Catalog of Courses for Graduate Nursing
This course explores telehealth technologies and application to nursing practice. Focus is placed on translating telehealth technologies into practice through learning and utilizing real time video conferencing, home monitoring technologies, and store and forward technologies. Credentialing, reimbursement, regulatory, and policy issues related to implementation are emphasized.
This course examines the historical factors that have created health disparities in the U.S., particularly regarding race. Students analyze how concepts of race and ethnicity have been constructed and utilized in health-related research, practice, and policy; evaluate the impact of the history of racism on the provision of health care; and examine historical examples of health activism to reduce health disparities and advance health equity.
This seminar introduces students to the ethical and legal issues undergirding today's major healthcare issues. Students will engage US case law, ethical theories and public policy to grapple with the impact these issues have on current and future provision of health care.
Designed to enhance the student's ability to describe & analyze ethical concepts foundational to nursing practice; use a variety of ethical decision-making frameworks to analyze ethical dilemmas in practice; & play a leadership role in promoting ethical health care delivery. Emphasizes the unique ethical perspectives of nursing in the complex healthcare arena. Students will be challenged to examine individual & professional values.
Building on the CNL leadership courses, the course focuses on managing the care environment. Students are introduced to the health care system as a laterally integrated environment, with an organizational theory framework. Emphasis is placed on quality improvement, patient centered care, and evidence based practice to facilitate a culture of quality and safety. Students apply informatics in assessing the environment and improving outcomes.
The course emphasizes the role of the Clinical Nurse Leader as a leader, educator, and advocate for safe, cost effective, and quality care. It examines active participation and communication strategies of the clinical nurse leader within the interdisciplinary system. Students develop competency in nursing informatics to monitor and improve organizational and clinical performance.
This course is designed to provide an overview of (1) how health care is financed, organized, and delivered in the U.S., as well as (2) the major policy challenges created by the system's organization, or lack thereof. In drawing from a variety of perspectives-including political science, economics and history-the course surveys the key stakeholders: those who pay for, provide and receive care.
Selected areas of interest are studied under faculty guidance. Prerequisite: Instructor permission.
This course provides the opportunity to offer a new course in Graduate Nursing.
Building on the first quantitative methods course (GNUR 8110), this course focuses on an additional concept of interest when building a program of research to provide more practice with steps in the assessment process of instruments. Revisiting the state of the science & authoritative bodies to support the concept for the chosen population, will provide a more compelling argument for a program of research that will contribute to nursing science.
Individually planned study in nursing specialty, administration, education, or research. Prerequisite: Instructor permission.
This course will cover pathophysiologic processes across the lifespan and explore complex patient cases that are commonly encountered in a variety of practice settings. Healthy body physiology is explored to better understand disease processes. This course serves as the foundation to develop differential diagnoses and comprehensive treatment plans for patients, families and populations. Prereq: graduate standing or instructor permission.
This course reviews, expands, and updates the advanced practice nurse student's knowledge of general pharmacology and therapeutics. This course aims to build on the APRN student's knowledge of pathophysiology and to expand the student's knowledge of drug-based treatments of illness, injury, and disease. The actions and interactions of common pharmaceuticals in advanced clinical nursing practice settings will be covered.
In this course students receive an intensive and comprehensive introduction to the skills of advanced history-taking and physical assessment. Focus is on acquiring, analyzing, and synthesizing health assessment data as a basis for the development of an accurate problem list. Common normal variations & abnormalities of various developmental, cultural & ethnic groups are considered across the lifespan.
This course provides an intensive and comprehensive introduction to the skills of history-taking and advanced neonatal and pediatric physical assessment. A clinical decision-making framework will be applied to help the advance practice student acquire, analyze, and synthesize assessment findings and symptomatology as a basis for the development of differential diagnoses. Prerequisite or corequisite: GNUR 6010.
This seminar is designed to build the knowledge and skills of the APRN student in the use of appropriate pharmacotherapy for the treatment of conditions and diseases relevant to their specialty practice using a systems-based approach. Using a case-based format, students will apply advanced pharmacologic principles and published guidelines to inform clinical therapeutic decision making and to avoid medication related adverse effects.
This course examines the role, advanced competencies, and scope of advanced practice nurses in the context of the statutory, regulatory, and economic milieu of US healthcare. Students evaluate reimbursement structures through the application of evaluation and management coding. Students explore advocacy opportunities to promote optimal outcomes and foster nursing's professional growth and role identity.
This course focuses on the specialized knowledge in nursing including nursing theory, ethical principles, historical perspectives, and aesthetics. Emphasis is placed on relating these dimensions to the student's professional nursing practice. The role of praxis, empirics, ethics, and aesthetics in theory development is studied. The course goal is to prepare practitioners of nursing to interpret current literature of nursing and its application. Prerequisite: Graduate standing or instructor permission.
Focuses on the distribution and determinants of health-related states or conditions in specified populations at local through global levels, and on the application of this study to control health problems. Students are presented with epidemiologic models and methods in order to assess the health of individuals and populations and to prevent or control health conditions, diseases, and injuries. Content emphasizes a local to global perspective and application of methods to improve health care delivery, health policy, human rights, and ultimately, health.
This course is designed to help nurses, particularly those pursing advanced practice, procure, understand and evaluate health-care related research. Particular emphasis is given to helping nurses think critically about the strength, relevance and use of research in every day advanced practice.
This course prepares nurses to lead policy changes to advance population health. All levels of policy making processes are examined, with emphasis placed on how nurses can effect policies to ensure alignment with the Code of Ethics. Students learn practical strategies for engaging in productive discussions about health policy and politics while integrating and synthesizing knowledge about health promotion and disease prevention.
This course is designed to enhance the student's ability to: describe and analyze ethical concepts foundational to nursing practice, utilize decision-making frameworks to analyze ethical dilemmas in nursing practice, and play a leadership role in promoting ethical health care. Course emphasizes the ethical perspective of nursing in the health care arena. Students will examine personal values and analyze diverse perspectives on ethical issues.
The course provides a foundation for seminars; research on cultural issues in health including access and social justice will be explored. Theories and assessment tools related to cultural diversity and competency will be examined. The health care provider as an agent for ensuring sensitivity of differences and equality in health care delivery will be discussed as well as the inclusion of minorities in research and evidence based practice. Prerequisite: Graduate standing or instructor permission.
This learner-centered course offers opportunities to use clinical reasoning skills and evidence-based practice to determine culturally appropriate health promotion & disease prevention services for diverse families across the lifespan. Using case- and team-based learning & reflective writing, concepts of patient & family-centered care, social determinants of health, health literacy, and stages of change theory are incorporated in FNP practice.
This course focuses on clinical data gathering skills, diagnostic reasoning, and clinical problem-solving by exploring the key concepts of clinical judgment and decision-making which are essential for advanced nursing practice. Through case-based learning of index cases, students use critical thinking and clinical judgment to formulate differential diagnoses and identify necessary diagnostic tests for effective management.
This course synthesizes clinical data to differentiate which diagnostic studies, imaging, hemodynamic indices, or procedures are appropriate for formulation of initial working diagnos(es). A case based learning (CBL) approach is used. The CBL format and practicum will facilitate the students' development of data gathering skills, diagnostic reasoning, and clinical decision making in care of acutely and critically ill adolescents and adults.
Explores the biological correlates of psychiatric illnesses and examines neurostructural, neurochemical, psychopharmacologic processes relevant to psychiatric illnesses. Prerequisite: Graduate standing or instructor permission.
Paradigms and models examined include: psychotherapeutic, biopsychosocial, behavioral, stress and coping, health promotion, rehabilitation, self-help theories, and psychiatric mental health nursing theoretical frameworks. Course also includes exploration of selected diagnoses with respect to theoretical perspectives, Prerequisite: Graduate standing or instructor permission.
Provides a foundation for advanced psychiatric nursing practice based on a biopsychosocial model of mental health and illness. Emphasizes those who have moderate to severe impairments in emotional and/or behavioral functioning associated with major mental illness. Prerequisite: Graduate standing or instructor permission.
This course examines guideline-supported evidence for introductory disease management of the acute/critically/chronically ill adolescent and adults including the frail elderly. The course utilizes a case based learning approach for commonly encountered problems. The course examines health promotion and disease prevention management strategies, and approaches to evaluate the outcomes of the planned interventions.
This course examines guideline-supported evidence for advanced disease management of the acute/critically/chronically ill adolescent and adult including the frail elderly. The course reinforces the case based learning approach for commonly encountered problems. The course examines advanced health promotion and disease prevention management strategies, and advanced approaches to evaluate outcomes of interventions.
This course is designed to provide an overview of (1) how health care is financed, organized, and delivered in the U.S., as well as (2) the major policy challenges created by the system's organization, or lack thereof. In drawing from a variety of perspectives-including political science, economics and history-the course surveys the key stakeholders: those who pay for, provide and receive care.
This course will provide an overview of palliative care including the evidence base and historical and ethical perspectives. The 8 domains of the National Consensus Project's Clinical Practice Guidelines for Quality Palliative Care is the structure for the course. Communication, advocacy, and primary and specialist palliative care will be examined in the context of advanced nursing practice.
This course provides the opportunity to offer a new course in Graduate Nursing
This course focuses on 1) disease prevention, health promotion and health maintenance for infants, children, adolescents and their families, 2) nursing and medical management of select childhood illnesses. Prerequisites: GNUR 6010, 6020, 6026.
This course addresses and explores the health, wellness, and disease state of the childbearing woman as it impacts the well-being of the fetus and newborn. The transition of the neonate to extra-uterine life and the implications for assessment, evaluation, and management of common neonatal conditions are discussed. Prerequisites: GNUR 6010, 6020, 6026, 6730
This course explores the disease states of the high-risk neonate and further develops the critical thinking and diagnostic skills of the NNP student. Diagnosis, assessment, and medical management of the high-risk neonate are discussed. Prerequisite: GNUR 6621.
This course explores the disease states of the high-risk neonate and further develops the critical thinking and diagnostic skills of the novice practitioner. Diagnosis, assessment, and medical management of the high-risk neonate are discussed. Prerequisite: GNUR 6622.
This is the initial clinical residency for the NNP student. This course emphasizes the application of didactic knowledge for the provision of care to the high-risk neonate and family. Prerequisites: GNUR 6010, 6020, 6025; corequisite: GNUR 6621.
This course emphasizes the progressive application of didactic knowledge for care to the high-risk neonate with acute conditions. Students continue to develop their assessment and management skills and begin to acquire technical procedural skills under preceptor supervision. Prerequisites: GNUR 6621 and 6624; corequisite GNUR 6622.
This course emphasizes the progressive application of didactic knowledge for the provision of care to the high-risk neonate. Students focus their management on infants with progressively more complex and high-risk conditions and continue to develop their assessment, management, and technical skills in order to function effectively as a novice APRN. Prerequisites: GNUR 6625; corequisite: 6623.
This is a focused clinical residency for the NNP student offered in conjunction with Practicum III. Students have the opportunity to explore the unique dimensions of the NNP role by focusing in depth on a subpopulation of high-risk neonates including but not limited to the extremely low birth weight infant, the surgical neonate, and the complex care infant. Corequisites: GNUR 6623 and GNUR 6626.
Course provides clinical experiences with women & children that build on basic concepts & skills used by nurse practitioners in the delivery of primary health care including health promotion, risk reduction & management of common acute health problems. Direct guidance & supervision are provided by physicians & NPs at the clinical sites under the direction of the faculty. FNP complete GNUR 6640 & 6070; PNP-PC complete GNUR 6620 & GNUR 6651 coreq.
In this course students build on foundational knowledge from previous courses to foster synthesis and application by addressing the diagnosis and management of illness in children. Developing differential diagnoses, diagnostic reasoning, and treatment plan formulation is emphasized. Unique aspects of managing acute and chronic disease across the spectrum of childhood development and in the context of the family is discussed.
In this course students build on foundational knowledge from previous courses to foster synthesis and application by addressing the diagnosis and management of illness in children. Developing differential diagnoses, diagnostic reasoning, and treatment plan formulation is emphasized. Unique aspects of managing acute and chronic disease across the spectrum of childhood development and in the context of the family is discussed.
This course builds foundational APRN skills in assessment, diagnostic reasoning, and evidence-based care. Students begin integrating advanced practice concepts, therapeutic communication, and person-centered strategies while exploring professionalism, interprofessional collaboration, and the impact of social drivers on health.
This course strengthens APRN competencies in assessment, clinical decision-making, and evidence-based management. Students will apply advanced practice knowledge to deliver safe, person-centered care, foster therapeutic relationships, and engage in interprofessional collaboration. Students will demonstrate ethical practice and cultural humility, and actively pursue professional growth.
This course advances APRN practice through critical analysis of assessment data, clinical decisions, and evidence-based interventions. Students cultivate therapeutic relationships and collaborate across disciplines to implement person-centered, high-quality care. Students will demonstrate readiness for the APRN role through reflective practice, clinical judgment, and professional engagement.
This course introduces the application of didactic content covered in prerequisite courses. Students will begin transitioning to the FNP role with an emphasis on honing skills of history taking, physical assessment and patient presentation. Direct guidance and supervision is provided by physicians and nurse practitioners at the clinical sites under the overall direction of the faculty.
GNUR 6640 explores management of common reproductive and sexual health conditions, infections, and disorders of reproductive & post-reproductive aged people in primary care. Additional topics include reproductive physiology, contraception, preconception, & routine antepartum care of low-risk pregnant people as well as social and ethical challenges. Focus is on appropriate differential diagnoses, clinical reasoning, & treatment plan formulation.
This course addresses the foundational diagnosis & management of common illnesses included but not limited to infection, cardiac & pulmonary diseases in the primary care setting. Focus is on appropriate differential diagnoses, clinical reasoning, & treatment plan formulation. Varying presentations across the lifespan will be addressed in a patient-centered approach within the context of family, health beliefs, and social determinants of health.
This course addresses the foundational diagnosis & management of common illnesses included but not limited to dermatologic, GI & MSK diseases in the primary care setting. Focus is on appropriate differential diagnoses, clinical reasoning, & treatment plan formulation. Varying presentations across the lifespan will be addressed in a patient-centered approach within the context of family, health beliefs, and social determinants of health.
This course emphasizes the application of didactic content from all prerequisite courses. Students apply concepts and skills of primary care including health promotion, chronic disease management and acute illness. Students will refine assessment skills and develop management and counseling skills and begin integrating into the FNP role. Direct supervision is provided by physicians, NPs and PAs at clinical sites in collaboration with faculty.
This course provides clinical opportunities for FNP students to synthesize and apply didactic content covered in all pre- and co-requisite courses. Students refine their development of differential diagnoses and determine appropriate management plans as guided by current evidence and standards of care with a focus on the transition to autonomy. Direct supervision is provided by NPs, physicians, and PAs in collaboration with clinical faculty.
This course focuses on the prevention and management of clients' common acute health problems. The role of the nurse practitioner in primary health care is explored. Models of collaboration and referral are critically analyzed. Breakout sessions will be held for specialty groups. Prerequisite: GNUR 6620
The management of chronic illnesses across the lifespan. Health maintenance and rehabilitation issues are addressed. Prerequisite: GNUR 6651 or GNUR 5671.
This course provides clinical experiences for PNP students to synthesize and apply didactic content covered in all pre- and co-requisite courses. Role integration continues. Students refine their development of differential diagnoses & determine appropriate management plans as guided by current evidence & standards of care. Direct supervision is provided by NPs, physicians, & PAs in collaboration with clinical faculty. Prerequisite: GNUR 6653.
In this course students will address the clinically relevant aspects of genetics and human genomics, embryology and developmental physiology. Students will examine clinical correlates to enhance their understanding and application of key concepts in practice.
Individually planned study in nursing specialty, administration, education, or research. Prerequisite: Instructor permission.
In this course, APRN students will be equipped with advanced knowledge and skills in pediatric health and wellness. With the introduction of clinical decision-making, students will learn to integrate assessment, diagnose, and manage common pediatric conditions while promoting developmentally appropriate health and wellness in diverse pediatric populations.
This course provides the opportunity for students to develop basic understanding and skills in psychiatric nursing interventions with patients in inpatient and community care system. Emphasis will be placed on the development of a large repertoire of advanced nursing care strategies and application of these skills to certain patient groups and the patient care environment.
Students will further develop and refine clinical skills of the advanced psychiatric nurse and represents the final clinical experience area of psychiatric mental health nursing in the Master's of Nursing graduate program. The purpose is to focus on specific populations such as the elderly, chronically mentally ill, rural populations, and substance abusers, and to explore nursing strategies and methods of practice specific to the population.
This course builds foundational APRN skills in assessment, diagnostic reasoning, and evidence-based care. Students begin integrating advanced practice concepts, therapeutic communication, and person-centered strategies while exploring professionalism, interprofessional collaboration, and the impact of social drivers on health.
This course strengthens APRN competencies in assessment, clinical decision-making, and evidence-based management. Students will apply advanced practice knowledge to deliver safe, person-centered care, foster therapeutic relationships, and engage in interprofessional collaboration. Students will demonstrate ethical practice and cultural humility, and actively pursue professional growth.
This course advances APRN practice through critical analysis of assessment data, clinical decisions, and evidence-based interventions. Students cultivate therapeutic relationships and collaborate across disciplines to implement person-centered, high-quality care. Students will demonstrate readiness for the APRN role through reflective practice, clinical judgment, and professional engagement.
The CNS I Practicum focuses on the acquisition of expert clinical knowledge in an adult-gerontology acute care specialty population, with care provided to adolescents (if emancipated minors), young adults, older adults, and the frail older adult from wellness to illness across the acute care continuum. This Practicum introduces the CNS core competencies and is foundational to the full implementation of the competencies in CNS Practicum II. Prerequisite: GNUR 6020 and 6310; Co-requisite: GNUR 6315.
This course examines guideline supported-evidence for introductory disease management of the acute/critically/chronically ill adolescent and adults including the frail elderly. The course utilizes a case based learning approach for commonly encountered problems. The course examines health promotion and disease prevention and management strategies, and approaches to evaluate the outcomes of the planned interventions.
This synthesis practicum validates the expert knowledge, clinical skills and practice of the CNS student. The focus is to integrate the key CNS role components of direct care, consultation, systems leadership, collaboration, coaching, ethical decision making, and research. It is in this final practicum that the student's practice will be evaluated according to the CNS core competencies. Prerequisites: GNUR 7311
This experience builds on the first practicum. Students refine knowledge and expertise to provide care for adults with acute and/or chronic illnesses. Students apply guideline-supported evidence for management of the acute/chronically ill adults in the acute care and specialty settings. Management focuses on health promotion, risk reduction and management of critical, acute and chronic health problems. Role integration is emphasized.
This course builds foundational APRN skills in assessment, diagnostic reasoning, and evidence-based care. Students begin integrating advanced practice concepts, therapeutic communication, and person-centered strategies while exploring professionalism, interprofessional collaboration, and the impact of social drivers on health.
This course builds foundational APRN skills in assessment, diagnostic reasoning, and evidence-based care. Students begin integrating advanced practice concepts, therapeutic communication, and person-centered strategies while exploring professionalism, interprofessional collaboration, and the impact of social drivers on health.
This course strengthens APRN competencies in assessment, clinical decision-making, and evidence-based management. Students will apply advanced practice knowledge to deliver safe, person-centered care, foster therapeutic relationships, and engage in interprofessional collaboration. Students will demonstrate ethical practice and cultural humility, and actively pursue professional growth.
This course strengthens APRN competencies in assessment, clinical decision-making, and evidence-based management. Students will apply advanced practice knowledge to deliver safe, person-centered care, foster therapeutic relationships, and engage in interprofessional collaboration. Students will demonstrate ethical practice and cultural humility, and actively pursue professional growth.
This course advances APRN practice through critical analysis of assessment data, clinical decisions, and evidence-based interventions. Students cultivate therapeutic relationships and collaborate across disciplines to implement person-centered, high-quality care. Students will demonstrate readiness for the APRN role through reflective practice, clinical judgment, and professional engagement.
This course advances APRN practice through critical analysis of assessment data, clinical decisions, and evidence-based interventions. Students cultivate therapeutic relationships and collaborate across disciplines to implement person-centered, high-quality care. Students will demonstrate readiness for the APRN role through reflective practice, clinical judgment, and professional engagement.
This course builds foundational APRN skills in assessment, diagnostic reasoning, and evidence-based care. Students begin integrating advanced practice concepts, therapeutic communication, and person-centered strategies while exploring professionalism, interprofessional collaboration, and the impact of social drivers on health.
This course strengthens APRN competencies in assessment, clinical decision-making, and evidence-based management. Students will apply advanced practice knowledge to deliver safe, person-centered care, foster therapeutic relationships, and engage in interprofessional collaboration. Students will demonstrate ethical practice and cultural humility, and actively pursue professional growth.
This course advances APRN practice through critical analysis of assessment data, clinical decisions, and evidence-based interventions. Students cultivate therapeutic relationships and collaborate across disciplines to implement person-centered, high-quality care. Students will demonstrate readiness for the APRN role through reflective practice, clinical judgment, and professional engagement.
Independent practicum to be established in selected areas. Prerequisite: Instructor permission.
Learners build knowledge and competency for the nurse educator in the classroom and clinical setting. Learners apply evidence-based teaching and learning principles. Learner needs assessment, active learning, use of technology, and student feedback and evaluation are explored. The focus is on the acquisition of practical knowledge and skills to begin teaching in a college of nursing or clinical setting. Prerequisite: Graduate student or RNs with at least a BSN with permission of the instructor.
This course builds on Nurse Educator Seminar I and emphasizes evidence-based curriculum design and evaluation, integration of technology in nursing education, and student success strategies. Students examine local to global issues and trends impacting nursing education. Educational scholarship is highlighted. Prerequisite: Graduate student or RNs with at least a BSN with permission of the instructor.
This course offers advanced understanding of methods of testing effectiveness of nursing interventions. Research ethics are integrated in the course. Students examine research designs in terms of validity for assessing effectiveness of nursing interventions. The concept of statistical power is introduced, as students learn how to estimate and increase it via research design, sampling and sample size, measurement, and construct validity. Prereq:GNUR 8139 & coreq GNUR 8140, or instructor permission.
Intro to the principles & methods of qualitative research. The philosophical underpinnings that underlie qualitative approaches from naturalistic, interpretive & critical paradigms will be presented, as well as strategies for sampling, data collection, data analysis, & ensuring rigor and ethics in the process of qualitative research. Students will explore qualitative research questions of interest & appropriate study designs to answer them. Prereq: GNUR 8220 or instructor permission.
Introduces data analysis for nursing research. Descriptive and inferential statistics are treated with attention to the application and choice of particular statistical tests. Emphasizes statistical problems and issues relevant to nursing research. Prerequisite: Master's-level nursing research course.
Applies statistical analysis models and procedures to nursing and health research. Focuses on simple and multiple regression, statistical power analysis, analysis of variance models, and quantitative research synthesis, stressing the application and choice of particular statistical models and procedures. Emphasizes statistical problems and issues relevant to nursing research. Prerequisite: GNUR 8130 or instructor permission.
Mixed methods research is the systematic integration of quantitative and qualitative research methods to answer a research question. In this course we focus on the use of mixed methods in social and behavioral research, providing students with an introduction to mixed methods that can serve as a platform for future research. Pre-req: Introductory quantitative and qualitative methodology courses, an equivalent, or instructor permission
This course prepares the student with the knowledge and skills to explore and interpret healthcare data. The student learns to conduct data analyses of complex practices and organizational issues that shape healthcare. During the course, the student will analyze, interpret, and report data to influence change.
Students will become familiar with the conventions of the various forms of scientific writing for nursing research, inc. writing for dissemination of knowledge to lay consumers. Will identify topical areas for their research and synthesize the literature relevant to their identified research topic and/or specific research questions. Will examine the ways that race, gender, class, disability and other identities manifest in their area of interest.
This course explores the philosophical issues underpinning scientific knowledge in nursing. Ontological and epistemological implications for the development of nursing knowledge will be explored. In the processes of analyzing and synthesizing, students will move through nursing's meta-paradigm to the major conceptual models and theories in nursing.
Broadens, and then refines through historical analysis, the student's view and understanding of the current health care system. Explores the role that historical inquiry and analysis play in understanding the evolution and status of the health care system; the development of health professions (nursing and medicine) and institutions (hospitals and public health services); and the interplay of intellectual, social, economic, and political events that shaped the current health system. Prerequisite: Doctoral standing or instructor permission.
This course builds upon master's level advanced nursing practice competencies by introducing the DNP student to expert doctoral nursing practice, AACN DNP Essentials, DNP-APRN Competencies, reflective practice, practice inquiry and scholarship. Introduction to Evidence-Based Practice, Quality Improvement frameworks and socialization to doctoral nursing practice is initiated. A foundation for DNP practicum self-assessments is introduced.
This course extends basic biostatistics competencies with a goal to provide a working knowledge of common descriptive and inferential statistics used in evidence-based practice. An applied approach is taken utilizing a statistical software. Accurate interpretation and reporting and critical evaluation of statistical evidence in relation to the study design are emphasized. Prerequisite: Master's-level nursing research course.
Second course in a three-seminar sequence that builds upon master's level advanced and interprofessional nursing practice by using design thinking and implementation science as a foundation for scholarly project proposal planning and approval. Advanced nursing practice socialization continues with focus on interprofessional relationships.
Third course in a three-seminar sequence that builds upon master's level advanced nursing practice competencies by introducing the DNP student to concepts of project evaluation and dissemination to support scholarly practice. This course is the culmination of the DNP curriculum and distinguishes the doctoral prepared student to lead in interprofessional practice.
The focus of this course is on the mechanics of grant writing and to provide the student a foundation for the art and science of grant seeking. Faculty will offer a hands-on practical approach to grant writing, including the development of a grant and the peer review process. Prereqs: GNUR 8110, GNUR 8120, and GNUR 8230, or instructor permission
This course focuses on ethical issues arising in research with human and vertebrate non-human research subjects, in the laboratory, community, and clinical environment. It examines basic policies governing research, with a special emphasis on moral issues such as informed consent, the inclusion of vulnerable and complex populations, and community research. It also includes the responsible conduct of research.
Students will conduct an Institutional Review Board-approved qualitative pilot study to gain experience in data collection, analysis & interpretation. The analytic approaches of contemporary forms of qualitative description, ethnography & grounded theory will be compared & contrasted in practical application. Issues of trustworthiness, credibility & rigor will be examined using students' research. Prereqs: GNUR 8120 & 8440 or instructor consent.
This course provides the opportunity to offer a new course in Graduate Nursing.
This course develops organizational & systems leadership capabilities for quality improvement in healthcare settings. Students examine conceptual approaches to advancing quality and safety, analyze outcome data related to these domains, & articulate evidence-based strategies for system-wide improvement. They also explore potential evaluation methods to assess the impact of proposed changes. Throughout the course, students explore various frameworks that influence organizational decision making.
This doctoral-level seminar course is designed to enhance the student's ability to describe and analyze ethical concepts foundational to nursing practice and utilize a variety of ethical decision-making frameworks to address ethical dilemmas arising from increasingly complex care, use of technology, consequences of policy interventions, and global health issues. Students will be challenged to examine individual and professional values, as well as critically analyze diverse perspectives on various ethical issues. The course emphasizes the DNP's leadership role in promoting ethical care delivery at all levels of care, from individual to system. Prerequisite: Graduate standing or instructor permission.
Learners develop leadership in ethical decision-making through the exploration of ethical theories, frameworks, and leadership skills to tackle real-world dilemmas like interprofessional conflict and resilience. Using the moral community model, students evaluate policies and analyze diverse perspectives, social justice, and structural racism in health care to build strong team dynamics and thrive in complex, interprofessional environments.
This course introduces the use of information technology for managing patient care and healthcare systems. Explores the nature and functions of healthcare informatics, the current state of the science, and its applications. Emphasis on use of information technology as a methodology for analysis of evidence in clinical decision-making and research. Students will research the development and implementation of information technology to evaluate outcomes.
In this course, students are introduced to the principles and processes of evidence-based practice, focusing on identifying the best evidence, forming clinical questions, conducting systematic reviews, and critically evaluating literature. Students will be guided in developing a DNP project proposal based on evidence, including data extraction, synthesis, and assessment of evidence levels for clinical interventions.
This course provides foundational knowledge so the DNP student will be a resilient leader in the translation of evidence into practice and in driving quality improvement in complex systems. Leadership and change theory, and data driven decision making will be integrated with self-leadership, resiliency, communication skills, and advocacy as the foundation for leadership in the practice setting. Data based resource management will be emphasized.
In this course students analyze, synthesize and evaluate best practices in optimizing population health. Scientific evidence is analyzed through health disparities, cultural sensitivities and vulnerable populations, using epidemiology. Advances are explored through clinical prevention, health promotion and disease management, as well as behavior change theories. Factors that influence improved health and foster inclusive care are examined.
Prerequisite: Doctoral standing or instructor permission.
This elective course provides students with the opportunity to obtain practical experience in classroom and clinical teaching settings under the guidance of an experienced nurse educator. Students will apply selected teaching strategies and methods and become involved in all aspects of course planning, organization and delivery. Prerequisite: GNUR 8005.
Independent Study in Nursing
Credit taken concurrentlyw ith master's coursework as approved by the faculty.
PhD students register for 1-4 credits of mentored study with a faculty member. The mentored study develops a topic through in-depth literature review. The final project is a manuscript ready to be submitted for publication in a professional journal. If agreeable with the dissertation committee, this publication could be included as one of the dissertation manuscripts for students selecting the manuscript option.
Advanced level individual study of self-selected topics under the guidance and supervision of a faculty member. Prerequisite: Instructor permission.
This course prepares APRNs to lead health policy changes and address financial implications. Advocacy for population health is examined. Implications of health policy on finances within a classic supply & demand model are explored in an imperfect competitive market. Understanding the interplay among practice changes, health policy and economics, APRNs are prepared to advocate for quality care with attention to equity and overcoming disparities.
This course prepares students to identify, develop, and lead a practice change project. Practice inquiry, systems thinking, project management, and change principles are introduced. Interprofessional collaboration and team leadership is emphasized. During this course, students finalize and present their scholarly practice change project proposal.
This course provides PhD students with the opportunity to develop and refine research skills by participating in mentored research activities with research faculty supervision. Students should plan on devoting 4 hours a week for each 9110 credit enrolled each semester. Students must register for a minimum of 4 credits of GNUR 9110 over the duration of their PhD program of study. Prerequisite: permission of instructor and advisor.
DNP practicum supports the DNP students' transition to expert doctoral nursing practice and students' achievement of AACN level 2 Essentials. Students are expected to advance to a higher level of practice expertise and demonstrate leadership competency in practice and scholarship. Prerequisites: DNP program standing and permission of DNP Faculty Advisor
This course is the third of three practica in which students will complete a minimum of 56 practice hours as they continue to build upon advanced nursing competencies to expand knowledge for expert nursing practice. Students are expected to enhance clinical reasoning, practice and/or systems management skills in their specialty practice area. In DNP Practicum III, students evaluate and disseminate their scholarly practice project.
This course builds on evidence-based practice, quality improvement, design thinking, and implementation science as foundational for doctoral nursing practice and scholarly project implementation. Project execution focuses on interprofessional relationship-building, project management and ethical project enactment. Outcomes include leadership within a complex interprofessional setting that results in the completion of a practice change project. Prerequisite: GNUR 9027.
This course introduces concepts of project evaluation and dissemination to inform practice, advance health care and support scholarship. Doctoral project findings are responsibly analyzed and distinctly translated to evaluate outcomes of intentional practice change. Outcomes include synthesis of practice scholarship and application of advanced communication skills within diverse audiences using a multi-level dissemination plan. Prerequisites: GNUR 9027 and GNUR 9710.
The purpose of this course is to provide support to ensure adequate progress and professional development for PhD students who have successfully completed their comprehensive exams.
The DNP program culminates in the successful completion of a scholarly project, which is designed by the student in collaboration with a 3-member committee that includes a chair, a faculty member and a clinical expert . Prerequisite: DNP standing
Students register for GNUR 9997 until DNP Scholarly Practice Project is complete.
Students register for GNUR 9998 concurrently with course work until the dissertation proposal is successfully defended. Credits from non-topical research are not counted in the total program hours of credit. Prerequisite: Permission of faculty advisor.
A culminating experience that requires the student to plan and implement a research study of significance. Prerequisite: Permission of dissertation chair.