Application of quality of care and patient safety standards, performance measures, improvement methods and tools, and culture of safety principles within a healthcare organization/system
Involves comprehensive investigation and analysis of health care systems, health policy, organizational theory and leadership theory and skills which are imperative in today's health care environment.
A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. S/U or letter graded.
Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general knowledge or methodologies. S/U or letter grades.
Introduction to interdisciplinary theoretical foundations for advanced nursing practice. Emphasis on the development, application, and critique of theories from nursing, social science, business and health care.
Introduction to the theoretical foundations for advanced nursing practice. Emphasis is on the development, application, and critique of nursing and interdisciplinary theories.
Development of knowledge and skills for reviewing and ethically generating evidence as a basis for evidence-based clinical practice, nursing research, and quality improvement.
Application of quality and patient safety standards, performance measures, use of informatics, collaborative/interdisciplinary care, improvement methods and tools, health care finance and culture of safety within a healthcare organization.
This course examines the historical and conceptual basis of public health, key issues, advancements and the core functions of the public health system to advance the public's health.
Examine clinical pharmacokinetics and pharmacotherapeutics. Focus on selected drug groups and their safe and appropriate utilization in primary care practice.
(3 lecture, 2 laboratory) Emphasis is in health history taking, physical assessment and interviewing of individuals across the lifespan.
Focus on pathophysiology, symptomology and etiology of commonly encountered acute and chronic clinical entities of children and adults.
Introduction to the measurement, interpretation and presentation of healthcare outcomes with focus on quality, effectiveness, and organizational performance. Integrates the application and integration of statistical tools to identify relevant outcomes.
Principles of epidemiology and understanding of biostatistics will be applied to population management of disease and intervention strategies.
(3 Lecture, 3 Practicum) Introduction to the management and improvement of clinical outcomes for individuals, families and populations within the care delivery system.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Prepares the APN student to plan and implement health promotion and disease prevention strategies to assist in maintaining and improving the health of patients, families and communities.
(3 Lecture, 3 Practicum) Introduction to the management and improvement of the care environment for individuals, families and populations within the care delivery system.
Use and application of computerized systems to clinical decision strategies for advanced practice nurses in the areas of quality management.
(2 Lecture, 3 Practicum) Development of knowledge about teaching students, staff and clients in academic and practice settings.
Development of theoretical and practical knowledge to support successful transition from a clinical expert role to that of a clinical instructor/preceptor.
Emphasis is on the systematic evaluation and use of current best evidence to make decisions about clinical practice and health care systems.
Introduction and overview of the integrative concepts of pathophysiology, pharmacology, and health assessment within the context of individual, family, and populations.
(2.5 lecture, 1 laboratory) Application of theoretical and research based developmental approaches to primary care of adults with acute episodic conditions.
(2.5 lecture, 1 laboratory) Application of theoretical and research based developmental approaches to primary health care of adults with chronic illness.
A genomics focus on concepts of prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness for individuals and aggregates within cultural and ethical care contexts.
Focus on development of education programs in health care settings and academic nursing. Includes evaluation of teaching and learning.
Develops the foundation for advanced practice management of patients across the lifespan with acute (urgent and emergent) health problems.
Critical skills intensive focusing on advanced practice skills for the emergency care environment including: airway management, chest tube insertion, central line insertion and management, ultrasound, lumbar puncture, and suturing. S/U graded.
The focus of this first clinical course is the beginning application of didactic and simulated learning to the live clinical setting. S/U graded.
(Concurrent Prerequisite
NURS 662 with a minimum grade of B) and (Concurrent Prerequisite
NURS 663 with a minimum grade of S)
Examines perspectives of population based health care across the life span from a community and global perspective.
The focus of this course is application of didactic and simulated learning in FNP diagnosis and management courses to the live clinical setting. S/U graded.
This course continues the development of advanced practice management of patients across the lifespan with acute (urgent and emergent) health problems.
Critical skills intensive focusing on advanced practice skills for the emergency care environment including: airway management, intraosseous access management, ultrasound and simulation with standardized patients. S/U graded.
This course provides for intermediate application of didactic and simulated learning in the live emergency care. S/U graded.
(2 lecture, 2 laboratory) Application of theoretical and research-based developmental approaches to primary health care of families with particular emphasis on care of women, obstetric, and pediatric populations.
The focus of this course is application of didactic and simulated learning in FNP diagnosis and management courses to the live clinical setting. S/U graded.
Application of theoretical and research based developmental approaches to complex, advanced clinical topics seen in the primary care setting.
The focus of this course is application of didactic and simulated learning FNP diagnosis and management courses to the live clinical setting. S/U graded.
(2 lecture, 3 practicum) Forty-five hours applied practicum arranged. Comprehensive economic investigation of health planning, organization, personnel, payment systems and care cost effectiveness in health care delivery systems.
Course is designed for graduate students who will function in a healthcare educator role. Use of virtual, distance/online, simulation and emerging technologies, in education of healthcare professionals will be examined.
Applied practicum arranged (45 hours = 1 credit). Practicum in hospital, community, and primary care settings focusing on clinical prevention and population based health care. S/U graded.
45 hours applied practicum arranged. Analyzes the structure and organization of health care delivery systems including population-based, acute and ambulatory health care. The roles of the DNP in organizational and systems policy are addressed.
Application of didactic and simulated learning of FNP coursework to the live clinical setting. S/U graded.
Advanced practice role development in health maintenance and illness management is examined from several perspectives.
The focus of this final clinical course is advanced application of didactic, simulated, and clinical learning to the live emergency care setting. S/U graded.
(
NURS 662 with a minimum grade of B) and (
NURS 663 with a minimum grade of S) and (
NURS 664 with a minimum grade of S) and (
NURS 671 with a minimum grade of B) and (
NURS 672 with a minimum grade of S) and (
NURS 673 with a minimum grade of S)
Focuses on developing knowledge about faculty, leader and administrator roles in academic nursing education.
Content emphasizes the application of the integrated skills of critical analysis and synthesis of evidence related to clinical practice. S/U graded.
Terminal program course. All other courses should be taken before or concurrently. Guided research project that demonstrates evidence of original thought as well as advanced knowledge of the research process. S/U graded.
The focus of this course is nursing knowledge development and the underpinnings of nursing science, practice and education.
This course builds on foundational qualitative methods coursework. Students will advance their knowledge and skills related to the conduct of qualitative research in nursing science.
Examines contextual contributors to the disproportionate experience of vulnerability and marginalization in populations. Implications for nursing research, policy, and practice are explored.
This course provides a history of philosophical and scientific thinking and its impact on the discipline of nursing, knowledge development in nursing and nursing science.
Integrates theory and empirical research about leadership and health policy. Participates in the policy development process.
Emphasis on needs assessment, instrument analysis, measurement, analysis and evaluation of student outcomes in nursing education.
This course explores theoretical elements and their impact on nursing knowledge development and the translation of nursing research to pedagogy and practice.
Introduction to doctoral level in-depth study of the integrated principles of design, methods and analysis in the conduct of quantitative health care research.
Provides in-depth study of the integrated principles of design, methods and analysis in the conduct of quantitative health care research.
In-depth application of the integrated principles of both quantitative and qualitative design, methods and analysis as they relate to the translation of evidence into practice.
Introduction to the DNP Scholarly Project emphasizing the application of the integrated principles of proposal development, project design and the measurement of clinical outcomes.
Provides advanced in-depth study, emphasizing the intensive development and defense of the DNP Scholarly Project proposal.
This course is designed to prepare the learner for scholarship in nursing education, publication, presentation and grant writing activities.
Builds knowledge and skill with instructional planning, development, delivery, and evaluation in classroom and clinical settings. Focus on existing and developing evidence for teaching strategies.
Examines a range of contextual and professional influences on curriculum development and program evaluation in nursing education.
Involves comprehensive investigation of the academic nursing role in higher education relative to administration, student issues, program requirements and faculty expectations.
Exploring the nature of doctoral research in nursing and nursing scholarship. Examination of phenomena of interest for dissertation proposals begins.
Engage students in discussion surrounding DNP essential concepts, development of research knowledge and trajectory, and acculturation to the DNP role with special emphasis on developing the concept of interest.
Engage students in discussion surrounding DNP essential concepts, development of research knowledge and trajectory, and acculturation to the DNP role with special emphasis on developing evidence for practice change.
Engage students in discussion surrounding DNP essential concepts, development of research knowledge and trajectory, and acculturation to the DNP role with special emphasis on research design and methods.
The Capstone project reflects synthesis and application of evidence-based practice in advanced nursing practice and health care. The course facilitates the development of the Capstone and launches the project. S/U graded.
For a total of 180 contact hours. The Capstone project reflects synthesis and application of evidence-based practice in advanced nursing practice and health care. The Capstone project must be approved by and defended to the capstone committee. S/U graded.
All doctoral students must earn 4 hours as partial fulfillment of requirements for the doctorate. Supports development of dissertation research proposal. S/U graded.
The DNP project reflects synthesis and application of evidence-based practice and translational research. S/U graded.
All doctoral students must earn 12 hours as partial fulfillment of requirements for the doctorate. Dissertation must be approved by and defended to the dissertation committee. S/U graded.