€¦ · Web viewA.Bulletin Description: NU 541 Advanced Health Assessment – 3 credits (2 hours theory and 4 laboratory hours/week) Prerequisites: Admission to the graduate nursing

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A. Bulletin Description:

NU 541 Advanced Health Assessment – 3 credits (2 hours theory and 4 laboratory hours/week)

Prerequisites: Admission to the graduate nursing program or consent of the instructor. This is a required course.

Grades for all activities will be based on a percentage scale which gives a letter grade (A-F).

B. Rationale:

Advanced health/physical assessment includes the comprehensive history, physical, and psychological assessment of signs and symptoms, pathophysiologic changes, and psychosocial variations of the patient (individual, family, or community). This comprehensive assessment course is designed to assist students in developing advanced health/physical assessment skills in order to determine appropriate and effective health care including health promotion strategies.

C. Course Number: NU 541 entry level course for graduate nursing majors (see Appendices D and E for rationale for course numbering and sequencing).

D. Course Credits: 3 credit hours (2 hours theory and 4 laboratory hours/week)

E. Course Objectives:At the completion of the course, the student will be able to:1. Demonstrate sound critical thinking and clinical decision making.2. Develop a comprehensive database, including complete functional assessment, health history, physical examination, and appropriate diagnostic testing.3. Perform a risk assessment of the patient including the assessment of lifestyle and other risk factors.4. Identify signs and symptoms of common emotional illnesses.5. Perform basic laboratory tests and interpret other laboratory and diagnostic data.6. Relate assessment findings to underlying pathology or physiologic changes.7. Establish a differential diagnosis based on assessment data.8. Develop an effective and appropriate plan of care for the patient that takes into consideration life circumstance and cultural, ethnic, and developmental variations.

Course Outline: 1. The history and interviewing process

2. Cultural awareness3. Examination techniques and equipment4. Putting it all together5. Taking the next steps, critical thinking6. Recording information7. Radiography: Computed tomography, magnetic resonance imaging, ultrasonography8. Integumentary system9. Lymphatic system

10. Skin, hair, and nails 11. Thorax

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12. Chest and lungs 13. Cardiovascular system 14. Heart and blood vessels 15. Breasts and axillae 16. Mammography 17. EKG: The basics, arrhythmias, conduction block 18. Abdomen 19. Pelvis and perineum 20. Female genitalia 21. Male genitalia 22. Anus, rectum, and prostate 23. EKG: Hypertrophy, enlargement of heart, pre-excitation syndrome 24. Facias, facial compartments, bursae and potential spaces 25. Musculoskeletal system 26. Head and Neck 27. Summary of cranial nerves 28. Ear, nose, and throat 29. History and physical assessment of the pregnant woman 30. Nervous system 31. Brain and mental status 32. EKG: Mycocardial ischemia and infarction 33. History and physical assessment of infants and children

Evaluation Methods: Students will be evaluated using periodic examinations, written case studies, and standardized patients.

F. Staffing: No additional staffing required (See appendix B for a list of faculty who have competencies to teach this course and appendix C for faculty staffing requirements).

G. Equipment/Supplies: No additional equipment or supplies required.

H. Library and Required Reading:Library holdings are adequate.

I. Costs: Costs are expected to stay within the current budget.

J. Effects on other Departments: No effect on other departments.

K. Deletion of Courses: No course has been deleted.

L. Sample Textbook(s):1. Seidel, H. M., Bell, J., Dains, J. E., & Flynn, J. A. (2010). Mosby’s Physical Examination

Video Series, Version Two. Saunders Elsevier2. Seidel, H. M. (2010). Mosby’s Guide to Physical Examination. (6th ed.). Saunders Elsevier3. Ferri, F. F. (2011). Ferri’s Differential Diagnosis: A Practical Guide to the Differential

Diagnoses of Symptoms, Signs, and Clinical Disorders. (2nd ed.). Mosby Elsevier

M. Implementation Date: Summer 2016

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A. Bulletin Description:NU 552 Advanced Pathophysiology (Theory) 3 credits.



The focus of this course is the application of advanced pathophysiologic concepts for frequently encountered conditions in clinical practice. It provides an in-depth analysis of epidemiology, risk factors, etiology, pathophysiology, clinical manifestations, and laboratory tests for selected acute and chronic illnesses across the life span. This is not an introductory course. It is expected that students already have a basic understanding of anatomy, physiology, pathophysiology, physical assessment, laboratory testing, and pharmacology.

B. Rationale:

The advanced practice nurse should possess a well-grounded understanding of normal physiologic and pathologic mechanisms of disease that serves as one primary component of the foundation for clinical assessment, decision making, and management. This course assists students in gaining an understanding of the differences between normal physiology and pathophysiologic conditions in order to interpret changes in normal function that result in symptoms of illness.


D. Course Credits: 3 credit hours.

E. Course Objectives:At the completion of the course, the student will be able to:

1. Compare and contrast physiologic changes over the life span.2. Analyze the relationship between normal physiology and pathological phenomena produced by altered states across the life span.3. Synthesize and apply current research-based knowledge regarding pathological changes in selected disease states.4. Describe the developmental physiology, normal etiology, pathogenesis, and clinical manifestations of commonly found/seen altered health states.5. Analyze physiologic responses to illness and treatment modalities, incorporating diverse and culturally sensitive approaches.

Course Outline:1. Genes and genetic disease2. Genes, environment, lifestyle, and common diseases3. Nonspecific/Innate immunity4. Specific/acquired immunity5. Alterations in immunity and inflammation6. Alterations in pulmonary function

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Fluid and electrolyte Acid-base disorders7. Structure and function of the musculoskeletal system Musculoskeletal disorders8. Structure and function of the reproductive system Female reproductive disorders Male reproductive disorders9. Structure and function of the digestive system GI disorders

10. Structure and function of the cardiovascular and lymphatic systems Cardiovascular alterations 11. Mechanisms of hormonal regulation Endocrine disorders 12. Psychiatric disorders 13. Structure and function of the neurologic system Central nervous system disorders 14. Structure and function of the renal and urologic systems Kidney and bladder disorders 15. Accessory organs of digestion 16. Structure and function of hematologic system Alterations in erythrocyte function

Evaluation Methods: Students will be evaluated using periodic examinations and a cumulative final examination.



H. Library and Required Reading: Library holdings are adequate.




L. Sample Textbook(s): McCance & Huether, S. E. (2009). Pathophysiology: The Biological Basis for Disease in Adults and Children. (6th ed.). Mosby Elsevier

M. Implementation Date: Fall 2016

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NU 554 Advanced Pharmacology (Theory) 3 credits.



This course is designed to provide the graduate nursing student with the knowledge and skills to select drug therapy for patients throughout the lifespan based on efficacy, safety, and cost for the management of select illnesses. The course also provides information about state legal requirements for advanced practice nurse prescriptive authority.

B. Rationale:

The focus of this course is to provide the graduate nursing student with a well-grounded understanding of basic pharmacologic principles so that the graduate is adequately prepared to manage common health problems in a safe, high quality, cost-effective manner. The core content includes both the pharmacotherapeutics and pharmacokinetics associated with broad categories of pharmacologic agents.

C. Course Number: NU 554 entry level course for graduate nursing majors (see Appendices D and

E for rationale for course numbering and sequencing).


E. Course Objectives:At the completion of the course, the student will be able to:1. Examine principles of pharmacotherapy in infants/children, pregnancy/lactation, adults and

the elderly as a basis for high levels of nursing practice. 2. Select drug therapy based on efficacy, safety, and cost for the management of selected

illnesses and to implement the best evidence for practice.3. Review characteristics of drugs, including mechanisms of action, dosing, side effects, drug

interactions, etc. that play a role in the choice of drugs for select disease states.4. Examine the use of complementary and alternative therapies for safety, efficacy, and

potential interactions.5. Analyzes state legal requirements for advanced practice nurse prescriptive authority.6. Demonstrate advanced levels of clinical judgment when evaluating the effects of drug

therapy to improve patient outcomes.

Course Outline:1. Fundamentals of pharmacotherapeutics2. Infectious disease pharmacology3. Respiratory4. Musculoskeletal5. Women’s and men’s health/genitourinary6. Gastrointestinal disorders

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7. Cardiovascular #18. Cardiovascular #29. Endocrine

10. Psychiatric 11. Central Nervous system 12. Pain management 13. Psychosocial disorders 14. Dietary supplements

Evaluation Methods: Students will be evaluated using periodic examinations and a cumulative final examination.







L. Sample Textbook(s): 1. Arcangelo, V. P., & Peterson. (2005). Pharmocotherapeutics for Advanced Practice: A

Practical Approach. (2nd ed.). Lippincott Williams & Wilkins.

M. Implementation Date: Winter 2017

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NU 612 Statistics for Health Care Professionals (Theory) 4 credits.



This course is designed to develop the statistical skills required of the graduate level nursing student to understand, undertake, and evaluate health related research and patient care information systems. A combination of didactic, class presentations and class exercises will be utilized to develop these skills.

B. Rationale:

Advanced practice nurses, in addition to being knowledgeable and skilled in the clinical aspects of the profession, must utilize research to expand their practice. This requires the ability to obtain, describe, and interpret data through statistics for the purpose of answering research questions and testing hypotheses. This course is unique in comparison to other graduate level statistics courses because it provides an understanding of statistics that is used to critique heath care related research and patient care information systems.



E. Course Objectives:At the completion of the course, the student will demonstrate knowledge of statistical skills and data analysis by:1. Identifying correct statistical techniques for research questions and hypotheses2. Analyzing environmental and biostatistical data related to individual, aggregate,

and population health. 3. Correctly running data using advanced level statistical software such as PASW (SPSS).4. Correctly critiquing statistical findings from published research and health policy proposals to

determine the best evidence for practice5. Accurately analyzing data and communicating the results of data analysis effectively 6. Integrating nursing science with knowledge from the analytical sciences to improve nursing practice, health care and health care delivery 7. Using statistics and information technology in the design, use, and evaluation of patient care information systems. 8. Serving as a patient advocate by developing and evaluating innovative ways to improve patient information systems that are based on concepts of social justice, equity, and the ethical treatment of individuals, aggregates, and populations.

Course Outline:1. Organizing and displaying data

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2. Tables and charts3. Univariate and descriptive statistics4. Statistical inference5. Reliability6. Nonparametric tests7. t-Tests8. ANOVA9. Correlation

10. Critical appraisal of research 11. Patient care delivery models 12. Patient care technology

Evaluation Methods: Students will be evaluated through examinations, written assignments, individual presentations, and a scholarly paper.







L. Sample Textbook(s): 1. Veney, J.E., Kros, J. F., & Rosenthal. (2009). Statistics for Health Care

Professionals (Public Health, Epidemiology, and Biostatistics). (2nd ed.). Jossey-Bass: CA.

2. Devettere. R. J. (2009). Practical Decision Making in Health Care Ethics: Cases and Concepts. (3rd ed.). Georgetown University Press.

3. Grace, P. (2008). Nursing Ethics and Professional Responsibility in Advanced Practice. Jones and Bartlett.


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NU 710 Research Utilization (Theory) 3 credits



The focus of this course is to provide the knowledge and skills to generate evidence-based knowledge using scientific inquiry to improve outcomes in patient care. The components of the research process are explored, culminating in the dissemination of research and evidence based materials to healthcare professionals. A clinical project proposal will be developed to address gaps in healthcare and to improve access to healthcare in rural settings.

B. Rationale:

This course focuses on research methods that include an analysis of selected research designs for the generation of nursing knowledge, critical appraisal of existing literature and other evidence to determine the best evidence for practice, and the development of a clinical project proposal.



E. Course Objectives:At the completion of the course, the student will be able to:1. Analyze the scientific method for the purpose of testing nursing theory and generating nursing

knowledge. 2. Evaluate the use of scientific inquiry in nursing practice, education, and research for the purpose of enhancing health care delivery through evidence-based practice.3. Compare, contrast, and evaluate the nature, strengths, and weaknesses of various selected research designs to implement the best evidence for practice. 4. Critically appraise consumer health information sources in terms of accuracy and commonly recognized, appropriate, scientific standards.5. Demonstrate leadership by disseminating findings from evidence based practice and research to healthcare providers as a means to educate others and improve practice and the practice environment.6. Identify gaps in care in rural settings and design an original clinical project proposal relating to an aspect of health promotion/disease prevention to improve health status/access patterns.

Course Outline:1. Introduction

1a. Research and evidence-based practice in nursing1b. Scientific method1c. Issues associated with healthcare in rural settings

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2. Quantitative and qualitative research3. Research problems4. Review of literature5. Conceptual frameworks6. Objectives, questions, and hypotheses7. Sampling8. Research designs

9. Measurement 10. Data collection 11. Statistics 12. Interpreting outcomes 13. Ethics 14. Critical appraisal of research and health information sources 15. Dissemination of research and evidence based materials 16. Funding Sources

Evaluation Methods: Students will be evaluated through examinations, individual and group presentations, and a scholarly paper.







L. Sample Textbook(s):

1. Burns, N. and Grove, S.K. (2009). The Practice of Nursing Research:

Appraisal, Synthesis, and Generation of Evidence. (6th ed.). Saunders Elsevier

2. Devettere. R. J. (2009). Practical Decision Making in Health Care Ethics: Cases and

Concepts. (3rd ed.). Georgetown University Press.

3. Grace, P. (2008). Nursing Ethics and Professional Responsibility in Advanced Practice. Jones

and Bartlett.

4. Wagner, K. A., Lee, F. W., & Glaser, J. P. (2009). HealthCare Information Systems: A

Practical Approach for Health Care Management. Jossey-Bass.

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NU 726 Epidemiology (Theory) 3 credits.



This course introduces concepts of epidemiology and biostatistics as applied to public health problems. Basic principles of epidemiology will be emphasized so that students will have the knowledge and skills to critically analyze and evaluate public health documents.

B. Rationale:

This course offers an introduction to epidemiology for graduate nursing students with a primary focus on the principles and methods of epidemiologic investigation, data displays, and the use of statistical approaches to describe population health.



E. Course Objectives:At the completion of the course, the student will be able to:1. Analyze basic terminology and epidemiologic data related to individual, aggregate, and

population health.2. Compute basic descriptive statistics and explore data analytic methods.3. Evaluate morbidity and mortality using ratios, proportions, and rates.4. Perform direct and indirect methods of adjustment of overall rates.5. Calculate sensitivity, specificity, and predictive values.6. Evaluate key sources of data for epidemiologic purposes7. Describe a public health problem in terms of magnitude, person, time, and place and develop a

proposal that could be presented to policy makers. 8. Use information technology to evaluate the strengths and limitations of epidemiologic reports.9. Draw appropriate inferences from epidemiologic data and use that information to generate

evidence-based interventions. 10. Integrate nursing science with epidemiology to improve the nature of health and health care delivery.

Course Outline:1. Epidemiologic/science of nursing and public health2. Descriptive epidemiology: person, place, time3. Sources of data for epidemiology4. Classification of disease (certification of cause of death)5. Measures of disease frequency (rates, ratios, proportions)

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6. Rate adjustment (direct and indirect methods)7. Investigation of infectious disease outbreaks8. Study designs in epidemiology9. Measures of association (relative risk, relative odds, attributable risk)

10. Bias and confounding in epidemiologic research 11. Screening in disease detection (sensitivity, specificity, predictive value) 12. Information technology and epidemiologic reports 13. Public health issues, policy, and proposal development

Evaluation Methods: Students will be evaluated through written assignments, individual presentations, and a scholarly paper.







L. Sample Textbook(s): 1. Oleske, D. M. (2009). Epidemiology and the Delivery of Health Care

Services: Methods and Applications. (2nd ed.). Springer.2. Wagner, K. A., Lee, F. W., & Glaser, J. P. (2009). HealthCare Information Systems: A

Practical Approach for Health Care Management. Jossey-Bass.3. Tseng, Streltzer, J. (2010). Cultural Competence in Health Care: A Guide for Professionals Springer.


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NU 742 Primary Care Management-1 (3 credits).



The focus of the course is assessment and management of acute illness across the life span within the context of rural families/individuals across the lifespan. The course provides an in-depth analysis of selected acute illnesses using a problem-based format.

B. Rationale:

This course focuses on providing graduate nursing students with the knowledge and skills to demonstrate advanced levels of clinical judgment in designing, implementing, and evaluating evidence based care to improve patient outcomes. The focus is on acute illness across the life span with an emphasis on incorporating diverse and culturally sensitive approaches.




1. Communicate effectively, orally and in writing with peers and instructor.2. Independently analyze and interpret history/assessment data to formulate accurate diagnoses

for acute illnesses across the life span.3. Design, implement, and evaluate culturally sensitive, health promotion/disease prevention

interventions using evidenced based standards and practice guidelines.4. Apply knowledge of pathophysiology, genetics, epidemiology, pharmacology, and

information technology into the management plan.5. Implement the various role dimensions of the advanced practice nurse with a population

focus of families/individuals across the lifespan.6. Uses critical and reflective thinking to independently and collaboratively evaluate peers, and

personal and professional achievements/ limitations.7. Utilize research and science-based concepts to enhance, alleviate, and ameliorate health and

health care delivery phenomena.8. Utilize new knowledge from research to improve quality in clinical practice and the practice

environment.9. Function as a leader, inter-professional collaborator, and advocate for positive change in

healthcare, social justice, equity, and ethical treatment of patients, families, and populations.

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10. Assess and manage risks to patients, populations, and health care systems in rural settings.

Course Outline:1. Assessment and clinical decision making2. Designing, implementing, and evaluating culturally sensitive, health promotion/disease prevention strategies 2. Evaluation and management of skin disorders3. Rash #1: Infectious diseases (viral)4. Fifth Disease (Erythema Infectiosum)5. Roseola (Exanthum Subitum)6. Rubella (German Measles)7. Rubeola (Measles)8. Varicella (Chickenpox)9. Pityriasis Rosea10. Rash #2: Eczema/Dermatitis11. Atopic dermatitis12. Contact Dermatitis (Irritant/Allergic)13. Dyshidrotic Eczema (Pompholyx)14. Seborrheic Dermatitis15. Rash #3: Bacterial Infections16. Impetigo/Ecthyma17. Cellulitis/Erysipelas18. Folliculitis/furuncles/carbuncles19. Rash #4: Fungal/yeast infections20. Candidiasis21. Dermatophyte infection22. Tinea Versicolor23. Evaluation and management of eye disorders24. The red eye and eyelid25. Blepharitis26. Chalazion27. Hordeolum/Stye28. Conjuctiva: Conjunctivitis, subconjunctival hemorrhage29. Subconjunctival hemorrhage30. Cornea: Corneal abrasion, ocular foreign body31. Evaluation and management of nose/sinuses32. Nasal symptoms and sinus congestion33. Evaluation and management of pharynx34. Pharyngitis35. Evaluation and management of respiratory system36. Evaluation and management of headache37. Evaluation and management of STD38. Evaluation and management of GI disorders 39. Evaluation and management of GU disorders: Urinary problems40. Evaluation and management of vaginal discharge and itching41. Evaluation and management of musculoskeletal disorders: Knee pain42. Evaluation and management of musculoskeletal disorders: Back pain43. Red flags for potentially serious conditions44. Spinal fracture45. Spinal infection

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46. Spinal tumor47. Cauda Equina syndrome48. Acute abdominal aneurysm

Evaluation Methods: Students will be evaluated through problem based learning (PBL) case studies, group presentations, assigned readings, and quizzes.








REQUIRED TEXTBOOKS / COURSE MATERIAL FOR NU 742 AND 743Family Practice Uphold, C. R. & Graham, M. V. (2003). Clinical Guidelines in Family Practice.

Gainesville, Fla: Barmarrae Books, Inc.Differential Dx Goolsby, J. J. & Grubbs, L. (2006). Advanced Assessment: Interpreting Findings and

Formulating Differential Diagnoses. Philadelphia: F.A. Davis.*Drug Books Gilbert, D., Moellering, R. C., & Sande, M. A. (2010). The Sanford Guide to

Antimicrobial Therapy Tarascon Pocket Pharmacopoeia (2010).

*Lab Book Fischbach, F. (2008). A Manual of Lab and Diagnostic Tests. Philadelphia: Lippincott.STD Center for Disease Control (2006). STD Treatment Guidelines 2006.

http://www.cdc.gov/std/treatment/Pap Smear American Society for Colposcopy and Cervical Pathology (2006). Algorithms from

the Consensus Guidelines for the Management of Women with Cervical Cytological Abnormalities. Available at: http://www.asccp.org/consensus.shtml

Physical ExamPractical Guide to Clinical Medicine (A comprehensive physical examination and clinical education site for medical students and other health care professionals). Available at: http://meded.ucsd.edu/clinicalmed/abbreviation.htm

Additional Readings

Evidence based practice guidelines and scholarly articles, provided by instructor and other students


http://meded.ucsd.edu/clinicalmed/abbreviation.htm

http://www.asccp.org/consensus.shtml

http://www.cdc.gov/std/treatment/

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NU 743 Clinical Practicum -1 (Clinical) 4 credits.

Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, and genetics. This is a required course.


The focus of the clinical practicum is the integration of assessment data and application of management strategies for acute illnesses across the life span in primary care settings. This course provides an opportunity to apply the theoretical foundations of NU 742 Primary Care Management-1 to clinical practice. The clinical practicum experience permits students to work with clinical experts in rural, ambulatory / primary care settings while under the guidance of a faculty member. Emphasis is on role development and collaborative / independent problem solving. Students are required to complete 240 clinic hours.

B. Rationale:

This advanced practice clinical practicum focuses on expansion of management skills in health promotion, acute illness management, drug therapy, and evidenced-based care. Students will demonstrate evidence-based, culturally relevant practice that utilizes inquiry to advance practice and integrates the DNP role of clinical leader. The implications of service to rural population locations are addressed. The student will function as an interdisciplinary team member, providing care to a select underserved patient populations. This course includes assessment and evaluation of informatics, genetics, patient education, and technology in selected clinical sites.




1. Communicate effectively, orally and in writing, with clients, families and health professionals.

2. Perform focused and comprehensive health assessments on individuals across the lifespan.3. Independently analyze and interpret assessment data to formulate accurate diagnoses for

acute illnesses across the lifespan.4. Design, implement, and evaluate culturally sensitive, health promotion/disease prevention

interventions using evidenced based standards and practice guidelines.5. Apply knowledge of pathophysiology, pharmacology, genetics, epidemiology and

information technology into the management plan.

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6. Implement the various role dimensions of the advanced practice nurse with a population focus of families/individuals across the lifespan.

7. Uses critical and reflective thinking to independently and collaboratively evaluate peers, and personal and professional achievements/limitations.

8. Utilize research and science-based concepts to enhance, alleviate, and ameliorate health and health care delivery phenomena.

9. Utilize new knowledge from research to improve quality in clinical practice and the practice environment.

10. Assess and manage risks to patients, populations, and health care systems in rural settings. 11. Function as a leader, inter-professional collaborator, and advocate for positive changes in health care, social justice, equity, and ethical treatment of patients, families, and populations. 12. Consider the impact of organizational, structural, financial, marketing, and policy decisions

on cost, quality, and accessibility to health care.

Evaluation Methods: Students will be evaluated through clinical performance evaluation (30%), Typhon tracking system clinical logs (10%), SOAP notes (40%), and standardized patients (20%)







L. Sample Textbook(s): See sample textbooks for NU 542


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NU 744 Primary Care Management-2 (3 credits)

Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743 and genetics. This is a required course.


The focus of the course is assessment and management of chronic illness across the life span within the context of families/individuals across the lifespan. It provides an in-depth analysis of selected chronic illnesses using a problem-based format.

B. Rationale:

This course focuses on providing graduate nursing students with the knowledge and skills to demonstrate advanced levels of clinical judgment in designing, implementing, and evaluating evidence based care to improve patient outcomes. The focus is on chronic illness across the life span with an emphasis on incorporating diverse and culturally sensitive approaches.

C. Course Number: NU 744 secondary level course for graduate nursing majors (see Appendices D and E for rationale for course numbering and sequencing).



1. Independently analyze and interpret history/assessment data to formulate accurate diagnoses for chronic illnesses across the life span.

2. Design, implement, and evaluate culturally sensitive, health promotion/disease prevention interventions using evidenced based standards and practice guidelines.

3. Analyze concepts of chronic illness and family theory to plan holistic, tertiary level interventions.

4. Apply knowledge of pathophysiology, genetics, epidemiology, pharmacology, and information technology into the management plan.





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9. Function as a leader, inter-professional collaborator, and advocate for positive changes in healthcare, social justice, equity, and ethical treatment of patients, families, and populations.


Course Outline: Chronicity Theoretical concept- chronic conditions Family/Cultural issues in chronic conditions Ethical issues related to chronic conditions Advanced nursing role in caring for patients with chronic conditions Symptom management in chronic conditions Primary Care of the Geriatric Patient Physiology of Aging Promoting healthy aging Treatment challenges in elderly patients Distinguishing the three D’s depression, delirium, or dementia Primary Care of Patients with Metabolic Disorders Diabetes Types 1 & 2

o Adultso children

Metabolic syndrome Hyperthyroid Hypothyroid Primary Care of Patients with Cardiovascular Disorders Hypertension Hyperlipidemia CHF Atrial fib Angina Peripheral Vascular Disease Primary Care of Patients with Chronic Respiratory Conditions Childhood asthma COPD Emphysema Primary Care of Patients with Psychiatric Conditions Depression Anxiety Bipolar ADD/ADHD Failure to thrive Primary Care of Patients with Neurologic Conditions Parkinson’s disease Multiple sclerosis Selected other disorders Primary Care of Patients with Chronic Gastrointestinal Disorders Inflammatory bowel disease Crohns Ulcerative cholitis Malabsorption syndromes

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Primary Care of Patients with Chronic Musculoskeletal Disorders Arthritis Osteoarthritis Rheumatoid Fibromyalgia Chronic fatigue syndrome Primary Care of Patients with HIV Primary Care of Special Populations Cancer survivors Chronic Pain Bariatric Surgery End of life Children living with chronically ill parent or sibling Presentations Independent Nursing Interventions in Primary Care of patients with chronic conditions

Evaluation: Students are evaluated through exams (50%), problem based learning cases (40%), and presentations on selected independent advanced nursing interventions (10%).








REQUIRED TEXTBOOKS / COURSE MATERIAL FOR NU 744 AND NU 745Family Practice Uphold, C. R. & Graham, M. V. (2003). Clinical Guidelines in Family Practice.









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Additional Readings




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Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743, NU 744 and genetics. This is a required course.


The focus of the clinical practicum is the integration of assessment data and application of management strategies for chronic illnesses across the life span in rural, primary care setting

B. Rationale:

This course provides an opportunity to apply the theoretical foundations of NE 544 Primary Care Management-2 to clinical practice. The clinical practicum experience permits students to work with clinical experts in rural, primary care settings while under the guidance of a faculty member. Emphasis is on role development and collaborative / independent problem solving. Students are required to complete 240 clinic hours.

C. Course Number: NU 745 level two course for graduate nursing majors (see Appendices D and E for rationale for course numbering and sequencing).



1. Independently analyze and interpret history/assessment data to formulate accurate diagnoses for chronic illnesses across the life span.


3. Analyze concepts of chronic illness and family theory to plan holistic, tertiary level interventions.







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10. Assess and manage risks to patients, populations, and health care systems in rural settings.11. Analyze the impact of organizational, structural, financial, marketing, and policy decisions


Evaluation: Students will be evaluated through clinical performance evaluation (30%), Typhon tracking system clinical logs (10%), SOAP notes (40%), and standardized patients (20%)







L. Sample Textbook(s): See course textbooks for NU 744.


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NU 746 Primary Care Management 3 – Specialty (3 credits)

Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743, NU 744, NU 745 and genetics. This is a required course.


The focus of the course is the assessment and management of common conditions and disorders within the context of women’s health, obstetrical, and geriatric populations. The course provides an in-depth analysis of selected conditions specific to these populations using a problem-based format.

B. Rationale:

This course focuses on providing graduate nursing students with the knowledge and skills to demonstrate advanced levels of clinical judgment in designing, implementing, and evaluating evidence based care for specialized patient populations. The focus is on common illnesses and conditions specific to these populations with an emphasis on incorporating diverse and culturally sensitive approaches.




1. Independently analyze and interpret history/assessment data to formulate accurate diagnoses for specialty populations.



4. Provide health protection, health promotion, and disease prevention/intervention strategies to improve or maintain optimum health for individuals, families, and communities.

5. Implement the various role dimensions of the advanced practice nurse.6. Uses critical and reflective thinking to independently and collaboratively evaluate peers, and

personal and professional achievements/limitations.7. Utilize research and science-based concepts to enhance, alleviate, and ameliorate health and


environment.

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9. Function as a leader, interprofessional collaborator, and advocate for positive changes in healthcare, social justice, equity, and ethical treatment of patients, families, and populations.


Course Outline:1. Women’s Health, and Obstetrics

Health promotion Gynecologic Anatomy and Physiology Gynecologic History and Physical examination Diagnosis of pregnancy at the gynecologic visit Women’s health after bariatric surgery Gynecologic health care for transsexuals Sexuality Contraception Menopause Intimate partner violence Sexual assault Breast conditions Female sexual dysfunction Unintended pregnancy Infertility Gynecologic infections Sexually transmitted infections Urinary tract infections Urinary incontinence Menstrual cycle pain and discomforts Normal and abnormal uterine bleeding Hyperandrogenic disorders Benign gynecologic conditions Gynecologic cancers Chronic pelvic pain Nursing and lactation

2. Geriatric Conditions History and Physical examination of the elderly Age related changes in body systems and vital organs Normal lab values in the elderly Culture and diversity issues Alzheimer’s and dementia Parkinson’s disease Herpes zoster Unexplained weight loss Anemia and chronic kidney disease Pain management COPD and weight loss Malnutrition Diabetes Mellitus Infection Chronic fatigue Mental status

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Abuse and caregiver stress Social isolation and quality of life Ethical decisions making and end of life issues Spiritual care Assisted living, institutional settings, and hospice Living will and durable power of attorney Law, policy, and economics of healthcare

Evaluation: Students will be evaluated through exams (50%), problem-based learning cases (40%), and presentations on selected independent advanced nursing interventions (10%).







L. Sample Textbook(s): 1. Schuiling, K.D. (2011). Women’s Gynecologic Health. (2nd ed.). Boston: Jones and Barlett

Publishers.2. Fogel, C. I., & Wood, N. F. (2008). Women’s Health care in Advanced Practice Nursing.

Springer.3. Matzo, M. L., & Sherman, D. W. (2003). Gerontologic Palliative Care Nursing. Mosby.4. Colter, V., & Strumpf, N. E. (2001). Advanced Practice Nursing with Older Adults: Clinical

Guidelines. McGraw Hill.


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Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743, NU 744, NU 745 NU 746, and genetics. This is a required course.


The focus of the clinical practicum is the integration and application of advanced practice nursing competencies related to assessment and management of health and illness as the student transitions into an increasingly independent role. Primary, secondary and tertiary prevention/intervention strategies to promote and/or to maximize health of rural individuals, families and communities are emphasized.

B. Rationale:

The clinical practicum experience permits students the opportunity to work with clinical experts in rural, primary care settings and specialty practice while under the guidance of a faculty member. Emphasis is on role development and independent and collaborative/multidisciplinary problem solving. Students are required to complete 240 clinic hours.

C. Course Number: NU 747 level three course for graduate nursing majors (see Appendices D and E for rationale for course numbering and sequencing).


E. Course Objectives:1. Independently analyze and interpret history/assessment data to formulate accurate diagnoses

for common illnesses across the life span.2. Design, implement, and evaluate culturally sensitive, health promotion/disease prevention

interventions using evidenced based standards and practice guidelines.3. Apply knowledge of pathophysiology, genetics, epidemiology, pharmacology, and

information technology into the management plan.4. Provide health protection, health promotion, and disease prevention/intervention strategies to

improve or maintain optimum health for individuals, families, and communities.5. Implement the various role dimensions of the advanced practice nurse, including

multidisciplinary collaboration.6. Uses critical and reflective thinking to independently and collaboratively evaluate peers, and

personal and professional achievements/limitations.7. Utilize research and science-based concepts to enhance, alleviate, and ameliorate health and


environment.9. Function as a leader, inter-professional collaborator, and advocate for positive change in

healthcare, social justice, equity, and ethical treatment of patients, families, and populations. 10. Assess and manage risks to patients, populations, and health care systems in rural settings.11. Evaluate the impact of organizational, structural, financial, marketing, and policy decisions


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Evaluation: Students will be evaluated based upon the clinical performance evaluation (30%), standardized patients (20%), Typhon logs (10%), Online grand rounds (20%), and soap notes (20%).







L. Sample Textbook(s): REQUIRED TEXTBOOKS / COURSE MATERIAL FOR NU 747Family Practice Uphold, C. R. & Graham, M. V. (2003). Clinical Guidelines in Family Practice.








Additional Readings






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Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743, NU 744, NU 745 NU 746, NU 747, and genetics. This is a required course.


This course is designed to refine and build on skills developed in NU 747. The graduate nursing student will select and implement evidence-based strategies and demonstrate increasingly complex leadership roles within the context of the health care team, and measure outcomes using informatics for quality improvement. This includes development and examination of personal leadership style within specific clinical environments. The student will integrate interventions appropriate to diverse and rural populations.

B. Rationale:

The clinical practicum experience permits students the opportunity to work with clinical experts in rural, primary care settings and specialty practice while under the guidance of a faculty member. Emphasis is on role development and independent and collaborative/multidisciplinary problem solving. Students are required to complete 240 clinic hours.

C. Course Number: NU 749 level four course for graduate nursing majors (see Appendices D and E for rationale for course numbering and sequencing).



1. Independently analyze and interpret history/assessment data to formulate accurate diagnoses for common illnesses across the life span.




5. Assume increasingly complex leadership roles while implementing the various role dimensions of the advanced practice nurse, including multidisciplinary collaboration.




9. Identify gaps in health care services and design, implement, and evaluate a service learning project that will provide improved access to health care services for rural patients, families, and populations.

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11. Assess and manage risks to patients, populations, and health care systems in rural settings.12. Evaluate the impact of organizational, structural, financial, marketing, and policy decisions


Evaluation: Students will be evaluated based upon the clinical performance evaluation (30%), standardized patients (20%), Typhon logs (10%), Online grand rounds (15%), and Group community service project and paper (25%).















Additional Readings






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A. Bulletin Description:NU 750 Clinical Internship Capstone (Clinical) 1 credit

Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743, NU 744, NU 745 NU 746, NU 747, NU 749 and genetics. This is a required course.


This course is designed to refine and build on skills developed in NU 749. The graduate nursing student will design, select and implement health promotion/disease prevention interventions using simulated and standardized patients. Emphasis will be placed on proper assessment, diagnosis, and management of common illnesses across the lifespan. CT, MRI, and x-ray images will be examined in detail in addition to suturing techniques.

B. Rationale:

The clinical internship capstone experience permits students the opportunity to work on-campus under direct supervision of clinical faculty. Emphasis is on assuming increasingly complex leadership roles and independent and collaborative problem solving. Students are required to complete 40 clinic hours.

C. Course Number: NU 750 level four course for graduate nursing majors (see Appendices D and E for rationale for course numbering and sequencing).

D. Course Credits: 1 credit hour.


1. Independently analyze and interpret history/assessment data to formulate accurate diagnoses for common illnesses across the life span.








9. Function as a leader, interprofessional collaborator, and advocate for positive changes in healthcare, social justice, equity, and ethical treatment of patients, families, and populations.

10. Assess and manage risks to patients, populations, and health care systems in rural settings.11. Evaluates the impact of organizational, structural, financial, marketing, and policy decisions


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12. Design, implement, and evaluate high quality, health promotion/disease prevention interventions using simulated and standardized patients.

Course Topics: Designing, implementing, and evaluating interventions using simulation and standardized

patients Suturing techniques Imaging (XRay, CT, and MRI) Electronic medical record systems/training Common office procedures Gynecologic procedures Laboratory data analysis EKG interpretation

Evaluation: Students will be evaluated based upon simulated clinical performance evaluation (40%), standardized patients (40%), and Typhon logs (20%).














Physical ExamPractical Guide to Clinical Medicine (A comprehensive physical examination and clinical education site for medical students and other health care professionals). Available at:



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Additional Readings




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NU 801 Foundations of Nursing Theory (3 credits)



This three credit course introduces the student to the systematic examination of nursing knowledge from historical, philosophical, theoretical, and practice perspectives. Conceptualizations of person, environment, health, and nursing are explored. Theoretical terminology and criteria for the evaluation of theories are examined. Emphasis is placed on the inter-relationship between theory, research, and practice.

B. Rationale:

This course focuses on the critical analysis of nursing theories and their application to advanced nursing practice.



E. Course Objectives: Upon successful completion of this course, the student will have attained the requisite knowledge

and skills to:

1. Integrate knowledge from nursing theory to develop, implement, and evaluate interventions designed to address health promotion/disease prevention efforts, improve healthcare status/access, and address health care disparities in individuals, aggregates, or populations by:

a. Identifying nursings’ metaparadigm concepts and their application in advanced nursing practice.

b. Analyzing science-based nursing theories and theories from other disciplines to determine the nature and significance of health care delivery phenomena.

c. Analyzing current nursing theory’s ability to enhance, alleviate, and ameliorate health and health care delivery phenomena in individuals, aggregates, and populations.

d. Applying select criteria in the description, analysis, and evaluation of various levels of nursing theory.

e. Evaluating the efficacy of select grand, middle-range, and practice level theories for addressing policy issues in nursing.

2. Demonstrate proficiency in written, verbal, non-verbal, and information technology modes of communication by:

a. Demonstrating appropriate graduate level writing skills that are consistent with published expectations and standards.

b. Using verbal communication that is clear, succinct, accurate and, appropriate.

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c. Integrating information technology in assignments to discover, retrieve, and use information resources.

d. Utilizing the Internet to participate in group discussion, for communication, to prepare and send/receive assignments, and participate in overall course activities.

3. Develop a commitment to the professional values and standards of advanced practice nursing by:

a. Discussing nursing knowledge from an historical, philosophical, and practice perspective.b. Analyzing theories for their congruence with one’s philosophy of nursing.c. Integrating diverse ways of knowing in the practice of nursing.d. Valuing theoretical foundations of nursing practice as a core competency for advanced

practice nurses.e. Developing and evaluating new practice approaches based on nursing theory and theories

from other disciplines.f. Serving as a nurse leader in the healthcare community and advocate for social justice and

equity in respect to the delivery of healthcare by critically analyzing practice outcomes derived from theory.

4. Acquire a foundation for and affirm the value of further education and professional development by:

a. Integrating theoretical and evidence-based knowledge to provide an informed base in articulating theoretical perspectives.

b. Evaluating theoretical, research and evidence based information for application to advanced nursing practice.

c. Assuming responsibility for continued learning as a means of growth and development.

Course Outline:1. Nursing knowledge from historical, philosophical, and practical perspectives.2. Nursing theory, philosophy, and other diverse ways of knowing.3. Grand, middle-range, and practice level nursing theory and their impact on health policy.4. Metaparadigms and their application in advanced nursing practice.5. Uses of information technology.6. The movement of theory to practice7. Theoretical foundations as core competencies for advanced practice. 8. Congruency between one’s personal philosophy and theory.9. Integrating theory, research, and evidence based knowledge to improve health outcomes and reduce health disparities.

10. Critical evaluation of theory, research, and evidence based information for equity and social justice within nursing practice.

11. Future directions and possibilities.




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L. Sample Textbook(s): 1. Butts, J. B., & Rich, K. L. (2010). Philosophies and Theories for Advanced Practice Nursing.

Jones and Bartlett. 2. Schober, M., & Affara, F. (2006). International Council of Nurses: Advanced Nursing

Practice. Wiley Blackwell.3. Wagner, K. A., Lee, F. W., & Glaser, J. P. (2009). HealthCare Information Systems: A

Practical Approach for Health Care Management. Jossey-Bass.4. Tseng, Streltzer, J. (2010). Cultural Competence in Health Care: A Guide for Professionals. Springer.


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NU 803 Leadership (Theory) 3 credits.

Prerequisites: Admission to the graduate nursing program or consent of the instructor. The course is required and is taken concurrently with NU 801, Theoretical Foundations.


This three credit course focuses on nursing leadership incorporating theory and research as it applies to the role of advanced practice nurses in rural settings. Emphasis is placed on advanced communication skills, influence, and negotiation strategies required for effective leadership in health care delivery systems.

B. Rationale:

This course addresses the application of leadership theory; quality improvement within organizations; ethical issues in health care delivery systems; and systems and strategic thinking.



E. Course Objectives:At the completion of the course, the student will be able to:1. Evaluate leadership theory within rural health care settings2. Analyze data related to individual, aggregate, or population health and design and evaluate a quality improvement strategy based upon leadership theory 3. Examine ethical issues and how they influence health care organizations and patient care 4. Examine the concept of change and its impact on the system 5. Employ effective communication and collaborative approaches in strategic thinking and planning

Course Outline:1. Introduction to leadership theory in rural health care settings2. Quality improvement in organizational settings3. Leadership, effective communication strategies, and negotiation4. Ethics 5. Change and effective leadership6. Collaboration7. Strategic thinking and planning

Evaluation Methods: Students will be evaluated written assignments, individual presentations, and a scholarly paper.



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L. Sample Textbook(s): 1. Marquis, B. L., & Huston, C. J. (2008). Leadership Roles and

Management Functions in Nursing: Theory and Application. (6th ed.). Lippincott Williams & Wilkins.

2. Shaw, S. (2007). International Council of Nurses: Nursing Leadership. Blackwell Publishing.



5. Tseng, Streltzer, J. (2010). Cultural Competence in Health Care: A Guide for Professionals Springer.


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NU 805 Organizational Behavior (3 credits)



This three credit course introduces the student to the science of complex organizational structures and design with an emphasis on the behavior of individuals and groups within complex health care organizations. This course is unique in comparison with organizational behavior courses offered by other departments because the primary focus area relates to the influence of organizational behavior on healthcare environments and public health policy.

B. Rationale:

Advanced practice nurses must be skilled in working within organizational and policy arenas. This course provides graduate nursing students with knowledge about organizational theory and design that can be applied within the organizational and professional work setting to create and sustain positive changes in order to meet the health needs of diverse patients in rural communities.



E. Course Objectives: Upon successful completion of this course, the student will have attained the

requisite knowledge and skills to:

1. Utilize theories of organizational design and structure to develop and evaluate strategies to enhance quality and alleviate, and ameliorate health care delivery phenomena.

2. Evaluate the effect of human qualities on organizations.

3. Critically analyze theories of leadership, motivation, and human relations.

4. Compare and contrast behavior of individuals and groups within organizations.5. Synthesize factors like cost, quality, and accessibility to health care that influence the organization and the delivery of culturally relevant health care in rural settings.6. Develop and evaluate strategies for managing ethical dilemmas that occur in patient care, health care organizations, and research.7. Demonstrate skills in negotiating, conflict resolution, consensus building, and collaboration 8. Assess and manage risks to patients, populations, and health care systems in rural settings.

Course Outline:1. Introduction to the course and plan for the semester2. Theories of organizational structure and design3. Theories of leadership, motivation, and human relations a. Leadership

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b. Motivation theories c. Conflict management and communication d. Teamwork e. Ethics f. Self-care g. Toxic behaviors4. Work design options h. Organizational strategies i. Budgeting j. Strategic planning i. Evidence based practice k. Productivity l. Informatics m. Risk analysis5. Presentations6. Course summary









1. Borkowksi, N. (2008). Organizational Behavior, Theory, and Design in Health Care. Jones &

Bartlett.




& Bartlett.

4. Wagner, K. A., Lee, F. W., & Glaser, J. P. (2009). HealthCare Information Systems: A

Practical Approach for Health Care Management. Jossey-Bass.


41

A. Bulletin Description:NU 815 Informatics for Health Care (Theory) 3 credits.



This course focuses on information systems technology and its application in healthcare settings. Content covered includes theoretical models of nursing informatics and database management in the context of a healthcare system.

B. Rationale:

This course will provide graduate nursing students with experiences that will help them understand modern relational database management systems. The use of computers to document nursing care in clinical settings and information security will be examined.



E. Course Objectives:At the completion of the course, the student will be able to:1. Evaluate the application of nursing informatics in healthcare settings.2. Apply the use of computers to document nursing care in healthcare settings.3. Evaluate information security and electronic medical record software such as Allscripts.4. Examine the use of nursing classification systems in database management in healthcare settings. 5. Apply spreadsheet software to the development of a simple non-relational database.6. Apply database software to the development of a simple relational database.7. Apply team dynamics to the analysis of a specific nursing informatics issue.8. Analyze diversity issues within specific informatics topics.9. Design, use, and evaluate a program that monitors outcomes from a patient information system

Course Outline:1. Team work dynamics2. Application of nursing informatics in healthcare settings3. Nursing classification systems and system databases4. Information security5. Computers and documentation of nursing care6. Use of non-relational databases7. Use of relational databases8. Data acquisition9. Data representation

10. Nursing vocabulary and knowledge representation 11. Diversity issues in nursing/healthcare informatics

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L. Sample Textbook(s): 1. Shortliffe, E. H., & Cimino, J. J. (2006). Biomedical Informatics:

Computer Applications in Health Care and Biomedical (Health Informatics). Springer.



4. Wagner, K. A., Lee, F. W., & Glaser, J. P. (2009). HealthCare Information Systems: A Practical Approach for Health Care Management. Jossey-Bass.


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NU 818 Evidence Based and Translational Methods (Theory) 3 credits.

Prerequisites: NU 710 Research Utilization and NU 612 Statistics. This is a required course.


This course prepares students to use research and continuous quality improvement methods to design, direct, and evaluate research and quality improvement initiatives. Emphasis is placed on the critical appraisal of evidence, including an analysis of the strengths and limitations associated with diverse methodologies in order to generate meaningful evidence for nursing practice.

B. Rationale:

This course provides graduate nursing students with the knowledge and skills to translate research into practice, evaluate practice, and improve the reliability of health care practice, outcomes, and participation in collaborative research. Students will also develop a scholarly project proposal that could be submitted as a manuscript for publication



E. Course Objectives:At the completion of the course, the student will be able to use information technology and research methods to:1. Collect appropriate and accurate data from the nursing sciences and integrate it with ethics,

biophysical, psychosocial, analytical and the organizational sciences to generate evidence for nursing practice.

2. Inform and guide the design of databases that generate meaningful evidence for nursing practice.3. Analyze data from practice and continuous quality improvement initiatives and apply those findings to improve the practice environment. 4. Design, implement, and evaluate health promotion/disease prevention evidence-based interventions.5. Demonstrate effective communication skills, advanced levels of clinical judgment, systems thinking, and collaboration.6. Identify gaps in evidence for practice and develop a proposal that addresses the gaps and provides strategies for quality improvement.7. Design strategies that could be used to educate policy makers, nurses, and other health care providers about initiatives for quality improvement that may positively impact patient care.8. Identify internal and external sources of grant funding. Course Outline:1. Basic theoretical concepts related to quantitative and qualitative research methods2. Principles of continuous quality improvement methods3. Critical appraisal of evidence from research and continuous quality improvement initiatives

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4. Essential considerations in the development of project proposals/quality improvement initiatives5. Data analysis6. Ethics7. Evidence based interventions for health promotion/disease prevention8. Identification of gaps in evidence for practice9. Strategies for addressing gaps in evidence for practice

10. Publication 11. Presentations 12. Funding Sources


F. Staffing: No additional staffing required (See appendix B for a list of faculty who have

competencies to teach this course and appendix C for faculty staffing requirements).







1. Burns, N. and Grove, S.K. (2009). The Practice of Nursing Research:

Appraisal, Synthesis, and Generation of Evidence. (6th ed.). St. Louis: Saunders Elsevier.

2. Aronoff, S.C. (2010). Translational Research and Clinical Practice: Basic Tools for Medical

Decision Making and Self-Learning. Oxford

3. Robertson, D. (2008), Clinical and Translational Research: Principles of Human Research.

Academic Press.




and Bartlett.


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NU 820 Health Care Policy (Theory) 3 credits.



This course examines concepts of health care policy and political behavior and generates strategies for exercising professional leadership in effecting change in health disciplines. The role of health politics in the workplace, organization, government and community will be examined.

B. Rationale:

This course provides graduate nursing students with the knowledge and skills to function as advocates for change in health care policy. Students are encouraged to become involved in the shaping of policy and are provided with strategies to successfully debate current policies in an effort to improve health outcomes throughout the nation.




1. Describe characteristics of the U. S. healthcare system and the corresponding significance to the science of nursing and advanced nursing practice.

2. Examine the relationship between payers, stakeholders, regulators, and practitioners.3. Relate the impact of public policy to structure, content, distribution, and financing of health

services.4. Analyze interrelationships among nursing, public policy, and the health of Americans5. Examine policy and ethical issues in the clinical practice and research environment that may

impact policy.6. Synthesize concepts related to clinical prevention, health disparities, and/or cultural diversity and

develop, implement, and evaluate a collaborative model of care based upon knowledge of regulations, systems, and quality.

7. Critically analyze health policy proposals from the perspective of nursing, consumers, and other stakeholders.

Course Outline:1. Health care in the United States: Policy issues and implications for nursing science and advanced practice nursing 2. Defining health policy and systems framework (payers, stakeholders, regulators)3. Health care financing4. Healthy public policy: How national policies impact the nation’s health5. Health disparities and ethics

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6. Collaboration and policy development processes7. Political activism8. Responsibilities of nurses in advanced roles9. Opportunities for nurses in advanced roles10. Regulatory Issues: a. Licensure b. Certification c. Scope of practice d. Professional regulation (code of ethics) e. Accreditation of educational programs






J. Effects on other Departments: No effect on other departments (See appendix G for email from Brian Cherry, Department Head of Political Science).


L. Sample Textbook(s): 1. Bodenheimer, T., & Grumbach, K. (2008). Understanding Health Policy: A Clinical

Approach. (5th ed.). Lange Clinical Medicine.

2. Birn, A. E., Pillay, Y., & Holtz, 2009. Textbook of International Health: Global Health in a Dynamic World. (3rd ed.). Oxford.



5. Tseng, Streltzer, J. (2010). Cultural Competence in Health Care: A Guide for Professionals Springer.


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NU 899 Scholarly Project (2 credits x 3 semesters)

Prerequisites: Admission to the graduate nursing program or consent of the instructor. This is a required course. Grades will be S/U.

The purpose of the scholarly project is to synthesize knowledge and skills attained in the doctorate program of nursing in an activity that directly moves research into nursing practice and positively influences patient care. The project culminates with a written scholarly paper and the development of a product intended to improve health care. For example, the product may involve the development, implementation, and evaluation of a protocol or algorithm. A faculty advisor supervises and directs the project. Students are required to take two credits of scholarly project for a total of three semesters.

B. Rationale:

The scholarly project is intended to link research to practice. Graduates of DNP programs maintain the requisite knowledge and advanced skills to apply, integrate, and utilize the best evidence in clinical practice. The translation of research in practice, the evaluation of practice outcomes, systems thinking, and participation in collaborative research are activities that critical for quality, cost-effective health care.


D. Course Credits: 2 credits per semester for a total of 3 semesters (6 credits)

E. Course Objectives:Upon completion of the research practicum/scholarly project, the student will be able to:

1. Identify a clinical problem and the significance of the problem to health care in general and to advanced practice nursing in particular.

2. Critically review the state of the science through a literature review.3. Identify and describe a theoretical framework based on nursing theories and/or theories from other

science-based disciplines that is congruent with the proposed design/plan.4. Use information technology and research methods to collect data and implement the chosen

evidence-based intervention plan or approved project.5. Serve as an advocate for social justice, and equity by maintaining ethical standards for the

protection of human subjects.6. Evaluate the evidence-based intervention plan or project using concepts related to community,

environmental health and cultural and socioeconomic dimensions of health. 7. Summarize and communicate the significance and limitations of the findings in a fair, accurate and

consistent manner.8. Provide recommendations for future clinical projects.9. Demonstrate leadership by presenting findings from the clinical project to healthcare providers

and/or other professionals.

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Course Outline:The timeline for completion of NU 899 is as follows:

Semester one (2 credits)

Student identifies his/her project chair Student identifies topic of interest Student develops a plan for an evidence-based intervention and clinical project based on

nursing science and other sciences Student successfully completes the introduction section of the project

Semester two (2 credits)

Student successfully completes the review of literature section of his/her scholarly project Student successfully completes the project methodology section of his/her scholarly project Student successfully obtains IRB approval.

Semester three (2 credits)

Student implements and evaluates the project Student completes the conclusion section of the paper Student submits the final, completed paper Student successfully presents the results of his/her scholarly project at a professional

conference or a university-wide research day.

F. Staffing: No additional staffing required.






L. Sample Textbook(s): None required.

M. Implementation Date: Variable.

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Elective Courses

50


NU 562 Foundations of Nursing Education (Theory) 3 credits.

Prerequisites: Admission to the graduate nursing program or consent of the instructor. This is a graduate level education course designed to facilitate the development of an education emphasis within the doctorate in nursing program. This is an elective course.


This course introduces the student to the process of curriculum development including philosophical foundations, issues/trends influencing curriculum design and legal and ethical issues associated with nursing education.

B. Rationale:

This course addresses the development of the educator role in contemporary nursing with an emphasis on key components of a curriculum and current issues and trends that can impact curriculum design.

C. Course Number: NU 562 entry level course for graduate nursing majors.


E. Course Objectives:At the completion of the course, the student will be able to:1. Analyze current issues and trends that impact curriculum development.2. Describe change strategies and leadership behaviors utilized by nurse educators.3. Assess for key components (mission, philosophy, framework, purpose, and outcomes and

competencies) of a curriculum.4. Analyze the faculty and student roles related to nursing education.5. Describe the legal and ethical issues associated with nursing education.6. Describe how socio-cultural factors influence teaching and learning.

Course Outline:1. Faculty role Faculty rights and responsibilities Faculty appointment, promotion, and tenure Teaching as a scholarly endeavor (scholarship of discovery, integration, application) NLN nurse educator competencies Evaluation of teaching performance2. Student role Profile of the nursing student in the new millennium The culturally diverse student Assessing learning styles and preferences3. Academic performance of students: Legal and ethical issues Student-faculty interaction Student rights

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Confidentiality and privacy Due process Grievances and the student appeal process Academic performance in the clinical and classroom settings Ethical issues related to academic performance4. Teaching the student with disabilities Legal issues related to students with disabilities The student with learning and physical disabilities, chemical/alcohol impairment, mental health problems5. Forces and issues influencing curriculum development External factors: Community, population, demographics, politics, technology, globalization, health care delivery system, SBON, CCNE/NLN Internal factors: Student/faculty characteristics, parent institution, mission/philosophy/goals of parent institution, resources within institution Issues specific to nursing profession: Nursing/faculty shortage Competencies for 21st century6. Managing care Models of change Management of change: Motivating change, creating a vision, developing support, managing the transition, sustaining momentum7. Curriculum development: Curriculum components Mission/Vision of the program Philosophy of the faculty Purpose or overall goal of the program Conceptual framework End of program, intermediate and course objectives8. Service learning: Developing values and social responsibility Benefits to students and institution Integrating service learning into the curriculum Selecting placement sites Planning learning activities Incorporating reflection Evaluation

Evaluation: Students will be evaluated based upon written assignments, presentations, and a scholarly paper.







52

L. Sample Textbook(s): 1. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th edition). Washington, DC: Author.2. Billings, D. M. & Halstead, J.A. (2009). Teaching in nursing. A guide for faculty (3rd edition). St.

Louis: Elsevier Saunders.3. DeYoung, S. (2009). Teaching strategies for nurse educators (2nd edition). Upper Saddle River, NJ:

Pearson-Prentice Hall.4. Jeffries, P. R. (2007) Simulation in nursing education: From conceptualization to evaluation. New

York: NLN5. Keating, S. B. (2006). Curriculum development and evaluation in nursing. Philadelphia: Lippincott

Williams & Wilkins.6. National League for Nursing. (2005). The scope of practice for academic nurse educators. New

York: Author


53


NU 569 Nursing Education Practicum (Clinical) 2 credits.

Prerequisites: Admission to the graduate nursing program or consent of the instructor. This is an elective course.


This education course is designed to facilitate the development of an education emphasis within the doctorate in nursing program. This course provides an opportunity for graduate students to design, implement and evaluate adult learning experiences in both didactic and clinical settings.

B. Rationale:

Emphasis is on the application of teaching, learning, and evaluation strategies for nurses. Students will participate in a 112-hour practicum that includes didactic and clinical teaching activities (1 credit = 4 practicum hours; 14 weeks x 8 hours = 112-hour practicum)

C. Course Number: NU 569 level two course for graduate nursing majors.



1. Apply teaching/learning strategies for the adult nursing student (NLN Competency 1)2. Implement selected roles of the teacher in nursing education (NLN Competency 1, 2 and 8)3. Examine the interactive nature of teaching and learning (NLN Competency 2)4. Evaluate his/her teaching effectiveness. (NLN Competency 3 and 6)

Evaluation:Assignment Percentage of Final Grade

Practicum Performance Evaluation 60 %

Periodic Journals 30 %

Peer Review of Journals 10 %

Total 100 %



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M. Sample Textbook(s): 1. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th edition). Washington, DC: Author.7. Billings, D. M. & Halstead, J.A. (2009). Teaching in nursing. A guide for faculty (3rd edition). St.

Louis: Elsevier Saunders.8. DeYoung, S. (2009). Teaching strategies for nurse educators (2nd edition). Upper Saddle River, NJ:

Pearson-Prentice Hall.9. Jeffries, P. R. (2007) Simulation in nursing education: From conceptualization to evaluation. New

York: NLN10. Keating, S. B. (2006). Curriculum development and evaluation in nursing. Philadelphia: Lippincott

Williams & Wilkins.11. National League for Nursing. (2005). The scope of practice for academic nurse educators. New

York: Author

L. Implementation Date: Winter 2016

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Documents

€¦ · Web viewA.Bulletin Description: NU 541 Advanced Health Assessment – 3 credits (2 hours theory and 4 laboratory hours/week) Prerequisites: Admission to the graduate nursing