Online MSN to Doctor of Nursing Practice Curriculum

Informatics in Health Care explores the background and theory of nursing and health care information systems. Strategies are examined for analyzing, designing/developing, implementing, and evaluating information systems for health care professionals and consumers with an emphasis on improving the quality of care delivery. Content and projects are applicable to advanced practice nurses, nurse educators and researchers, nurse leaders, executives and other health care professionals.

Using the quantitative science of epidemiology and biostatistics, this course examines the basis for identification and analysis of factors that promote and inhibit the health of populations. The course includes the history and methods of epidemiology and contemporary public health issues as well as selected biostatics. Epidemiological methods and biostatics are applied to nursing practice, leadership, education and research.

This course focuses on the complexities inherent in the culture and health interface and how these variable influence quality health care in the context of the American healthcare system. Frameworks, theories, and models that explore culture and health, generally, and among selected populations, specifically, are identified. Within a cross-cultural perspective, quality health care is considered from the perspectives of the individual, family, group or community client, and of the nurse who may be in direct care, educational, leadership or research positions.

This is the first of two sequential courses that provides the students with an in-depth analysis of quantitative and qualitative research methods used in nursing and health care research. Throughout the course, students will use critical thinking skills to analyze qualitative and quantitative methods as a framework for making decisions regarding clinical problems. Evidence-based practice models will be analyzed to facilitate the identification of a practice problem and the development of an extensive review of the literature. Pre-requisite NU 740.

This is the second of two sequential courses that will provide the students with the further development of their evidence-based practice project. This course will focus on in-depth analysis of quantitative and qualitative data collection and analysis methods. Utilizing an EBP model, students will develop a comprehensive plan for project implementation and evaluation.

This seminar-formatted course is the first of a four-course series designed to students in implementing an evidence-based practice (EBP) project. This course will introduce students to the capstone process and progression through the four- course series. Discussions of project scope and quality and development of an EBP project proposal will take place. Students will work with faculty to plan, design and evaluate evidence based projects. Students will begin the process of program management, gather and critically appraise evidence, develop goals, determine expected project outcomes and establish an appropriate time-management plan for the project. As part of this four course sequence, students will engage in 400 hours of mentored experience from the inception of the EBP project to dissemination of the findings.

This seminar-formatted course is the second of a four-course series designed to assist students in implementing an evidence-based practice (EBP) project. This course will build upon work completed in the first course, with the focus on project management, evaluation methods, completion of an EBP project proposal and hearing, and the submission of an IRB application. Students will continue in their completion of 400 hours of mentored experience from the inception of the EBP project to dissemination of the findings.

This seminar-formatted course is the third of a four-course series designed to assist students in implementing an evidence-based practice (EBP) project. The focus of this course is on the implementation of the evidence-based practice project completed in NU 741 Scholarly DNP Project II and subsequent collection of data for evaluation of the project. Students will continue in their completion of 400 hours of mentored experience from the inception of the EBP project to dissemination of the findings.

This seminar-formatted course is the fourth of a four-course series designed to assist students in completing an evidence-based practice (EBP) project. The focus of this course is on analyzing data obtained from the evaluation process and dissemination of the project findings. Students must successfully defend their project orally as well as submit an article to disseminate their EBP project findings and will have completed the 400 hours of mentored experience in this course publication or abstract for professional presentation and an executive summary.

This course introduces students to the complex area of health ethics and law. Ethical and legal issues related to organizational and professional responsibility, patient rights and informed consent, reproduction and human genetics, end-of-life care, duty to treat and to warn, and clinical research and experimentation are among the areas of areas of study and discussion.

This course focuses on issues of leadership role development in professional nursing. Using role theory, students will explore concepts of role mastery, congruence and conflict as well as the role of nursing leadership in the broader organizational context. Emphasis in NU 605 is on the analysis of leadership and related theories as these apply to the individual practice of the nurse leader.

This course examines U.S. health care policy and the political challenges related to delivery, cost, quality, and access to care. The course is in seminar format which allows students to observe the policy-making process and the role of government and private stakeholders in the financing and delivery of services through a field experience attending health policy-related events and meetings.

The Scientific Inquiry for Evidence-Based Practice course will explore the conceptual, theoretical, and ethical foundations of nursing. The course will focus on the research process and application of evidence to nursing practice. During this course students identify a practice problem according to its relevance to the professional practice of nursing or advanced clinical practice. The primary focus of this course is on understanding research methods as they pertain to evidence-based practice. During the course students will complete an evidence-based practice proposal.

This course integrates concepts from concurrent courses in pharmacology, pathophysiology, and health assessment with nursing theory, process, and research. It will foster development of skills in decision making and clinical management of children. Discussions will focus on issues of health, policy, organizational issues, access to care, and advanced professional practice as they relate to the pediatric client.

Classroom learning of NU-664A is applied in supervised clinical preceptorship experiences of 300 hours.

This is the second course in primary care of the child. This course continues the development of skills in decision making and clinical management of children.

Classroom learning from course NU 665A is applied in supervised clinical preceptorship experiences of 300 hours.

This course focuses on developing knowledge and skills in the safe and effective use of medication for psychiatric mental health problems in populations across the lifespan. The curriculum integrates knowledge from previous courses such as pharmacology, pathophysiology, and health assessment and complements the Psychiatric Mental Health curriculum. Course content addresses psychopharmacological interventions for disease categories and expands the foundation in pyschopharmacotherapeutics necessary for nurse practitioners in clinical practice. This course is designed to prepare students for the role of prescriber based on national guidelines and evidence-based practice. Prerequisite: NU 641

The focus of this course is on theories and methods used by the advanced practice psychiatric mental health nurse as broadly applied across treatment settings. Students will explore theory and techniques associated with various therapeutic models with regard to theoretical underpinnings, therapeutic action, techniques, relationship between therapist and patient, and application to different diagnostic populations and family systems. Students will gain learning experiences that promote satisfactory assimilation of mental health and mental illness concepts in their delivery of advanced practice nursing across the lifespan. Emphasis is placed on evidence-based practice and treatment guidelines utilizing a range of theoretical and conceptual models for conducting psychotherapy and supporting recovery. Selected psychotherapeutic theories will be studied and application made where possible in practicum placements, seminar discussions, and classroom settings.

The focus of this course is developing knowledge and skill in the assessment and diagnosis of psychiatric mental health problems in the populations across the lifespan. The curriculum also integrates knowledge from previous courses such as pharmacology, pathophysiology, and health assessment. Psychiatric nurse practitioner students utilize many theoretical sources in the development of their practical skills and draw from neurophysiology, neuropsychology, family systems, and biopsychosocial approaches.

Classroom learning of special populations such as the elderly and the chronic mentally ill are emphasized and applied in supervised clinical preceptorship experiences of 300 hours.

Nurse practitioner students will continue to develop knowledge and skill in the assessment and diagnosis of mental health problems in adults. In-depth study of geriatric mental health problems, such as mood disorders, dementia, and delirium, will prepare students to work with this complex population upon graduation.

Classroom learning from course NU 665C is applied in supervised clinical preceptorship experiences of 300 hours.

This course addresses social, political, and economic factors that impact the aging experience. Sociological, political, and economic theory will be incorporated as a form of understanding resource allocation, priorities, and cultural considerations. The impact of these factors on healthy aging related to income, housing, healthcare, employment, and policy will be described. (This course can be taken as an elective by undergraduate or graduate students.)

This is the first of two courses in primary care of the adult-gerontology client. This course integrates concepts from courses in pharmacology, pathophysiology, and health assessment with nursing theory, process, and research. It fosters development of skills in assessment, problem identification in decision making and clinical management of the adult-gerontology client through the life cycle. Discussions focus on health promotion, organizational issues, access to care, and advanced professional practice as they relate to the adult-gerontology system.

Classroom learning from course NU 664E is applied in supervised clinical preceptorship experiences of 300 hours.

his course continues to integrate concepts from courses in pharmacology, pathophysiology, and health assessment with nursing theory, process, and research. It will foster development of skills in assessment, problems, decision making and clinical management of families through the life cycle. Discussions on health promotion, policy, organizational issues, access to care, and advanced professional practice as they relate to the family system are included.

Classroom learning from course NU 665E is applied in supervised clinical preceptorship experiences of 300 hours.

The purpose of this course is to provide a comprehensive and in-depth background in acute and critical care pharmacotherapy for the adult-geriatric patient. This course will address the pharmacology and appropriate clinical use of agents used in the treatment of selected acute disorders found in acutely/critically ill patients. Recent advances in pharmacotherapy, personalized management strategies, and controversial issues will be included and emphasized.

This is the first of two concentration courses that integrate concepts from courses in pharmacology, pathophysiology, and health assessment with nursing theory, process, and research.  It will foster development of skills in assessment, problem identification, decision-making and clinical management of the adult-geriatric client, in the acute care/critical care setting, utilizing critical thinking.  Discussions on health promotion, policy, organizational issues, access to care, and advanced professional practice as they relate to the adult-gerontology population in the acute care/critical care setting are included.

Classroom learning from course NU 664F is applied in supervised clinical preceptorship experiences of 300 hours.

This is the second of two concentration courses that integrate concepts from courses in pharmacology, pathophysiology, and health assessment with nursing theory, process, and research.  It will foster development of skills in assessment, problem identification, decision-making and clinical management of the acute and critical care adult-geriatric client through use of critical thinking.  Discussions on health promotion, policy, organizational issues, access to care, and advanced professional practice as they relate to the adult-gerontology population in the acute care and critical care setting are included.

Classroom learning from course NU 665F is applied in supervised clinical preceptorship experiences of 300 hours.

This course integrates concepts from the concurrent courses in pharmacology, pathophysiology, and health assessment with nursing theory, process, and research. It will foster development of skills in decision making and clinical management of families through the life cycle. Discussions will focus on issues of health, policy, organizational issues, access to care, and advanced professional practice as they relate to the family system.

Classroom learning from course NU 664B is applied in supervised clinical preceptorship experiences of 300 hours.

This is the second course in primary care of the family. This course continues the development of skills in decision making and clinical management of families through the life cycle.

Classroom learning from course NU 665B is applied in supervised clinical preceptorship experiences of 300 hours

This course integrates concepts from courses in pharmacology, pathophysiology, and health assessment with nursing theory, process, and research. It fosters development of skills in assessment, problem identification in decision making and clinical management of women's health issues. Discussions focus on health promotion, organizational issues, access to care, and advanced professional practice as they relate to women's health.

Classroom learning from course NU 664D is applied in supervised clinical preceptorship experiences of 300 hours.

This course is the second of two concentration courses focusing on developing knowledge and skill in the assessment, diagnosis, and treatment of the adult population with a special focus on health care for adolescent females and women. This course integrates concepts from courses in pharmacology, pathophysiology, and health assessment with nursing theory, process, and research. It fosters development of skills in assessment, problems, decision making, and clinical management of women's health issues. Discussions focus on health promotion, disease prevention, recognition and management of acute and chronic conditions, organizational issues, access to care, and advanced professional practice as they relate to caring for patients in primary care settings.

Classroom learning from course NU 665D is applied in supervised clinical preceptorship experiences of 300 hours.

This course integrates concepts from courses in pharmacology, pathophysiology, and health assessment with nursing theory, process, and research. It fosters development of skills in assessment, problem identification in decision making and clinical management of obstetrical client through the childbearing process. Discussions focus on health promotion, organizational issues, access to care, and advanced professional practice as they relate to the obstetrical client. Classroom learning is applied in supervised clinical preceptorship experiences associated with NU 664A/B/D or NU 665 A/B/D.

This course offers an analysis of various instructional models/methods and their application to the design of curricula in educational settings to create positive learning environments. Models are discussed in light of course content, objectives, goals, and current research. Students will focus on problem solving, common teaching/learning situations, and the relationship between theory and practice.

This course offers a study of both formal and informal assessment techniques and the components involved in each approach. Students will conduct an analysis of models of outcome assessment and program evaluation and their relationship to classroom/clinical settings. Classroom learning is applied in a practicum experiences of 25 hours.

This course will enable you to develop an understanding of the essential principles of nursing simulation education. You will discuss best practices for simulation immersion and debriefing and will analyze the challenges and solutions related to its implementation. We will also explore the implications of evidence gathered in the National Council of State Boards of Nursing (NCSBN) study.

This course provides an overview of various components involved in the dynamic of teaching/learning: philosophy, educational psychology, curriculum, methodology, evaluation, and assessment. Emphasis is placed on the development of the nurse educator as a reflective practitioner. Students will discuss social, ethical, legal, and professional issues related to current and future student populations. Classroom learning is applied in a practicum experiences of 25 hours.

This online asynchronous course will provide the learner with evidence-based best practice techniques and strategies for implementing online course instruction and course facilitation. Topics covered will include discussion board facilitation, group process online, managing academic challenges, supporting online course engagement incorporating student-to-student and student-to-faculty communication and overall management of the online course classroom. Classroom learning is applied in a practicum experiences of 25 hours.

This asynchronous online course will engage the learner in developing a syllabus and course teaching materials for the online environment. Utilizing the content expert and peer reviewer process of course development, each learner will participate in active learning strategies to develop beginning competence in online course development with additional focus on the selection of population specific teaching strategies.

This course focuses on issues of leadership role development in professional nursing. Using role theory, students will explore concepts of role mastery, congruence and conflict as well as the role of nursing leadership in the broader organizational context. Emphasis in NU 605 is on the analysis of leadership and related theories as these apply to the individual practice of the nurse leader.

Utilizing current nursing research, evidence-based practice and evolving health care trends, students will complete a fieldwork experience in the area of administration/leadership in a healthcare setting or professional organization. The students will analyze examples of current issues relating to the health care delivery 440 systems that impact on nursing practice. (Practice component of 40 hours)

This course covers complex issues related to organizational behavior and leadership, strategic planning, human resources, and other management issues and challenges in a wide range of health care organizations, including nonprofit, community-based health care organizations.