This course is designed to be an introduction to the sociology of aging. A primary goal of the course is to sensitize students to the special issues of late life. It will include consideration of financial, legal, emotional, social contact and family factors. We will discuss various theoretical frameworks and current methodological issues in the field of gerontology, as well as controversies which exist regarding age-related issues.
This course will inform students from different disciplines about how forensic care is provided to victims of violence in the health care and community settings. Topics that will be covered include theories related to and types of violence, principles of forensic science, forensic interventions in health care and community settings, and community resources and response. Students will have the opportunity to collaborate to share their discipline-specific expertise and develop a plan to provide high-quality, multidisciplinary care for victims of violence. At course completion, students will have developed a strong understanding of the importance of interprofessional collaboration when caring for this unique and complex population.
This course is designed to provide the RN/BS student with the knowledge and skills necessary to assess the individual health of a client. The emphasis of the course is on a systems approach to physical examination. Abnormal physical assessment findings for each system will also be introduced. Comprehensive bio-psycho-social-cultural assessment approaches will be presented to allow students to assess the impact of risk factors upon individual health.
This course is intended to orient new or relatively new RN to BS students to the professional nursing role. It will provide them with resources that allow them to build on their existing academic and information literacy skills to they may perform optimally in a baccalaureate learning environment. The course is highly student-centered, which means that students utilize active learning strategies to master course material and also serve as learning resources for one another.
Students in this course explore and critique selected complementary and alternative therapies that promote health and prevent disease, such as exercise, proper nutrition, sleep, medication and massage. Therapeutic practices for common health problems, including those that affect children, will be examined. Evidence about therapies that complement Western medical practices will include botanical healing, manual healing methods and mind-body techniques. Students will explore therapies practiced worldwide and consider their intercultural and socioeconomic impacts.
The fundamentals of scientific nursing research methods and evidence-based practice (EBP) are presented. The major research designs, including experimental and quasi-experimental studies, descriptive, and qualitative designs are discussed. Students will review and critique selected nursing research studies. Emphasis is placed on developing an understanding of the logical process of research, on the scientific rigor necessary for the study of nursing interests, and on critically reading and using nursing research in nursing practice. Applying scientific evidence in practice is the goal of this course, and an EBP project will be conducted.
This course provides an introduction to the study of health care systems from a global comparative perspective. Based upon comparisons of U.S. and Canadian health care systems along structured dimensions, students will choose countries upon which they will perform in-depth research and comparative analysis of the following: 1) structure of the system, 2) performance- cost versus benefits, 3) health care priorities; 4) who pays and who should pay and 5) issues related to governments as stewards of health care. This course will offer an optional study abroad component at least every other year to provide students with the opportunity to explore the healthcare system in another country.
In this seminar course, students take a multifaceted, holistic approach to understanding and managing stress. They explore the physical, psychosocial, and environmental aspects of stress in modern society as well as its impact upon health and human behavior. Students bring their knowledge of both health assessment and basic physiology to bear on their examination of the psychophysiology (mind-body connection) that links stress and illness. Students also explore selected evidence-based approaches to managing stress which can be applied in their personal lives and in the context of their role as health care providers. Such approaches include specific mind-body techniques and lifestyle modification strategies.
Concepts relevant to the theory and practice of leadership in professional nursing are presented. Analysis is made of the components of leadership: communication, management, delegation, teaching/learning, evaluation, and change. The course also presents issues related to the past and present status of nursing as a profession and projects to future trends.
The community is considered a major determinant of health states in individuals and groups. Students explore community structure and interrelationships among community participants as they influence the health care delivery system. The epidemiological analysis of selected health problems in the community is the focus of learning. A clinical experience in home health care is required of all students. Upon satisfactory completion of the home care experience, students are encouraged to design an individualized community-based care experience. The student utilizes the nursing process to promote health in a small community.
This course introduces students to important ethical issues pertaining to the healthcare professions. Following a brief overview of moral theories, this course may focus on, among other topics, patient doctor relations, end-of-life issues, cloning and biotechnology, health care, and social justice.
This course explores the social, economic, cultural, and lifestyle determinants of health that contribute to the growing health disparities among the nationʼs diverse vulnerable populations. Using principles of epidemiology, environmental health, genetics/genomics, and health behavior change models, students will develop strategies for implementing effective clinical prevention and health promotion interventions to individuals and aggregates across the lifespan. 3 Credits
This course builds on previously learned principles of physiology as well as basic and clinical research as it relates to the presentation of disease processes. This course examines advanced physiology and pathophysiology at the cellular level as it relates to alterations in function and disease processes. Principles of genetics and immunology are also investigated as well as differences in etiology, epidemiology, and pathophysiology as they relate to gender and age. This course integrates disease prevention and assessment of risk factors as well as principles of health promotion. 3 Credits
This course prepares the advanced practice nursing student for clinical, management, or education leadership roles in health care through translation of the best evidence into nursing practice. Students will develop the skills and knowledge needed to review and synthesize the strength of evidence and recommend practice changes if appropriate. Specific content includes: a review of the research process (including theoretical framework, design, statistical analysis, research design hierarchy, measurement, and research ethics), research critique, rating and synthesizing the strength of evidence, decision-making for practice, research, and research translation opportunities. 2 Credits.
This course prepares the advanced practice nursing student for clinical, management, or education leadership roles in health care through translation of the best evidence into nursing practice. Students will develop the skills and knowledge needed to review and synthesize the strength of evidence and recommend practice changes if appropriate. Specific content includes: a review of the research process (including theoretical framework, design, statistical analysis, research design hierarchy, measurement, and research ethics), research critique, rating and synthesizing the strength of evidence, decision-making for practice, research, and research translation opportunities. 2 Credits.
This course builds upon undergraduate physical assessment content. NUR509 provides the core content for advanced assessment and diagnosis of patients across the lifespan that will be reinforced in all clinical courses. Physiologic and pathophysiologic principles are required to enable the student to develop and utilize advanced skills in obtaining a comprehensive health history, physical examination, and to understand the psychosocial variation of the individual, the family, and the community of origin. Diagnostic reasoning skills and differential diagnostic processes are emphasized as complex and multisystem problems are identified. Students have a weekly simulated laboratory and clinical experience to integrate this knowledge with particular patients within health care settings. 4 Credits.
This course provides an overview of theoretical and conceptual models of nursing which specifically relate to advanced practice roles. Theory will be presented as a way to provide APRNs with the framework and goals for assessment, diagnosis, and intervention. This course examines transition into an advanced practice role. Conceptualizations, role development, quality, safety, leadership, and other competencies of advanced practice are explored. Historical, social, and political forces which impact advanced roles such as dealing with role ambiguity and changing role boundaries are identified. 3 Credits.
This course examines health care policy formulation and related ethical and legal concepts from the framework of advanced nursing practice. Students analyze health care policy trends and moral concepts that are foundational to advanced nursing practice, health promotion, and health care situations cross the lifespan, from pre-conception through death, with a focus on concerns related to aging, culturally diverse populations, and the evolving professional environment. Health care policy is discussed in the context of the financial and social factors that influence its creation and how it affects recipients of care and the organizations and individuals who provide health care. [The structure and development of legislation, legislative bodies, lobbyists, and representatives of professional and consumer organizations are discussed with regard to their impact on health care. Students are encouraged to explore their own values and beliefs within their professional practice, health care delivery environment, and the legal components of health care systems.] 3 Credits.
Pharmacotherapeutics, pharmacokinetics, pharmacodynamics, contraindications and precautions, adverse effects, and drug interactions of broad categories of therapeutic agents are studied relative to specific populations of patients. Patient variables that should be assessed for each drug and nursing actions needed to achieve the maximum therapeutic effects and to minimize adverse effects are identified. 3 Credits.
This is the first of three courses preparing the family nurse practitioner student for the Individual/Family Across the Lifespan primary care role. The course introduces concepts of primary care and family theory and focuses on the knowledge for primary care management of commonly occurring conditions. Students use current evidence‐based findings to diagnose and manage chronic and episodic diseases. Course content includes application of health promotion, health maintenance, disease prevention and cultural and ethical implications of primary care across the lifespan. A comprehensive clinical experience with a preceptor and faculty oversight provides application of theoretical content with an emphasis on diagnostic reasoning skills and clinical management (4 theory hours and 4 clinical hours; 224 clinical hours). Prerequisite: NUR 503, NUR 505, NUR 507, NUR 509, NUR 512, NUR 514, and NUR 520. Corequisite: NUR 571. 8 credits.
This course is the clinical component of NUR 570. 4 clinical hours ; 224 clinical experience hours. Corequisite: NUR 570 0 credit hours.
This is the second of three courses preparing the family nurse practitioner student for the primary care role. The course focuses on advanced concepts and knowledge for primary care management of complex health problems of individuals and families across the lifespan. Students use current evidence‐based findings to diagnose and manage commonly occurring conditions. Students develop an increased understanding of the complexity of patient management. A comprehensive clinical experience with a preceptor and faculty oversight provides advanced clinical practice implementing the family nurse practitioner role with continued emphasis on diagnostic reasoning skills and clinical management (3 theory hours and 4 clinical hours; 224 clinical hours). Prerequisite: NUR 570. Corequisite: NUR 573. 7 credits.
This course is the clinical component of NUR 572. 4 clinical hours; 224 clinical experience hours. Corequisite: NUR 572 0 credits.
This is the final course preparing the student for the transition to the family nurse practitioner role. Emphasis is on professional practice immersion, collaborative practice and beginning leadership in complex health care systems. Students will begin to make autonomous clinical decisions and will refine their diagnostic acumen, clinical decision making and knowledge of disease management. Emphasis will be on the young family, women’s health, and the pediatric population. The course includes developmental perspectives and family centered interventions. A comprehensive clinical experience with a preceptor and faculty oversight provides integrative knowledge and application of all previous learning (3 theory hours and 6 clinical hours; 336 clinical hours). Prerequisite: NUR 572. Corequisite: NUR 575. 9 credit hours.
This course is the clinical component of NUR 574. 6 clinical hours; 336 clinical experience hours. Corequisite: NUR 574 0 credit hours.
Course builds upon the advanced pharmacology content and introduces advanced concepts in pharmacokinetics of medications to treat psychiatric illness, including psychotropic drugs and relates prescribing and medication management theory to the practice of psychiatric nursing for children, adolescents, adults and older adults. The course links concepts in neuroscience to mental health and symptom endophenotypes to guide students understanding of the complexities of psychopharmacology. 3 Credits Hours
This course focuses on psychopathology of selected mental health disorders across the lifespan. Students will utilize advanced physical assessment skills and the application of psychological, psychobiological and sociocultural theories to plan care for individuals with acute and chronic psychiatric illnesses across the lifespan. There is an emphasis on the application of genetic, ecological, and social determinants of health to plan evidence-based practice in the treatment of psychiatric/mental health patients. Course theory is integrated during a supervised clinical experience. 6 Credit Hours, 168 Clinical Hours (Prerequisite: NUR 560)
This course builds upon previous coursework to advance students’ knowledge of psychopathology of selected mental health disorders across the lifespan. Students will integrate and apply advanced assessment skills to diagnose and treat psychiatric conditions across the lifespan. There is an emphasis on interprofessional collaboration and the impact of psychosocial, ethical, cultural, economic, legal and political factors on clinical decision-making in the management of psychiatric/mental health patients’ health care needs. Course theory is integrated during a supervised clinical experience. 6 Credit Hours, 168 Clinical Hours (Prerequisite: NUR 562/563)
Course focuses on therapy and treatment modalities for psych-mental health, such as individual psychotherapy, family therapy and group therapy. Theory content aims to advance students’ knowledge of the psych-mental health nurse practitioner role as students immerse in intensive clinical experience across a variety of inpatient and outpatient practice settings to deliver psychotherapeutic treatment modalities and evaluate the effectiveness of treatment for patients across the life span. There is an emphasis on professional and ethical comportment in the conduct of psychotherapeutic treatment modalities and establishing therapeutic relationships in individual, family and group therapies. 5 Credit Hours, 168 Clinical Hours (Prerequisite: NUR 564/565)
Course focuses on the diagnosis and treatment for psych-mental health issues for special and diverse populations. Theory content is delivered in seminar style to advance students’ knowledge of the NP role in various PMH settings for patients across the life span. There is an emphasis on synthesizing clinical data to conduct a comprehensive psych-mental health assessment to formulate an appropriate treatment plan for diverse and special populations. Students immerse in intensive clinical experiences across a variety of inpatient and outpatient practice settings that will expose students to special populations. 7 Credit Hours, 280 Clinical Hours (Prerequisite: NUR 564/565)
This is the first of three clinical courses, preparing the nurse practitioner student for primary care of adolescents, adults, and older adults. Students will begin to use the comprehensive data collection skills learned in previous courses, to incorporate strategies for health promotion, disease prevention, and management of acute episodic, and chronic diseases in diverse practice settings. Students will apply current evidence-based practice guidelines and begin to develop clinical decision-making skills through experiences in a variety of practice settings. Psychosocial, ethical, legal, economic, cultural, and political issues will also be emphasized. 7 Credit Hours, 224 Clinical Hours
This is the second of three clinical courses, preparing the nurse practitioner student for primary care of adolescents, adults and older adults. Students will become proficient in data collection skills used to incorporate strategies for health promotion, disease prevention, and management of acute, episodic and chronic diseases in diverse practice settings. Students will sharpen their clinical decision-making skills and apply current evidence-based findings and practice guidelines to undifferentiated patient presentations through experiences in a variety of practice settings. Psychosocial, ethical, legal, economic, cultural, and political issues will also be emphasized. 6 Credit Hours, 168 Clinical Hours (Prerequisite: NUR 522/523)
This is the final of three courses preparing nurse practitioner students for primary care of adolescents, adults, and older adults. Students will further refine their competencies in assessment, diagnosis, and disease management, with emphasis on care of individuals with complex illness presentations. Issues related to the transition into the advanced practice role as beginning nurse practitioners will be addressed. Students will begin to make autonomous clinical decisions and learn to function as a beginning nurse practitioner through experiences in both inpatient and outpatient settings. 7 Credit Hours, 336 Clinical Hours (Prerequisite: NUR 524/NUR 525)
This course prepares the advanced practice nurse for provision of comprehensive, quality, and cost effective care for older adults. Theories of aging, physiology of aging, and the economic, socio-cultural, and ethical aspects of aging will be explored. Students will learn to recognize, evaluate and manage clinical syndromes prevalent in the older adult population. Clinical issues unique to frail older adults and atypical presentation of disease states will also be explored. 3 Credit Hours, 56 Clinical Hours (Prerequisite: NUR 554/NUR 555)
This course will inform students from different disciplines about how forensic care is provided to victims of violence in the health care and community settings. Topics that will be covered include theories related to and types of violence, principles of forensic science, forensic interventions in health care and community settings, and community resources and response. Students will have the opportunity to collaborate to share their discipline-specific expertise and develop a plan to provide high-quality, multidisciplinary care for victims of violence. At course completion, students will have developed a strong understanding of the importance of interprofessional collaboration when caring for this unique and complex population.
This course introduces students to important ethical issues pertaining to the healthcare professions. Following a brief overview of moral theories, this course may focus on, among other topics, patient doctor relations, end-of-life issues, cloning and biotechnology, health care, and social justice.
This course is designed to be an introduction to the sociology of aging. A primary goal of the course is to sensitize students to the special issues of late life. It will include consideration of financial, legal, emotional, social contact and family factors. We will discuss various theoretical frameworks and current methodological issues in the field of gerontology, as well as controversies which exist regarding age-related issues.
The community is considered a major determinant of health states in individuals and groups. Students explore community structure and interrelationships among community participants as they influence the health care delivery system. The epidemiological analysis of selected health problems in the community is the focus of learning. A clinical experience in home health care is required of all students. Upon satisfactory completion of the home care experience, students are encouraged to design an individualized community-based care experience. The student utilizes the nursing process to promote health in a small community.
Concepts relevant to the theory and practice of leadership in professional nursing are presented. Analysis is made of the components of leadership: communication, management, delegation, teaching/learning, evaluation, and change. The course also presents issues related to the past and present status of nursing as a profession and projects to future trends.
In this seminar course, students take a multifaceted, holistic approach to understanding and managing stress. They explore the physical, psychosocial, and environmental aspects of stress in modern society as well as its impact upon health and human behavior. Students bring their knowledge of both health assessment and basic physiology to bear on their examination of the psychophysiology (mind-body connection) that links stress and illness. Students also explore selected evidence-based approaches to managing stress which can be applied in their personal lives and in the context of their role as health care providers. Such approaches include specific mind-body techniques and lifestyle modification strategies.
This course provides an introduction to the study of health care systems from a global comparative perspective. Based upon comparisons of U.S. and Canadian health care systems along structured dimensions, students will choose countries upon which they will perform in-depth research and comparative analysis of the following: 1) structure of the system, 2) performance- cost versus benefits, 3) health care priorities; 4) who pays and who should pay and 5) issues related to governments as stewards of health care. This course will offer an optional study abroad component at least every other year to provide students with the opportunity to explore the healthcare system in another country.
The fundamentals of scientific nursing research methods and evidence-based practice (EBP) are presented. The major research designs, including experimental and quasi-experimental studies, descriptive, and qualitative designs are discussed. Students will review and critique selected nursing research studies. Emphasis is placed on developing an understanding of the logical process of research, on the scientific rigor necessary for the study of nursing interests, and on critically reading and using nursing research in nursing practice. Applying scientific evidence in practice is the goal of this course, and an EBP project will be conducted.
Students in this course explore and critique selected complementary and alternative therapies that promote health and prevent disease, such as exercise, proper nutrition, sleep, medication and massage. Therapeutic practices for common health problems, including those that affect children, will be examined. Evidence about therapies that complement Western medical practices will include botanical healing, manual healing methods and mind-body techniques. Students will explore therapies practiced worldwide and consider their intercultural and socioeconomic impacts.
This course is intended to orient new or relatively new RN to BS students to the professional nursing role. It will provide them with resources that allow them to build on their existing academic and information literacy skills to they may perform optimally in a baccalaureate learning environment. The course is highly student-centered, which means that students utilize active learning strategies to master course material and also serve as learning resources for one another.
This course is designed to provide the RN/BS student with the knowledge and skills necessary to assess the individual health of a client. The emphasis of the course is on a systems approach to physical examination. Abnormal physical assessment findings for each system will also be introduced. Comprehensive bio-psycho-social-cultural assessment approaches will be presented to allow students to assess the impact of risk factors upon individual health.
This course prepares the advanced practice nursing student for clinical, management, or education leadership roles in health care through translation of the best evidence into nursing practice. Students will develop the skills and knowledge needed to review and synthesize the strength of evidence and recommend practice changes if appropriate. Specific content includes: a review of the research process (including theoretical framework, design, statistical analysis, research design hierarchy, measurement, and research ethics), research critique, rating and synthesizing the strength of evidence, decision-making for practice, research, and research translation opportunities. 2 Credits.
This course prepares the advanced practice nursing student for clinical, management, or education leadership roles in health care through translation of the best evidence into nursing practice. Students will develop the skills and knowledge needed to review and synthesize the strength of evidence and recommend practice changes if appropriate. Specific content includes: a review of the research process (including theoretical framework, design, statistical analysis, research design hierarchy, measurement, and research ethics), research critique, rating and synthesizing the strength of evidence, decision-making for practice, research, and research translation opportunities. 2 Credits.
This course explores the social, economic, cultural, and lifestyle determinants of health that contribute to the growing health disparities among the nationʼs diverse vulnerable populations. Using principles of epidemiology, environmental health, genetics/genomics, and health behavior change models, students will develop strategies for implementing effective clinical prevention and health promotion interventions to individuals and aggregates across the lifespan. 3 Credits
This course examines health care policy formulation and related ethical and legal concepts from the framework of advanced nursing practice. Students analyze health care policy trends and moral concepts that are foundational to advanced nursing practice, health promotion, and health care situations cross the lifespan, from pre-conception through death, with a focus on concerns related to aging, culturally diverse populations, and the evolving professional environment. Health care policy is discussed in the context of the financial and social factors that influence its creation and how it affects recipients of care and the organizations and individuals who provide health care. [The structure and development of legislation, legislative bodies, lobbyists, and representatives of professional and consumer organizations are discussed with regard to their impact on health care. Students are encouraged to explore their own values and beliefs within their professional practice, health care delivery environment, and the legal components of health care systems.] 3 Credits.
This course builds upon undergraduate physical assessment content. NUR509 provides the core content for advanced assessment and diagnosis of patients across the lifespan that will be reinforced in all clinical courses. Physiologic and pathophysiologic principles are required to enable the student to develop and utilize advanced skills in obtaining a comprehensive health history, physical examination, and to understand the psychosocial variation of the individual, the family, and the community of origin. Diagnostic reasoning skills and differential diagnostic processes are emphasized as complex and multisystem problems are identified. Students have a weekly simulated laboratory and clinical experience to integrate this knowledge with particular patients within health care settings. 4 Credits.
Pharmacotherapeutics, pharmacokinetics, pharmacodynamics, contraindications and precautions, adverse effects, and drug interactions of broad categories of therapeutic agents are studied relative to specific populations of patients. Patient variables that should be assessed for each drug and nursing actions needed to achieve the maximum therapeutic effects and to minimize adverse effects are identified. 3 Credits.
This course builds on previously learned principles of physiology as well as basic and clinical research as it relates to the presentation of disease processes. This course examines advanced physiology and pathophysiology at the cellular level as it relates to alterations in function and disease processes. Principles of genetics and immunology are also investigated as well as differences in etiology, epidemiology, and pathophysiology as they relate to gender and age. This course integrates disease prevention and assessment of risk factors as well as principles of health promotion. 3 Credits
This course provides an overview of theoretical and conceptual models of nursing which specifically relate to advanced practice roles. Theory will be presented as a way to provide APRNs with the framework and goals for assessment, diagnosis, and intervention. This course examines transition into an advanced practice role. Conceptualizations, role development, quality, safety, leadership, and other competencies of advanced practice are explored. Historical, social, and political forces which impact advanced roles such as dealing with role ambiguity and changing role boundaries are identified. 3 Credits.
Course focuses on the diagnosis and treatment for psych-mental health issues for special and diverse populations. Theory content is delivered in seminar style to advance students’ knowledge of the NP role in various PMH settings for patients across the life span. There is an emphasis on synthesizing clinical data to conduct a comprehensive psych-mental health assessment to formulate an appropriate treatment plan for diverse and special populations. Students immerse in intensive clinical experiences across a variety of inpatient and outpatient practice settings that will expose students to special populations. 7 Credit Hours, 280 Clinical Hours (Prerequisite: NUR 564/565)
Course focuses on therapy and treatment modalities for psych-mental health, such as individual psychotherapy, family therapy and group therapy. Theory content aims to advance students’ knowledge of the psych-mental health nurse practitioner role as students immerse in intensive clinical experience across a variety of inpatient and outpatient practice settings to deliver psychotherapeutic treatment modalities and evaluate the effectiveness of treatment for patients across the life span. There is an emphasis on professional and ethical comportment in the conduct of psychotherapeutic treatment modalities and establishing therapeutic relationships in individual, family and group therapies. 5 Credit Hours, 168 Clinical Hours (Prerequisite: NUR 564/565)
This course builds upon previous coursework to advance students’ knowledge of psychopathology of selected mental health disorders across the lifespan. Students will integrate and apply advanced assessment skills to diagnose and treat psychiatric conditions across the lifespan. There is an emphasis on interprofessional collaboration and the impact of psychosocial, ethical, cultural, economic, legal and political factors on clinical decision-making in the management of psychiatric/mental health patients’ health care needs. Course theory is integrated during a supervised clinical experience. 6 Credit Hours, 168 Clinical Hours (Prerequisite: NUR 562/563)
This course focuses on psychopathology of selected mental health disorders across the lifespan. Students will utilize advanced physical assessment skills and the application of psychological, psychobiological and sociocultural theories to plan care for individuals with acute and chronic psychiatric illnesses across the lifespan. There is an emphasis on the application of genetic, ecological, and social determinants of health to plan evidence-based practice in the treatment of psychiatric/mental health patients. Course theory is integrated during a supervised clinical experience. 6 Credit Hours, 168 Clinical Hours (Prerequisite: NUR 560)
Course builds upon the advanced pharmacology content and introduces advanced concepts in pharmacokinetics of medications to treat psychiatric illness, including psychotropic drugs and relates prescribing and medication management theory to the practice of psychiatric nursing for children, adolescents, adults and older adults. The course links concepts in neuroscience to mental health and symptom endophenotypes to guide students understanding of the complexities of psychopharmacology. 3 Credits Hours
This is the final of three courses preparing nurse practitioner students for primary care of adolescents, adults, and older adults. Students will further refine their competencies in assessment, diagnosis, and disease management, with emphasis on care of individuals with complex illness presentations. Issues related to the transition into the advanced practice role as beginning nurse practitioners will be addressed. Students will begin to make autonomous clinical decisions and learn to function as a beginning nurse practitioner through experiences in both inpatient and outpatient settings. 7 Credit Hours, 336 Clinical Hours (Prerequisite: NUR 524/NUR 525)
This is the second of three clinical courses, preparing the nurse practitioner student for primary care of adolescents, adults and older adults. Students will become proficient in data collection skills used to incorporate strategies for health promotion, disease prevention, and management of acute, episodic and chronic diseases in diverse practice settings. Students will sharpen their clinical decision-making skills and apply current evidence-based findings and practice guidelines to undifferentiated patient presentations through experiences in a variety of practice settings. Psychosocial, ethical, legal, economic, cultural, and political issues will also be emphasized. 6 Credit Hours, 168 Clinical Hours (Prerequisite: NUR 522/523)
This course prepares the advanced practice nurse for provision of comprehensive, quality, and cost effective care for older adults. Theories of aging, physiology of aging, and the economic, socio-cultural, and ethical aspects of aging will be explored. Students will learn to recognize, evaluate and manage clinical syndromes prevalent in the older adult population. Clinical issues unique to frail older adults and atypical presentation of disease states will also be explored. 3 Credit Hours, 56 Clinical Hours (Prerequisite: NUR 554/NUR 555)
This is the first of three clinical courses, preparing the nurse practitioner student for primary care of adolescents, adults, and older adults. Students will begin to use the comprehensive data collection skills learned in previous courses, to incorporate strategies for health promotion, disease prevention, and management of acute episodic, and chronic diseases in diverse practice settings. Students will apply current evidence-based practice guidelines and begin to develop clinical decision-making skills through experiences in a variety of practice settings. Psychosocial, ethical, legal, economic, cultural, and political issues will also be emphasized. 7 Credit Hours, 224 Clinical Hours
The graduate student continues to implement the role of the clinical nurse specialist (CNS) or the role of the nurse educator. Graduate students work with an experienced preceptor in a health care or education setting. Clinical nurse specialist competencies across the three spheres of influence (Patient/Client, Nurses and Nursing Practice, Organization/System) provide a framework for clinical practice and classroom topics. The graduate student in the nurse educator track will be provided the opportunity to apply knowledge from the theoretical courses in teaching and learning theory. Practicum experiences may be in academic nursing education, staff development, or client education. 4 Credits
The graduate student begins to implement the role of the clinical nurse specialist (CNS) or the role of the nurse educator. Graduate students work with an experienced preceptor in a health care or education setting. Clinical nurse specialist competencies across the three spheres of influence (Patient/Client, Nurses and Nursing Practice, Organization/System) provide a framework for CNS clinical practice and classroom topics. The graduate student in the nurse educator track will be provided the opportunity to apply knowledge from the theoretical courses in teaching and learning theory. The NLN Educator Competencies provides a framework for the nurse educator classroom topics and practicum. The nurse educator practicum experiences may be in academic nursing education, staff development, or client education. 4 Credits
This course provides an analysis of theories or measurement and evaluation as they relate to nursing education in schools of nursing and health care agencies. Measurement and evaluation techniques appropriate for classroom and clinical nursing are studied; their strengths and limitations are assessed. Total program evaluation and ethical, legal and social issues are analyzed. 3 Credits
This course introduces the graduate student to the process and elements of curriculum development needed for the role of educator in an academic or advanced practice setting. It examines factors related to content and organization of curricula. Students will design and evaluate a curriculum appropriate for use in either setting. Curriculum frameworks, objectives, and course content essential to health care education will be explored. Legal and ethical issues affecting curriculum development will be discussed. An overview of curriculum philosophies will be presented. 3 Credits
This course prepares advanced practice nurses for agency-based and academic teaching. Concepts related to teaching, learning and the evaluation of learning are addressed and students are provided with a comprehensive framework for planning, implementing and evaluating teaching strategies and associated learning activities in their target setting. Specific topics addressed in this course include the nurse educator role in various settings, controversies and issues related to teaching, learning and evaluation, strategies for accommodating differences among learners, culturally competent teaching and the selection, preparation and use of media and modes appropriate to teaching in nursing. 3 Credits
This course will explore the host of information technology resources that may be employed in a variety of health care settings to improve patient care and healthcare systems. The role of information systems technology in evidenced-based practice, ethical implications for patient care, the role of the advanced practice nurse as a technology leader, and the use of technology for clinical decision-making will be examined. The DNP student will acquire the skills to manage individual and aggregate level information using advanced health information technology systems to generate evidence for practice, and to monitor health outcomes in their specialized area of practice. The role of technology in planning and evaluating new programs and interventions that improve patient outcomes will be emphasized. 3 Credits
York College of Pennsylvania
441 Country Club Road
York, PA 17403-3651
Phone: +1 717-447-5461
Email Us
Applicants must provide official transcripts from all prior educational institutions as well as verification of your RN license.