Course Catalog

Undergraduate Course Descriptions

NURS 304: Introduction to Professional Nursing Practice

4 credits (2 didactic, 2 lab)

This didactic, laboratory, clinical and seminar course introduces students to the concepts of contemporary professional nursing. The student is guided in the application of theory to clinical practice and in the development of cognitive, psychomotor, communication, and therapeutic skills necessary to address the common needs and responses of persons experiencing various health states. Prerequisites: None

NURS 308: Nursing Care of Infants and Children: A Family Perspective

4 credits (2 didactic, 2 clinical)

This course teaches students how to provide nursing care to infants and children within the family as a unit of care. An integrated approach to development is used. Emphasis is placed on understanding the family as the basic unit in children's lives. Biological, psychological, social, cultural, and spiritual influences that impact family beliefs are emphasized. Content includes a focus on wellness and illness. Current pediatric health problems, anticipatory guidance, prevention and health care promotion are presented within a framework of childhood development, family dynamics and communication skills. By using the nursing process and fostering critical thinking, the student will learn to deliver safe, theory-based nursing care to children within the family unit. Clinical experiences with children and their families provide opportunities for application and integration of theory-based content. Students participate in clinical experiences in a variety of settings including acute care facilities, the community, and the learning resource center. Students will care for families with children experiencing both simple and complex needs throughout various stages of the life span. Opportunities will be provided for students to learn specific content on an individual basis through the medium of computer-assisted instruction, interactive videos, films, and through access to the multimedia skills laboratory. Prerequisites: NURS 304, NURS 315, NURS 330, and NURS 333

NURS 315: Pathophysiological and Pharmacological Bases for Nursing Practice

5 credits

This course focuses on the disruptions of physiological systems that immediately or ultimately produce disease states and on the use of drugs to prevent or ameliorate those disruptions. Patient and population specific factors that affect the likelihood of success of a particular drug therapy or that increase the danger from untoward effects are integrated throughout the course. Legal and regulatory issues are discussed. The student applies previously acquired knowledge in human anatomy and physiology as well as other basic sciences.

NURS 320: Science Research Nursing Practice

3 credits

This course addresses the research-related knowledge, skills, and attitudes necessary to meet the minimal research-related role expectations of baccalaureate-prepared nurses. Role expectations and resultant course content and learning strategies address (a) the basic elements of research and their interdependence, (b) the critique of nursing and related health care research, (c) incorporation of research and related theoretical perspectives into clinical practice through the processes of research utilization and approaches to evidence-based practice, and (d) adherence to ethical guidelines in research-related endeavors. Prerequisites: None

NURS 325: Context of Health Care Delivery

2 credits

This course provides an overview of the nature of nursing as an evolving profession and its relationship to the structure and function of the United States health care delivery system. Major issues and trends in nursing and health care are explored. Consideration is given to the impact of social, political, economic, and technological factors on the health care system and the nursing profession. The development of basic skills and competencies in problem-solving, decision-making, group dynamics, delegation and supervision are addressed. Prerequisites: None

NURS 330: Adult Health Nursing

7 credits (3 didactic, 4 clinical)

This course provides didactic and clinical learning experiences designed to enable students to provide nursing care to clients across the adult life span who are experiencing a variety of complex, acute, and chronic health problems in various settings, including long-term care and/or rehabilitation. Prerequisites: NURS 304, NURS 315, and NURS 333

NURS 331: Gerontological Nursing

3 credits

This course explores unique health and nursing needs of elderly clients and their significant others, and examines the political, social, economic, ethical, and end of life issues that have implications for an aging society. The emphasis will be on healthy aging and wellness and for the student to develop a positive perspective on aging. Prerequisites: None

NURS 333: Health Assessment

3 credits (2 didactic, 1 lab)

This course is designed to provide students with the knowledge and skills necessary to assess individual health as a multi-dimensional, balanced expression of bio-psycho-social-cultural well-being. Course content will reflect a functional health and systems approach to nursing assessment of humans through all developmental stages. Comprehensive bio-psycho-social-cultural assessment approaches will be introduced to enable students to assess the impact of environmental influences (risk factors) upon individual health. Prerequisites: None

NURS 402: Psychiatric Mental Health Nursing & Clinical

5 credits (3 didactic, 2 clinical)

This course provides a basic understanding of psychiatric and mental health nursing principles through classroom and related clinical experiences in a variety of settings. Course content builds on the American Nurses Association's Psychiatric – Mental Health: Scope and Standards of Practice using an integrated biological, psychological, sociocultural, environmental, and spiritual approach to the care of persons with psychiatric disorders. Empirical, aesthetic, ethical and personal ways of knowing are explored as a basis for understanding the holistic needs of persons with psychiatric disorders. Current research, theory, and biological foundations of psychiatric disorders are introduced. Treatment modalities and legal/ethical implications of caring for persons with psychiatric disorders, along with issues of professional and personal involvement in psychiatric mental health nursing, are discussed. The therapeutic use of self within the context of an integrated, evidence-based approach to meeting the biological, psychological, cultural, social, and spiritual needs of persons with psychiatric disorders, their families, and caregivers is emphasized. Prerequisites: NURS 304, NURS 315, NURS 330, and NURS 333

NURS 403: Community Health Nursing

5 credits (3 didactic, 2 clinical)

This course uses a public health nursing practice model that links nursing with core public health functions and essential public health services. It provides the foundational principles of community and public health nursing using theory, analytic skills, and related clinical experiences. Global, federal, state, and local public health priorities are examined to illustrate the nursing process for the care of communities and populations. The sciences providing the evidence base for community and public health assessment, intervention, and evaluation are integrated into the course. Ethical principles and concepts of occupational and environmental health and social justice are incorporated by analyzing the origins of health disparities especially in cases of special (vulnerable) populations. The historical, current, and future role of nurses, who care for populations by empowering individuals, families, and communities, is critically analyzed. Students apply and evaluate evidence-based interventions in a variety of public and private clinical settings. Prerequisites: BSN students: All program courses are prerequisites except NURS 425 (co-requisite) and NURS 487. RN-BSN students: NURS 333. This course is taken during the last semester of the program.

NURS 405: An Introduction to Informatics in Nursing and Health Care

3 credits

This course introduces students to informatics as it applies to health care in general and nursing practice in particular. The course consists of several modules in which students learn about the theoretical perspectives related to the flow of information in health care; concepts of data, information, and knowledge; language models and concepts; technologies and their applications to nursing care; and the electronic health record in its many forms. The course introduces and discusses public and institutional policies important to health care technology, communication, and documentation of health care interventions, with an emphasis on privacy, confidentiality, and security. Finally, the course will address technology issues important to the future of nursing and health care. Prerequisite: NURS 304 or current RN

NURS 407: Maternal, Newborn and Women's Health

4 credits (2 didactic, 2 clinical)

This clinical course provides an understanding of perinatal, women, and family nursing principles through classroom and seminar experiences. An evidence-based practice approach is used and emphasis is placed on the biological, psychological, social, cultural, and spiritual aspects of the childbearing experience. Course content includes patient centered care and examination of selected societal and technological issues that influence women and families. Students will apply theory into clinical practice through nursing care experiences with women, newborns, and families in a variety of inpatient and outpatient settings. Prerequisites: N330

NURS 425: Organizational Leadership and Management

3 credits

This course focuses on the leadership roles and the management functions of professional nurses in a contemporary health care environment. Organizational, economic, regulatory, and interpersonal factors that impact nursing practice are explored. The administrative process is utilized as a framework to examine management and leadership concepts and principles such as planning, organizational analysis, conflict management, quality improvement, and fundamental fiscal issues, among others. The integration of management theory and the social responsibility of the nursing profession are emphasized. Prerequisites: NURS 325 and one major clinical rotation, such as, NURS 308, NURS 330, NURS 402, or NURS 407

NURS 487: Emphasis Practicum

6 credits (2 didactic, 4 clinical)

This course is the capstone clinical practicum and seminar taken in the final semester of the baccalaureate program to facilitate the transition from nursing student to professional nurse. Analysis and synthesis of information from all coursework is applied to the delivery of organized and safe nursing care in a variety of clinical situations. The components of the course are the clinical preceptorship, critical thinking, and career planning. The course is designed to provide the student with opportunities to apply knowledge from nursing courses and critical thinking skills to clinical situations and case studies. The student works with a clinical preceptor in the development, implementation, and evaluation of objectives specific to the clinical emphasis area. Students will revise and refine their resume and interviewing skills and develop an individualized plan for preparing for the NCLEX examination. Prerequisites: All program courses are prerequisites except NURS 403 and NURS 425. This course is taken during the last semester of the program.

NURS 418: A Multidisciplinary Examination of Forensics

3 credits

This course explores forensics by focusing on psychological dynamics, criminal investigative aspects, and nursing involvement within the forensic arena. This course is offered in collaboration with the disciplines of Criminology and Criminal Justice, Nursing and Psychology. Expert-led topics will explore the relationships of the public health system, criminal justice system, and the field of psychology. Each of the respective disciplines will integrate within interactive sessions for a total of 15 weeks. Leadership strategies will address interrelationships between the disciplines including ethical and legal issues facing the forensic practitioner within the field and ways to resolve issues using evidence based standards. Prerequisites: None

NURS 418: ABCN Seminar

1 credit

Test-taking strategies and resources available to assist in test preparation for the NCLEX-RN will be incorporated as content is reviewed. A variety of formats will be used to enhance reinforcement and mastery of key concepts and professional issues.Prerequisites: Participation in ABCN and completion of seminars I, II and III

NURS 418: Adolescent Health Care

3 credits

This course addresses Adolescent Health Care and issues affecting adolescence, including a review of normal physical growth and development. Preventative health care and nutrition will be discussed. Various health problems affecting endocrine, cardiovascular, orthopedic, dermatologic, and neurological functions, as well as infectious diseases will be reviewed. Genitourinary disorders, sexuality, contraception, gynecology, and sexually transmitted diseases in adolescence will be discussed. Drug use and psychosocial problems (including youth violence, suicide, adolescent depression, and anxiety disorder), alternative medicine, and health promotion and prevention will be explored. Prerequisites: None

NURS 418: Advances in Pediatric Nursing

3 credits

The purpose of this course is to provide the undergraduate student with the latest clinical information in pediatric health care and to examine latest trends and current concerns that will affect the future of pediatric nursing. The course will also provide an analysis of selected theories and behaviors relevant to pediatric health promotion, with an emphasis on the application and integration within various clinical settings. Communication and assessment skills, case management, and strategies to promote emotional, cognitive, and physical health of infants and children will be emphasized. The course will provide an opportunity for exploration and critical thinking concerning the promotion of optimal pediatric health care outcomes for selected populations within caring environments for pediatric patients and their families. Prerequisite: NURS 308 or current RN

NURS 418: Biofeedback

3 credits

This course is an entry-level, experiential course in biofeedback, self-regulatory training, and stress management. The course covers the content areas of the Biofeedback Certification Institute of America (BCIA) biofeedback certification exam. These include basic applied psychophysiology and self-regulation, psychophysiological assessment, biofeedback instrumentation, biofeedback training for various conditions, and issues of professional practice. Students engage in a wide range of learning activities including lectures, discussions, experiential biofeedback and relaxation training. Students will ultimately be capable of designing brief biofeedback training protocols for patients with selected disorders. Prerequisites: Undergraduate human anatomy and physiology

NURS 418: Cancer Genetics and Pathophysiology

3 credits

This course provides an introduction to principles of cell biology, genetics, and pathophysiology of cancer followed by application of these principles to particular cancer sites. Emphasis is placed on understanding the multiple cellular pathways that may lead to malignant transformation and the heterogeneity of cancer as a disease and as a target for therapy. Manipulation of the pathways of malignant transformation for prevention of cancer is discussed. Site-specific cancers are then examined, with a detailed discussion of their particular pathophysiology. Prerequisites: NURS 315 or current RN, NURS 333

NURS 418: Cardiovascular Nursing

3 credits

This course is designed to introduce baccalaureate nursing students to the application of the nursing process for clients in medical, surgical and coronary intensive care units. Topics fundamental to the provision of client-centered nursing care in the cardiac critical care environment will be covered. Lectures, discussion, and demonstrations will be used to address topics relevant to beginning critical care nursing practice. Prerequisite: NURS 330

NURS 418: Communication Strategies in Healthcare Teams

3 credits

This course advances nurses' knowledge of the theoretical frameworks of teamwork, why teamwork matters, how to function as an efficient and effective team member, how to effectively communicate in a team, and how to handle the disagreements and disputes that are an inevitable part of teamwork. It examines how the organizational culture of a given hospital or health care system may shape team processes and impact on patient outcomes. The evidence related to patient safety and health care teams has increasingly focused on the need for well-functioning teams as crucial to reducing medical errors and injuries. This course is designed to help students understand and master teamwork skills in the context of the current health care environment. Prerequisite: Current RN

 

NURS 418: Emerging Infections

3 credits

This elective course is an overview of infectious diseases and the emergence of new ones throughout the world. Increased urbanization, poverty, and crowding; changes in ecology and climate; the evolution of microbes; changes in human behavior; population shifts and population growth; inadequacy of public health infrastructures; and modern travel and trade have contributed to the resurgence of certain infectious diseases. Bacterial resistance to antibiotics, new viral diseases, and research related to immune function are important contributors to this problem. This course will focus on topics related to the understanding of emerging infectious diseases and how to prevent and control them. An understanding of how social, political, and economic policies influence the patterns of emerging infections will be discussed. Students will participate in weekly class exercises, project presentations and literature reviews that enhance their understanding of infectious disease.Prerequisites: None

NURS 418: End of Life

3 credits

This course provides basic concepts related to end-of-life care for older adults. The focus is placed on palliative care, symptom management, preparation for death and support to older adults and families. Emphasis is on developing a knowledge base of specific concepts and nursing management strategies to promote end-of-life care planning among older adults, families, and health care professionals. Prerequisites: None

NURS 418: Environmental Health

3 credits

This course is an overview of environmental areas for study, emerging environmental issues, major environmental health hazards, and identification of responsibilities for advanced practice nurses and other health professionals. The history of environmental health legislation and regulatory agencies will be reviewed. A framework for analyzing major environmental health issues will be used to explore how the environment can influence health. Recognition of the need for interdisciplinary teamwork in assessment, diagnosis, and community-wide or population-based health promotion/disease prevention interventions will be identified. Prerequisites: None

NURS 418: Focus on Critical Care Nursing:

3 credits

This course provides in-depth exposure and experience involving care of the critically ill in a critical care environment. Specialties will be presented and discussed, including types of hospitals, critical care units, history of critical care, development of evidence-based practice standards, and presentations of acute illness in the emergency department setting. Included will be skills involving recognition and care of the critically ill that will build upon prior coursework in pathopharmacology. This course will reinforce medical surgical content, critical thinking skills, as well as prioritization and time management skills. In addition, this course will facilitate exploration for NURS 487 practicum experiences. Prerequisites: NURS 304, NURS 315, NURS 330, andNURS 333

NURS 418 Geriatric Imperative Minimester

2 credits

This five-day interdisciplinary course is open to all University of Maryland students during the winter session. It presents a wide range of information on the health and well-being of older adults through clinical, research, and policy presentations. Course content will be conveyed through lectures, panel discussions, team and case presentations, role play, videotapes, and site visits. This course provides an opportunity for students to obtain an understanding of aging-related issues that influence health from a multidisciplinary perspective. The course will expand students' knowledge relative to the unique needs of older adults through a discussion of current research, clinical, and biological theories of aging. Prerequisites: None

NURS 418: Health Behaviors

3 credits

This course provides the student with an opportunity to study and apply the principles of health promotion. Emphasis is placed on examining the relationship between health psychology, behavior and health outcomes, and strategies for assisting clients through the process of behavior change. Prerequisites: None

NURS 418: Health, Health Care and Culture

3 credits

This course uses concepts, theories and methodologies from transcultural nursing, sociology, and medical anthropology to provide a theoretical and conceptual basis for the provision of health services to culturally diverse individuals, families, and communities. The course focus is on the exploration of cultural variations among the values and beliefs held by both health care workers and recipients of care, and issues that address cultural competence as related to the delivery of care in a multi-racial, multi-ethnic and multicultural society. Students engage in a range of learning experiences, including, seminar discussions, fieldwork assignments, oral presentations, readings, simulation experiences, individual and group exercises, and self-directed activities that foster experiential learning. Prerequisites: None

NURS 418: Holistic Health

3 credits

This course provides an introduction and overview of the notions of holism and healing in health and nursing care, and the use of complementary and alternative modalities (CAM). Students will explore theoretical perspectives of holistic health and healing and expand their understanding of the philosophical underpinnings of CAM that incorporate mind, body, spirit, and holism in themselves and others. Students will learn the elements that comprise holistic philosophy and learn specific techniques that enhance their practice, and study some of the major CAM, including meditation, visualization, guided imagery, therapeutic massage, energy work/therapeutic touch/chakra balancing, homeopathy, ayurveda, traditional Chinese medicine/acupuncture/Qi Gong, Native American healing, herbs, prayer, music. Prerequisites: None

NURS 418: Introduction to Spanish for Health Care Providers

3 credits

The student will develop basic Spanish language conversation skills for the health care setting. Emphasis will be on correct pronunciation and oral comprehension. Topics will include: basic phrases used for patient interviews, health care terminology, patient instructions, health education, and cultural considerations for clinical settings. Students will be expected to do weekly homework and to come prepared to actively practice Spanish conversation during class time. Prerequisite: one introductory Spanish course

NURS 418: Issues in Rural Health

3 credits

This course provides students with an introduction to rural health care and its implications for nursing practice across the health care continuum. Students will explore the epidemiological and health system delivery characteristics that distinguish rural health care as a unique setting for nursing and health care services. Site visits and examples from rural health care programs across Maryland will be offered and will allow students to integrate class discussions, case studies, and course content into real life rural health care settings. Prerequisites: None.

NURS 418: Leadership Competencies

3 credits

This course will focus on building the knowledge and key competencies essential to successful leadership and influence in an evolving health care delivery system. The course emphasizes increasing self awareness in the context of organizational challenges and individual motivation, strengthening interpersonal and communication effectiveness, translating strategic vision into action, and developing skills in implementing and managing organizational change. Specific learning opportunities will include: group seminars, experiential exercises, lectures, case studies, and dialogue with top level leaders in nursing and health care. The course features a “laboratory” experience in the exercise of leadership in the form of regular group consultations on a leadership challenge faced by class participants. A one-credit practicum (3 hours/week in fall and spring, 6 hours/week in summer) with an authority figure in health care is available with permission of the instructor. Prerequisite: NURS 425 or permission of instructor

NURS 418: Leading and Managing in Long Term Care

3 credits

This course prepares nurses for first or middle leadership positions in long-term care settings, such as charge nurse, MDS coordinator, or quality assurance director. Emphasis is on the practical application of leadership and management concepts to the continuum of long-term care. Knowledge and skills to direct other members of the health care team in providing safe care for the vulnerable population in long-term care is addressed. Prerequisite: current RN

NURS 418: Legal and Regulatory Issues in Nursing

2 or 3 credits

The course will present an overview of the legislative, regulatory, and judicial systems of our national and state governments as sources of health care law. Selected court decisions will be discussed in such topic areas as nursing malpractice, patients' rights, informed consent, termination of treatment, and assisted suicide. Class time will be allocated to research laws affecting health care providers in the Annotated Code of Maryland and the Code of Maryland Regulations. A day will be spent in Annapolis meeting with representatives to the Maryland General Assembly and attending a legislative hearing. Prerequisites: None.

NURS 418: Mass Destruction Incidents

3 credits

This course provides the opportunity for beginning and advanced nursing students to explore the multiple roles of nurses in a mass casualty event/weapons of mass destruction (MCE/WMD). We will use the all-hazards approach in applying the nursing process to recognize the potential and occurrence of an event and identify the needs of affected individuals, families, and communities. The student will also learn to function in collaboration with other professionals and agencies through an incident management system, the formal structure for communication and decision-making during an event. Prerequisites: NURS 304, NURS 330, NURS 315, NURS 333 or current RN

NURS 418: Mindfulness-Based Stress Reduction Programs: Issues in Program Planning, Implementation and Evaluation

3 credits

The core components of this course include an overview of the evolution of mindfulness-based stress reduction (MBSR) programs; a critical appraisal of the state of the science in their implementation and evaluation in clinical, community, and research contexts; and an opportunity to create and critique plans for implementing and evaluating MBSR programs for a variety of target populations taking into account the state of the science. Pre/co-requisite: NURS 320

NURS 418: Pain Management

3 credits

Pain, whether acute, chronic-continuous, or chronic episodic, is a defining or critical symptom for many illnesses. Nurses play a crucial role in the assessment and management of pain. This course addresses current issues and concepts related to pain assessment and management drawing on theoretical and research literature. Given the multidimensional nature of pain, this course includes the physiological, sensory, affective, and motivational dimensions of pain. The impact of pain upon family/significant others, the relationship between pain and quality of patient care, as well as cost-benefit and safety issues are discussed. Prerequisites: None

NURS 418: Perioperative Nursing

3 credits

This course provides an overview of the roles and responsibilities of the perioperative nurse using the Association of Operating Room Nurses (AORN) philosophy as a unifying framework. The collaborative relationship with members of the health care team is explored. Students will have the opportunity to observe and practice skills and competencies specific to the roles of the perioperative nurse. Prerequisite: NURS 304 or current RN

NURS 418: Process of Aging

3 credits

This course provides an in-depth analysis of specific concepts related to alterations in health of the older adult, especially the frail older adult. The focus is placed on research-based interventions to guide practice to assist older adults to cope with chronic alterations in health. Emphasis is on improving quality of care for the most frail and disabled older adults across the continuum of long-term care. Prerequisites: None

NURS 418: Safety in the Health Care Work Environment

3 credits

The health care work environment has emerged as a crucial factor for the safety of both patients and staff. This course introduces principles of occupational safety and health to analyze how the health care work environment impacts staff and patient safety. The health care work environment will be examined according to five types of occupational hazards: mechanical (lifting), chemical (cleaning agents), biological (air- and blood-borne pathogens), psychosocial (violence) and physical (radiation). Students will learn principles of hazard assessment and corresponding strategies of hazard control including engineering, administrative, and personal protective equipment. Students will design comprehensive safety strategies for work environment hazards utilizing appropriate regulatory and evidence-based best practices. Prerequisites: None

NURS 418: Women's Health

3 credits

This course is designed to explore a broad range of health issues that are either unique to women or of special importance to women. Students will examine the roles that women play both as providers and consumers of health care in the United States. Health concerns of women from adolescence through senescence will be studied. Selected topics include issues of chronic illness, mental health, fertility, and violence. A primary objective is to enable the student to become a more informed consumer and provider of health care services. Prerequisites: None

NURS 418: Work, Stress and Health Disparities

3 credits

This seminar will integrate psychological, sociological and social epidemiological perspectives into an examination of the relationship between social inequality, work, and health. We will examine the organization and content of the psychosocial work environment and the impact of occupational stress exposures on health and illness. Particular attention will be given to the work environment of health care workers. The contribution that work makes to ongoing health disparities in the U.S. will also be examined. Prerequisite: permission of the instructor

MS & Post-MS Course Descriptions

NURS 501 – Pathophysiological and Pharmacology Bases for Nursing Practice (5).

This course focuses on the pathophysiologic disruption to system functioning and on the use of therapeutic drugs in the health care setting. This course will provide an understanding of the Therapeutic Experiment and the role of the nurse in managing drug therapy. The student applies previously acquired knowledge in human anatomy and physiology as well as other basic sciences. The course contributes to the scientific basis for nursing practice.

NURS 503 – Health Assessment (3).

This course is designed to provide the nursing student with the knowledge and skills necessary to assess individual health as a multi-dimensional expression of bio-psycho-social-cultural well being. Course content will reflect a functional health and systems approach to nursing assessment of humans through all developmental stages.

NURS 505 – Introduction to Professional Nursing Practice (4).

This didactic, laboratory, clinical and seminar course introduces students t the concepts of contemporary professional nursing. The student is guided in the application of theory to clinical practice and in the development of cognitive, psychomotor, communication, and therapeutic skills necessary to address common needs and responses of persons experiencing various health states. Prerequisite NURS 503

NURS 507 – Context of Health Care Delivery I (3).

This course provides an overview of the nature of nursing as an evolving profession and its relationship to the structure and function of the United States health care delivery system. Major issues and trends in nursing and health care are explored. Consideration is given to the impact of social, political, economic, and technological factors on the health care system and the nursing profession. The development of basic skills and competencies in problem-solving, decision-making, group dynamics, delegation and supervision are addressed.

NURS 508 – Community/Public Health Nursing for the Clinical Nurse Leader (5 credits – 3 didactic/2 clinical).

This course provides the foundational principles of community and public health nursing using theory, analytics skills, and related clinical experiences. Global, federal, and state and local public health priorities and policy options are examined to illustrate the nursing process for the care of communities and population. The sciences providing the evidence base for community and public health assessment, intervention, and evaluation are integrated into the course. These include introductory epidemiology; community based participatory research (including cultural awareness and competence), nursing and social sciences and qualitative methods. Ethical principles and concepts of social justice are incorporated by analyzing the origins of health disparities especially in cases of special (vulnerable) populations. The U.S. public health system is analyzed relative to the Alma Ata Declaration, U.S. health goals, local emergency preparedness, populations’ access to care, and cost. The historical, current, and future role of nurses who care for populations by empowering individuals, families, and communities is critically analyzed. Students apply evidence based interventions in a variety of public and private clinical settings. Prerequisites: NURS 501, NURS 503, NURS 505, NURS 507, NURS 625 Co-requisite: NURS 509, NURS 511, 736

NURS 509 – The Childbearing Family for the Clinical Nurse Leader (5).

This course provides an understanding of prenatal, women and family nursing principles through classroom and seminar experiences. Course content builds on the Association of Women’s Health, Obstetric, and Neonatal Nurses’ Standards and Guidelines and the American Association of Colleges of Nursing Clinical Nurse Leader (CNL) role delineation. An evidence-based practice approach is used and emphasis is placed on the biological, psychological, social, cultural, and spiritual aspects of the childbearing experience. Course content includes patient centered care and examination of the societal and technological issues that influence women and childbearing families. Students will apply theory into clinical practice through nursing care experiences with antepartal, intrapartal, and postpartum families in a variety of inpatient and outpatient settings. Prerequisites: NURS 503, NURS 505 Co-requisites: NURS 508, NURS 511

NURS 511 – Psychiatric Mental Health Nursing for the Clinical Nurse Leader (5).

This course provides an understanding of psychiatric and mental health nursing principles through classroom and related clinical experiences in a variety of settings. Course content builds on the American Nurses Association’s of Colleges of Nursing Clinical Nurse Leader (CNL) role delineation. Using an integrated biological. Psychological, sociocultural, environmental, and spiritual approach, students will learn interventions for the care of individuals and groups with psychiatric disorders. Empirical, aesthetic, ethical, and personal ways of knowing are explored as a basis for understanding the holistic needs of persons with psychiatric disorders. Current research, theory, and biological foundations of psychiatric disorders are introduced. Evidence-based interventions, issues of professional and personal involvement in psychiatric mental health nursing, and legal and ethical implications of caring for persons with psychiatric disorders are discussed. The course requires the clinical application of communication, interpersonal, crisis intervention, cognitive behavioral, and motivational interviewing theory and skills. Students apply psychopharmacological principles, critical thinking, patient education skills, support, advocacy and caring in the clinical setting. The therapeutic use of self and the leadership role of the CNL are emphasized. The course provides opportunities for students to learn to function as beginning CNLs in the roles of professional, clinician, outcomes manager, advocate, educator, and life-long learner. Prerequisites: NURS 501, NURS 503, NURS 505, NURS 507, NURS 625

NURS 514- Adult Health Nursing for CNL (6).

This course is designed to introduce Clinical Nurse Leader students to the application of the nursing process for clients in acute care settings. Topics fundamental to the provision of client-centered nursing care in the adult acute care environment will be covered. Lectures, discussion, and clinical application will be used to address topics relevant to beginning nursing practices as a clinical nurse leader. Prerequisite: NURS 501, NURS 503, NURS 505

NURS 515 – Pathophysiological and Pharmacological Bases for Nursing Practice (5).

This course focuses on the pathophysiologic disruption to system functioning and on the use of therapeutic drugs in the health care setting. This course will provide an understanding of the Therapeutic Experiment and the role of the nurse in managing drug therapy. The student applies previously acquired knowledge in human anatomy and physiology as well as other basic science. The course contributed to the scientific basis for nursing practice.

NURS 517 – Nursing Care of Infants and Children: Family Perspective (4).

This course provides an understanding of how family-centered atraumatic care in the pediatric setting facilitates the health and well being of infants, children adolescents. Course content builds on the American Nursing Association Standards of Maternal and Child Health Practice, American Nursing Association Standards for Practice and the American Association of Colleges of Nursing Clinical Nurse Leader (CNL) role delineation. The role of the pediatric nurse in the provision of therapeutic relationships, family advocacy, disease prevention/health promotion, anticipatory guidance, and support/counseling and health restoration is explored. The biological, psychological, social, cultural, and spiritual aspects of the child within the context of the family unit are examined. The strength and the competence of the family are enhanced through emphasis on the development of mutuality and partnerships between the pediatric nurse and the parents. Current pediatric health issues related to wellness and illness are examined utilizing an evidence-based practice approach. Clinical experiences will afford the CNL student the opportunity to provide nursing care across the continuum of pediatric health care services meeting the physical and psychological needs of infants, children and adolescents in primary, acute, critical and chronic care settings. Opportunities are provided through a variety of clinical experience for the development and refinement of assessment skills, critical thinking and problem solving skills as well as nursing intervention strategies. Prerequisites: NURS 501, NURS 503, NURS 505, NURS 507, NURS 508, NURS 509, NURS 510, NURS 511, and NURS 625

NURS 523 – Clinical Nurse Leader Emphasis Practicum (8).

This course is the capstone clinical practicum and seminar taken in the final semester of the Clinical Nurse Leadership program of study to facilitate the transition from nursing student to clinical nurse leader. Analysis and synthesis of information from all coursework is applied to the delivery of organized, safe, efficient, outcomes oriented nursing care in a variety of clinical situations. The components of the course are the clinical and leadership preceptorship, critical thinking, and career planning. The course provides the student with opportunities to apply knowledge from nursing courses (they may also apply previous knowledge fro mother spheres) and critical thinking skills to clinical situations, patient care leadership, and case studies. The student works with a clinical preceptor to develop, implement and evaluate objectives specific to the clinical patient care and leadership in the emphasis area. Prerequisites: All program courses are prerequisites to NURS 523 except NURS 701 and NURS 622. NURS 525 must be taken concurrently. This course is taken during the last semester of the program of study.

NURS 525 – Leadership In Clinical Nursing Practice (3).

This course focuses on the leadership roles and management functions expected of the clinical nurse leader in a contemporary healthcare environment. Organizational, economic, regulatory and interpersonal factors that impact nursing practice are explored. The administrative process is emphasized as a framework for analyzing concepts and principles such as system theory, fiscal principles, quality improvement methodologies, planned change and the principle attributes of professionalism, among others. Stress is placed on the development of critical thinking skills and the identification of nursing leadership and research implications. The integration of leadership and management theory and the social responsibility of the nursing profession are emphasized. Prerequisites/Co-requisite NURS 507 and one major clinical course such as, NURS 509, NURS 508, NURS 511, NURS 514 and NURS 517

NURS 604 – Pharmacology of Anesthesia Nursing (3).

This course will provide a comprehensive understanding of the pharmacology of the inhalation anesthetics. The principles of uptake and distribution (pharmacokinetics) of inhalation anesthetics will be discussed along with factors (e.g., flow rates, co administration of N20, and variations in CO) that can influence the rate of rise of alveolar tension. This course will also cover the Pharmacokinetics and Pharmacodynamics of intravenous anesthesia drugs. Prerequisite: NURS 723

NURS 605— Comprehensive Adult Health Assessment (3).

Builds on previously learned skills and knowledge to develop advanced skills in obtaining and completing a comprehensive health history and physical, and develop competence in identifying, describing and communicating normal and abnormal findings in a written and oral format. A major focus of this course is on the assessment process. Prerequisite: NURS623 Co-requisites: NPHY 612.

NURS 608— Special Problems in Nursing (1–6).

Provides for alternative learning experiences: independent study, development of specific clinical competencies, classes focusing on a variety of special interest topics or topics of an interdepartmental nature. Registration requires permission of advisor. Students may register for one to three credits per semester with a maximum of six credits per degree.

NURS 609— Critical Issues in Health Care (3).

Enables an interdisciplinary group of students to examine the policy, legal and ethical components of a variety of critical issues in health care delivery. Several teaching techniques, including case studies, simulations, mock hearings and panel discussions are used to explore such topics as medical malpractice, rights of patients to refuse treatment, informed consent and substituted consent in medical decision-making, regulation of experimental drugs, cost containment in the health care system and delivery of health care to the poor and indigent. The course is taught by faculty from a variety of disciplines, including law, philosophy, nursing, medicine, dentistry, pharmacy, social work and economics.

NURS 610 – Pharmacology of Anesthesia Nursing II (2).

This course is a continuation of the study of concepts developed in Pharmacology of Anesthesia Nursing I. In this second semester course emphasis is placed on the study of the uptake, distribution, and biotransformation of anesthetic drugs. The course will also provide information on anesthesia drugs used in clinical specialty areas such as obstetric and pediatric anesthesia and local anesthetics. Prerequisites: NURS 604

NURS 611—Pediatric Assessment in Advanced Practice Nursing (3).

Utilizes a seminar alternating with laboratory and clinical experiences that emphasize the role of the advanced practice pediatric nurse. Provides the opportunity to refine assessment skills as data is collected and analyzed in the clinical area, using a variety of interviewing, examining and recording skills. Role boundaries, role facilitation and barriers to role implementation are analyzed in seminar sessions. Pre- or Co-requisite: NPHY 612.

NURS 612— Trends and Issues in Women’s Health Care (2).

Focuses on the evolution of women’s health as a discipline and the importance of examining gender-related differences. Discussions include cultural, psychological, social, economical, legal and biological determinants of health and well being of adolescents and women throughout the life span.

NURS 613 – Principles of Anesthesia Nursing I (3).

This course provides introductory information pertinent to the clinical practice of anesthesia. Students will build on their previous critical care clinical experience to develop advanced and essential information on providing pre-anesthesia, intra-anesthesia, and post-anesthesia patient care. Emphasis is on basic information in nurse anesthesia about the induction, maintenance, and emergence from anesthesia to include monitoring, patient positioning, and anesthesia record keeping. Additionally, students will build on previously learned skills and knowledge to develop advanced skills in obtaining and completing a comprehensive pre-operative health history and physical. This will allow the student to develop competence in identifying, describing and communicating normal and abnormal assessment findings in written and oral format and using this information to develop an anesthesia plan of care.

NURS 614 – Principles of Anesthesia Nursing II (3).

This course is designed to further explore and develop concepts taught in principles of Anesthesia Nursing I with an emphasis on the anesthetic management of the pediatric, geriatric and obstetrical patient. The student will review the specific anesthetic needs, unique physiological requirements and specific safety issues for each specialty. Students will learn to modify their standard anesthesia techniques for health adult patients to address the safety issues and unique needs of these groups. Prerequisite: NURS 613

NURS 615 – Regional Anesthesia (3).

This course is designed to provide the anesthesia student with knowledge of the anatomy, physiology, pharmacology and clinical aspects of the administration and management of regional anesthesia. The course will review neurophysiology and anatomy, pharmacology of local anesthetics, safety requirements and precautions and contraindications to regional anesthesia as well as correct documentation of regional anesthesia administration and maintenance. In addition, this course will expose the nurse anesthesia student to the clinical aspects of nurse anesthesia. Students will be paired with a Certified Registered Nurse Anesthetist to provide preoperative, intra-operative and post-operative anesthesia care at a basic level. Student will perform tasks, evaluations, and care for a patient-undergoing anesthesia based on concepts learned in previous and ongoing lectures. Prerequisite: NURS 613

NURS 616 – Chemistry for Anesthesia Nursing I (2).

This first basic science in anesthesia course is designed to present a review of inorganic and organic chemistry followed by the principles of biochemistry as it applies to the practice of anesthesia. Students will build on their previous knowledge to develop an understanding of basic chemistry principles that apply to the physiology and pharmacology related to anesthesia.

NURS 617 – Technology and Physics Anesthesia Nursing (1).

This course focuses on physics principles required for understanding the mechanisms and actions of anesthetic agents, anesthesia equipment and metabolic theories as they apply to anesthesia practice. Emphasis is placed on the physics of anesthesia including molecular gas laws, density of gases, physics principles as they apply to anesthesia equipment. Students will build on their previous clinical monitoring experiences and expand it to understanding the role of monitoring in vigilance and patient safety during anesthesia. Emphasis is placed on how to check anesthesia equipment to reveal problems before harm comes to the anesthetized patient.

NURS 618—Special Problems in Primary Care (1–3).

Develops special competencies or facilitates in-depth clinical experience in an independent study format. Students who are not specializing in primary care may elect this experience to study selected concepts relating to primary care nursing. Students may register for varying units of credit, ranging from one to three credits per semester, with a maximum of six credits per degree.

NURS 619 Clinical Practicum for Adults across the Lifespan (5).

A 225-hour clinical practicum per semester in a variety of community-based clinical settings (including but not limited to); college health services, health maintenance organizations, community clinics, long-term care, assisted living, continuing care retirement communities, occupational health settings, and private practice will stress application of concepts presented in the Diagnosis and Management course. The student will gain increased expertise in communication skills, health assessment skills, interpreting findings, applying epidemiological concepts and developing and implementing plans of care for adults across the lifespan with health maintenance needs, and/or common acute and chronic health problems. The focus of this clinical experience will be on initial workups of new patients, limited short-term relationships with these patients and the evaluation and management of patients with self- limiting acute problems, or stable chronic illnesses as a beginning step in learning diagnosis and management of health problems. Prerequisites: NPHY 612, NURS 605, NURS 723; Co-Requisites: NURS 620, NPHY 614

NURS 620 — Diagnosis and Management of Adults across the Lifespan I (4).

The student will focus on development of critical thinking skills to address health care problems of adults across the lifespan, develop differential problem solving skills and determine appropriate management interventions. The management of common acute and chronic health conditions will include evidence based primary prevention, drug and treatment therapeutics, and referral to other health care providers. Traditional nursing strategies such as education, interpersonal communication, and counseling will continue to be stressed. Case study analyses, group process, lecture and on-line modalities are the principal teaching methodologies used to promote student centered learning. Prerequisites: NPHY 612, NURS 605, NURS 723; Co-requisites: NURS 619, NPHY 614

NURS 621 – Technology in Anesthesia Nursing (3).

The course provides a basic integration of the knowledge of clinical anesthesia, physical sciences, and technologies related to the administration of anesthesia. Students will build from their previous clinical experience in monitor technology and expand to understanding its role in vigilance and patient safety during anesthesia. Emphasis is placed on how to check anesthesia equipment to reveal problems before harm comes to the anesthetized patient. Principles of vaporization, properties of gas molecules, vapors and liquids related to anesthesia practice will also be studied.

NURS 622—Systems and Population in Health Care (3).

This core course provides an analysis of critical issues in health care delivery and population health. An overview of the design and structure of the U.S. health care system is presented including the policy, regulatory, financial, technological and social dynamics impacting health care organizations, health care professionals, and consumers of health care services. Building on knowledge of the health care system, the epidemiological bases for local and national health care trends are examined. Issues of cultural diversity, health disparities, and social justice in health care are analyzed. Strategies to enable advanced practice nurses to influence policy and resources allocation to improve health and reduce health disparities

NURS 623—Advanced Assessment of the Critically Ill (3).

This clinical course provides the student an opportunity to develop advanced assessment skills for use with critically ill adults. Students build on previous knowledge and clinical experience to develop advanced skills in comprehensive assessment of the critically ill including invasive monitoring data, appropriate laboratory and diagnostic procedures. Students develop competence in identifying, describing, and analyzing normal and abnormal findings. Clinical experiences in critical care settings provide opportunities for the application of a variety of assessment strategies, and the analysis of a comprehensive database using an organized approach to health assessment at any stage of acute illness. Prerequisites or Concurrent: NPHY 612, NURS 605; Students without prior Emergency Department or Critical Care experience are required to take N418 CV nursing as Independent study.

NURS 624—Pain Management (3).

Focuses on current issues and concepts related to pain assessment and management. Utilizes a theoretical and research foundation to explore the affective dimensions of pain, the impact on family or significant others, cost-benefit issues in pain management and the relationship between pain and quality of patient care.

NURS 625—Introduction to Gerontological Nursing (3).

This first level course is designed to provide the student with the opportunity to systematically explore concepts relevant to successful aging. Emphasis is placed on normal psychosocial and physical factors rather than the pathological changes associated with aging. Factors that affect the delivery of health services and gerontological nursing care are critically discussed. Aging-related research findings for clinical practice are analyzed. Nursing strategies aimed at health promotion and successful aging are developed.

NURS 626—Processes of Aging: Implications for Nursing Care (3).

Provides an in-depth analysis of specific concepts related to alterations in health of the older adult, especially the frail older adult. Emphasis is placed on assessment methodologies and research-based interventions designed to assist the individual to cope with acute and chronic alterations in health. Emphasis is on improving quality of care for the most frail and disabled older adults across the continuum of long-term care. Prerequisites: NURS 625, NURS 701. Prerequisite or concurrent: NPHY 614.

NURS 628—Special Problems (1–6).

Provides alternative learning experiences: independent study, development of specific clinical competencies and classes focusing on a variety of special topics. Students may register for varying amounts of credit, ranging from one to three credits per semester, with a maximum of six credits per degree.

NURS 629— Primary and Secondary Prevention of Cancer (2).

In this introductory course for the oncology advanced practice specialty, the student will examine patientcentered issues important in the development and detection of cancer. The course will begin with an overview of cancer epidemiology with emphasis on familial, racial and national disparities in cancer incidence and mortality. The concepts of primary and secondary prevention, risk factors, relative risk, risk perception, risk calculations and risk reduction (primary prevention) strategies will be explored. Particular cancer screening methods will be examined with respect to their sensitivity, specificity, cost effectiveness, and acceptability to patients. Policy issues regarding availability and utilization of cancer screening and prevention programs will be discussed. Cultural issues with respect to patient education, health practices, access to health care, and attitudes toward illness and cancer will be interwoven into all aspects of the course.

NURS 630—FPI: Health Promotion and Disease Prevention (2).

Focuses on health promotion and disease prevention strategies for patients across the life span. Addresses the health promotion role of the family nurse practitioner in primary care. Emphasizes the multidimensionality of health promotion and disease prevention within emergent family systems. Synthesizes data to formulate a comprehensive management plan for patients across the life span. Prerequisites or concurrent: NURS 605, NURS 610, NURS 660. Concurrent: NURS 631.

NURS 631—FPI: Practicum: Health Promotion and Disease Prevention Practicum (2).

Emphasizes the clinical implementation of health promotion and disease intervention strategies for patients across the life span. Concentrates on the health promotion role of the family nurse practitioner in primary care settings. Includes the synthesis of data and the formulation of comprehensive management plans for patients and families. Prerequisite or Concurrent: NURS 605, NURS 610, NURS 660. Concurrent: NURS 630.

NURS 632—FPII: Clinical Management of Common Health Care Problems (3).

Focuses on developing a knowledge base for effective diagnosis and management of selected acute, commonly occurring health care problems throughout the life span. Integrates pathophysiology, psychopathology and pharmacotherapeutics, with growth and developmental concepts within the context of family theory. Prerequisites: NURS 605, NURS 610, NURS 630, NURS 631, NURS 660. Prerequisite or concurrent: NURS 723. Concurrent: NURS 633.

NURS 633—FPII: Clinical Management of Common Health Care Problems Practicum (5).

Focuses on the clinical application of critical diagnostic reasoning skills in the case management of acute commonly occurring health care problems encountered across the lifespan. Emphasizes clinical integration of pathophysiology, psychopathology, pharmacotherapeutics, family theory, health promotion, growth and developmental processes within family practice settings. Stresses the diagnostic and therapeutic role of the family nurse practitioner in primary care. Prerequisites: NURS 605, NURS 610, NURS 630, NURS 631, NURS 660. Prerequisite or concurrent: NURS 723. Concurrent: NURS 632.

NURS 634— Comprehensive Health Assessment of the Older Adults (2).

In this clinical course taken concurrently with Health Assessment, the student develops the knowledge and skills necessary for the beginning level of the gerontological nurse in advanced practice roles. The focus is on the assessment of all aspects of the older adult’s health status, including health promotion, health protection, and disease prevention. Clinical reasoning skills to differentiate normal changes associated with aging from abnormal findings associated with disease processes are also emphasized. Exploration of the advanced practice nursing role in clinical, geriatric health care settings facilitates the student’s role transition and realistic understanding of the advanced practice role. Prerequisite: NPHY 612

NURS 636—Clinical Diagnosis and Management of the Older Adult (6).

Prepares the student to function as a gerontological nurse practitioner (GNP) in an ambulatory or long-term setting with older adults who present with common acute and chronic health problems. The student applies assessment skills, laboratory/diagnostic methods and clinical diagnostic reasoning skills in caring for older adults. Treatment strategies that include selection of pharmacotherapeutic agents emphasize the total wellbeing of the older adult (physical, psychosocial, cognitive and environmental components). Prerequisites: NPHY 612, NURS 625, NURS 605 and NURS 634. Prerequisite or co-requisite: NPHY 614, NURS 723

NURS 637 – Anesthesia Nursing Practicum I (3).

This course will build on the previous clinical experiences and lectures to allow the student nurse anesthetist to provide comprehensive anesthesia care through the whole spectrum of the anesthesia process. Students will continue to provide pre-anesthetic assessments, develop anesthesia care plans, provide safe and effective anesthesia pre-operatively, intra-operatively and post-operatively. Students will perform at a basic level under the supervision of a Certified Registered Nurse Anesthetist or anesthesiologist. Student will present and discuss cases, clinical difficulties and solutions with peers and faculty in weekly clinical conference. Prerequisite:NURS 614, and NURS 615..

NURS 638—Special Problems in Perinatal/Neonatal Nursing (1–6).

Provides for alternative learning experiences: independent study, development of specific clinical competencies, classes focusing on a variety of special interest topics or topics of an interdepartmental nature within the broad category of maternity nursing. Students may register for varying amounts of credit, ranging from one to three credits per semester, with a maximum of six credits per degree.

NURS 640—FPIII: Management of Complex Health Problems (2).

Focuses on the disease management of complex chronic health care problems in patients across the life span. Integrates pathophysiology, pharmacotherapeutics, growth and development and health promotion into the context of family practice settings. Emphasizes the ongoing development of critical thinking skills for comprehensive assessment, diagnosis and therapeutic interventions for chronic health care problems in children and adults. Prerequisites: NURS 605, NURS 610, NURS 630, NURS 631, NURS 632, NURS 633, NURS 660, NURS 723. Concurrent: NURS 644.

NURS 641—Cancer Management (3).

This is the last of three didactic courses required for completion of the Masters’ specialty track for advanced practice in oncology nursing. Strategies for cure of cancer, treatment of non-curable cancer, and management of commonly encountered symptoms and side effects due to the cancer itself or to the treatment are discussed using relevant clinical research. Prerequisites: NURS 723, NURS 629 and NPHY 601.

NURS 642 – Professional Aspects of Anesthesia Nursing (1).

This course is designed to explore various professional issues and national health policy that affects nurse anesthesia practice and the nurse anesthesia profession. Students will review the history and organization of the American Association of Nurse Anesthetists (AANA) and the responsibilities of the nurse anesthesia councils. Emphasis will be placed on the ethics of nurse anesthesia and the legal challenges and responsibilities of a CRNA. Prerequisite: NURS 614

NURS 643—Advanced Nursing of Children I (3).

This clinical course emphasizes the role of the Advanced Practice Nurse in the management of acutely ill infants, children and adolescents. Clinical experiences are in hospitals, emergency settings, and trauma/emergent care facilities. The focus of this course is implementation of the nursing process, advanced psycho-physiological assessment skills, diagnostic skills, and pharmacological management and treatment plans for children with acute health needs. A strong emphasis will be placed on the needs of families when children suffer acute illness/trauma and community resources that can assist them. An additional focus of the course is the blending of the clinical specialist roles with practitioner skills. Critical or clinical pathways will provide the foundation for exploring the needs of children and families. This course is taught during the eight week summer session. Prerequisites: NURS 611, NURS 710, NURS 713.

NURS 644—FPIII: Practicum: Clinical Management of Complex Health Problems (3).

Focuses on the management of complex chronic health care problems in patients across the life span. Emphasizes effective implementation of critical thinking skills for age-appropriate assessment, diagnosis and treatment of chronic health care problems encountered with patients in a variety of family practice settings. Prerequisites: NURS 632

NURS 645— Advanced Nursing of Children II (5).

Focuses on the emerging role of the advanced practice pediatric nurse and the delivery of primary care within the reconceptualization of the health care system. Involves the synthesis of all prior coursework, application of critical thinking to the clinical arena, implementation of the nursing process and advanced physical assessment skills. Emphasizes tertiary care-based services. Prerequisites :NURS 611, NURS643 NURS 710, NURS 711, NURS 713, NURS 714..

NURS 646—Advanced Practice Roles Seminar (2).

This seminar course is the final synthesis course in the advanced practice acute care/tertiary advanced practice pediatric nurse practitioner program. This course will focus on the emerging role of the advanced practice nurse in the acute care or tertiary setting. Areas of emphasis are role realignment, organizational theory, legal and ethical decision-making, collaborative relationships and managed care issues in the health care system. Prerequisites: NURS 611, NURS 710, NURS 711, NURS 713, NURS 714 and NURS 643.

NURS 647 Diagnosis and Management I: Common Acute Care Problems of Adults (5).

Students gain knowledge and skills necessary to practice at the beginning level as advanced practice nurses with adult populations in acute care settings. Emphasizes the development of the role of advanced practice nurses, skills in diagnostic reasoning and clinical decision making, and the examination of theoretical and empirical bases for advanced nursing practice. Direct practice content focuses on health problems commonly encountered in acutely ill and injured individuals. Indirect practice content focuses on the critical analysis of medical and nursing inventions commonly used with acutely ill adults. Role content integrates topics related to clinical specialists providing opportunities for the development of diagnostic reasoning and beginning management of common acute care problems. Prerequisites: NPHY612, NURS605, NURS623; Prerequisite or concurrent: NURS723.

NURS 647—Diagnosis and Management of Common Acute Care Problems (5).

Provides the basic knowledge and skills necessary to practice at the beginning level as an advanced practice nurse with adult populations in acute care settings. Emphasizes the development of a conceptualization of the role of advanced practice nurses, skills in diagnostic reasoning and clinical decision-making, and the examination of theoretical and empirical bases for advanced nursing practice. Direct practice content focuses on health problems commonly encountered in acutely ill and injured individuals. Indirect practice content focuses on the critical analysis of medical and nursing interventions commonly used with acutely ill adults. Clinical experiences in acute care settings provide opportunities for the development of diagnostic reasoning and beginning management of common acute care problems. Prerequisites: NURS 605 and NPHY 600. Prerequisites or concurrent: NPHY 601 or NPHY 620 and NURS 723.

NURS 648 — Special Problems in Nursing of Children (1–6).

Provides alternative learning experiences: independent study, development of specific clinical competencies, classes focusing on a variety of special interest topics or topics of an interdepartmental nature within the broad category of nursing of children. Prerequisites: NURS 611

NURS 654 – Principles of Anesthesia Nursing III (3).

The course will build on the information presented in previous courses to familiarize the nurse anesthetist student with anesthetic drugs, techniques and surgical issues unique to the cardiothoracic patient and the surgical patient with cardiac disease. Prerequisite: NURS 613, NURS 614.

NURS 655 - Conceptual Foundations of Family Therapy (3).

This course offers the student an orientation to family theory and various methods and techniques of family therapy directed toward the delineations of family systems and the identification of possible directions and methods of affecting changes in such systems. The course includes a seminar in family concepts related to different family therapy theorists and provides an opportunity for the student to begin to identify a personal operating position on family theory and therapy. Prerequisites and Co-Requisites: NURS 677, Clinical Diagnosis of Psychopathology

NURS 656- Conceptual Foundations of Family Therapy: Practicum (3).

This course provides an opportunity for students to apply concepts of family therapy in a clinical setting. Assessment of multiple families will be undertaken. Theoretically grounded techniques will be utilized and evaluated. Students will be expected to critically analyze strengths and barriers to the therapeutic use of self in clinical settings. This course offers a student the opportunity to integrate family therapy theory with practice applications and provides an opportunity for students to begin to identify a personal operating position on family theory and therapy. Pre-requisites: NURS 667, Clinical Diagnosis of Psychopathology; NURS 655, Critical Concepts of Family Therapy

NURS 657 – Anesthesia Nursing Practicum II (5).

This clinical course provides opportunity for the student anesthetist to continue to develop judgment, insight and knowledge of clinical practice. Students will provide a pre-operative assessment and develop anesthesia care plans for more complex patients under the direct supervision of a Certified Registered Nurse Anesthetist or an anesthesiologist instructor. Students will operate at a more advanced level, begin to develop more complex anesthesia care plans and administer anesthesia care more independently. Student nurse anesthetists will attend a weekly clinical conference to present cases to their peers and faculty. Students will discuss case problems and achievements and discuss solutions based on discussion with other students and faculty. Prerequisite: NURS 637

NURS 658 — Special Problems in Adult Psychiatric Nursing (1–6).

Provides alternative learning experiences: independent study, development of specific clinical competencies, classes focusing on a variety of special interest topics or topics of an interdepartmental nature within the area of adult psychiatric nursing. Students may register for varying amounts of credit, ranging from one to three credits per semester, with a maximum of six credits per degree.

NURS 659 – Organizational and Professional Dimensions of Advanced Nursing Practice (3).

This core course provides content related to organizational and professional challenges experienced by nurses in advanced practice whether in clinical care, education, management, or research. The course examines professional, social and organizational factors that influence work of advanced practice nurses. Roles that advanced practice nurses assume are examined with a particular emphasis on leadership development. Leadership strategies address fiscal management; interdisciplinary, inter-and-intraorganizational collaboration; professional and business ethics; and quality improvement. The course encompasses advocacy for the profession and for clients, management of innovation and change, as well as the strategies and skills needed for working in groups. The course is intended to be taken concurrently with clinical courses.

NURS 660—Advanced Health Assessment Lifespan (4).

This course focuses on assessment and clinical decision-making in advanced nursing practice within a family context. Students develop and strengthen skills related to health assessment including physical, psychosocial, cultural, and family dimensions of assessment. Clinical decision-making skill development focuses on appropriate interpretation of multidimensional assessment data and individualization o assessment approaches based on client situation. Emphasis will be placed on proper examination and written documentation techniques. Prerequisite: NPHY 612.

NURS 661 - Differential Diagnosis of Psychopathology in Children and Adolescents (3).

Provides the knowledge and skill needed to conduct advanced clinical assessments of children and adolescents with mental disorders. Emphasizes a multi-dimensional process of assessment, including interpretation of psychological and behavioral scales and cultural, legal and referral recommendations onto a comprehensive biopsychological diagnostic formulation and treatment plan. Three hours of fieldwork per week provide experience interviewing children and appropriately documenting findings.

NURS 662—Therapeutic Approaches with Children and Adolescents (2).

Provides the opportunity to study evidenced-based therapeutic approaches specifically designed for child and adolescent patients. Topics include assessment considerations for treating vulnerable youth, theoretical bases for nursing interventions and review of psychometric instruments. Interventions analyzed include the use of play therapy, behavioral management, crisis intervention, solution-oriented brief therapy, socialproblem skill training, aggression management strategies, strength-based assessment/treatment and parenttraining skills.

NURS 664—Therapeutic Interventions across the Lifespan in Mental Health Nursing (2).

This graduate seminar course introduces students to selected theoretical constructs and therapy processes related to various models of individual therapy and group therapy practice. Students will have the opportunity to analyze and critique relevant research, selected clinical applications to special populations across the lifespan, and identify outcomes associated with use of different frameworks. Legal, cultural and ethical implications of individual and group therapy will be discussed. Prerequisite: NURS 667

NURS 665—Therapeutic Interventions across the Lifespan in Mental Health
Nursing Practicum (3).

This practicum course provides an opportunity for students to apply concepts of brief individual and group psychotherapy across the lifespan. Theoretically grounded brief individual and group therapy strategies form the basis of assessment, intervention and evaluation of treatment outcomes. Students have the opportunity to collaboratively develop therapeutic contracts and work with clients in individual and group therapies (8 hours field work per week +clinical supervision). Clinical supervision will provide students with the opportunity to critique treatment outcomes and therapeutic use of self in brief individual and group psychotherapy. Prerequisite: NURS 656; Co-requisite NURS 664

NURS 666 – Biofeedback

This course will be an entry-level, experiential course in biofeedback, self-regulatory training, and stressmanagement. The course covers the content areas of the Biofeedback Certification Institute of America (BCIA) biofeedback certification exam. These include basic applied psychophysiology and self-regulation, psychophysiological assessment, biofeedback instrumentation, biofeedback training for various conditions, and issues of professional practice. Students will engage in a wide range of learning activities including lectures, discussions, experiential biofeedback and relaxation training. Students will ultimately be capable of designing brief biofeedback training protocols for patients with selected disorders.

NURS 667—Differential Diagnosis of Mental Disorders across the Lifespan (4).

This core specialty course provides the student with the knowledge and skill to perform advanced clinical assessment of mental disorders using the DSM-IV. The course emphasizes a multidimensional approach to assessment that integrates behavioral and social data into a comprehensive clinical evaluation of behavioral dysfunction and mental disorders, with appropriate recommendations for treatment of individuals across the life span. The course incorporates the use and interpretation of psychological behavioral scales, laboratory tests, observational and interview data integrated with the latest scientific knowledge about the biopsychological and socio-cultural dimensions of mental disorders. Clinical applications, appropriate to the student’s population focus of study (adult, geriatric, child and adolescent) allow students to complete comprehensive clinical assessments related to the diagnosis and treatment of major mental disorders. Students are encouraged to select patients for clinical assessments from medically underserved and vulnerable populations. Prerequisite: None

NURS 668—Special Problems in Child Psychology (1-6).

Provides alternative learning experiences—independent study, development of specific competencies, classes focusing on a variety of special interest topics or topics of an interdepartmental nature within the area of child psychiatric nursing. Students may register for varying amounts of credit, ranging from one to three credits per semester, with a maximum of six credits per degree.

NURS 669—Primary Care of Women (5).

Provides the theoretical and clinical foundation for a nurse practitioner to manage health maintenance and nonlife-threatening disruptions specific to women throughout their life span. Collaboration with other health care providers is emphasized. Content includes normal antepartum and postpartum care, contraception, menopause and common gynecological disruptions, including the prevention and treatment of sexually transmitted diseases. Prerequisites: NURS 611, NURS 619, NURS 620, NPHY 610 for Women’s Health Students: Prerequisite or Concurrent: NPHY 608.

NURS 671 – Epidemiological Assessment Strategies (3).

This course focuses on assessment of physical and social indicators of public health. Epidemiologic methodologies will be stressed, with application to public health problems of the student’s choice. Assessment strategies and applications will continue the aggregate focus introduced in the core. The course will build on the public health principles and practices introduced in the community/public health nursing specialty curriculum. Students will be ready to design programs and address needs identified from an empirically based assessment process. Prerequisite or corequisite: NURS 622

NURS 672 – Principles of Anesthesia Nursing IV (3).

The course is designed to build on the information and techniques presented in Principles of Anesthesia I, II and III with an emphasis on the anesthetic management of the trauma patient including orthopedic, neurosurgical, thermal injury, and emergency patients. The student will review the specific anesthetic need of the surgical trauma patient and the emergency surgical patient. Relevant pathophysiology, assessment process, clinical management and safety issues will be emphasized. Prerequisite/Co-requisites: NURS 627, NURS 637 and NURS 657.

NURS 673 – Anesthesia Nursing Practicum III (5).

This clinical course provides opportunity for the student anesthetist to continue to develop judgment, insight and knowledge of clinical practice. Students will provide a pre-operative assessment and develop anesthesia care plans for more complex patients under the direct supervision of a Certified Registered Nurse Anesthetist or an anesthesiologist preceptor. Students will operate at a more advanced level, begin to develop more complex anesthesia care plans and administer anesthesia care more independently. Students nurse anesthetists will attend a weekly clinical conference to present cases to their peers and faculty. Students will discuss case problems and achievements and discuss solutions based on discussion with other students and faculty. Prerequisite: NURS 637, NURS 654

NURS 674 – Anesthesia Nursing Practicum IV (3).

This course is designed to allow the SRNA to further incorporate previous lectures and clinical experience to provide anesthesia to the entire spectrum of patients at an independent level. Student will provide anesthesia under the supervision of a Certified Registered Nurse Anesthetist or anesthesiologist. Students will provide a pre-operative assessment, develop an appropriate anesthesia care plan and provide a safe anesthetic with minimal input from their supervising anesthesia provider. Prerequisite: NURS 673

NURS 675 – Advanced Anesthesia Nursing Seminar II (4).

This anesthesia course is the second of two designed to integrate the didactic curriculum with several semesters of clinical anesthesia practice. Student Registered Nurse Anesthetists (SRNAs) will review the practice of nurse anesthesia using current information and resources reflecting the standards of practice in the field of nurse anesthesia. Utilizing lecture and discussion students will synthesize and analyze complex didactic and advanced clinical knowledge in a case based approach. Prerequisite/Co-requisites: NRSG 670, NURS 674

NURS 676 – Anesthesia Nursing Practicum V (5).

This course is the final clinical practicum of the program. It is designed to provide the student anesthetist a final opportunity to strengthen clinical skills and incorporate current anesthesia practices into their practice. Students will practice under the direct supervision of a Certified Registered Nurse Anesthetist or anesthesiologist at an independent level. Students will asses patients, develop care plans and provide anesthesia for all types of cases with minimal input from the supervising anesthesia provider. The clinical conference is designed to allow the SRNA to meet with their peers and faculty to discuss recent cases, problems and solutions. Students in their final practicum are expected to assist lower level students to find solutions to their clinical problems. Prerequisite: NRSG 670, NURS 674

NURS 677- Elements of Clinical Research Design and Organization (3).

Introduces students to the field of clinical research. Types and phases of clinical research, consideration of sampling, study goals including primary and secondary endpoints, protocols, design elements, ethical principles, consideration of alternative therapies, biotechnology, social science interventions and regulatory requirements. Students will participate in evaluating study design criteria and critically assessing implications for clinical trial organization, legal and regulatory compliance, and establishment of responsibilities and a collaborative environment for clinical research study personnel. Prerequisites: NURS 701

NURS 678—Special Problems in Community/Public Health Nursing (1–3).

Provides alternative learning experiences: independent study, development of special clinical competencies, classes focusing on a variety of special interest topics or topics of an interdepartmental nature within the broad category of community/public health nursing. Students may register for varying amounts of credit, ranging from one to three credits per semester, with a maximum of six credits per degree.

NURS 679—Advanced Practice/Clinical Nurse Specialist Roles and Health Care
Delivery Systems (3).

Supports, expands, and applies trauma, emergency department, acute and critical care expertise to clinical nurse specialist/advanced practice nurse role functioning. In this course students analyze the role and influence of the advanced practice nurse/clinical nurse specialist on the health care environment and on the delivery of care. Clinical experiences and seminars focus on the developing diverse leadership roles of the advanced practice nurse/clinical nurse specialist and related skills including: facilitating education/learning, advocacy/moral agency, implementing evidence-based practice, management, consultation/collaboration, facilitating clinical inquiry and research. Prerequisites: All students: NURS 723, NURS 605; Trauma, Critical Care, and Emergency nursing students: NURS 647 and NURS 726; Other acute care advance practice focused students: two semesters of clinical courses.

NURS 683—Practicum for Advanced Clinical Practice (4).

Supervised experience is provided by each clinical program to prepare the graduate student to function in advanced practice roles. Placement may be in community or home settings, chronic and long-term care facilities and critical care areas. Prerequisites: NURS 621, NURS 622, NPHY 600. Concurrent: NURS 755.

NURS 684 – Implementation of Clinical Research Study Requirements (3).

Standards for the conduct, performance, monitoring, auditing, recording, data collection and analyses and reporting of clinical research that provide the basis for establishing Good Clinical Practice (GCP) will be examined. This includes the management of culturally diverse clinical trials that may involve “ intranational” as well as international studies. Issues involved in informed consent, records maintenance and storage, management of drugs and devices and required investigator file contents provide a focus for study planning and operational procedures. Patient recruitment and retention methodologies will be detailed. Students will gain experience in competing required Case Report Forms, managing data meeting HIPPAA requirements and developing a recruitment campaign. Prerequisites/Co-requisites: Elements of Clinical Research

NURS 687 – Comprehensive Health Assessment of the Older Adult (1).

In this course taken concurrently with Health Assessment, the student develops the knowledge and skills necessary for the beginning level of the gerontological nurse in advanced practice roles. The focus is on the assessment of all aspects of the older adult’s Health status, including health promotion, health protection, and disease prevention. Clinical reasoning skills to differentiate normal changes associated with aging from abnormal findings associated with disease processes are also emphasized. Exploration of the advanced practice nursing role in clinical, geriatric health care facilitates the student’s role transition and realistic understanding of the advanced practice role. Prerequisites or concurrent: NPHY 612

NURS 688—Special Problems in Nursing Education (1–3).

Independent study of topics relating to nursing education. Students may register for varying amounts of credit ranging from 1 to 3 credits per semester with a maximum of 6 credits per degree.

NURS 689—Special Problems in Clinical Specialization (1–6).

Independent study in any area of clinical specialization. Students may register for varying amounts of credit ranging from one to three credits per semester with a maximum of six credits per degree.

NURS 690—Managerial Health Finance (3).

The course emphasizes conceptual and practical issues related to health care economics, financial management, and budget preparation. Using the business model as a frame of reference, students are exposed to topics such as cost and cost behavior, operating and capital budgeting, forecasting, and strategic planning, as well as the roles and responsibilities of the nurse leader in fiscal management of health care resources.

NURS 691—Organization Theories: Application to Health Service Management (3).

Serves as a foundation for other curriculum offerings in the Health Services Leadership & Management program with a focus on social science theories and administrative elements of planning, organizing, leading, and evaluating. The course covers management principles and issues related to organizational behavior in the healthcare industry. Teaching/learning strategies include simulation, small group exercises, self-assessment instruments, and audiovisual aids.

NURS 692—Administration of Nursing and Health Services (3).

Focuses on professional and organizational dynamics of health systems management. Professional dynamics include an exploration of practice issues, ethics, negotiation and labor relations. Organizational dynamics include prototypic technology, quality improvement systems, strategic planning and resource analysis. Students construct and analyze a case scenario using an operational process improvement method; and, develop a business plan using planning and financial analysis.

NURS 695—Practicum in Health Care Services Leadership and Management (5).

This is the capstone course of the Health Services Leadership & Management program preparing students for advanced or executive leadership/management responsibilities in selected healthcare organizations. Course content builds upon and integrates theoretical knowledge and skills acquired in pre-requisite curriculum offerings. The essence of this course is based upon a comprehensive field experience (practicum) with an underlying focus on leadership principles and practices. Field experience sites are arranged between faculty and student(s) and are related to the latter’s current work setting and/or future career goals. Pre-requisites: NURS 690, NURS 691, NURS 692 (Executive track only)

NURS 697—Seminar in Health Policy (3 credits).

This course provides an overview of how health professionals can influence health policy and the competencies needed to be effective. A seminar format allows students to test their own views about current policy issues. Field trips to public and private sector agencies in which nurses are engaged in various types of policy roles provide a springboard for students to envision how they might integrate policy into their own careers. Extensive feedback is provided on policy writing skills and ability to function effectively in a policy role. Class sessions with nurses and others in key policy roles allow students to identify and evaluate a variety of policy leadership styles and strategies for success in the public policy arena. Additionally, students are introduced to health services research and are encouraged to use current research to address perplexing policy problems and develop solutions with sound rationales.

NURS 698—Special Problems in Nursing Administration (1–6).

Develops further competencies in the area of administration through independent study. Students may register for one to three credits per semester, with a maximum of six credits per degree.

NURS 699 –Theory and Practice in Nursing-Health Policy (6).

Students enhance their policy-related skills through observation and direct participation in the policy process within a governmental or private agency that deals with health care issues. Placement is in accord with students' special policy interest in the nursing and health care field. Course content and seminar discussion builds upon the students' knowledge base in policy science, health economics, and health services research. Students integrate a professional nursing perspective with a policy-analyst role in this capstone course. Prerequisite: NURS 697

NURS 701— Science and Research for Advanced Nursing Practice (4).

Key role expectations for advanced nursing practice across a variety of practice settings include incorporating findings from the research literature and research-related resources into clinical practice, participating as research team members, and developing and implementing small-scale studies in healthrelated research. This course provides students with essential knowledge and preliminary skills to meet these role expectations, and to position them for subsequent doctoral level education. A dual emphasis upon the research process and research utilization is maintained, building on student’s knowledge of research methods and statistics from undergraduate research course including univariate and bivariate descriptive and inferential statistics such as Descriptive statistics, Pearson r, Chi-square, and t-test. Course content and learning strategies address (a) the role of conceptualization and nursing theoretical perspectives in the research process, (b) the interaction of theory, research, and practice in the development of clinical outcomes, (c) research design, sampling, measurement, data collection, and statistics and (d) research integrity.

NURS 704—Program Evaluation in Nursing (3).

Introduces various models and approaches available for the evaluation of nursing programs in both educational and service settings. Focuses on the components of various models, their relative strengths and weaknesses and their utility for the evaluation of nursing programs. Opportunities to assess program evaluation efforts in nursing are also provided. Prerequisite: permission of instructor.

NURS 708—Special Problems in Nursing Research (1–6).

Develops further research competencies through independent study. Registration upon permission of instructor. Variable amounts of credit, ranging from one to three per semester may be taken, with a maximum of six credits per degree.

NURS 710—Health Supervision of the Well Child I (3).

Provides the beginning preparation to assume the role of primary care provider for children 0–10 years of age. Provides an in-depth analysis of theories and behaviors relevant to health promotion and the advanced practice role. Normal growth and development is emphasized. The role of the advanced practice nurse as an educator is highlighted. Prerequisite: NURS 611.

NURS 711—Health Supervision of the Well Child II (3).

Provides the beginning preparation to assume the role of a primary care provider for adolescents. Normal growth and development are emphasized. The role of the advanced practice nurse as a collaborator and researcher is highlighted. Prerequisite: NURS 710.

NURS 713—Common Health Problems of Children I (3).

Focuses on selected health problems of children frequently encountered in ambulatory settings and the underlying alterations in health equilibrium. Emphasis is placed on problem identification, application of appropriate regulatory processes and evaluation of the effectiveness of intervention. Prerequisite: NURS 611.

NURS 714—Common Health Problems of Children II (3).

Focuses on selected health care problems of children and the underlying alterations in health equilibrium. The problems considered are of a more complex nature than those studied in NURS 713 and more prevalent in older children and adolescents. Problem identification, application of appropriate regulatory processes and evaluation of the effectiveness of intervention are emphasized. Prerequisite: NURS 713

NURS 715—Advanced Primary Care of Children (5).

Designed to integrate and synthesize the material from all previous coursework and new concepts relevant to the pediatric nurse practitioner in primary care. Clinical experiences require the assumption of a more independent role in assessing and managing the health care of children from birth to adolescence as part of a multidisciplinary health care team. Prerequisites: NURS 711, NURS 714

NURS 716— Advanced Diagnosis and Management of Adults Across the Lifespan (4).

This course prepares the student to diagnose and manage complex, multiple and chronic health needs of adults across the lifespan in primary care settings. Diagnostic reasoning skills and advanced decision-making are refined. Specific attention is paid to role, legal, policy, and healthcare finance issues relative to primary care nurse practitioners. The student will focus on the progression of the patient problem, refine differential problem solving skills and determine appropriate management interventions. The student is expected to synthesize previously learned concepts in primary care nursing. Prerequisite: NRSG 630; Co-requisite: NURS 717

NURS 717—Advanced Clinical Practicum For Adults Across the Lifespan (3).

In this clinical course taken concurrently with Advanced Diagnosis and Management of Adults Across the Lifespan, the student functions as an adult nurse practitioner in primary care settings (including but not limited to: college health services, health maintenance organizations, community clinics, long-term care, assisted living, continuing care retirement communities, occupational health settings, and private practice) with adults who have complex and multiple health problems. The student will synthesize and integrate previously learned concepts to promote the health of adults and develop more independent diagnosis and management of patients with multi-system problems. Using a problem solving approach and evidence based practice guidelines, the student will determine an optimal plan in relation to both short and long-term health related goals for clients they see on an ongoing basis. Emphasis is on increased independence and decision-making in a multidisciplinary environment. The student is expected to assume an increased responsibility for the quality of health care rendered and to participate in evaluative activities. Prerequisite: NRSG 630; Co- requisite: NURS 716

NURS 718—Advanced Primary Care of Women (6).

Provides the opportunity to provide care to women with complex health problems across the life span. Focuses on implementing advanced practice concepts for nursing care, theoretical models and nursing role for the advanced practice women’s health nurse practitioner in a variety of settings, including high-risk perinatal centers, ambulatory women’s health centers, home care settings or school-based centers.

NURS 719—Clinical Aspects of Drug Abuse (3).

Emphasizes information on commonly misused and abused psychoactive drugs, the genesis of addiction, the clinical expression of addiction and the use of various types of intervention, therapies and supports. A one credit clinical practicum is designed to enhance the care of patients who misuse or are addicted to alcohol, tobacco and other drugs.

NURS 723—Clinical Pharmacology and Therapeutics (3).

Provides advanced knowledge of commonly prescribed pharmacologic agents. Rationales for the use of pharmacologic agents in the treatment of selected health problems are presented. Clinical considerations for drug selection and initiation, maintenance and discontinuation of drug treatment are examined. Legal requirements and implications for pharmacotherapy are reviewed.

NURS 724—Special Problems (3).

Provides the opportunity to study a topic of interest within nursing and includes classes on a variety of special interest topics of an interdepartmental nature.

NURS 726—Diagnosis and Management of Complex Acute Care Problems (4).

Provides the advanced knowledge and skills necessary to function as an acute care practitioner. Promotes refinement of skills in assessment, diagnostic reasoning and clinical decision-making, development of, as well as implementation of nursing interventions for critically ill patients. Analyzes the emerging role of the acute care nurse practitioner within the legal constraints of the health care delivery system. Examines the theoretical and empirical basis for diagnosing and managing adult patients with complex acute care problems. Clinical experiences focus on collaborative care of adult patients with complex health problems. Prerequisites: NURS 647.

NURS 727—Advanced Acute Care Management (4).

Emphasizes increased independence in the assessment, diagnosis and management of acutely ill adults with multisystem problems. Clinical experiences and seminar sessions are designed to assist in the integration and synthesis of previously learned concepts in managing acutely ill adults across the continuum of acute care. Emphasis is on increased independence and decision-making in an inter-professional environment. Clinical and professional practice issues are explored. Prerequisites: NURS 726.

NURS 728—Legal and Regulatory Issues in Nursing (2–3).

Presents an overview of the legislative, regulatory and judicial systems of national and state governments as sources of health care law. Selected court decisions that include nursing malpractice, patients’ rights, informed consent, termination of treatment and assisted suicide are discussed. Class time will be allocated to research laws affecting health care providers in the Annotated Code of Maryland and the Code of Maryland Regulations. Students meet with representatives to the Maryland General Assembly and attend a legislative hearing. Variable credit: 2 credit seminar, 1 credit special project.

NURS 729—Essentials of Managed Care (3).

Provides an overview of concepts and principles fundamental to understanding a system dominated by managed care. The health care environment, pertinent organizational structures, financing arrangements, disease management strategies and accreditation mechanisms are examined. Emphasizes nursing implications, public policy reform initiatives and ethical dilemmas. Variable credit: 2 credit seminar, 1 credit special project.

NURS 730— Environmental Health (3).

Provides an overview of environmental areas for study, emerging environmental issues, major health hazards and identification of responsibilities for advanced practice nurses and other health professionals. Reviews the history of environmental health legislation and regulatory agencies. Uses a framework for analyzing major environmental health issues to explore how the environment can influence health. Recognition of the need for interdisciplinary teamwork in assessment, diagnosis and community-wide or population-based health promotion/disease prevention interventions is highlighted.

NURS 731—FP IV: Integrative Management of Primary Health Care Problems (2).

Emphasizes the multi-faceted implications of the role of the advanced practice nurse. Provides the forum for addressing role issues encountered in primary care settings, comparing clinical experiences, implementing marketing strategies and clarifying professional licensure/certification/practice requirements. Integrates the management of acute and chronic health care problems. Prerequisites: NURS 605, NURS 610, NURS 630, NURS 631, NURS 632, NURS 633, NURS 640, NURS 644, NURS 660, NURS 72; Concurrent: NURS 741

NURS 732 – Program Planning and Evaluation in Community/Public Health (3).

Focuses on the systematic inquiry of the foundations of advanced community/public health program planning and evaluation. Emphasis on the assessment, planning and evaluation of population/community focused health promotion/disease prevention programs and projects. Prerequisite: NURS 622, NURS 701, or Co-requisites: NURS 762, NURS 671 and permission of the faculty.

NURS 733—Leadership in Community/Public Health Nursing (3).

Focuses on integration and application of principles of leadership, management, program planning, implementation and evaluation in population-based efforts to provide affordable quality care. Special emphasis is placed on the practical skills needed for the community/public health nurse to succeed as a leader and manager in the current domestic and international health care environment. Prerequisites: NURS 671, NURS 732, NURS733, NURS 671, NURS 76; Co-requisite: NURS 753

NURS 734 - Clinical Syndrome Management of Older Adults (2).

In this clinical course, the student functions as a gerontology nurse practitioner in healthcare settings with older adults who have multiple health problems and complex clinical syndromes. The student will be able to synthesize and integrate previously learned concepts to further refine the advanced application of assessment, differential diagnoses skills, and increasingly independent development of appropriate therapeutic interventions for the older adult who presents with complex clinical syndromes in a variety of settings. Prerequisite: NRSG 630 ; Co-requisite: NURS 716, NURS 717

NURS 735— Applied Toxicology (3).

Surveys the principles of toxicology that pertain to human health and the environment. Includes the historical background of toxicology; principles of absorption, distribution, metabolism and elimination; effects of toxic agents, food additives and pollutants with effects on general and susceptible populations; comparative effects on other animal populations; risk communication and the integration of these principles into public health practice. Provides knowledge and working insight into toxic environmental hazards that can affect the diverse human populations that are served by community health nurses and other public health professionals. Uses an interdisciplinary approach to meet course objectives.

NURS 736— Computer Applications in Nursing and Health Care (3).

This introductory course in nursing informatics is designed to foster the attainment of the knowledge, skills and abilities essential for beginning a successful career as a nursing administrator, educator, or expert clinician in an information technology enabled health care environment. The organizing framework develops themes of social context, technology, information, nursing and healthcare. Emphasis is given to the nursing application of information technology. Components of computer technology are identified and defined, and their functions analyzed. Clinical, administrative, and educational computer applications are analyzed. Resources that can assist the nurse and health care professional learn more about.

NURS 737—Concepts of Nursing Informatics (3).

This second level nursing informatics course is designed to further develop the skills of information technology applications introduced in NURS 736 and to emphasize the principles and practices of Nursing and Health Care Informatics. The organizing framework introduced in NURS 736 is continued, with themes of social context, technology, information, and nursing and healthcare. Functions of the Informatics Nurse Specialist, including system selection, implementation, research and evaluation are explored in depth. Organizational theories are considered in relation to information system planning, implementation, and evaluation. In addition, the analysis of health care data and its language, the management of ongoing information systems for health care, and the use of technology standards in system development are examined. The impact of information systems on healthcare provider roles and on emerging information technology roles is also analyzed. Learning activities include development of an information system selection document for an appropriate information system to meet identified health care needs; planning the implementation of an information system; and identifying the impact of selected trends on the design of health care information systems. Critical thinking and analytic skills will be applied to discussions and assignments (e.g., investigation of informatics research literature). Prerequisites: NURS 736 and NURS 786 or equivalent. Desired prerequisite: NURS 701

NURS 738 Practicum in Nursing Informatics (3 ).

Practical experience in selected agencies/businesses with preceptors reinforces and enhances the skills needed by informatics nurse specialists' to analyze, select, develop, implement, and evaluate information systems that impact nursing and health care. Experiences also allow students to analyze the information technology roles of their preceptors. Experience in project management, consultation, user interface, systems design, evaluation of system and role effectiveness, and application of research skills are emphasized. During the practicum, students will work with informaticians who are functioning in the field of nursing/health informatics. Students will be assigned to health care agencies, healthcare information technology businesses, or healthcare consulting firms for the practicum. An average of eight hours a week (96 hours total) is spent at the field agency. Desired outcomes for the practicum will be identified by the student in consultation with the faculty before agency/corporation placement is arranged. Objectives should be selected, which allow the student to focus on an area of informatics congruent with his/her individual career goals and opportunities available at the selected agency/corporation. Prerequisites: NURS 736, 786 and 737 (NURS 738 is a capstone class for the program.)

NURS 740—Advanced Practice Psychiatric and Mental Health Nursing Leadership (4).

This capstone course is designed to provide the student with opportunities to synthesize learning experiences in psychiatric nursing. Under the guidance of a qualified preceptor, the student will enact the advanced practice psychiatric clinical specialist or psychiatric nurse practitioner role, applying theoretical and experiential knowledge from all previous course work. The clinical practice requirements are based on the expected competencies for the advanced practice nurse in psychiatric mental health nursing as outlined by the American Nurses Association (2006) and the National Organization of Nurse Practitioner faculties (2003). Clinical conference sessions are designed to assist problem-solving framework, to determine optimal psychiatric mental health care for individuals, families, groups and special populations. Prerequisites: NURS 605, NURS 667, NURS 751, NURS 752 and at least one psychotherapy course. Students needing to take any of these courses as co-requisites should check with their advisors.

NURS 741—FP IV: Practicum: Integrative Management of Primary Health Care Problems (7).

Focuses on preparing family nurse practitioner students to function independently at a beginning level of practice in a variety of primary care settings. Individualized practice with designated preceptor(s) provides the integrative clinical experiences necessary to refine specialized knowledge and skills in family practice and selected primary care settings. Prerequisites: NURS 605, NURS 610, NURS 630, NURS 631, NURS 632, NURS 633, NURS 640, NURS 644, NURS 660, NURS 723. Concurrent: NURS 731.

NURS 742—Primary Care of the High-Risk Neonate (3).

Provides the skills necessary to provide primary health care to high-risk infants in the home and at followup clinics. Course material includes detailed physical assessment skills of the infant through the first year of life. The clinical component includes preparation for discharge, community resources, home visits and experience in the ambulatory setting. Small group clinical seminars focus on critical analysis of primary health care issues for the high-risk infant in the home and follow-up clinic. Through clinical practice, advanced clinical skill in the assessment, intervention and management of the high-risk infant after discharge from the acute care setting through the first year of life is demonstrated. Prerequisites: NURS 639, NURS 649, NURS 743.

NURS 743—Neonatal and Pediatric Pharmacology (3).

Focuses on providing in-depth knowledge of commonly prescribed pharmacological agents used in the care of healthy and high-risk neonates, children and adolescents. Rationales for the use of the various pharmacological agents in the treatment of selected health problems are also presented. Clinical considerations in drug selection, as well as initiation, maintenance and discontinuation of pharmacotherapy are examined. Legal requirements and implications for pharmacotherapy are reviewed.

NURS 744 – Research Seminar in Environmental Health (1).

This research seminar will focus on the critique of environmental health studies with a special emphasis on understanding the challenges involving exposure assessment, defining and measuring non-specific health outcomes, and methods of participatory research. Students will begin to formulate research questions to examine nursing practice and other disciplines within the context of environmental health. Prerequisite: NURS 730, NURS 735; Prerequisite or Concurrent NURS 764

NURS 748—Advanced Nursing of the High-Risk Neonate II (1–7).

Continues the development of the role of the advanced practice nurse in the management of normal and high-risk families and infants. Focuses on the continued development of the knowledge, skills and attitudes needed for expert physical and psychosocial assessment of high-risk neonates and their families. Special emphasis is placed on conditions and situations common to the neonate experiencing complications. Focuses on the acquisition of the psychomotor skills required for the care of high-risk neonates. Prerequisites: NURS 639, NURS 649, NURS 743.

NURS 749—Advanced Nursing of the High-Risk Neonate III (1–6).

Focuses on continuing to manage care of the high-risk neonate with an emphasis on developing collaborative relationships with other members of the health care team in a clinical setting. Continuing discussion of the advanced practice role is also completed in this course. With completion of this course and NURS 742, all requirements specified by the National Certification Corporation (NCC) for the certification examination as a neonatal nurse practitioner are met. Prerequisites: NURS 639, NURS 649, NURS 743.

NURS 750—Interdisciplinary Seminar in Environmental Health (1).

This seminar will introduce students to the various roles occupational and environmental medicine physicians, industrial hygienists, toxicologists, environmental health epidemiologist play in promoting environmental health. This course allows the student to explore the interdisciplinary nature of environmental health. A topic is selected, with faculty input, and this topic is investigated through the lens of nursing, as well as other disciplines pertinent to the topic. Prerequisite: NURS 730, NURS 735; Prerequisite or Concurrent NURS 764

NURS 751—Psychopharmacology (3).

Provides advanced knowledge of commonly prescribed psychopharmacologic agents. Patho-physiologic theories of the etiology of psychiatric disorders are reviewed. Rationales for the use of specific pharmacologic agents in the treatment of selected disorders across the life span are addressed. Examines distinguishing characteristics of various psychotropic medications and clinical considerations in the selection, initiation, maintenance and discontinuation of drug treatment. Legal, ethical and cultural implications of pharmacotherapy are also critically reviewed. Prerequisite: NURS 667. Concurrent: NURS 752.

NURS 752—Neurophysiology of Mental Disorders (2).

Introduces the neurobiological aspects of psychiatric disorders. Builds from a review of basic neuroscience, including neuro-anatomy, neurophysiology and psycho-neuroimmunology, to a study of selected functional systems of the brain. Current neurobiological research on selected psychiatric disorders is described. The fundamentals of neuroimaging, EEG and other neurodiagnostic approaches are discussed.

NURS 753—Practicum in Leadership in Community/Public Health (4).

This is a 180-hour capstone clinical course (165 hours in clinical and 15 hours in seminar) that provides students with an opportunity to synthesize and apply knowledge acquired in nursing core and community health courses. It provides an opportunity for students to develop leadership skills. This course involves a precepted clinical public health nursing leadership placement, an analysis of leadership experience, and the completion of a project such as development of a new program initiative, planning for change in an organization’s activities, evaluating an activity, analyzing a leadership or policy issues, analyzing and evaluating health promotion/disease prevention outcomes, and participating in a community development project. Seminars related to clinical experience will be held every week for one hour. Prerequisites: This is a capstone clinical course that requires completion of the following nursing core and community health courses: NURS 602, NURS 723, NURS 762, NURS 671, NURS 701, NURS 761, NURS 606, NURS 733. The didactic course in leadership in community/public health nursing, if not concurrent, needs to be taken prior to the clinical. (Recommend that clinical occurs within one year of didactic.)

NURS 754—Seminar in Psychopharmacology for Children and Adolescents (1).

Provides the opportunity for case study discussion on the use of psychopharmacologic agents with children and adolescents, using applied practicum cases at an advanced level. Emphasis is placed on integration of theory and practice and in-depth examination of the modifications in psychotropic drugs required for children and adolescents. Current research, ethical and legal issues surrounding the use of psychopharmacology with children is emphasized. Prerequisite: NURS 661, NURS 667. Prerequisites or concurrent: NURS 751, NURS 752.

NURS 755—Families in Crisis (2).

Introduces the systems theory orientation for understanding human functioning within a family system, with an application of this orientation to personal, patient/family and health care delivery systems. The family is the unit of study, with systems theory analyzed and applied to clinical issues and situations in various health care settings (acute, chronic, inpatient, outpatient and long-term care facilities). Clinical intervention with families and supervision are components of this course.

NURS 761—Populations at Risk in Community/Public Health (3).

Focuses on the mission of public health and the various organizations that support the responsibilities of public health at the international, national and local levels. Processes and dynamics, such as family systems, support and risk communication, that influence public health and populations at risk are explored. A risk assessment analysis is used to select a population at risk. Factors that influence the effectiveness of health promotion/disease prevention programs and projects targeted to aggregates, families and populations are analyzed. Responsibilities of community/public health clinical nurse specialists are explored in relation to core public health functions: assessment, policy development and assurance. Pre-requisite or co-requisite: NURS 622

NURS 762 — Practicum in Program Planning and Evaluation in Community/Public Health (3).

Focus is on the application of systematic inquiry of the foundations of advanced practice in community/public health program planning and evaluation. Emphasis is on the assessment, planning and evaluation of population/community focused health promotion/disease prevention programs and projects. Co-requisite: NURS 732 and license to practice nursing in State of selected nursing clinical site.

NURS 766— Managed Care Organizations (5).

Focuses on the synthesis of administrative concepts and principles in managed care environments. Involves working with a preceptor at the administrative/leadership level of a managed care organization to identify, define and conduct an analysis that addresses an organizational opportunity to problem-solve or enhance clinical/administrative objectives. Emphasis is placed on the development of an increased understanding of the complexity of managed care organizations and integral assets such as information systems, marketing, contracts and the formation of integrated delivery systems. Prerequisites: NURS 691, NURS 709

NURS 767 – Leadership for Magnet Status (3).

The Magnet Recognition Program, administered by the American Nurses Credentialing Center (ANCC), is designed to recognize acute care nursing services that have achieved high levels of excellence in the provision of nursing services and demonstrate the ability to attract and retain professional registered nurses. Designation as a Magnet Hospital is the highest level of recognition that ANCC can accord to an organized nursing service. This course critically examines the history, structure, procedures and processes of the Magnet Recognition Program. Particular attention is given to the methodology used to evaluate applicant agencies and the nursing research base related to the Magnet phenomena is explored.

NURS 768 – Clinical Practicum for Adults Across the Lifespan (5)

A 225- hour clinical practicum per semester in a variety of community-based clinical settings (including but not limited to ) college health services, health maintenance organizations, community clinics, long term care, assisted living, continuing care retirement communities, occupational health settings, and private practice will stress application of concepts presented in the Diagnosis and Management course. The student will gain increased expertise in communication skills, health assessment skills, interpreting findings, applying epidemiological concepts and developing and implementing plans of care for adults across the lifespan with health maintenance needs, and/or common acute and chronic health problems. The focus of this clinical experience will be on initial workups of new patients, limited short-term relationships with these patients and the evaluation and management of patients with self-limiting acute problems, or stable chronic illnesses as a beginning step in learning diagnosis and management of health problems. Prerequisites: NPHY 612, NURS 605, NURS 687, NURS 723,Co requisites: NURS 777, NPHY 614

NURS 769 – Society, Health and Social Justice (3).

This course examines social, cultural, and political-economic determinants of health from sociological and social epidemiological perspectives. The concept of social justice is used as a conceptual framework to investigate population health inequities that exist in social class, race, ethnic and gender groups in the United States. The course addresses the central question: “How does the structure of the society influence the health and illness experience of its population?” The course examines what a” society is, how it works, and what the pathways are through which social forces differentially impact class, race, and gender groups. The course will focus on specific meso-social contexts, such as the workplace, the community and the physical environment, which are particularly important in transmitting macro-societal forces to the individual. The process of globalization and the role of social movements in shaping public health will also be discussed. The course concludes by examining innovations in health policy and practice that are currently emerging in an effort to address the adverse health impact of inequitable social environments. Prerequisites: None for masters or doctoral level students, permission of instructor for undergraduate students.

NURS 777 – Diagnosis and Management of Adults Across the Lifespan (4).

The student will focus on development of critical thinking skills to address to address health care problems of adults across the lifespan, develop differential problem solving skills and determine appropriate management interventions. The management of common acute and chronic health conditions will include evidence based primary preventions, drug and treatment therapeutics, and referral to other health care providers. Traditional nursing strategies such as education, interpersonal communication, and counseling will continue to be stressed. Case study analyses, group process, lecture and on-line modalities are the principal teaching methodologies used to promote student centered learning. Prerequisites: NPHY 612, NURS 605, NURS 723. Concurrent: NURS 768, NPHY 614..

NURS 781—Advanced Assessment of Computer-Assisted Instruction (3).

Explores the psychological underpinnings of computer-assisted instruction and challenges the participants to apply those theories in the development of working products. Introduces several software authoring products available on the market (e.g., Authorware, Toolbook, Hyper-Card), and focuses on Hyper Text Markup Language (HTML), the language that forms the basis of the phenomenon known as the World Wide Web. Media-rich interactive programs in HTML are produced and made available on the World Wide Web. Prerequisite: NURS 685 or permission of instructor.

NURS 784—Health Care Information Systems Project Management (3).

Provides a managerial perspective to methodologies, procedures and politics for the execution of projects in the health care/information technology marketplace. Examines how projects can be managed from start to finish, including specific emphasis on planning, controlling and risk management to avoid common pitfalls. Topics include essential project management concepts, needs identification requirements planning, project costing, scheduling, resource allocation, project politics, roles, responsibilities and communications, vendor management, work management and what to do when challenges arise. Based on a model for health care informatics practice, and emphasizes learning to plan, organize, direct and control information technology projects.

NURS 785—Health Care Database Systems (3).

Addresses how data are captured, stored, structured, processed and retrieved in automated systems. Relevant examples and practical applications of database design, construction, implementation and maintenance within a health care context are studied. Central topics include database design, data structures and modeling, development of database management systems, manipulation of data within a database using query language, database security and using databases to address problems in health care settings. Prerequisites: none; IFSM 636 recommended.

NURS 786—Systems Analysis and Design in Health Care (3).

Provides an understanding of the most common tools, techniques and theories currently used in systems design and analysis. Studies the process of information systems development in which technical, organizational and human aspects of systems are analyzed and changed with the goal of creating an improved system. Emphasizes that, in spite of the advanced technology surrounding computer-based information systems, the process of systems analysis and design largely remains an art, dependent on the skills of individual analysts and designers, based on established principles, methods and tools.

NURS 787 –  Theoretical Foundations of Teaching and Learning in Nursing and Health Professions (2).

This course will provide a foundation in theory and application of essential knowledge for education in a variety of settings.  Content includes the teaching/learning process, the learning environment, organizational standards, theories of learning, and organization of teaching and learning. Prerequisites: None

NURS 788 – Complex Clinical Practicum for Adults Across the Lifespan (4).

This course will build on concepts presented in the Diagnosis and Management of Adults Across the Lifespan (NURS 620) course. The focus is on refining health assessment skills, interpreting findings, developing and implementing appropriate plans of care to meet common health maintenance needs of adults and to promote the health of adults with more complex health problems. The student will gain increased expertise in communication skills, health assessment skills, interpreting findings, epidemiological concepts and developing and implementing plans of care. The emphasis will be placed upon managing an aging population with complex, chronic healthcare needs and promoting healthy behaviors across the lifespan. Prerequisites; NURS 768, NURS 777

NURS 789 – Advanced Diagnosis and Management of Adults across the Lifespan (4).

This course prepares the student to diagnosis and manage complex, multiple and chronic health needs of adults across the lifespan in primary care settings. Diagnostic reasoning skills and advanced decisionmaking are refined. Specific attention is paid to role, legal, policy, and healthcare finance issues relative to primary care nurse practitioners. The student will focus on the progression of the patient problem, refine differential problem solving skills and determine appropriate management interventions. The student is expected to synthesize previously learned concepts in primary care nursing. Prerequisites; NURS 788 Co-requisite: NURS 794 and NURS 795.

NURS 791 – Instructional Strategies and Assessment of Learning in Nursing and Health Professions (4) .

This course prepares the student to select and gain skill in using instructional strategies appropriate to the learning style of adults and to the topic to be taught, and to make those choices on the basis of an understanding of the behavioral and physiological processes of learning.  The course includes both didactic and experiential micro-teaching experiences and provides a strong linkage to techniques for evaluating the impact of various instructional strategies on learning. A full range of educational technology and simulation technology will be employed in learning experiences.  Theory and practice of the assessment of learning as applied in diverse settings in health care are addressed.  Attention is given to basic measurement principles of reliability and validity, test construction, assessing skill acquisition and competence, and interpreting results from measures. Prerequisite or Co-requisite: NURS 787.

NURS 792 – Practicum in Teaching in Nursing and Health Professions (3).

Theoretical knowledge and skills acquired in pre-requisite courses will be applied in a practicum of teaching experiences (average of 9 hours/week - 8 of these in practicum activities and 1 in seminar activities) that is precepted by a master teacher.  Individual aspects of the practicum will be negotiated between the student, preceptor, and faculty facilitator in a learning contract. Synthesis of aspects of role development activities in this course as well as aspects of course/program evaluation will be accomplished in an asynchronous on-line seminar. Prerequisite: NURS 787 and NURS 791.

NURS 793—Organizational Transformation (3).

Focuses on organizational evaluation and strategic redesign of health care systems. Issues creating an impetus for organizational change are examined. Theories and models of traditional organizational structure and of creative and collaborative redesign are discussed. Prerequisites: NURS 691 and NURS 692 or permission of instructor.

NURS 794 – Advanced Clinical Practicum for Adults Across the Lifespan (5).

In this clinical course taken concurrently with Advanced Diagnosis and Management of Adults Across the Lifespan, the student functions as an adult/gerontological nurse practitioner in primary care settings including but not limited to: college health services, health maintenance organizations, community clinics, long-term care, assisted living, continuing care retirement communities, occupational health settings, and private practice) with adults who have complex and multiple health problems. The student will synthesize and integrate previously learned concepts to promote the health of adults and develop more independent diagnosis and management of patients with multi-system problems. Using a problem solving approach and evidence based practice guidelines, the student will determine an optimal plan in relation to both short and long-term health related goals for clients they see on an ongoing basis. Emphasis is on increased independence and decision-making in a multidisciplinary environment. The student is expected to assume an increased responsibility for the quality of health care rendered and to participate in evaluative activities. Prerequisites: NURS 788; C- requisites: NRUS 789, NURS 795

NURS 795 - Clinical Syndrome Management of Older Adults (2).

In this clinical course, the student functions as a gerontological nurse practitioner in healthcare settings with older adults who have multiple health problems and complex clinical syndromes. The student will be able to synthesize and integrate previously learned concepts to further refine the advanced application of assessment, differential diagnoses skills, and increasingly independent development of appropriate therapeutic interventions for the older adult who presents with complex clinical syndrome in a variety of settings. Prerequisites: NURS 788Concurrent: NURS 789, NURS 794.

NRSG 624 – Special Problems of Children with Acute Critical or Chronic Care Needs (5).

This course provides complementary learning experiences for the acute/tertiary care Advanced Practice (AP) pediatric nurse practitioner student. These experiences afford the AP student the opportunity to provide advanced nursing care across the continuum of health care services to meet the specialized physiologic and psychological needs of infants, children and adolescents with complex acute, critical and/or chronic health conditions. Opportunities are provided for the refinement of skills in assessment, diagnostic reasoning and critical thinking. The emerging role of the advanced practice pediatric nurse practitioner in the acute/tertiary care setting is examined within the constraints of the health care delivery system. Concepts regarding managed care from an organizational and administrative perspective are systematically integrated into this clinical course. Clinical settings include newborn nurseries, acute/tertiary care/managed care facilities, PICUs or specialty sites focused on the care of children with special needs and their families. Prerequisites: NURS 611

NRSG 626 – Primary Health Care of the Newborn and Neonate (2).

This course provides a theoretical analysis and practical approach to the advanced practice pediatric nurse practitioner’s role as a provider of safe and effective care to newborns, neonates and their families. Current theories and evidenced based practice guidelines relevant to the newborn and neonate will be examined. Synthesizing data from a variety of resources, students will be provided opportunities to refine their assessment skills as well as home decision making and critical thinking abilities. The emerging role of the advanced practice pediatric nurse practitioner in the primary as well as acute/tertiary care setting in the care of this unique population is examined within the constraints of the health care delivery system. Concepts regarding managed care from an organizational and administrative perspective are integrated into this course. Pre- or Co-requisite: NURS 611 (for Advanced Practice Pediatric Students only)

NRSG 630 – Advanced Primary Care Clinical (3).

This course will further stress application of concepts presented in the Diagnosis and Management I (NURS 620) course. The focus is on refining health assessment skills, interpreting findings, developing and implementing appropriate plans of care to meet common health maintenance needs of adults and to promote the health of adults with more complex health problems. The student will gain increased expertise in communication skills, health assessment skills, interpreting findings, epidemiological concepts and developing and implementing plans of care. The emphasis will be placed upon managing an aging population with complex, chronic healthcare needs. Prerequisites: NURS 619 and NURS 620

NRSG 631 – Introductory Spanish for Health Care Professional (3).

Students will develop basic Spanish language conversation skills for the health care setting in this small group seminar. This course will emphasize pronunciation, oral comprehension, and vocabulary for patient interviews, health education, and terminology used in clinical setting. Students will participate in seminars, small group work, case scenarios, and active practice of Spanish conversations. Students will also examine cultural considerations for the Hispanic population and integrate these elements into their developing vocabulary. Prerequisite: One introductory Spanish course (high school or college) within the past 10 years

NRSG 634 – Mental Health of Special Populations: Improving the Quality of Care (2).

The course focuses on developing knowledge necessary for the evidence-based advanced practice of psychiatric mental health nursing with vulnerable, special populations including older persons, persons with chronic mental illness, and those with mental illness who are court-involved. Students will obtain an understanding of health care system issues associated with providing quality mental health care to these groups including fragmentation and gaps in care, stigma and discrimination ,and the need for patient centered care. Students will gain knowledge needed to use an evidence-based, integrated approach to providing quality care to vulnerable persons with psychiatric illness and substance use conditions. Prerequisite: NURS 662, NURS 667, NURS 664/665 or NURS 655/656

NRSG 663 – Mindfulness-Based Stress Reduction Programs: Issues in Program Planning, Implementation and Evaluation (3).

Cores course components include an overview of the evolution of Mindfulness-Based Stress Reduction Programs, a critical appraisal of the state of science in their implementation and evaluation in clinical, community and research contexts, and an opportunity to create and critique plans for implementing and evaluating MBSR programs for a variety of target populations taking into account the state of the science.

NRSG 670 – Advanced Anesthesia Nursing Seminar I (2).

This anesthesia course is the first of two designed to integrate the didactic curriculum with several semesters of clinical anesthesia practice. Student Registered Nurse Anesthetists (SRNAs) will review the practice of nurse anesthesia using current information and resources reflecting the standards of practice in the field of nurse anesthesia. Emphasis will be placed on a case study approach following body systems for surgical procedures and specific influences of physiology and pathophysiology on anesthetic management. Prerequisites/Co-requisites: All Nurse Anesthesiology courses.

NRSG 765 – Developmental Psychopathology for Advanced Practice Nurses (2).

This foundational course introduces graduate/advanced practice nursing students to concepts of developmental psychopathology (“the study of the origins and course of individual patterns of behavioral mal-adaptation, “ [ Sroufe & Rutter, 1984 , p.18], vulnerability to stress perspective and particularly highlighting aspects that contribute to resilience and adaptive functioning [Cicchetti & Toth, 1998]. The preventive and intervention applications will be extracted from updated clinical and research literatures. This course will be conducted in a seminar format which will involve the student taking an active participant role in facilitating the synthesis of current literature in developmental psychopathology. Prerequisite: NURS 752

NPHY 601— Cancer Genetics, Pathophysiology and Pharmacology (3).

This is the second of three courses required for completion of the Master’s track for advanced practice in oncology nursing. In this course introductory material concerning the principles of cell biology, genetics and pathophysiology of cancer is followed by application of those principles to particular cancer sites. Emphasizes understanding the multiple cellular pathways that may lead to malignant transformation and the heterogeneity of cancer as a disease and as a target for therapy. Manipulation of the pathways of malignant transformation for prevention of cancer is discussed. Site-specific cancers are examined with a detailed discussion of their particular patho-physiology. Prerequisite NURS 629, NPHY 612

NPHY 608—Reproduction Physiology (2).

Provides more extensive knowledge of human reproduction and the physiologic function of the newborn infant. Selected examples of pathophysiology are presented. Focuses on developing a scientific client assessment of needs and selecting regulatory processes for the care of clients with complex physical needs. Concepts addressed include reproduction, growth, oxygenation, circulation, motion, motility and elimination.

NPHY 610 — Methods and Principles of Applied Physiology (3).

Provides the student with a deeper base of scientific knowledge that correlates physiology and corresponding alterations to a process of clinical diagnosis and management. Elaborates upon specific physiological principles and a study of disease entities. Provides exercises in applying epidemiological knowledge in clinical practice and preventive health care settings.

NPHY 612 – Advanced Physiology and Pathophysiology (3).

This course provides graduate levels content of physiology and pathophysiology that is necessary for understanding the scientific basis of advanced practice nursing and for more advanced clinical courses in a variety of settings. Structural and functional changes in cells, tissues, and organs that underlie selected diseases are discussed. The student will gain an understanding of the mechanisms underlying diseases and their clinical manifestations, thus providing a basis for clinical decisions related to diagnostic tests and initiation of therapeutic regimens. Pathogenesis of disease will be related to principles of health promotion and disease prevention. The course contributes to the scientific basis for advanced practice nursing.

NPHY 614—Physiology of Aging (2).

Emphasizes cell biology, metabolic process and cardiovascular and neurobiological aspects of aging. Presents the pathophysiological basis for health problems of older adults. Alterations at the cell, organ and system levels are discussed to provide the basis for clinical management of common health problems. Pre or co-requisites: NPHY 612.

NPHY 620—Physiological Alterations in the Critically Ill Patient (3).

Defines and describes alterations in the physiological processes commonly seen in trauma/critically ill patients and applies this theory base through supervised clinical experience in a trauma/critical care unit. Enhances assessment skills and knowledge base of pathophysiological findings. Prerequisites: NPHY 612, NURS 623.

PhD Course Descriptions

NURS 808: Special Problems in Nursing Science (1-3).

Provides the opportunity to study a topic of interest within nursing science under a faculty member’s guidance. Specific objectives and requirements are determined by contractual agreement prior to registration. Can be repeated up to a maximum of six credits

NURS 811: Measurement of Nursing Phenomena (3).

The theoretical basis of measurement is presented as a foundation for the development and evaluation of measurement instruments for use in nursing research. Types of measures, techniques of construction, the statistical analysis of reliability and validity, strengths and limitations for use of selected measures in nursing research are presented. Nursing research studies are evaluated relative to measurement theory. Tools and procedures, including those used to measure affective, cognitive, behavioral and physiological aspects of selected concepts, are evaluated. Prerequisites: NURS 840, NURS 841, NURS 850, NURS 851, NURS 814, NURS 815 and pass preliminary examination and recommend concurrent enrollment in NURS 816 or permission of the instructor

NURS 814: Design and Analysis for Non-Experimental Nursing Research (3).

The course provides an overview of non-experimental research designs (e.g., cohort, case-control, survey), measures such as incidence and prevalence, and related analytic procedures (e.g., logistic regression) for the study of nursing problems. Sampling theory and strategies for conducting probability sampling are also included.Prerequisites: NURS 840, NURS 850 and NURS 851

NURS 815: Qualitative Methods in Nursing Research (3).

Provides an overview to the qualitative paradigm and major approaches to qualitative research. Topics related to qualitative research design, conduct, reporting and evaluation of qualitative research are addressed. Emphasis is placed on the appropriate use of qualitative methods and differences across qualitative approaches. The course focuses on the development of interview skills, observation skills and data analysis. Prerequisite: NURS 840

NURS 816: Multivariate Analysis in Social and Health Care Research (3).

Social and health care research deals with complex, multidimensional systems, and any adequate assessment of these systems requires that multiple measures be used. Topics introduced in this course include multiple regression, path analysis, logistic regression, principal components analysis, factor analysis and discriminant function analysis. Prerequisites: NURS 840, NURS 841, NURS 850, NURS 851, NURS 814, NURS 815, pass preliminary examination and recommend concurrent enrollment in NURS 811 or permission of the instructor

NURS 817 Longitudinal Designs in Health Care Research (3).

Designs in which multiple observations of one or more variables made on a single person or unit (repeated measures designs) or subjects are followed for a long period of time are of particular importance in nursing and health care research. The course will examine several of the more commonly used longitudinal analyses, including ANOVA, linear mixed models, and survival analysis. Designs involving repeated measures on more than one dependent variable, fixed and random effects, and time to event will be considered. Emphasis will be placed on selecting the appropriate design, statistical procedure, and computer program for addressing a given research problem. Small research exercises requiring both computation and interpretation will be assigned in order to promote desired learning. Prerequisite: NURS 816

NURS 818: Research Practica (1-6).

Research Practica are designed as independently arranged research experiences in which the student actively engages in research activities under the mentorship of a faculty member. These activities are negotiated between student and faculty and relate to either an aspect of the faculty member’s research related to the student’s research area, or the student’s research area. Six credits of research practica experiences, using the 3-hours/credit/week formulas are required with at least three of these being with the student’s Research Advisor. Prerequisite: Completion of 5 credits of NURS 819

NURS 819 Research Rotation (2-5).

Introduces the active research programs in the School of Nursing with application of various research methodologies to specific research projects. Applies research principles learned previously in each rotation. In the 2 or 3 credit options, 6 or 9 hours per week are spent in one research program and in the 5-credit option, 15 hours per week are spent in each of two successive seven-week sessions in two research programs. During each session, objectives are defined with the faculty researcher and work is completed on a component of the faculty researcher’s project. Activities include literature review, measurement, data collection, statistical analysis, manuscript preparation or proposal development. Prerequisites or Concurrent: NURS 850, NURS 851, 814, NURS 815.
*Note: Course may be repeated for a total of 10 credits. At the discretion of the Assistant Dean of the PhD Program, one repetition after the first 5 credits may consist of one 14 week session of 15 hours per week. Research rotations in each repetition must be different from those previously taken.

NURS 820: Meta-Analysis (3).

Introduces the issues in and methodology for the quantitative synthesis of research literature. Includes a practical overview of meta-analysis methods for synthesizing and exploring variations in quantitative indices of study outcomes. Prerequisite: Completion of graduate level course in research design and statistics

NURS 826: Structural Modeling in Health Care Research (3)

Provides an introduction to the construction and estimation of structural models in the context of health care research. Topics include confirmatory factor analysis, path analysis and causal modeling. Emphasis is on the estimation of models with latent variables, interpretation of causal effects and the application of these models in health care research. Prerequisite: NURS 816 or permission of instructor

NURS 830: Working with Large Health Care Databases (2).

This course is designed to bridge the gap between nurses’ need for information/data and the reality of finding the data, downloading, extracting, and building an effective personal database. Much of the class work will be conducted in the computer lab where students will explore public and private sources of health data that are available via the internet and on CD_ROM. Students will download data to the personal computer, import data into varied software applications, and build a personal database using software of their choice. Prerequisites: A basic knowledge of personal computers including the Windows environment, the use of a mouse, and basic file handling is expected. Knowledge of spreadsheets and databases is a plus. No knowledge of statistical software is needed, although highly desirable for doctoral students.

NURS 840: Philosophy of Science and Development of Theory (3).

Reviews the nature of knowledge and theory in the various scientific disciplines. Describes and analyzes the revolutions or paradigm shifts that have occurred in science. The struggle between many world views is discussed including empiricism, positivism, rationalism and the hypodeductive model of science. After considering the ways of knowing (epistemology), selected world views and theories from a variety of disciplines are analyzed. Discusses strategies for developing nursing theories and introduces alternative metatheoretical approaches available for use in theory evaluation in nursing. Recommended: master’s level nursing theory course

NURS 841: Theory and Conceptualization in Nursing Science (3).

Focuses on the nature of theory in scientific disciplines, nursing theory within the context of the philosophy of science and the evolution of nursing science and the application of conceptualization to the process and conduct of nursing research. Interrelationships between components, context and structure of modes of systematic inquiry, the conceptual basis of theory development and a variety of mid-range theories and their paradigms are analyzed. Contribution of these modes, concepts and theories (practice, mid-range, grand) to knowledge generation and theory development in nursing is critically evaluated in relation to nursing science and applied to student’s area of interest. Prerequisite: NURS 840

NURS 850: Experimental Nursing Research Designs (3).

This course focuses on the relationship between theory and design and selected experimental and quasi-experimental research designs. Threats to both the internal validity and the construct validity of research designs are explored as well as ways of minimizing them. Issues of bias, representativeness, and generalizability are discussed in relation to probability and nonprobability sampling. Prerequisite or concurrent: NURS 840. Concurrent: NURS 851

NURS 851: Analysis for Experimental Nursing Research Designs (3).

This course is designed to be taken concurrently with NURS 850: Experimental Nursing Research Designs and provides the theoretical and practical knowledge to conduct analyses of experimental data. The course focuses on: 1) the identification and uses of appropriate descriptive and inferential statistics; 2) the acquisition of data manipulation skills necessary to conduct experimental and interventional research; and 3) the development of analytical writing and data summary skills. Hypothesis testing with various levels of measurement, and inferential statistics will be examined. The relationships between design and analysis are revealed through the development of an analytical plan. The procedures for compiling data, developing a research file, and documenting the file are specified. Analytic techniques address descriptive statistics, measures of association, ANOVA, and simple regression. Prerequisite or concurrent: NURS 840. Concurrent: NURS 850

NURS 898 Special Topics in Nursing Science (1-3).

Allows pre-candidacy students to study a topic of professional interest with a graduate faculty member who has special competence in the subject area. Specific objectives and requirements are determined by contractual agreement prior to registration. Repeatable up to a maximum of six credits

NURS 899: Doctoral Dissertation Research (1-12)

Dissertation credits are taken after admission to candidacy for the doctoral degree. The credits taken during a given semester should reflect the expenditure of time (student’s and advisor’s) on dissertation related activity. A No Mark (NM) grade is assigned to NURS 899 credits until after the dissertation defense is completed Prerequisite: Students must have completed and passed preliminary and comprehensive examinations and be admitted to candidacy

NURS 899: Dissertation Proposal Writing Seminar (1).

This seminar, based upon a student-centered learning approach, provides peer and faculty support to students planning to undertake individual research studies, usually (but not limited to) doctoral dissertations. Students develop course and individual objectives the first day of class. A topical outline for class sessions during the semester is agreed upon during the second class meeting. Course and individual objectives usually include development of individual research designs, instruments, and data analysis plans, literature reviews and a written research prospectus. Didactic presentations include the components of a dissertation proposal; methods for negotiating the system including selecting and working with committees, selecting and securing agency cooperation, and Institutional Review Board approval. The majority of class sessions are devoted to student presentations of their research plans with group feedback to strengthen these plans. Prerequisites: NURS 840, NURS 841, NURS 850, NURS 851, NURS 814, NURS 815 and advanced to candidacy.

DNP Course Descriptions

NDNP 802 Methods for Evidence-Based Practice (3).

This course focuses on the skills and advanced knowledge necessary for critical analysis of evidence on which to base nursing practice. The students will analyze the framework to transform research into practice through the use of research outcomes, methods and planned change processes. The best practice evidence from systematic research will be applied to current health care delivery. Students will be able to apply analytical methods to develop best practices and practice guidelines and to facilitate the evaluation of systems of care that will improve patient outcomes.

NDNP 804 Theoretical and Philosophical Foundations of Nursing Practice (3).

The philosophical and scientific underpinnings of nursing reflect the complexity of practice at the doctoral level and the rich heritage that is the conceptual foundation of nursing the practice doctorate in nursing uses science-based theories and concepts to determine the nature and significance of health and health care delivery phenomena. This course integrates nursing science with knowledge from biophysical, social, and organizational sciences as the basis for the highest level of nursing practice. Students analyze selected world-views and theories from a variety of disciplines. Emphasis is placed on the refinement of critical thinking skills.

NDNP 805 Design and Analysis in Evidence Based Practice (4).

This course extends foundational competencies in research methods and design for experienced advanced practice nurses. Emphasis is on identifying appropriate design and analytical approaches to fit purposes of inquiry. Elements of inquiry are examined including: development of research questions, sampling approaches, measurement of health outcomes, collection and analysis of data, and human subjects’ considerations. Common approaches to statistical analyses will be examined as well as epidemiological approaches to evaluate population health. Pre-requisite: NDNP802

NDNP 807 Information Systems and Technology for the Improvement and Transformation of Health Care (3).

This course is designed to provide the DNP student with the knowledge and skills necessary to correctly utilize information systems and technology and to lead information systems and technology through transitions in order to improve and transform healthcare. This course will provide an advanced understanding of what currently constitutes an information technology enabled health care environment; the roles of the nurse leader and informaticist; the current state of affairs regarding information technology affecting patients and nurses within healthcare today; and leading edge issues within healthcare informatics which will impact the role of the DNP in a variety of health care settings. At the conclusion of the course, the student will have a foundation to function as an “informatics innovator” to lead the advancement of informatics practice and research; to develop solutions for current data management practices; and to demonstrate the interdependence of systems, disciplines, and outcomes.

NDNP 809 Complex Healthcare Systems (3).

This course focuses on the analysis, synthesis and application of complexity science and quantum theory to healthcare systems. This includes the contribution of organizational theories, organizational culture, and systems’ infrastructure in dynamic interplay across complex healthcare systems. The Doctor of Nursing Practice’s role in creation of new and futuristic organizing frameworks is explored. As leader the students will participate in a self leadership assessment to identify their unique strengths in assuming advanced roles as leaders and followers within interdisciplinary and intra-disciplinary teams. Critique and evaluation of health systems models, and quality improvement systems are included. The dynamic influence of safety, quality, economic, financial, regulatory, policy, and ethical principles in the practice environment are addressed.

NDNP810 Capstone Project Identification (1).

Doctor of Nursing Practice students will have an identified practice area that will provide a guide for their plan of study. In this course students will explore specific issues related to their practice that will lead them to the completion of a project at program completion. Students will explore literature related to specific practice concerns in their area as well as discuss issues with practice leaders to identify and refine their project goals.

NDNP 811 Capstone II Project Development (1).

Doctor of Nursing Practice students have an identified practice area that will provide a guide for their plan of study. In this course students will develop a capstone project proposal based on an analysis of the literature. The role of the DNP as leader and innovator of complex organizational systems will be discussed as it relates to the capstone project proposal. Pre-requisites: NDNP802, NDNP804, NDNP810 / Co-requisite: NDNP805, NDNP807

NDNP 812 Capstone III Project Implementation (1).

Doctor of Nursing Practice students have an identified practice area that provides a guide for their plan of study and capstone project. In this course students will implement their approved capstone project proposal based on an analysis of the literature. The role of the DNP as leader and innovator of complex organizational systems will be discussed as it relates to the capstone project implementation. Pre-requisites: NDNP802, NDNP804, NDNP805, NDNP807, NDNP810, NDNP811 / Co-requisite: NDNP809

NDNP 813 Capstone IV Project Evaluation & Dissemination (1).

Doctor of Nursing Practice students will evaluate and disseminate their approved capstone project. The role of the DNP as leader and innovator of complex organizational systems will be discussed as it relates to the capstone project evaluation and dissemination. Pre-requisites: NDNP802, NDNP804, NDNP805, NDNP807, NDNP809, NDNP810, NDNP811, NDNP812; Co-requisite: NDNP815

NDNP 815 Leadership & Inter-professional Collaboration (3).

This course is based on student independent learning that emphasizes theory and practical application through working with a health care system to address inter-professional and intra-professional initiatives requiring nursing leadership at the level of a Doctor of Nursing Practice. The DNP student will demonstrate the ability to synthesize and apply theory and leadership principles to affect necessary change. The course focuses on the system dynamics as they affect highly collaborative teams and requirements for leadership. Concepts and applied experiences cover: assessment of self, synthesis and application of inter-professional and intra-professional collaborative skills, theories of effective leadership, and functions of a change manager, use of influence without authority, facilitation of teams, concepts and dynamics of communication in complexity. The synthesis and application of new leader requirements and capacity will be addressed in relation to chaos and ambiguity in a changing system, policy requirements, and the identification of value propositions. Pre-requisites: NDNP809

NDNP816 Capstone Advisement (1).

Doctor of Nursing Practice students have an identified practice area that will provide a guide for their plan of study. In this course, students will complete required capstone coursework in conjunction with applicable capstone transitioning and obtain approval from their capstone committee.

NDNP818 DNP Independent Study (1).