Nursing Education

The syllabus for N41.2005 is intended for graduate students in nursing. The course provides the foundations necessary to understand elementary biostatistics and applications of biostatistics in the medical literature. It will concentrate on the interpretation and comprehension of graphical and statistical techniques that are essential components to medical research. The ability to understand basic arithmetic and high school algebra is required.

This graduate research course is designed to develop the role of the advanced practice nurse, midwife, educator, administrator, or informatics specialist as a competent research consumer. An evidence-based practice paradigm is used to promote acquisition of information literacy and critical appraisal skills which, combined with clinical judgment and patient preferences, support evidence-based decision making.

This course analyzes health care system issues and trends, such as capitation, managed care and health care reimbursement, from historical, political and developmental perspectives. Factors that influence nursing practice will be analyzed, such as the corporatization of health care, and conflicts between economic and clinical priorities. Strategies and mechanisms that enhance the delivery of high quality nursing care will be discussed. The course will focus on these matters as they affect the scope, preparation and practice of advanced practice nurses and nurse-midwives.

The Population-Focused Care course explores advanced practice nursing at community and population levels. Nursing contributions to core public health functions and essential public health services are considered in the context of theoretical frameworks for health communication and behavioral change to develop programs to improve the health of populations. Data sources for community health assessment and epidemiologic analyses are examined. Cultural and political competencies are also addressed.

This course focuses on the theoretical basis of nursing and health care informatics. The model of data, information, and knowledge is used to explore the basis of nursing informatics within health care. Nursing classifications and taxonomies and the computerized patient record (CPR) are introduced. Strategies are examined for dissemination, access, retrieval, and evaluation of information for professionals and consumers of health care, with an emphasis on reducing health care disparities.

This course introduces two major and important management concepts for nurse leaders: quality process improvement and budget management. The first part of the course examines the fundamental concepts of healthcare process improvement. The course introduces the students to various quality management models for continuous improvement such as, but not limited to, the PDSA, six sigma and LEAN methodologies. The course explores the basic kinds of measures, the run charts, cause-effect diagrams, fishbone diagrams, and the systematic approach to error called root cause analysis (RCA). The course examines the role of the nurse leader in a multidisciplinary team or in leading quality improvement initiatives in healthcare organizations. The remainder of the course examines the principles of budgeting and its practical applications in healthcare organizations. Specific techniques of health care budgeting and variance analysis are explored. Excel computer software programs to prepare graphs, charts, and other budgeting applications are used to provide hands-on skills for budget preparation. The purposes and application of budgets in healthcare, including long range planning, programming, budget operations, capital budgets, and fixed and variable costs are analyzed. Prototypes of zero-based budgeting, cost estimation and forecasting, performance budgeting, and capital budgeting are analyzed throughout the course. The course culminates with student presentations of a budget for a nursing unit or for a project proposal that apply the principles learned in class.

This course provides students with the opportunity to deeply explore core pathophysThis course provides students with the opportunity to deeply explore core pathophysiological concepts that provide a strong foundation for advanced practice. The aim is to expand on knowledge of the pathogenesis of health problems across the life span. Pathophysiology is integrated with a developmental perspective to facilitate an in-depth understanding of functional and dysfunctional integration of organ systems in the human. Clinical situations designed to illustrate specific concepts are presented during the lecture and in-class student discussions.iological concepts that provide a strong foundation for advanced practice. The aim is to expand on knowledge of the pathogenesis of health problems across the life span. Pathophysiology is integrated with a developmental perspective to facilitate an in-depth understanding of functional and dysfunctional integration of organ systems in the human. Clinical situations designed to illustrate specific concepts are presented during the lecture and in-class student discussions.

The goal of this course is to prepare the advanced practice nurse to prescribe pharmacotherapies that improve patient care outcomes. . The student will learn to integrate his/her knowledge of basic pharmacology and pathophysiology with advanced pharmacotherapeutic principles to enhance treatment decisions and prescribe medications for the prevention and treatment of disease. Various methodologies will be used to allow the student practice in incorporating patient history, assessment, and diagnoses with consideration of the best, safest and most effective pharmacy The goal of this course is to prepare the advanced practice nurse to prescribe pharmacotherapies that improve patient care outcomes. . The student will learn to integrate his/her knowledge of basic pharmacology and pathophysiology with advanced pharmacotherapeutic principles to enhance treatment decisions and prescribe medications for the prevention and treatment of disease. Various methodologies will be used to allow the student practice in incorporating patient history, assessment, and diagnoses with consideration of the best, safest and most effective pharmacy options. An emphasis on critical analysis of the evidence according to evidence-based principles and subsequent application of the evidence into the medical and treatment plans will be fostered. Critical decision analysis will assist the student to evaluate and revise treatment plans to improve patient care.

In this course, the advanced practice student develops advanced comprehensive history taking and physical assessment competencies in the context of the nurse-client relationship. The outcomes are achieved via a case-based approach that is hypothesis driven and focuses on clinical decision making using the best available evidence to mutually address client goals using a culturally relevant approach. There is an introduction to laboratory and diagnostic tests and basic electrocardiogram interpretation as part of the decision making process.

Establishing the foundation for competency-based nursing education, this course examines past, current, and future issues and research that impact the implementation of associate?s, baccalaureate, and master?s degree nursing programs, including the role of the nurse educator in academic and health care settings. Topics include theory and research related to the following aspects of nursing curricula: creating caring, culturally sensitive teaching/learning environments; principles of adult teaching/learning; problem-based learning; cultural competency; diverse and interdisciplinary learning needs of nursing students; classroom and clinical assessment techniques; information technology resources; distance education; finance; and accreditation process. Practicum experiences expose students to the administrative and scholarship role of the nurse educator, as well as student and faculty teaching issues.

Fundamental principles for developing and implementing competency- based and culturally competent nursing curriculum for associate?s, baccalaureate, and master?s degree programs and staff development departments of health care settings are examined. Students use Lenburg?s competency performance assessment (COPA) model and Purnell?s model for cultural competency to develop basic components of nursing curriculum that address vulnerable and medically underserved populations. Nurse educators? use of classroom assessment techniques, problem based learning, and technology strategies that create caring learning environments in the classroom, and clinical settings are discussed.

Students implement developed lesson plans for the practicum site?s curriculum courses in classroom, college laboratory, and clinical teaching settings and assist preceptor teacher in other elements of curriculum implementation related to identified learners of accredited associate?s, baccalaureate, or master?s degree nursing programs and/or nursing staff development programs of health care settings. In the seminar, students discuss the practicum site?s curriculum in relation to the nurse-educator role, focusing on how it addresses vulnerable and medically underserved populations, use of classroom assessment techniques, and problem- based learning strategies and the role of teaching for the nurse educator in academia and/or in a health care agency.

The emphasis of this course is on evaluating competency-based and culturally competent nursing curriculum based on national accreditation and professional organization criteria for associate?s, baccalaureate, and master?s degree nursing programs and nursing staff development programs of health care settings. Lenburg?s competency performance assessment (COPA) model and Purnell?s model for cultural competency areThe emphasis of this course is on evaluating competency-based and culturally competent nursing curriculum based on national accreditation and professional organization criteria for associate?s, baccalaureate, and master?s degree nursing programs and nursing staff development programs of health care settings. Lenburg?s competency performance assessment (COPA) model and Purnell?s model for cultural competency are evaluated for usefulness in addressing components of nursing curriculum that focus on vulnerable and medically underserved populations.

In this final practicum course, students conduct all aspects of the nurse-educator role for academic and/or health care agency settings. The emphasis is on evaluating nursing curriculum based on the criteria of national educational and health care agency accreditation, standards of professional nursing educational organizations, and the expected legal registered nurse practice competencies that meet the health care needs of society, especially those of vulnerable and medically underserved populations.