Nursing (NU)

A practical examination of select topics in contemporary pharmacotherapeutics. Emphasizes rational decision-making skills in the selection of drug therapy. Considers the social, economic and emotional impact of drug therapy.

Covers topics in general and systemic pathology, providing an overview of major aspects of human pathology and the pathophysiology of major diseases.

Introduces the women’s health care nurse practitioner student to the conceptual basis for meeting the health promotion and maintenance needs of the well woman, pregnant mother, and the postpartum well woman. Prepares the student to contribute, support and work collaboratively with other health care team members in meeting the health needs of this group. Students are required to complete a minimum of 250 direct patient care clinical hours.

Addresses the conceptual basis for meeting the health promotion and maintenance needs of the infertile woman and the high risk pregnant woman. Prepares the student to contribute, support and work collaboratively with other health care team members in meeting the health needs of this group. Students are required to complete a minimum of 250 direct patient care clinical hours.

Addresses the conceptual basis for meeting the health promotion and maintenance needs of women with gynecological disorders. This course will prepare the student to contribute, support, and work collaboratively with other healthcare team members in meeting the health needs of this group. Students are required to complete a minimum of 250 direct patient care clinical hours

Introduces graduate health profession students to the legislative process at the national, state and local levels. Emphasizes increasing awareness of and examination of the healthcare delivery system. Explores issues and trends associated with healthcare policy development and their implications.

This course is the first of two courses designed to prepare advanced practice nurses to be proficient in the utilization of research including the evaluation of research and identification of researchable problems within the clinical practice setting. This course examines the theoretical basis and reasoning for advanced practice nursing in order to enhance critical thinking and scientific inquiry. The use of measurement and data collection techniques, statistical techniques and procedures, analysis of qualitative and quantitative data, and reporting, interpreting and evaluating research outcomes will be explored.

Explores the role and practice of the advanced practice nurse as expert clinician, educator, consultant, collaborator, researcher, and administrator. Examines the historical, social, political, philosophical, and economic forces that have and continue to influence the role and practice of advanced practice nursing. Enables graduate students to become knowledgeable about the role of the advanced practice nurse as a member and leader of the healthcare team.

This course examines systems theories and the principles of systems thinking as a framework for understanding the dynamic changes occurring in health care. Thinking and acting from a systems perspective enables leaders to focus on the future: innovating and transforming to meet the changing needs of patients, the workforce, and their communities. Key current and emerging health care trends will be explored. Principles and practices for leading innovation and methods for developing and evaluating ideas for operational redesign, new products and services will be introduced.

This course provides students a balanced mix of theory, evidence-based strategies, and practical skills as they strive to embed the principles of high reliability and safety, operational excellence, and continuous process improvement in their organizations. This includes not only excellence in providing quality, safe health care, but in execution of key business strategies to meet the organization’s targets for productivity, costs and other key performance indicators. Financial management systems for decision-making are explored, as are processes and tools for achieving cost-effective, quality outcomes.

This course examines the foundational concepts and principles underlying the current and historical financial, social, economic, and political structures that shape health and health care delivery in the United States. Students will analyze the impact of economic, political, social, and regulatory policies and incentives on health care cost, access, quality, outcomes, and value from the perspectives of consumers, providers of services, insurers, and payers. Emerging issues will be explored with an emphasis on students acquiring the skill to argue and illustrate the value of nurses’ work, on outcomes, cost and value and on the ethical development of supporting payment systems that enable nurses to make essential contributions to improving care and outcomes for diverse populations.

This course examines key concepts of communication theory and practice helping students become more effective, confident, and ethical leaders. Students reflect upon their own distinctive set of interpersonal communicative styles and behaviors and that of others, while exploring strategies to effectively communicate whatever the situation, audience, or message. Ultimately, the course helps students adapt their communication in a way that motivates others to excel, cultivates working relationships and alliances and fosters a deeper sense of organizational engagement.

This course includes the first of two field placements and accompanying faculty-led seminars that will provide students with opportunities to gain practical leadership/management experience in health care settings and health influencing environments. Students will work under the direction and supervision of a faculty member and a mentor in an environment where the student advances leadership skills through problem-solving, decision-making, communication, change management, systems thinking, and innovation. Students contribute to the functioning of the health care agency and complete and present the results of an agency-designated project(s) during the practicum. All aspects of practicum will be completed under the supervision and/or approval of the preceptor and/or course instructor in individual practicum placement in addition to an accompanying online seminar that will allow reflection and professional development based upon the individual experiences of students.

This course includes the second of two field placements and accompanying faculty led seminars that will provide students with opportunities to gain practical leadership/management experience in health care settings and health influencing environments. Students will work under the direction and supervision of a faculty member and a mentor in an environment where the student advances leadership skills through problem-solving, decision-making, communication, change management, systems thinking, and innovation. Students contribute to the functioning of the health care agency and complete and present the results of an agency-designated project(s) during the practicum. All aspects of practicum will be completed under the supervision and/or approval of the preceptor and/or course instructor in individual practicum placement in addition to an accompanying online seminar that will allow reflection and professional development based upon the individual experiences of students.

This course will examine how nurse practitioners can work with adults experiencing psychiatric illness and behavioral health concerns. The first half of the course will focus on critical skills central to the role of the psychiatric mental health nurse practitioner, including communication, diagnosis, documentation, and assessment. Particular emphasis will be placed on foundational knowledge, skills, and resources necessary for the nurse practitioner to care for a general adult population at periods of symptom exacerbation, throughout life transitions, and throughout older adulthood. This foundational course will further examine the development of the therapeutic relationship with the individual, the use of various therapies for treatment, and the use of pharmacological intervention when needed. Students in the course will additionally be exposed to individualized cognitive behavioral therapy, group treatment, inter-disciplinary collaboration, and system level interventions. This course will employ the structure of DSM-5 diagnoses, using them as a guiding framework for treatment, but will expand case conceptualization beyond DSM diagnosis. The bio-psycho-social formulation and evidence-based practice will be emphasized. Students are required to complete a minimum of 250 direct patient care clinical hours.

This course will examine how nurse practitioners can work with individuals and families with children experiencing psychiatric illness and behavioral health concerns. Particular emphasis will be placed on foundational knowledge, skills, and resources necessary for the nurse practitioner to care for these patients throughout their developmental trajectory, at times of symptom exacerbation, and at the time of transition to adult services. This course will further examine the development of the therapeutic relationship with the child/adolescent and family, the use of various therapies for treatment, and the use of pharmacological intervention when needed. Students in the course will additionally be exposed to group treatment, inter-disciplinary collaboration, and system level interventions. This course will employ the structure of DSM-5 diagnoses, using them as a guiding framework for treatment, but will expand case conceptualization beyond DSM diagnosis. The bio-psycho-social formulation and evidence based practice will be emphasized.

This course will examine how to work with vulnerable/special populations and deeply explore role/scope issues related to entry to practice for the psychiatric mental health nurse practitioner. The first half of the course will focus on advanced skills in therapeutic communication and psychopharmacology. Emphasis will be placed on building upon skills from the first and second semester, specifically in advanced diagnostic assessment, family therapy, and complex medication management. This course will further prepare the student for transition into practice by increasing skills in decision making to improve outcomes, use of evidence based practice, career development, and professionalism. This course will continue to employ the structure of DSM-5 diagnoses, using them as a guiding framework for treatment, but expanding upon case conceptualization beyond the DSM-5. The bio-psycho-social formulation and evidence based practice will continue to be emphasized.

This course introduces learners to emerging trends in education and the complex role of the educator in the academic setting. The scholarship of teaching and developing the science of nursing education as essential competencies of the advanced nurse educator are emphasized. Students will study specific emerging trends in-depth to advance their role in promoting effective educational practices.

This course introduces learners to foundational concepts of online education and instructional design models. Qualities of effective use of technology and digital learning experiences to enhance teaching and learning remotely in nursing education are emphasized.

Applies the concepts, principles and uses of epidemiology in health care. Emphasizes population-based collection and analysis of health data and its relationship to health services. Analyzes application of epidemiological methods to infectious and chronic diseases.

Focuses on the comprehensive management of acute and chronic complex health problems experienced by adults. Incorporates principles for health promotion, health maintenance and disease prevention into the therapeutic regime. Addresses gynecological care of women. Emphasizes complex illnesses and multisystem illness of the cardiovascular, pulmonary, neurological, renal, gastrointestinal systems, infectious disorders and nutritional disorders. Incorporates concepts of cost effectiveness and efficacy, quality and care management into the plan of care. Students are required to complete a minimum of 250 direct patient care clinical hours.

The course is designed to introduce students to the role of the adult gerontology-acute care advanced practice nurse in managing the health care of chronically ill adult and older adult patients who are hospitalized. Course content focuses on the integration of core and support course content in the assessment, diagnosis and management of chronic health problems in adult and older adult patients through a conceptual approach. Concepts, theories, and research related to health promotion, health maintenance, restoration, prevention and clinical management of chronic illness and injury of epidemiologically significant problems and potential problems are included. Students will collaborate with health care providers to develop a multidiscipline oriented approach to patient care in the hospital setting. Students are required to complete a minimum of 250 hours of direct patient care.

This is the second of three, 3credit courses, designed for adult gerontology acute care advanced practice nurse students. The course is designed to introduce adult gerontology acute care advanced practice nurse students to the care of patients who experience surgical intervention. Course content focuses on the integration of core and support course content in the assessment, diagnosis, and management of health and illness conditions seen in adult and older adult patients in the hospital setting. Concepts, theories, and research related to health promotion, health maintenance, restoration, and the prevention of acute illness and injury of epidemiologically significant problems and potential problems are included. Students will collaborate with healthcare providers to develop a surgically oriented, multidisciplined approach to the care of adult and older adult patients. Clinical practicum is required concurrently. Students are required to complete a minimum of 250 direct patient care clinical hours.

The course is designed to introduce adult gerontology acute care advanced practice nurse students to the care of patients who experience surgical intervention. Course content focuses on the integration of core and support course content in the assessment, diagnosis, and management of health and illness conditions seen in adult and older adult patients with life threatening illness through a conceptual approach. Concepts, theories, and research related to health promotion, health maintenance, restoration, prevention, and clinical management of critical illness and injury of epidemiologically significant problems and potential problems are included. Students will collaborate with healthcare providers to develop a multidiscipline oriented approach to patient care in the hospital setting. Students are required to complete a minimum of 250 direct patient care clinical hours.

Introduces the conceptual basis for meeting the health promotion and maintenance needs of diverse pediatric populations and their families. Prepares the student to assume the role of a health care provider, and to contribute and support the collaborative responsibility to other health care members in meeting the health care needs of children from birth through young adulthood. Students are required to complete a minimum of 250 direct patient care clinical hours.

Introduces the conceptual basis in assessing, diagnosis, and managing the care of diverse pediatric populations with acute health problems in partnership with their families and coordinated across healthcare delivery systems. Prepares the student to assume the role of healthcare provider and to contribute and support the collaborative responsibility of other healthcare members in meeting the care needs of children with acute conditions from birth through young adulthood. Students are required to complete a minimum of 250 direct patient care clinical hours.

Introduces the conceptual basis in assessing, diagnosing, and managing the care of pediatric populations with common chronic conditions in partnership with their families and coordinated across health care delivery systems. Prepares the student to assume the role of health care provider and to contribute and support the collaborative responsibility to other health care members in meeting the care needs of children with chronic conditions from birth through young adulthood. Students are required to complete a minimum of 250 direct patient clinical hours.

"This course will provide an overview of the role of advanced practice nursing in emergency care settings. The focus is on the assessment and management of individuals across the lifespan seeking emergency care. Students will utilize evidence-based screening, differential diagnosis, and management skills of health problems, including pharmacological and non-pharmacological treatment modalities in a culturally appropriate manner. Students will have the opportunity to utilize classroom, lab, clinical experiences, and evolving leadership skills in selected emergency care practicum settings. Successful completion of both the didactic and clinical components of the course with a grade of 80% or higher is necessary to pass the course."

This course will focus on increasing knowledge and technical proficiency important to the provision of emergency care by nurse practitioners. The course provides a comprehensive introduction to the skills and procedures necessary to provide safe and effective emergency and urgent care. Through online modules, lectures, and skills development students will recognize when and which procedure is needed in the management of a patient with a specific diagnosis. In addition, students will practice intermediate skills and build up to more challenging skills specific only to the emergency department, as well as continue with evolving leadership skills. Students will fulfill the necessary practicum hours for the course and practice skills in a safe learning environment with faculty and preceptors.

This course will focus on increasing knowledge and technical proficiency important to the provision of advanced emergency care by nurse practitioners in a collaborative emergency care environment. The course provides the future emergency nurse practitioner (ENP) the opportunity to increase knowledge and practice procedures necessary to provide safe and effective advanced emergency and urgent care. Through online modules, lectures, and skill development students will build upon emergency nurse practitioner skills important in the management of a patient with a specific diagnosis, mass casualty situation, and disaster care. Students will have the opportunity to build leadership skills and communication skills to prepare them for leadership roles within emergency medicine departments and hospital systems. Students will fulfill the necessary practicum hours for the course and practice skills in a safe learning environment with faculty and preceptors.

Introduces the conceptual basis for meeting the health promotion and maintenance needs of the normal pregnant mother and the normal neonate and the high-risk pregnant mother and the high-risk neonate. Prepares students to assume the role of a care provider, and to contribute and support the collaborative responsibility of other health care members in meeting the health needs of the pregnant mother and neonate at birth. Includes concepts, theories and research related to health promotion, health maintenance and prevention of illness and injury of epidemiological significant problems. Integrates core and support course content as well as the use of critical thinking and diagnostic reasoning skills to provide an in-depth focus on assessment, diagnosis, and management of primary health care needs. Students are required to complete a minimum of 250 direct patient care clinical hours.

Addresses the conceptual basis for meeting the health promotion and maintenance needs of the normal pregnant mother and the normal neonate and the high-risk pregnant mother and high-risk neonate. Presents common variations in pregnancy and neonates. Prepares students to assume the role of a care provider, and to contribute and support the collaborative responsibility of other health care members in meeting the health needs of the pregnant mother with prenatal care and neonates at birth. Includes concepts, theories and research related to health promotion, health maintenance, and prevention of illness and injury of epidemiological significant problems. Integrates core and support course content as well as the use of critical thinking and diagnostic reasoning skills will allow for an in-depth focus on assessment, diagnosis, and management of primary health care needs. Students are required to complete a minimum of 250 direct patient care clinical hours

Focuses on the management of the high-risk neonate. Prepares students to assume the role of a care provider, and to contribute and support the collaborative responsibility of other health care members in meeting the health needs of the high-risk neonate and family. Includes concepts, theories and research related to management of care and prevention of complications, as well as health promotion, health maintenance and prevention of illness and injury of epidemiological significant problems. Integrates core and support course content as well as the use of critical thinking and diagnostic reasoning skills to provide an in-depth focus on assessment, diagnosis, and management of health care needs. Students are required to complete a minimum of 250 direct patient care clinical hours.

Refines and expands upon prior health assessment skills including comprehensive history taking, development and psychosocial assessment, and recognition of pathological changes as well as variations of normal. Stresses the development of clinical decision-making skills, considering life circumstances, and economic, cultural, and developmental variations. Emphasizes taking a detailed problem-based history of the birthing parent, physical assessment of the neonate, and developing case presentation skills and charting. Students learn to differentiate, interpret, and document normal and abnormal findings.

Designed to meet the needs of nurses in advanced practice who are eligible for prescriptive privileges. Provides a comprehensive and clinically pertinent analysis of pharmacokinetics and pharmacodynamics of selected agents. Emphasizes the pharmacotherapeutic agents commonly uses in the intensive care nursery, delivery room and in high-risk follow-up of the neonate.

Prepares students to obtain and interpret data for development of a plan of care for clients throughout the life span. Students demonstrate proficiency performing a physical examination on a healthy individual. Emphasizes taking a comprehensive health history, performing physical assessment, interpreting data to determine differential diagnosis and accurately and concisely recording pertinent data. Introduces the role of the nurse practitioner, family theory principles and cultural beliefs used in clinical decision-making.

NU674A Management of Common Health Problems in Primary Care The course will introduce the student to principles of health promotion and disease prevention for the young adult through middle age as applied in primary care. Acute alterations in adult health commonly treated in the primary care setting will be addressed. Pathophysiological alterations, developmental stages, family, cultural and societal influences on the formulation of an individualized plan of care will be explored. Health promotion strategies will be incorporated in the plan of care. Client management by the nurse practitioner including nutrition, pharmacotherapeutics, educational interventions, community resources, and psychological implications will be discussed. The student obtains data, presents and records a pertinent client database, demonstrating clinical problem-solving and hypothesis generation and testing to formulate a differential diagnosis and realistic plan of care. There is a focus on cost-effective interventions and case management. Students are required to complete a minimum of 250 direct patient care clinical hours. NU674F Management of Common Health Problems in Primary Care Course This course introduces principles of health promotion and disease prevention for individuals across the lifespan in the primary care setting. It emphasizes the management of care for patients with episodic illnesses and injuries, chronic diseases, and palliative or end-of-life care. Students are required to complete a minimum of 250 hours of direct patient care.

Presents principles of primary care emphasizing health promotion and disease treatment and prevention for the child from birth through adolescence and for women. Explores Family Systems theory and concepts that are pertinent to the practice of the nurse practitioner. Requires 250 hours of clinical practicum with a preceptor.

NU 676A Management of the Adult and Older Adult in Ambulatory Care Focuses on the complex issues relating to the management of the health status of adults and older adults in primary care settings. Integrates the distinct role of the nurse practitioner as a primary care provider and patient advocate into the client-provider-family partnership in the management of chronic illness. Students are required to complete a minimum of 250 direct care clinical hours. NU 676F Management of the Adult and Older Adult in Ambulatory Care This course will focus on the many complex issues relating to the management of older adults and individuals with chronic illness in the primary care setting. Principles of health promotion, health maintenance and disease prevention, as well as education to maximize self-care will be discussed. Emphasis will be placed on the special needs of the chronically ill and older adult including normal changes of aging. Biopsychosocial alterations, developmental states, family, and cultural influences on the formulation of an individualized plan will be explored. Cost of care and case management will be incorporated into discussions. Students are required to complete a minimum of 250 direct patient care clinical hours.

This course introduces the teaching and learning process in nursing education and provides a forum for analysis of the role of nurse educators in preparing students to develop values and behaviors essential to practice. Students will explore learning theories, principles, and innovative teaching strategies for diverse learners in a variety of settings, with an emphasis on the learner-centered philosophy. Academic performance of students will be discussed.

This course emphasizes models and issues of curriculum design, implementation and evaluation processes used in nursing education. Learners will analyze course sequencing, competency leveling, and the influence of the institution, practice and program standards, and accreditation requirements into the curriculum. Additionally, students will collaborate with their preceptors to explore the role of the faculty member. Students are expected to facilitate a learning session under the guidance of, and in collaboration with, a preceptor as an application in how curriculum design guides teaching and learning.

Provides an overview of factors related to advanced population-based nursing with a focus on national health priorities and assessment strategies. Requires 225 hours of clinical practicum with a preceptor.

Focuses on the population-based nursing and public health concepts and theories that assist in providing interventions that improve the health of specific population subgroups. Require 225 hours of clinical practicum with a preceptor.

This course culminates in the synthesis of role behaviors specific to the academic nurse educator and presents strategies for assessing and evaluating student learning outcomes. Qualities of effective measurement and assessment instruments will be presented with a focus on test construction, analysis and other evaluation measures for the classroom and clinical areas. Additionally, students will collaborate with their preceptors to explore the role of the faculty member. Students are expected to develop an evaluation measurement of a didactic course or clinical course under the guidance of, and in collaboration with, a preceptor.

Provides an overview of information management and technology in a variety of patient care settings. Incorporates concepts of cost effectiveness and efficacy, quality and care management. Students assist in planning fieldwork experiences that support and facilitate the course materials. Requires 225 hours of clinical practicum with a preceptor.

Facilitates application of the principles of critical thinking with system(s) thinking across the healthcare organization. Utilizes problem solving associated with the role of nursing informatics and a variety of perspectives. Emphasizes organization systems, clinical systems, fiscal and operational systems, and evaluation. Students assist in planning fieldwork experiences that support and facilitate the course materials. Requires 225 hours of clinical practicum with a preceptor.

This course will focus on the knowledge and skills required for nursing and healthcare delivery to prompt practice excellence. Emphasis will be placed on leadership rationale and systems leadership as means to promote high quality and safe patient care. The aim of this course is to prepare a graduate to provide quality cost-effective care, to participate in the implementation of care, and to assume a leadership role in the management of human, fiscal, and physical healthcare resources.

Provides an opportunity for students to investigate, in depth, an area in nursing related to their program goals. May consist of directed study, reading or research under the guidance of a member of the Graduate Faculty. Students desiring to enroll in this course must have a proposal outlining their activities approved by their advisor. The depth and breadth of these proposed activities should be commensurate with the number of credits awarded. Methods of supervision, content and evaluation of the independent study will be determined by the student and the faculty advisor.

This course will focus on drugs commonly employed to produce either sedation, general, or regional anesthesia. Ancillary medications administered during the perioperative period such as sedatives, opioids, neuromuscular blocking agents, anticholinesterases, anticholinergics, and drugs to reverse these effects will also be explored in-depth

Explores the evolution and development of theories relevant to nursing practice, grand and middle-range theories, and their philosophical underpinnings and implications. This course has a minimum practicum component of 40 hours.

This course focuses on research and quality improvement designs, methods, and measurements pertaining to students’ evidence-based project proposals. Proposals include problem identification; a search, analysis, and synthesis of the literature and evidence; translating evidence to construct a strategy or method to address the problem, and a plan for implementation. Project management principles are applied to the proposed project.

Provides a comprehensive exploration of organizational change theories and systems thinking approaches within an ethical context. The goal of this course is to develop and refine the leadership/management change skills of students to transform practice and educational environments in order to enhance the quality of nursing and healthcare delivery systems. This course has a minimum practicum component of 40 hours.

This course provides students with the knowledge and skills to appraise, translate and apply relevant research findings to clinical practice. Students are provided a framework to identify practice problems related to their clinical area of interest, systematically search, analyze, and synthesize the literature and evidence, and apply the evidence to guide quality improvement process changes for practice and outcomes of care. Ethical considerations are examined in the context of health care research.

Examines advanced topics in health informatics including revolutionizing health care through information and computer technology. This course has a minimum practicum component of 40 hours.

Focuses on quality and patient safety initiatives. Strategies for creating a culture of quality and patient safety will be examined. The goal of the course is to provide the student with the scientific knowledge base and practical tools necessary for leadership in healthcare quality and patient safety initiatives so that an organizational quality infrastructure can be built. This course has a minimum practicum component of 40 hours.

Focuses on the knowledge and skills necessary to provide exemplary leadership of groups and inter- professional teams with an emphasis on relationship building and team building. The goal of this course is to further enhance the student’s leadership skill development in order to resolve complex clinical situations, improve practice environments, and lead integrated healthcare delivery teams. This course has a minimum practicum component of 40 hours.

Examines concepts related to health care outcomes identification, health promotion, disease prevention, disease management, and the design of innovative health care delivery models for vulnerable, underserved, and minority populations. This course has a minimum practicum component of 40 hours.

Focuses on understanding how health care is organized, financed, and delivered in the U.S. and examines key issues currently on the U.S. national policy agenda. Students will conduct health policy analysis, examine stakeholders’ perspectives and environmental factors, and develop feasible policy options and recommendations. This course has a minimum practicum component of 40 hours.

This is the first of three practicum courses to provide students the opportunity for application of knowledge gained in all core courses over the final three semesters of doctoral study. The DNP Scholarly Project begins in this course. This course has a minimum practicum component of 60 hours.

This is the second of three practicum courses to provide students the opportunity for application of knowledge gained in all core courses over the final three semesters of doctoral study. The DNP Scholarly Project continues in this course. This course has a minimum practicum component of 60 hours.

This is the third of three practicum courses to provide students the opportunity for application of knowledge gained in all core courses over the final three semesters of doctoral study. The DNP Scholarly Project concludes in this course. This course has a minimum practicum component of 60 hours.

This course focuses on understanding the current and future state of digital transformation. At the core of this transformation is the ability to leverage data to deliver actionable insights and predictions using artificial intelligence and machine learning. Students explore digital technologies and apply informatics processes, tools and tactics to retrieve and critically analyze digital data and information to promote and lead effective and equitable delivery of health care services in accordance with best practice and professional, ethical, and regulatory standards.

This course focuses on principles and practices of safety science, quality improvement and implementation science and applies evidence-based strategies to minimize risk of harm to patients and providers of care. Students will apply associated principles, practices and tools to establish safe and just environments of care, foster cultures of physical and psychological safety, and engage patients and interprofessional partners in the provision of safe, equitable, team-based, person-centered care.

This course focuses on leadership and organizational change theories and how they apply to successfully leading strategic, unplanned, and chaotic change in complex healthcare settings. The course offers a unique blend of evidence-based content, personal insight assessments, role-specific examples and scenarios, and change application exercises and discussions. The goal of the course is for students to cultivate a growth mindset to build and lead problem-solving interprofessional teams that transform systems in diverse, dynamic, volatile and ambiguous health care environments.

This course explores population health as a framework for improving health in society. The course focuses on an application of the concepts and methods for conducting an in depth assessment of health status among populations, which serves as the foundation for the health improvement planning process. Principles of epidemiology are applied in analyzing population and organizational level data to provide understanding of population needs and resources. Multiple determinants are examined in relation to health status measurement, health and disease trends, and health disparities at a community, national, and global perspective. Students will explore how evidence is utilized in determining population-based interventions and policies directed at health promotion and disease prevention.

This course focuses on understanding how health care is organized, financed, and delivered in the U.S. and examines key issues currently on the national and global policy agendas. Students conduct health and social policy analyses, examine stakeholders’ perspectives, ethics, environmental factors, and anticipated consequences. Goal-directed feasible policy options and recommendations are developed. Advocacy strategies related to the profession, justice and vulnerable populations are explored and applied to a variety of venues.

This course focuses on the requisite mindset and essential skills and abilities necessary for success in the DNP program. Topics include intellectual curiosity, professionalism, personal well-being, time management, academic writing, ethical conduct, practicum requirements and the scholarly project process.

This course requires students to finalize the evidence-based project proposal and project management plan, implement the plan and evaluate the outcomes. Implementation strategies are aligned with the healthcare systems’ or community of interests’ existing culture, infrastructure, and practices.

This is the second of two scholarly project seminar courses. Under the continued direction and supervision of Seminar I faculty, students examine the business, policy, and leadership implications of their scholarly project and design relevant dissemination strategies. The course will also equip students with strategies and tools to navigate their careers as clinical practice leaders and scholars within the context of complex, rapidly changing clinical settings and the ever-evolving healthcare workplace.

This course builds on students’ prior knowledge of the fundamental principles of chemistry and physics. The course develops an understanding of that chemistry, biochemistry and physics knowledge as it relates to the theory and practice of nurse anesthesia.

This course introduces students to the opportunities and rigor of doctoral education, as well as to the mindset and skills that contribute to academic success. Topics include personal and professional well-being, ethical conduct, academic resources, practicum requirements and the scholarly project process.

This course focuses on the accelerating demands on today’s healthcare leaders and the essential skills needed to inspire, influence, and foster diverse, inclusive environments. Topics include the impact of economic, political, socio-cultural, and environmental forces, the implications of law, standards, and regulatory requirements, and building executive relationships. Strategies include executive presence, strategic messaging, and media engagement.

This course focuses on using innovation to lead effectively, work collaboratively, and engage employees in their health and well-being, despite everyday challenges. Students will apply design-thinking concepts, processes and tools to harness the power of diverse perspectives and creative thinking to solve health care’s critical workforce and workplace problems.

This course provides students with opportunities to gain executive leadership experience in health care systems or communities of interest across the health care delivery continuum. Tailored to individual interests and experience, students will participate, manage and evaluate agency-designated projects or finalize and implement a project related to an organizational healthcare or nursing practice problem. Seminars will address key operational questions that challenge students to think and listen more deeply and enhance their ability to lead in increasingly complex healthcare environments.

This course provides students with continuing opportunities to gain executive leadership experience in health care systems or communities of interest across the health care delivery continuum. Students will finalize, evaluate, and disseminate their organizational healthcare or nursing practice project. Seminars will address key strategic questions that challenge students to think more deeply and listen more attentively as they refine their ability to lead in increasingly complex healthcare environments.

This course is divided into three sections that introduce students to the basic principles underlying the specialty of anesthesia. The first section focuses on preoperative assessment of the patient and includes topics on the preoperative evaluation, the anesthetic implications of the presence of co-morbid diseases, anesthesia risk, psychological preparation and the use of preoperative medication. The second section focuses on the anesthesia machine, the anesthesia checklist, medical gas systems, electrical safety, and ancillary anesthesia equipment, monitoring modalities, breathing systems, carbon dioxide, and fluid management. The third section focuses on patient positioning, patient safety issues, temperature and humidity regulation, and infection control.

This course orients students to the clinical practice of nurse anesthesia. Students will integrate didactic content from the classroom setting for an understanding of the basic anesthetic clinical setup and pre-operative examination. Student participation, skills labs, and a culmination of a simulation immersion experience will introduce students to the preparation of the anesthesia setting in the operating room (OR)/anesthetizing site, pre-operative patient assessment, equipment, and medication checks all used in the practice of anesthesia.

In this course students begin to receive graduated, guided instruction in the clinical management of relatively young healthy ASA class I & II patients undergoing uncomplicated surgery who are receiving various types of general, regional, or monitored anesthesia care. Instruction is focused on the preparation and planning of the anesthetic, including administering the anesthesia under continual supervision and direction. Emphasis is placed on the technical instruction and experience, and correlation of the Basic Principles of Anesthesia course content. Students receive formative and summative evaluations, which are rated on a 6-point progression scale.

In this course students continue to receive 1:1 clinical instruction, focusing on ASA I & II patients undergoing uncomplicated surgery who are receiving various types of general anesthesia or regional anesthesia. Clinical instructors expect students to be more self-directed, developing comprehensive anesthesia care plans. Students receive formative and summative evaluations, which are rated on a 6-point progression scale.

In this course students continue to receive individual in-depth instruction in advanced clinical nurse anesthesia practice. Rotations in specialty anesthesia areas such as neuroscience, cardiovascular, thoracic, obstetrics, and pediatrics begin this semester. Students are taught to handle challenging patients who are at high risk for surgery and anesthesia. Emphasis is on critical, complex anesthesia management with advanced monitoring techniques, use of various pharmacologic agents, and managing high-stress scenarios. Students are expected to articulate a verbal anesthesia care plan with their clinical preceptor. Clinical instructors expect students to be self-directed, developing comprehensive anesthesia care plans. Students receive formative and summative evaluations, which are rated on a 6-point progression scale.

In this course students continue to receive individual in-depth instruction in advanced clinical nurse anesthesia practice in specialty areas as neuroscience, cardiovascular, obstetrics, thoracic, regional, and pediatric anesthesia. Students develop and utilize practical clinical applications of nurse anesthesia theory. Students are individually assigned to specialty areas and will be formally evaluated at the end of each specialty. Clinical instructors expect students to be more self-directed and able to develop increasingly comprehensive anesthesia care plans. Students will receive formative and summative evaluations, which are rated on a 6-point progression scale.

In this course students continue to receive individual in-depth instruction in advanced clinical nurse anesthesia practice. Rotations in specialty anesthesia areas such as neuroscience, cardiovascular, thoracic, obstetrics, and pediatrics continue this semester. Students are taught to handle challenging patients who are at high risk for surgery and anesthesia. Emphasis is on critical, complex anesthesia management with advanced monitoring techniques, use of various pharmacologic agents, and managing high-stress scenarios. Students are expected to articulate a verbal anesthesia care plan with their clinical preceptor. Clinical instructors expect students to be self-directed, developing comprehensive anesthesia care plans. Students receive formative and summative evaluations, which are rated on a 6-point progression scale.

In this course students continue to receive individual in-depth instruction in advanced clinical nurse anesthesia practice. Rotations in specialty anesthesia areas such as neuroscience, cardiovascular, thoracic, obstetrics, and pediatrics continue this semester. Students are expected to care for challenging patients who are at high risk for surgery and anesthesia. Emphasis is on critical, complex anesthesia management with advanced monitoring techniques, use of various pharmacologic agents, and managing high-stress scenarios. Students are expected to articulate a verbal anesthesia care plan with their clinical preceptor. Clinical instructors expect students to be self-directed, developing comprehensive anesthesia care plans that include the practical application of nurse anesthesia theory. Students receive formative and summative evaluations, which are rated on a 6-point progression scale.

In this course students continue to receive individual in-depth instruction in advanced clinical nurse anesthesia practice in specialty areas as Neuroscience, Cardiovascular, Obstetrics, Thoracic, Regional and Pediatric anesthesia. Students develop and utilize practical clinical applications of nurse anesthesia theory. Students are individually assigned to specialty areas and are formally evaluated at the end of each specialty rotation. Clinical instructors expect students to be self-directed and able to develop comprehensive anesthesia care plans. Students will receive formative and summative evaluations, which are rated on a 6-point progression scale.

This course was designed to build upon concepts presented in NU748 Basic Principles of Anesthesia. Advanced principles of anesthesia are introduced and integrated into anesthetic cased-based learning. Students develop intellectual and clinical competence in the management of patients and special populations with increased complexity. Students are prepared to care for patients undergoing bariatric, laparoscopic, robotic, neuraxial, extra-thoracic, extracranial, intracranial, burns, neck, neuroskeletal, orthopedic, perineal, pelvic, vascular, hepatobiliary, pancreatic, and neuromonitoring procedures.

This 3-credit course is designed to prepare students for the administration of monitored anesthesia care (MAC), local, regional and general anesthesia for patients, including special populations, undergoing a wide variety of diagnostic and surgical procedures. The course will prepare students to care for patients with various co-morbid diseases while incorporating anatomy, physiology, pathophysiology, pharmacology.

This course builds on previous knowledge gained concerning pathophysiological disease concepts presented in prerequisite coursework. This course provides students with a detailed description and breakdown of cardiac and pulmonary anatomy, physiology and function. Other systems presented in this course include the musculoskeletal, pulmonary, hepatobiliary, endocrine, renal, hematologic, gastrointestinal, immune, and central nervous system along with other systemic pathologies including cancer, immune/infectious diseases, and substance misuse. This course will also focus on the ways in which pathologic changes affect the anesthetic management of patients scheduled for a wide variety of diagnostic and/or surgical procedures who present with these co-morbid diseases.

This course introduces the doctoral nurse anesthesia student to the principles of crisis management in anesthesia through a series of case studies and simulation modalities. Students explore dynamic clinical reasoning, human performance theory, and anesthesia crisis resource management (ACRM) principles. Crisis management and clinical correlation through simulation, clinical reasoning, and debriefing of complex crises occurring in the anesthesia environment. Students apply prior knowledge learned in the classroom and clinical arena, demonstrating how to minimize risk, create a crisis plan, manage, and recover from crisis events.

This introductory course focuses on the logic of inquiry in the natural and social sciences. Concepts for discussion include cause, determination, measurement, error, prediction, reduction, and the roles of theory and experiment. In addition to these central issues of scientific inquiry, the broader questions of values in science is discussed. In addition, the distinction between natural and social science — laws, theories, methodologies, confirmation, and acceptance — is explored. The course concludes with introductory discussions on how nursing as an applied science discipline connects to these intellectual developments.

This course explores the evolution and development of theories relevant to research, including grand and middle-range theories and their philosophical underpinnings and implications. The application of theory to research will be emphasized.

This course will develop competencies in scholarly communication through applying the micro and macrostructure of storytelling to scientific writing in health sciences research.

This quantitative methods course focuses on understanding and applying selected approaches to quantitative research. Practical approaches to applying quantitative methods to address health/healthcare problems will be examined including research design, sampling, measurement, data collection, data analysis, and human subject protection. Emphasis is placed on scientific principles and techniques used to minimize bias and maximize internal and external validity in quantitative inquiry.

This course lays the groundwork for database design, data collection and data management. The approach focuses on identification, formalization, and verification of study data, and is appropriate for both straightforward and complex clinical research studies. Students will learn how to request information and organize it into well-defined data collection instruments. Students completing this course will develop a fundamental facility for data collection, data organization, and data analysis for research projects, including data cleaning, coding, determining shape of distribution and outliers, and handling missing data. Students will learn to use SPSS for database design and data analysis, and to use electronic data collection platforms. Students will derive their familiarity with each application through a series of research project simulations.

In this course, students will examine the intersectionality of social, political, environmental, and biological determinants of health and their combined influence on health and health outcomes. Social and environmental conditions will be examined, such as places of birth, residence, work, leisure, and community, as they affect health, physical functioning, health risks, and quality of health outcomes. The concepts of health disparities and health equity will be addressed, which are central to examination of health outcomes from both biological and sociological perspectives.

The focus of this course is to engage PhD in Nursing students in a team science experience within a multidisciplinary research team. Efforts will be made to align each team assignment with the student’s research interest. Students will apply principles of research design and innovation to develop and implement a project that supports and/or extends the work of the research team.

This course provides advanced study in the student’s discipline-specific research interest leading to the completion of the dissertation proposal. The course will cover developing and identifying the key elements/ dimensions of the project and structuring that into a significance and background/literature review section clearly articulating the healthcare context. In addition, the course will help students develop a well-defined research question(s)/problem statement and specific aims for the proposed project. Students will also learn to identify the methodology or process plan that is in alignment with the research question(s)/problem statement. This will include the target population, recruitment approach, data collection, project implementation, analytic strategy, human subjects and/or other steps. Students will be expected to draw on all their coursework as they prepare a dissertation proposal.

During dissertation advisement, students work with their Dissertation chair and committee to complete the dissertation research, further develop, and defend the dissertation proposal, complete IRB submission and approval, and successfully defend the final dissertation. The course may be repeated up to 5 times. Additional repetitions must be approved by the Dissertation chair . Students must make satisfactory progress on the dissertation work to receive course credit. The course is graded on a pass/fail basis.

During dissertation advisement, students work with their Dissertation chair and committee to complete the dissertation research, further develop, and defend the dissertation proposal, complete IRB submission and approval, and successfully defend the final dissertation. The course may be repeated up to 5 times. Additional repetitions must be approved by the Dissertation chair . Students must make satisfactory progress on the dissertation work to receive course credit. The course is graded on a pass/fail basis.

During dissertation advisement, students work with their Dissertation chair and committee to complete the dissertation research, further develop, and defend the dissertation proposal, complete IRB submission and approval, and successfully defend the final dissertation. The course may be repeated up to 5 times. Additional repetitions must be approved by the Dissertation chair. Students must make satisfactory progress on the dissertation work to receive course credit. The course is graded on a pass/fail basis.

During dissertation advisement, students work with their dissertation success team chair and committee to complete the dissertation research, further develop and defend the dissertation proposal, complete IRB submission and approval, and successfully defend the final dissertation. Student progression through this course is self-paced including completion of learning outcomes and assessments. The course may be repeated up to 5 times. Additional repetitions must be approved by the dissertation success team chair. Students must make satisfactory progress on the dissertation work to receive course credit. The course is graded on a pass/fail basis.

During dissertation advisement, students work with their dissertation success team chair and committee to complete the dissertation research, further develop and defend the dissertation proposal, complete IRB submission and approval, and successfully defend the final dissertation. Student progression through this course is self-paced including completion of learning outcomes and assessments. The course may be repeated up to 5 times. Additional repetitions must be approved by the dissertation success team chair. Students must make satisfactory progress on the dissertation work to receive course credit. The course is graded on a pass/fail basis.