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Students in the RN to BSN major do not follow a regular course sequence due to the individual credits that have been transferred to York College and the requirements that an individual needs to complete the degree. Students must work closely with their Academic Advisor to establish a degree completion plan. The minimum number of required credits to graduate is 30 nursing credits (see 10 core courses).
Students must also meet the total number of program credits and may need additional courses beyond the core to get to this number. These additional credits can be satisfied from any of the program elective courses.
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.
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 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 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.
The Master of Science in Nursing (MSN) Program prepares nurses to practice as a Family Nurse Practitioner, Psychiatric Mental Health Nurse Practitioner, or Adult Gerontology Primary Care Nurse Practitioner. It builds on undergraduate education through the development of advanced knowledge and expertise, based on the critique and application of theory and research.
The Master of Science in Nursing Program is accredited by the Commission on Collegiate Nursing Education (CCNE) and thus adheres to CCNE standards, which inform curriculum development, course sequencing, and all other program elements.
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 credit hours.
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 credit hours.
This course prepares the graduate nursing student for clinical, management, or education leadership roles in health care through an understanding of research methods and interpretation of associated research findings. Students will develop the skills and knowledge needed to prepare them for scientific evidence appraisal for use in evidence-based nursing practice. Specific content includes a review of the research process (including theoretical frameworks, research designs, statistical analysis, research ethics, and research critiques).
2 credit hours.
This course prepares the graduate nursing student for clinical, management, or education leadership roles in health care through translation of the best scientific evidence into nursing practice. Students will develop the skills and knowledge needed to locate, review, appraise, and synthesize scientific evidence on a chosen topic and recommend practice changes if appropriate. Specific content includes the use of an identified evidence-based practice model, evidence hierarchy, outcomes measurement, rating and synthesizing the strength and quality of scientific evidence, decision-making for practice, and evidence translation/implementation opportunities.
Prerequisite: NUR 506. 2 credit hours.
This course builds upon undergraduate physical assessment content. This course 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 (3 theory hours).
Corequisite: NUR 510. 4 credit hours.
This course is the laboratory component of NUR 509 (1 laboratory hour; 56 lab experience hours).
Corequisite: NUR 509. 0 credit hours.
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 credit hours.
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 credit hours.
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 credit hours.
This program prepares nurses to practice as a Family Nurse Practitioner. It builds on past education through the development of advanced knowledge and expertise, based on the critique and application of theory and research.
The FNP track provides students with a solid theoretical foundation and clinical experiences in a variety of patient care settings. It may be completed as part of a Master of Science (see MSN Core Curriculum) or a Post Master's Certificate.
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 credit hours.
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 experience hours).
Prerequisite: NUR 570. Corequisite: NUR 573. 7 credit hours.
This course is the clinical component of NUR 572. (4 clinical hours; 224 clinical experience hours).
Corequisite: NUR 572. 0 credit hours.
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 experience 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.
York College of Pennsylvania’s Psychiatric Mental Health Nurse Practitioner (PMHNP) curriculum is designed to prepare nurses to specialize in the diagnosis and management of patients with mental health conditions.
The PMHNP track provides students with a solid theoretical foundation and clinical experiences in a variety of patient care settings. It may be completed as part of a Master of Science (see MSN Core Curriculum) or Post Master's Certificate.
Your Program of Study is personalized upon acceptance to York College. Listed below is a suggested progression of courses to fulfill the requirements of this degree program. You will need to work closely with your Academic Advisor from the Graduate Nursing Department to successfully complete this program. This program can be completed in as little as two years, or as many as five years.
The following listed courses must be completed in this order.
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.
Prerequisite: NUR 520. 3 credit hours.
This first psychiatric‐mental health course focuses on the 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 in the delivery of holistic 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 as well as current evidence‐based practice guidelines in the treatment planning of patients with psychiatric‐mental health needs. A comprehensive supervised clinical experience with a preceptor and faculty oversight provides application of theoretical content with an emphasis on diagnostic reasoning skills and clinical management (3 theory hours and 3 clinical hours; 168 clinical experience hours).
Prerequisite: NUR 503, NUR 505, NUR 507, NUR 509, NUR 512, NUR 514, and NUR 560. Corequisite: NUR 563. 6 credit hours.
This course is the clinical component of NUR 562 (3 clinical hours; 168 clinical experience hours).
Corequisite: NUR 562. 0 credit hours.
This is the second of four psychiatric‐mental health courses that prepares the nurse practitioner student for the holistic care of patients. This course builds upon previous coursework to advance students’ knowledge of psychopathology of selected mental health disorders, health promotion, and disease prevention. There is an emphasis on interdisciplinary collaboration and students will integrate and refine analytical skills needed for accurate diagnosis, differential diagnosis and clinical decision making across the lifespan. Goals for this course will focus on the psychosocial, ethical, cultural, economic, legal, and political factors in the management of psychiatric‐mental health needs of patients. A comprehensive supervised clinical experience with a preceptor and faculty oversight provides application of theoretical content with an emphasis on diagnostic reasoning skills and clinical management (3 theory hours and 3 clinical hours; 168 clinical experience hours).
Prerequisite: NUR 562. Corequisite: NUR 565. 6 credit hours.
This course is the clinical component of NUR 564 (3 clinical hours; 168 clinical experience hours).
Corequisite: NUR 564. 0 credit hours.
This third course focuses on therapy and treatment modalities such as psychoanalysis, family therapy and group therapy. Theory content aims to advance students’ knowledge of the psychiatric‐mental health nurse practitioner role to deliver psychotherapy using various modalities while evaluating the effectiveness of treatment. There is an emphasis on professional and ethical comportment in the conduct of psychotherapy and establishing therapeutic relationships. A comprehensive supervised clinical experience with a preceptor and faculty oversight provides application of theoretical content with an emphasis on diagnostic reasoning skills and clinical management (2 theory hours and 3 clinical hours; 168 clinical experience hours).
Prerequisite: NUR 564. Corequisite: NUR 567. 5 credit hours.
This course is the clinical component of NUR 566 (3 clinical hours; 168 clinical experience hours).
Corequisite: NUR 566. 0 credit hours.
This is the final course that focuses on the diagnosis and treatment of psychiatric‐mental health disorders across special and diverse populations. Theory content is delivered in a seminar style format to advance students’ knowledge of the nurse practitioner role in various mental health settings. Students are immersed in a supervised clinical experience with preceptor and faculty oversight that prepares them for the full scope of nurse practitioner practice. There is an emphasis on synthesizing clinical data, utilizing current evidence‐based practice guidelines, and holistic treatment planning across diverse and special populations in the delivery of care (2 theory hours and 5 clinical hours; 280 clinical hours).
Prerequisite: NUR 566. Corequisite: NUR 569. 7 credit hours.
This course is the clinical component of NUR 568 (5 clinical hours; 280 clinical experience hours).
Corequisite: NUR 568. 0 credit hours.
An Adult Gerontology Nurse Practitioner (AGNP) Primary Care is an advanced practice registered nurse (APRN) who provides care in ambulatory and long-term care settings. While focusing on health promotion and disease prevention, AGNPs acquire advanced skills in health assessment, diagnosis, and management of acute and chronic health problems. AGNPs in primary care deliver comprehensive care to young, middle, and older adults in a variety of settings with an emphasis on outpatient care.
The AGNP track provides students with a solid theoretical foundation and clinical experiences in a variety of patient care settings. It may be completed as part of a Master of Science (see MSN Core Curriculum) or a Post Master's Certificate.
Your Program of Study is personalized upon acceptance to York College. Listed below is a suggested progression of courses to fulfill the requirements of this degree program. You will need to work closely with your Academic Advisor from the Graduate Nursing Department to successfully complete this program. This program can be completed in as little as two years, or as many as five years.
The following listed courses must be completed in this order.
This is the first of three diagnosis and management 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, and incorporate strategies for health promotion, population health, and disease prevention. Course emphasis is on the use of current evidence‐based guidelines to diagnose and manage chronic, episodic, and acute diseases. Psychosocial, ethical, legal, economic, cultural, and political issues will be addressed. 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 (3 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 523. 7 credit hours.
This course is the clinical component of NUR 522 (4 clinical hours; 224 clinical experience hours).
Corequisite: NUR 522. 0 credit hours.
This is the second of three diagnosis and management courses, preparing the nurse practitioner student for primary care of adolescents, adults, and older adults. Students will continue to develop proficiency in diagnostic reasoning and management of chronic, episodic, and acute disease using evidence‐based practice guidelines and health promotion strategies. Students will explore issues related to working with families, caregivers, and diverse populations. A comprehensive clinical experience with a preceptor and faculty oversight provides application of theoretical content in a variety of practice settings (3 theory hours and 3 clinical hours; 168 clinical hours).
Prerequisite: NUR 522. Corequisite: NUR 525 and NUR 556. 6 credit hours.
This course is the clinical component of NUR 524 (3 clinical hours; 168 clinical experience hours).
Corequisite: NUR 524. 0 credit hours.
This is the final of three diagnosis and management courses, preparing the nurse practitioner student for primary care of adolescents, adults, and older adults. 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 disease management. Integration of knowledge of multiple health problems and complex clinical syndromes is applied in a comprehensive clinical experience with a preceptor and faculty oversight (1 theory hour and 6 clinical hours; 336 clinical experience hours).
Prerequisite: NUR 524, NUR 525, NUR 556, and NUR 557. Corequisite: NUR 555. 7 credit hours.
This course is the clinical component of NUR 554 (6 clinical hours; 336 clinical experience hours).
Corequisite: NUR 554. 0 credit hours.
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, the economic, sociocultural, and ethical aspects of aging will be explored. Students will use evidence‐based practice guidelines to recognize, evaluate and manage clinical syndromes prevalent in the older adult population. Family role, caregiver issues and community support systems are discussed. Clinical issues unique to frail older adults and atypical presentation of disease states will be explored (2 theory hours and 1 clinical hour; 56 clinical experience hours).
Prerequisite: NUR 522. Corequisite: NUR 524 and NUR 557. 3 credit hours.
This course is the clinical component of NUR 556 (1 clinical hour; 56 clinical experience hours).
Corequisite: NUR 556. 0 credit hours.
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