems resulting from environmental, genetic, and stress-related maladaptations are assessed and analyzed. Assessment findings, diagnostic testing, and interventions for specific health problems are discussed. Pharmacologic treatments for specific health problems are explored ................................................
Practice. This course introduces students to the basic care nursing skills essential to the nursing role. Emphasizes theoretical and practical concepts of nursing skills and roles within the context of the nursing process, holistic care, and a variety of health care settings. Students will be challenged to use evidence-based research, critical thinking and problem solving in developing the ability to apply an integrated nursing therapeutics approach for clients experiencing health alterations across the lifespan. Campus lab experience is used initially; off-campus clinical .... 4 s.h. experience completes the hands-on portion. Credit for this course requires satisfactory completion of clinical experience in related healthcare setting ...................5 s.h. PSYC 3050
on development of skills in conducting a comprehensive client health history and physical exam. Students will learn developmentally and culturally appropriate approaches in interview techniques, the use of standard assessment instruments and tools, how to analyze data to identify areas of health maintenance or promotion and appropriate documentation of collected data. Registration requires faculty approval prior to acceptance to nursing program ..................4 s.h. 306
course introduces the junior-level nursing student to health promotion topics, acute and chronic disease processes, diagnostic and laboratory testing, and nursing care management across the health-illness continuum focusing on adult and elderly population. Special emphasis is placed on the nursing process which will assist the nursing student to perform physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments. Implementing appropriate nursing interventions building on foundational concepts, evaluating patient outcomes are discussed and are essential for practice. Practice skills relating to communication, collaboration with members of the healthcare team and critical thinking skills to demonstrate effectiveness in the healthcare environment as they relate to adult health are presented. Credit for this course requires satisfactory completion of the co-requisite clinical experience in related healthcare setting ...................
introducing the relationship between pharmacologic and pharmacokinetic knowledge and nursing practice with emphasis placed on understanding the reasons behind selection of route, dose, and dosing schedules required for the safe administration of medications to individuals across the lifespan................................... 3 Prerequisite/Corequisite: NURS 3115
students obtain a basic understanding of how reliable evidence is used to form practice guidelines. Emphasis is placed on the research process including data collection, documentation, and dissemination of evidence. Students will learn to use their knowledge of the nursing process, communication skills, and critical thinking skills to promote evidence-based care within the inter-professional team. Course requires effective use of library and internet resources ........................
Newborn Care. In this course students gain knowledge in the care of women, newborns, and families during the normal childbearing cycle in the context of various demographic, socio-cultural, and environmental factors. Emphasis is focused on integrating knowledge related to perinatal and newborn care; assessing protective and predictive factors influencing health outcomes; incorporating the patient/family’s health beliefs, values, attitudes, and practices related to the perinatal experience in developing interventions supported by current evidence-based clinical practice; and evaluating the effectiveness of the interventions. Credit for this course requires satisfactory completion of clinical experience in related healthcare setting .4 s.h.
This course introduces the student to the scope of professional practice, which builds on personal strengths and prior nursing knowledge acquired in lower-division nursing courses. The course also focuses on self-awareness and the transformation experience, which socializes the returning RN into the role of the baccalaureate nurse. The course will focus on the quest for self-knowledge, personal planning and career advancement, and the unending issues in inter- professional nursing practice aiming to sharpen critical thinking skills and to strengthen conceptual and theoretical nursing knowledge .................................. 4 s.h. s.h. NURS 3315 Introduction to Healthcare Informatics. This course introduces the basic concepts relevant to healthcare informatics and the use of computerized information systems in healthcare organizations to registered nurse students. The main focus is to discover how computerized applications aid the inter- professional team to evaluate health, wellness, and illness to provide and communicate positive patient outcomes across the lifespan......................................
Practice. This course provides a basic understanding for registered nurse students of how reliable evidence is used to form practice guidelines. Emphasis is placed on 307
course is designed to improve and build upon health assessment skills the RN-BSN students are already familiar with. Through didactic and practice sessions, the students will build upon their knowledge of history taking and physical assessment. The focus will be on the assessments of adults who are healthy or have commonly occurring deviations from health. Skills taught and practiced include interview techniques, the use of standard assessment instruments, data analysis, documentation, and interventions to promote and maintain health. Skills related to knowledge integration, inter-professional communication, and decision-making for a culturally diverse population will be emphasized .......................................
Nursing. This course promotes the provision of nursing care within a spiritual and cultural framework. Emphasis will be placed on the importance of understanding human behavior and of promoting, maintaining, and restoring the holistic health of individuals, families, and communities within their cultural, socioeconomic, and religious contexts. Emphasis will also be placed on how cultural and spiritual beliefs influence a person’s health care practices.................................................
this course, students will focus on the health of individuals, families, and populations in the community, through analysis of the community’s culture, values and wellbeing and by designing and implementing nursing interventions to promote and maintain health of populations within the community. In addition, students spend 50 hours in this course assessing, planning, and delivering health care to individual clients of different cultures, ethnic and .................. .................. socioeconomic backgrounds when practicing within the public health clinics, occupational health facilities, home health agencies, the public schools, and .... 4 s.h. community volunteer organizations serving vulnerable populations. Credit for this course requires satisfactory completion of clinical experience in related healthcare setting .......................................................
Care. This course focuses on a family centered approach to the nursing care of children and adolescents. Students focus on promoting, maintaining, and restoring health and facilitating adaptation in the family using a holistic approach. Principles included are growth and development, assessment, risk reduction and child and family education. Credit for this course requires satisfactory completion of clinical experience in related healthcare setting ....................................................... s.h. Prerequisite: NURS 3000, 3015, 3020, 3115, 3130, 3165
course focuses on knowledge and skills needed to promote mental wellness, maintain mental health, and care for persons experiencing mental illness across the lifespan. Emphasis is placed on cultural competence, human rights, advocacy, altruism, therapeutic communication, interdisciplinary collaboration, milieu management, socioeconomic awareness, holism, and professionalism. Clinical emphasis is placed on delivering safe, humanistic high-quality care to individuals, families, groups, communities, and ..... 4 s.h. populations experiencing mental illness in a variety of settings. Credit for this course requires satisfactory completion of clinical experience in related health care setting .......................................................
senior-level nursing course continues to integrate nursing knowledge and skills mastered in the NURS 3115 course. The student will be expected to identify and incorporate health promotion interventions, understand more advanced disease processes, utilize diagnostic and laboratory testing resources, and 308 ..................... 4 s.h. ..................... 4 s.h. .....................
This course focuses on knowledge and skills relevant in leadership and management, quality improvement, patient safety, finance, and communication / collaboration with healthcare professionals in various clinical settings to promote high quality patient care. Topics such as leadership styles, skills and strategies; organizational structures, process of change, problem- solving, communication principles, conflict resolution, teamwork skills, delegation, supervision; CQI principles, benchmarking, processes, and monitoring; patient safety principles; risk management; ethical and legal issues; scope of practice and healthcare finance as it relates to budgets will serve as the foundation. Students will enhance their abilities to become participatory decision-makers, set priority; and manage and evaluate nursing care............................
to focus on the relationship between pharmacologic and pharmacokinetic knowledge and nursing practice with emphasis placed on applying critical thinking skills to safe medication administration across the lifespan ...................................................
course is a combined didactic and clinical practicum course to support the transition of the senior-level nursing student to a professional practice role. The didactic portion prepares the senior nursing student for the required comprehensive competency assessment, the National Council Licensure Examination for Registered Nurses (NCLEX-RN), and .................. 3 s.h. .................. the role of the professional registered nurse. The didactic portion combined with the clinical integration portion of this course emphasizes effective communication, nursing assessment, diagnostic and laboratory interpretation, appropriate nursing interventions, patient and family education, critical ..... 6 s.h. reasoning skills, interdisciplinary teamwork, prioritization and delegation, and time management skills essential for the successful transition into professional practice. Successful completion of this course requires the student to satisfactorily complete 120 precepted clinical hours ............................... 4020, 4100, 4115, 4130 Prerequisite/Corequisite: NURS 4120, 4110
will explore ethical considerations in contemporary nursing. Topics include: historical forces influencing the development of nursing, ethical theory and principles, values clarification, ethical decision- making, legal issues, inter-professional relationship issues, practice issues related to technology, patients’ right to self-determination, palliative care and end of life issues, scholarship, economic, social, and gender issues, and global nursing. This course will require students to demonstrate a competency in caring for the body, mind, and spirit of the individual, family, and community, while exploring their own ethical and values systems .............................................
this course, the student will learn about population .... 3 s.h. health, public health issues, epidemiology, and the promotion of community preventive health programs with a focus on local, regional, national, and global public health challenges that affect individuals, groups, and populations. This course is both community-based and community-focused, reflecting today’s changing societal needs and the role environment plays in the health of communities. The course addresses the assessment and care of communities and target populations as the student learns to view health needs from a population health perspective ....................... 309 ....... 5 s.h. ................. 4 s.h.
Management. This course provides registered nurse students with the opportunity to synthesize knowledge, learning, and experiences related to the role of professional nurse as leader and manager to provide quality health care in an ever-changing health care environment. RN-BSN students will investigate and further develop their own professional role as managers of patient care and leaders in health care settings. Leadership and management in areas, such as health care policy, advocacy, collaboration, teamwork, and education. Coursework integrates change theory, organizational structure, delegation skills, negotiation tactics, effective communication, conflict resolution, workplace culture, and includes a quality improvement project. .................................................. Prerequisite/Corequisite: NURS4330
Undergraduate-level and Registered Nurse students. All candidates for a degree from King are required to demonstrate competency in their major field of study. The final competency is focused on assessment of readiness to practice as a registered nurse at the baccalaureate level. For traditional BSN students, a standardized, proctored assessment will be given to help determine students’ preparedness for the NCLEX. Prior to graduation, seniors in the traditional nursing program are required to successfully pass this standardized comprehensive assessment. Failure to achieve at least 90% predictability of passing the NCLEX on a proctored standardized comprehensive predictor will result in a grade of F. Registered Nurse students will address the standards and competencies outlines in the American Association of Colleges and Nurses (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice in a reflective written assignment. This comprehensive writing assignment will link knowledge gained through educational experiences to professional practice congruent with the AACN standards and competencies ........................ 0
This is a core course that prepares students to critique, evaluate, and utilize theory within their practice. In .................. s.h. addition to nursing theories, relevant theories from related disciplines are addressed. The goal is to help students conceptualize a theoretical basis for advanced nursing practice that is comprehensive and holistic, and has the potential to impact patient care delivery models and improve patient outcomes ....................3 s.h.
core course which focuses on the knowledge and skills needed to critically analyze and evaluate research literature to answer clinical questions. The student will learn how to initiate a line of inquiry using comprehensive databases. Statistics and research methods will help the student to effectively critique the status of the existing evidence to determine if a change ...... 4 s.h. is indicated to improve nursing practice and patient outcomes. Students gain knowledge and skills in evidence-based practice by the collection, interpretation, and integration of the best available evidence .....................................................
prepares nurses with advanced knowledge and understanding of the pathologic mechanisms of disease to serve as a foundation for clinical assessment, clinical decision-making, pharmaco-therapeutics, and nursing interventions. Course content examines deviations from homeostasis, genetic and epigenetic influences of disease in body systems across the lifespan. A systematic survey of diseases within body systems including etiology, epidemiology, and clinical manifestations is explored. Current research findings are explored and utilized in this class ......................
Health Promotion. This course focuses on the development and practice of advanced health assessment skills needed for delivery of culturally competent care across the lifespan. Diagnostic reasoning is used to interpret data obtained from the history, physical examination, and diagnostic procedures to generate a comprehensive health assessment and problem list. Domains of interest include family processes, transcultural issues, nutrition, genetic variations, growth and development, spirituality, and health promotion. Students refine the 310 ................... 3 s.h. .3 s.h.
provides the advanced knowledge of pharmaco- kinetics, pharmacodynamics and pharmaco- therapeutics needed to initiate safe and appropriate pharmacological treatment in the management of disease processes across the life span. Special concerns regarding developmental status, nutritional status, health status, cultural influences or membership in a high-risk group are identified. Strategies for counseling and education to promote adherence are explored. Ethics, cost effectiveness, legalities and regulations related to prescription writing are addressed. Students are introduced to the use of electronic drug databases for point-of-care decision-making based on up-to-date drug information ........................................................
Advanced Skills for Primary Care. This course is designed to introduce and expand skills required in advanced practice nursing. Suturing skills, I &D, EKG interpretation, CXR interpretation, lab results interpretation, joint injections, subungual hematoma excision, skin biopsy, and splinting and casting will be explained. Students will identify appropriate diagnostic and screening tests based on patient risk factors and chief complaint. Differential diagnoses will be formulated using diagnostic reasoning....................
Perspectives on Healthcare and Delivery Systems. This core course provides an overview of social, political, and cultural issues impacting today’s global healthcare system, enabling students to explore and develop strategies to be influential in social and health policy formation and consumer health advocacy. Global awareness including an understanding of ethical and legal accountability, patient vulnerability, and culturally sensitive care are emphasized. In-depth exploration of strategies for health promotion and disease prevention for communities are highlighted in this course.................................................... h. NURS 5012 Global Health Awareness. This course offers an introduction to the practice of global health nursing, the political, economic, and cultural processes of globalization, and their impact on population health and health care systems. Students will examine varying meanings of health as well as the range of factors that encourage the health of some and exclude it from others. The course includes the study of a global health ethical framework based on human rights, cultural diversity, and social justice. Students will have an enhanced understanding of the global dimensions of health and disease, various strategic health initiatives, and correlating health care interventions. Attention will be paid to a variety of topics including HIV/AIDS, human trafficking, infectious diseases, health in reproduction, social determinants of health, and 3 s.h. more ..........................................................
NURS 5014Healthcare Informatics. The focus of this
core course is exploring and understanding the concepts relevant to health care informatics and the use of computerized information systems in health care organizations. A primary focus is the use of computerized applications by nurses to support decision-making in clinical, administrative, and educational settings. The development of information management skills and the use of the internet are emphasized to evaluate health, wellness, and illness, thereby, positively influencing patient outcomes ...3 s.h.
This course is designed to prepare the student for the delivery of culturally competent care in diverse settings to women and families across the lifespan. With an emphasis on reproductive, gynecological, and family health issues, the student will acquire the knowledge and develop critical thinking skills that allow for the application of evidence in the promotion, prevention, renewal, and maintenance of health among women and families from various social and economic backgrounds ................................................... 60 clinical hours 311 ................. 3 s.h. .................... 3 s.h. ..............
Populations. This is the second course in primary care of the family. This course continues the development of skills in decision-making and the use of an evidence- based approach in the clinical management of families. In addition, the course includes study and clinical application of major theories of health promotion, risk assessment, differential diagnosis, health behavior change, and disease prevention across the lifespan. Cultural and socioeconomic factors are explored. Scope of practice issues continue to be addressed.. 6 s.h. 180 clinical hours
Development/Health Promotion and Illness Prevention. This course provides the pediatric nurse practitioner student with a foundational theoretical and knowledge base of the developmental needs of children. Emphasis is placed on the provision of the developmentally appropriate health promotion and disease prevention methods. The course focuses on developmental milestones, nutrition anticipatory guidance, safety, screening, and immunizations for children, birth through adolescence........................ 180 clinical hours
This course focuses on the management of common pediatric health and illness concerns using an evidence-based approach to assessment, differential diagnosis, and management. Includes the study of clinical application of major theories of health promotion and assessment, family dynamics, health behavior change, and disease prevention for the well child and adolescent. Students will develop skills in the collaborative management of the ill pediatric and adolescent patient. Scope of practice issues are addressed.................................................. 120 clinical hours . 6 s.h. .................
Practicum. This course builds on the previous FNP course sequence and requires synthesis of advanced practice knowledge base and family nurse practitioner clinical skills for effective management of complex clinical problems across the lifespan. The emphasis is on acute and chronic illness as it affects all age groups. This course requires increasingly independent clinical application of evidence-based approaches to the assessment, health promotion, differential diagnosis, and management of families in their cultural and socioeconomic context. Scope of practice issues continue to be addressed ............................................ 6 s.h. 240 clinical hours
Pediatric Acute Illness and Chronic Disease Management. This is the final course in the pediatric nurse practitioner (PNP) concentration. This seminar and practicum course provides the PNP student with 240 hours of clinical practice. The emphasis of this course is on the identification and management of common acute and chronic pediatric disease patterns. Disease prevention, anticipatory guidance, family wellness and the role of the practitioner as a family advocate are emphasized ............................................ 6 s.h. 240 clinical hours
Role Development. This course examines issues related to assuming the advanced practice role including the legal and ethical aspects of practice, quality assurance issues, patient advocacy, leadership, interdisciplinary collaboration, and the stewardship of resources. Emphasis is placed on demonstrating a clear understanding of the professional nurse practitioner role and the transition to the professional clinicians’ role, including certification and licensure requirements. Current practice issues affecting nurse ... 3 s.h. practitioners are examined......................................... 3 s.h. 312
This course introduces the principles of teaching and learning in the context of nursing education. A variety of strategies to facilitate learning in cognitive, psychomotor, and affective domains are introduced. The student will develop learning activities for the traditional, non-traditional, and online learning environments. The use of evidence-based theories to support teaching and learning are explored. The student will analyze individual factors which impact learning and may require adaptation of teaching strategies................................................
Implementation in Nursing Education. This course introduces the student to the essentials of curriculum development as it applies to nursing education. The student will explore the relationship of nursing curricula to the mission and philosophy of parent institutions and to national guidelines for nursing education at all levels. Accreditation, standards of professional nursing practice, legal, and ethical issues are analyzed within the context of curriculum development and program evaluation. Learning theories and taxonomy are applied to curricula, programs, courses, and learning units. A seminar approach, requiring collaborative work and interdependent relationships is utilized .................
Practicum. This practicum experience focuses on the synthesis of previously gained knowledge and skills in the provision of advanced nursing care to individuals, families, and communities. Emphasis is placed on the management of clients within a clinical focus area. The 240-hour seminar format will allow the student to explore in depth the provision of evidence-based nursing practice in the care of patients experiencing actual or potential health problems related to the clinical focus (2 didactic/2 clinical/1 lab) ............. 240 clinical hours
practicum/classroom experience, the student will .................. . 3 s.h. ... 5 s.h. demonstrate the application and synthesis of theory and competencies related to the role of the nurse educator. The student will use evidence-based strategies to support teaching and learning goals. Learning experiences are planned and negotiated to meet the individual learning goals of the nurse educator student in the context of preceptor supervised experiences in a nursing education setting. The student will successfully complete 180 hours in this nursing education practicum ........................................ 180 clinical hours ..... 3 s.h. Prerequisite: NURS 5030, 5032
course provides a theoretical foundation and focuses on leadership theory and assessment strategies for use in the healthcare system. This course explores the student’s capacity for leadership, including contemporary contexts, as well as strengths and barriers to effective leadership practice. It includes learning experiences designed to enhance the student’s understanding of self as a leader and provides an opportunity to increase the student’s understanding of culturally competent care. Upon the successful completion of this course, the student will receive 75 clinical hours .............................................
Managers. This course focuses on essential financial management elements for delivery of health care services. Topics include economics of the U.S. health care system; accounting and budget principles; financial techniques including break-even analysis, variance analysis, cost estimation and forecasting, and capital budgeting; financial issues related to staffing; components of financial statements; and a cost management approach for measuring costs related to quality assurance. Students will enhance their abilities to become fiscally accountable for their practice while providing high-quality patient care. Upon successful completion of this course, the student will receive 20 clinical hours .............................................
Outcomes Management. This course prepares nursing leaders with knowledge to guide complex health care 313 ........... 4 s.h. ................... 3 s.h. ...................
Practicum. In alignment with the American Organization for Nursing Leadership competencies, this practicum focuses on professionalism and communication. The following concepts are included: effective communication, influencing behaviors, and relationship building. Activities for this practicum are interdependently planned with the guidance of a preceptor. Students will be provided with opportunities to participate in all phases of the executive role in an acute care delivery system and community-based systems settings under the guidance of a preceptor. This course includes 180 hours of clinical practice............................................
Practicum. In alignment with the American Organization for Nursing Leadership competencies, this practicum provides knowledge and experience within the healthcare environment with a focus on business skills. The following concepts are included: financial management, strategic management, and human resource management. Activities for this practicum are interdependently planned with the guidance of a preceptor Students will be provided with opportunities to participate in all phases of the executive role in an acute care delivery system and community-based systems settings under the guidance of a preceptor. This clinical practicum consists of 180 hours .......................................................
Practicum. In alignment with the American Organization for Nursing Leadership competencies, this practicum presents insight into transformational . 3 s.h. .................. leadership. The following concepts are included: change management, diversity and inclusion, adaptive thinking, and decision making. Students will be provided with opportunities to participate in all phases of the executive role in an acute care delivery system and community-based systems settings under the guidance of a preceptor. Activities for this practicum are interdependently planned with the guidance of a preceptor. This practicum includes 180 hours of clinical practice......................................................
Advanced Practice Nurse. This course focuses on introducing theories and methods used by the Psychiatric Mental Health Advanced Practice Nurse as broadly applied across treatment settings. Students will explore theory and techniques associated with various therapeutic models with regards to theoretical underpinnings, therapeutic action, techniques, relationship between therapist and patient, and application to different diagnostic populations and family systems. Selected psychotherapies will be studied and applied to selected cases utilizing various s.h. methods of learning. Students will gain knowledge and experience that promotes satisfactory assimilation of mental health concepts in their delivery of advanced practice nursing across the lifespan. Emphasis will be placed on evidence-based practice and treatment guidelines using a range of theoretical and conceptual models for conducting psychotherapy and supporting recovery. Selected psychotherapies will be studied, and application made where possible within the practicum setting as well as the course learning activities ........ 1 s
Psychotherapy. This course focuses on introducing contemporary theories and methods used by the Psychiatric Mental Health Advanced Practice Nurse as broadly applied across treatment settings. Students will .... 3 s.h. explore theory and therapy techniques associated with various therapeutic models with regards to theoretical underpinnings, therapeutic action, techniques, relationship between therapist and patient, and application to different diagnostic populations and family systems. Selected contemporary psychotherapies 314 ................... 3 s. h. .h.
Psychotherapies. This course focuses on the application of theories and methods used by the Psychiatric Mental Health Advanced Practice Nurse as broadly applied across treatment settings. Students will explore theory and therapy techniques associated with various therapeutic models with regards to theoretical underpinnings, therapeutic action, techniques, relationship between therapist and patient, and application to different diagnostic populations and family systems. Selected psychotherapies will be studied and applied to selected cases utilizing various methods of learning. Students will gain knowledge and experience that promotes satisfactory assimilation of mental health concepts in their delivery of advanced practice nursing across the lifespan. Emphasis will be placed on evidence-based practice and treatment guidelines using a range of theoretical and conceptual models for conducting psychotherapy and supporting recovery. Selected psychotherapies will be studied, and application made where possible within the practicum setting as well, as the course learning activities. The student will be given the opportunity to assess the dynamic forces of the current health care delivery system and how it influences care delivery to the client needing mental health services. The DSM 5 will be used as the basis for diagnostic nomenclature across the lifespan ............................................. .h. ..................
course presents advanced concepts in neuroscience, pharmacokinetics and pharmacodynamics and the safe clinical management of targeted psychiatric symptoms, related to the psychopharmacologic treatment of various psychiatric disorders across the lifespan. The course reflects current scientific knowledge of psychopharmacology and its application to clinical problems seen in a variety of settings. This course builds on knowledge from previous courses such as Advanced Pharmacology and Advanced Pathophysiology to provide the advanced practitioner with knowledge related to clinical management of psychotropic medications with emphasis on the assessment, prescribing and administration strategies of psychiatric medications. This course is designed to prepare students for the role of prescriber based on national guidelines and evidence-based practice ....
and Diagnosis. This course will provide a biophysical framework for the practice of advanced psychiatric mental health nursing across the lifespan. Students will develop advanced knowledge of diagnostic criteria, and management of psychiatric and mental health disorders. Advanced comprehensive assessment skills, differential diagnosis, and psycho therapeutic management of clients with common and major psychiatric disorders across the lifespan will be emphasized. Research and epidemiological data will be employed to formulate outcomes-based practice. Mental health promotion and prevention, risk factors, taxonomy, cultural influences, and assessment issues specific to all populations will be a focus of learning. Evidence-based research findings and DSM diagnostic criteria will be utilized in this course ........................
Clinical I. This is the first of two clinical practicum courses that provides a synthesis experience during .... 1 s.h. which the student implements the role of the psychiatric-mental health nurse practitioner applying current evidence-based practice focusing on knowledge and skills needed to assess, diagnose, and treat 315
Clinical II. This is the second of two clinical practicum courses that provides a synthesis experience during which the student implements the role of the psychiatric-mental health nurse practitioner applying current evidence-based practice focusing on knowledge and skills needed to assess, diagnose, and treat psychiatric, mental health disorders across the lifespan. The curriculum content will build on previous coursework to allow students to integrate psychopharmacology prescribing principles, use of psychotherapies, diagnosis of psychiatric behavioral health disorders and consult with interdisciplinary team members to develop appropriate and individualized treatment plans. The clinical course provides the student the opportunity to refine critical thinking and diagnostic reasoning skills under the supervision of a qualified mental health care preceptor to manage care for individuals and families using recommended practice guidelines and diagnostic criteria ................................................... 300 clinical hours
Populations Seminar and Clinical. This course introduces the clinical knowledge and decision-making skills related to the use of an evidence-based approach in the clinical management of the adult-gerontology .................. .................. population. In addition, the course includes study and clinical application of major theories of health promotion, risk assessment, differential diagnosis, health behavior change, disease prevention, preventing complications, and restoring maximum health in the adult population. Cultural, socioeconomic, and ethical factors are explored. Through collaboration with a preceptor, the clinical component of this course provides the opportunity for the AGACNP student to implement evidence-based practice interventions that promote safety, risk reduction, and prevention of complications for those adult patients with complex and/or chronic illness needs ..... 6 s.h. (3 didactic / 3 clinical) ................................ 180 clinical hours
and Clinical. This course is a survey of the knowledge and skills necessary to provide and coordinate evidence-based care for those individuals with acute, critical, and complex physical/mental illnesses who are physiologically unstable, technology dependent, and/or highly vulnerable to complications. Content will be centered on assessing, diagnosing, designing, and implementing evidence-based treatment in the critical care setting. There will be a focus on those skills required to utilize technology/devices and clinical decision support technology to assist the rapidly deteriorating patient. The student will develop advanced knowledge related to the management and coordination of adult and older adult patients at risk for urgent/emergent conditions and be able to prioritize those patients demonstrating rapid physiologic or mental health deterioration and/or life- threatening instability. Additionally, the student will explore concepts and skills related to the management ..... 6 s.h. of stress for the patient/family surrounding transitions to a higher level of care and be able to discuss sensitive issues such as end-of-life decisions with the patient, family, and caregivers. The clinical component of this course provides an opportunity for the student to implement and practice skills and expertise introduced in the didactic content under the guidance of a qualified preceptor. (3 didactic / 3 clinical ) .......... 180 clinical hours 316 ................ 6 s.h. ..
Practicum. This is the final course in acute care of adults and older adults. Students will continue to expand upon the knowledge and skills needed to care for adults and older adults in the acute care setting. Content will focus on interprofessional communication and collaboration for optimal patient outcomes, facilitation of transition of patients to a higher level of acute care, exploration of types and levels of services provided in complex health care settings, and challenges to care in the acute care setting. This course will continue to emphasis the use of evidence-based practice in clinical decision making. Students will work with a preceptor to continue to enhance the clinical skills needed to care for adults and older adults in the acute setting. Additionally, students will focus on interprofessional communication and collaboration as part of the health care team caring for patients with acute and complex needs(2 didactic / 4 clinical ) ................................................. 240 clinical hours
Service Learning The purpose of this course is to provide the student with a directed, hands-on field experience in Christian mission allowing the integration of classroom learning and real-world practice. The student will be able to critically reflect on the area of health and healthcare delivery in developing countries...................................................
level. Graduate level nursing at the master’s level requires a final competency demonstration. Final comprehensive competency demonstration in the MSN program consists of the graduating student’s ability to meet the expected outcomes as set forth by the American Association of Colleges of Nursing (AACN) Essentials of Master Education in Nursing. These Essentials are core for all master’s programs in nursing, and delineate the outcomes expected of all graduates of master’s nursing programs. Completion of a final competency portfolio, which encompasses the .................. .................. core knowledge and skills outlined in the AACN Essentials document, serves as demonstration of the MSN student’s mastery of the required competencies. The final competency portfolio is evaluated by a rubric and is pass/fail ............................................
Assessment. Graduate level nursing education requires a final competency demonstration. Completion of a final competency portfolio, which encompasses the core knowledge and skills for the specific concentration serves as demonstration of the student’s mastery of the required competencies. For the Post- Graduate NP students, the NONPF Nurse Practitioner Core Competencies document serves as a guide. The final competency portfolio is guided by and evaluated against a rubric. Students are required to pass according to the minimum requirement of the School of Nursing. Any student who does not meet the requirement (pass) of their comprehensive assessment of their major field will not graduate until the ..... 6 s.h. requirement is met. Pass/Fail................................
Foundations of Nursing Practice. Building on the masters-level foundation of knowledge and core concepts of theory and scientific frameworks, this course prepares doctoral students to critique, evaluate and utilize theory within their practice, and assists them in the identification of models used to guide research and knowledge development within the discipline. Philosophical foundations of knowledge .. 2 s.h. development in nursing, and the natural and social sciences are explored. Relevant theories from bioethics, biophysical sciences, psychosocial science, analytical science, and organizational science are also addressed. Emphasis is placed on middle range theories and concepts used to guide nursing practice. In preparation for their scholarly project, students are expected to demonstrate the ability to conceptualize a theoretical basis for their specialty practice that is comprehensive, holistic, and has the potential to impact patient care delivery models and improve patient outcomes ..... 3 s.h. 317 .................. 0 s.h. ..... 0 s.h.
previous knowledge in healthcare informatics, this course provides an opportunity to examine the forces driving the migration to digital information systems in health care, and the associated desired goals for improvements in value, outcomes, quality, and cost efficiencies. Health information technology and systems are explored for the impact they have on population health, workflow, process improvement, and fiscal bearing. The course explores data-driven science within the realm of clinical and translational research to assist the nurse in advanced roles to mine electronic data sets and to prepare for the future, with skills for knowledge management to support evidence- based practice and research application ..................
course will introduce scholarly writing at the doctoral level. Students will discuss how to identify scholarly resources. Professional writing style with emphasis on good transition, formatting, and organization will be explained. A review of APA will be presented, and students will begin preparation in writing for publication ..............................................
Practice. This course explores the foundations of clinical research and its application to both evidence- based practice and the research process. The course will include material on designing clinical research that includes asking the research question and developing appropriate sampling, validity, and reliability of the design. Understanding observational designs, descriptive research and surveys helps to understand existing research and allows for the student to formulate an appropriate translational research project. Once research methods are developed, a review of various data analysis methods will be conducted. This will include descriptive statistics, statistical inference and probability, comparing two means such as the t- test, analysis of variance and comparing more than two means. With this foundation, further data analysis will focus on comparison tests, both multiple and non- parametric, correlation, regression analysis and measures of association of categorical variables such as 3 s.h. ................. Chi-square. Data analysis must include statistical measures of reliability and validity. Measuring risk in evidence-based practice is also reviewed. Data management and communication to evaluate existing research as well as how to plan a proposal with the appropriate data analysis tools is also reviewed as a practical application of the course material. ............
Translational Research This course examines the underpinnings of nursing knowledge and the methods by which nursing knowledge is generated. This course explores the role of the nurse scholar in translating evidence into practice. Students will use evidence- based findings to choose an area of interest for their translational research project and begin examining the literature surrounding this topic. After thorough review of the literature and identification of gaps in the knowledge base, students will begin their project proposal and form their PICOT questions to guide their project. Upon successful completion of the course the student will be awarded 30 clinical experiential .... 1 s.h. learning hours ............................................ NURS 7007 and NURS 7018 Clinical Experiential Learning I and II.* The DNP clinical experiential learning courses are designed to provide an opportunity for doctoral students enrolled in the program to fulfill the practice experience requirements specified in the DNP curriculum, which are based on the American Colleges of Nursing (AACN, 2006) DNP Essentials. The DNP Essentials outlines competencies expected of DNP graduates and designates a minimum of 1000 post-baccalaureate practice hours. The DNP clinical experiential learning courses provide the opportunity for students to demonstrate expertise in practice and will be individualized for students based on their prior education and experience. Clinical experiential learning hours are designed to help students build and assimilate knowledge for advanced practice at a high level of complexity and focus in practice specialty. In depth work with experts from 318 3 s.h. ..................
Data Analysis. This course examines the science of demography and how demographic phenomena affect public health. The focus of demography includes birth rates, death rates, age and gender, structure of populations, population change and distribution. The course prepares the student to define and identify populations and sub-populations of interest, describe the health status and needs of populations, and evaluate services provided to populations by local, regional, and federal public health agencies, as well as population-based private health care organizations. An emphasis on a critical analysis of the evidence-based literature on assessment, development, intervention, and evaluation of population health will assist the student to incorporate successful population health interventions into practice. The student will utilize accountability in determining priorities and evaluating outcomes of population-focused programs. Upon successful completion of the course the student will be awarded 70 clinical experiential learning hours ..... 3 s
Development*. Students must have identified and gained approval of community mentor/preceptor for the Translational Research Project with all contracts and site requirements completed prior to starting the Translational Research Project Development course. The student will select a practice setting based on his/her individual interest and expertise and conduct an .............. 1- .h. assessment to identify opportunities for improvement. Building upon formative coursework, students are expected to synthesize theoretical, empirical, and clinical knowledge to analyze critical issues in current practice and identify a phenomenon of interest within their area of expertise. The student will analyze data, develop a theory-based project proposal, and define a research question(s) for a translational research project addressing a clinically relevant problem within a specific population. An IRB proposal will be submitted for approval of clinical project implementation. This course will include the systematic collection and 3 s.h. each evaluation of research evidence through a comprehensive literature review and initial project proposal. The student will develop his/her project under the guidance of a faculty member and in conjunction with a community preceptor. Upon successful completion of the course the student will be awarded 180 clinical experiential learning hours ... 3 s.h. *Not designed for transfer
Systems and Organizations. This course synthesizes leadership theory, behaviors, and organizational models within the context of the healthcare industry. Models of resource management, change process, gap analysis, strategic planning, and performance excellence are explored and applied. Based on these theories, models, and applications, the student will put the DNP role precepts into practice across complex health care organizations and system .......................
course examines the ethical, socioeconomic, political, legal, and power considerations in the development of local, state, and national health policy. This course prepares the student to critically evaluate the unique challenges influencing health care policy, the policy process, and issues concerning social injustice. An emphasis on professional values, advocacy, cultural diversity issues, and political activism assists the student to become influencers in policy formation and evaluation. A critical analysis of health policy will be 319
Practice. This course explores complex ethical issues related to health care in advanced nursing practice. Application of ethical principles and theories are examined and applied through analysis of selected issues and themes at the individual, population, institutional and societal levels. This course prepares the student to analyze, synthesize and evaluate information to develop the precepts required to examine ethical dilemmas and to create a decisional framework as required by nurses at the doctoral level .....................................................
Implementation*. Students must have identified and gained approval of a community mentor for implementation of the translational research project with all contracts, site requirements and IRB approval completed prior to starting the Translational Research Project Implementation Course. In this course students will implement the translational project developed in the Translational Research Development course, incorporating knowledge from ethics, biophysical, psychosocial, analytical, and organizational sciences. A focus on transformational leadership in the practice setting to deliver advanced-level nursing services to individuals, families, communities, or systems is emphasized. The project will embody ethical, culturally sensitive, fiscally responsible, and politically sound principles to improve current and future health care outcomes of identified populations. The student will implement his/her project under the guidance of a faculty member, committee, and in conjunction with a community preceptor. This project will produce a tangible and deliverable scholarly manuscript derived from the practicum immersion experience which will be completed in the Translational Research Project Evaluation course. Upon successful completion of the .............. 3 s. ................... course the student will be awarded 180 clinical experiential learning hours ........................................ 3 s.h. h. Prerequisite: NURS 7000, 7001, 7005, 7006, 7011, 7012, 7016, 7017 *Not designed for transfer
Development. This course provides the student with an overview of educational theories and principles, the triad role of the nurse educator, instructional design and evaluation methodologies, and delivery models. Additionally, the experience of evaluating the quality of an educational program is offered. The student will explore the relationship associated with societal learning demands, technological advances and how evidence-based learning outcomes can be achieved through active teaching-learning strategies. It is ....... 3 s.h. recommended, but not required that the student have some previous teaching experience ..........................
through Information Technology. This advanced health informatics course focuses on the critical appraisal of the role of nurse leaders, practitioners, and specialists as they interface with health care information systems for outcomes management and improvement. Advanced data mining skills will be used to evaluate a selected practice issue, provide decision support, identify best practices, and to make evidence- based recommendations for improved patient, system, financial and efficiency outcomes .............................
Evaluation*. Students must have identified and gained approval of a community mentor for completion of the translational research project with all contracts, site requirements completed prior to starting the translational research project evaluation course. The DNP program culminates in the successful completion of an individual scholarly project that demonstrates synthesis of the student’s work and lays the groundwork for future scholarship. During this course, students will engage in scholarly inquiry to analyze and evaluate their evidence-based project. The completed 320
level. Graduate level nursing at the doctoral level requires a final competency demonstration. The demonstration of final competency at the DNP level is embodied in the culminating translational research project. Elements of the translational research project are founded on the American Association of Colleges of Nursing (AACN) Essentials of Doctoral Education for Advanced Nursing Practice. The Essentials document contains outcome competencies deemed essential to all gradates of a DNP program and serves as the guidance and evaluation framework for the DNP graduate’s translational research project. The final competency translational research project is guided by and evaluated against a rubric. Students are required to pass according to the minimum requirement of the School of Nursing. Any student who does not meet the requirement (pass) of their comprehensive assessment of their major field will not graduate until the requirement is met. Pass/Fail .................................... 0 7012, 7016, 7017, 7022, 7023, 7027/7028, 7032
