Adult-Gerontology Acute Care Nurse Practitioner

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.

In this course, students analyze current political, social, and economic issues and trends that affect health care delivery, nursing, and health policy. The course focuses on the United States and includes global issues that affect health care systems and delivery of care. Students develop strategies for collaborating with individuals and organizations in efforts to enhance health equity and the quality of care for patients and populations of diverse racial, ethnic, gender, and other identities. The course covers credentialing of advanced practice nurses and its importance in providing high quality care. Throughout the course, students are encouraged to develop and pursue their professional goals in terms of participation and leadership in professional organizations, engaging in civic participation, and obtaining and using health policy evidence and information to advance health equity. Coursework entails individual and group assignments in both synchronous and asynchronous modes. This is a required core course for all master’s students at NYU Rory Meyers College of Nursing and open to other NYU graduate students with permission of the instructor.

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 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.

The role of the Advanced Practice Nurse, (APN) with a systematic introduction to direct client care and practice management is explored. Introduction to the role of the advanced practice nurse, and the Nurse Practitioner (NP) as clinician, advocate educator, collaborator, and leader is initiated. Autonomous and collaborative practice will be emphasized. Concepts applicable to working with culturally diverse and underserved individuals and families through skills related to leadership, communication, change management, evidence based practice, and ethical decision making are addressed. Selected nursing models will be used to support role implementation in a variety of settings including those for the delivery of primary care, acute care, ambulatory care and long term health care.

This course provides an introduction to theoretical, developmental, and clinical issues relevant to advanced nursing practice in the care of adults and older adults. It is designed to enable students to develop the necessary knowledge base and skills for evidence-based practice as advanced practice nurses. Social, political, cultural, and ethical issues that influence access and utilization of health care are explored and health belief models are incorporated. Health promotion and disease prevention concepts and strategies will be emphasized. Family theory aThis course provides an introduction to theoretical, developmental, and clinical issues relevant to advanced nursing practice in the care of adults and older adults. It is designed to enable students to develop the necessary knowledge base and skills for evidence-based practice as advanced practice nurses. Social, political, cultural, and ethical issues that influence access and utilization of health care are explored and health belief models are incorporated. Health promotion and disease prevention concepts and strategies will be emphasized. Family theory and adult development within the context of cultural diversity will also be addressed.

This course builds on foundational nursing, medical, behavioral and psychological sciences to prepare the adult-gerontology acute care nurse practitioner (AGACNP) student to provide advanced nursing care to meet the specialized needs of patients across the full continuum of acute and chronic health services. AGACNP students will integrate their knowledge of pathophysiology, pharmacology, and health assessment to formulate differential diagnoses and develop evidence-based treatment plans for patients with acute illnesses and chronic co-morbidities, as well as progressively worsening acute and chronic conditions. Students’ management and treatment plans will respect human diversity and the sociocultural beliefs and practices of patients and families in the promotion of high quality, safe, patient- centered care outcomes. In a classroom environment of collaborative clinical learning and practice, the students’ diagnostic reasoning and evidence-based decision-making will be cultivated throughout the semester.

This course focuses on the assessment, diagnosis and management ofcommon health problems seen in older adults in long-term care, acute and primary care settings emphasizing the specialized knowledge of the changes of aging that are critical to provision of safe care to this group. Within this context health promotion, illness prevention, case finding, physical, functional, and mental health assessment, decision making, and management of complex and multi-system health problems are emphasized. The focus is on rehabilitation and maintenance of quality of life. The leadership role of the advanced practice nurse, case load management, interdisciplinary collaboration, regional and national resources, consideration of learning needs and ethical concerns relative to working with frail clients ,family and staff are addressed. Students are expected to critically appraise current research concerning diverse populations of older adults to form the basis of the assessment, diagnosis, intervention, and evaluation of their care. Interventions for the older adult are developed within a framework of ethical and socio-cultural competency that promotes safe, quality patient-centered care congruent with concern for the best available use of the patient’s economic resources and wishes

This course presents theoretical perspectives on common mental health problemson a continuum from psychological distress to psychiatric disorder, including substance use disorders, experienced by adolescents, adults and older adults. Social, biological and psychological, genetic and environmental factors influencing individuals, families and groups that contribute to risk for illness will be examined in special needs, underserved and vulnerable populations. The influence of cultural beliefs and provider and consumer attitudes will be analyzed as shaping factors in the assessment, diagnosis, nursing and medical management of psychiatric disorders. Pharmacologic, interpersonal, neuro-modulation and alternative treatment will be analyzed for best practices in individual and population-focused care. The course highlights the roles of the direct provider delivering advanced practice level, comprehensive, inter-professional care to patients with complex primary and co-occurring disorders in a range of settings.

This course builds on previous theoretical and clinical knowledge to prepare the student in the diagnosis and management of culturally diverse patients with a variety of acute, chronic, and critical illnesses. Diagnostic reasoning, differential diagnosis, and diagnosis are emphasized as the students analyze patients with complex health problems. The student assesses clinical data along with leadership, and communication and change theories, students analyze a health care organization and then create and formally present the consultant?s summary of findings and strategic interdisciplinary recommendations.

This course focuses on evaluation, diagnosis, and management of culturally diverse patients with an acute, critical, and/or chronic illness. The student assesses patients by performing a history and physical, incorporating knowledge of advanced pathophysiologic concepts along with clinical data to formulate differential diagnoses. Management of patient data including ordering, performing, and interpretation of a variety of diagnostic tests is emphasized. Students synthesize both clinical and diagnostic data to search for the best available evidence on which to base treatment choices and develop evidence-based treatment plans in conjunction with the interdisciplinary team.

Course Description:Diagnosis and Procedures IAdult-Gerontology Acute Care Nurse Practitioners (AGACNPs) are educated to manage patients with acute and critical illness. A component of that management includes the performance of invasive and non-invasive diagnostic and therapeutic interventions to help monitor patients, diagnose problems, treat complex diseases and improve outcomes within an interdisciplinary healthcare team approach. Using Bandura’s self-efficacy theory, Kohl’s experiential learning theory, quality improvement principles and a problem-based learning pedagogy, AGACNP students will perform necessary diagnostic tests, procedures and interventions in accordance with best practices and quality evidence as part of the holistic and safe treatment of complex, acutely ill/critically ill patients. Preparation for each procedure will include a review of the attendant risks/benefit profiles as well as anticipation of expected outcomes and possible complications. Ethical and legal principles of providing informed consent to each patient prior to the procedure will be emphasized as a patient safety issue. AGACNP students will conduct appropriate monitoring for potential expected and unexpected complications associated with the particular procedure and will lead the team in the emergency management of any complication. To acquire these advanced procedural skill sets, each student will have multiple opportunities to practice these skills in the Clinical Simulation Learning Center (CSLC). The course will culminate with each student demonstrating his/her entry-level competence of certain selected procedures.

Utilizing a holistic, nursing, and evidence-based framework and incorporating a health disparities model, the course builds on prior clinical and theoretical courses to enable the acute care advanced practice nurse to analyze complex health problems of diverse patients who present to the acute care setting as well as home, rehabilitative and ambulatory care settings. Acute care nurse practitioner students engage in the comprehensive management of patients with a variety of complex critical illnesses and/or chronic disease. Students develop and refine hypothetic deductive reasoning and knowledge of advanced Pathophysiology to plan, monitor, and implement therapeutic interventions for a variety of acute and chronic conditions. Selection of the best nursing and medical interventions emphasizes a thorough review of the literature, incorporating advanced search strategies, analysis of methodologies, and critical appraisal of the literature. Research, patient preferences, and nursing experience are integrated in clinical decision making, management, and evaluation of patient-focused clinical outcomes.

Students incorporate nursing, medical, and psychosocial concepts into assessment, diagnostic evaluation, treatment, and management of culturally diverse patient populations with acute, critical, and/or chronic illnesses. Students refine their diagnostic reasoning skills and diagnostic evaluation abilities. Utilizing principles of evidence based practice; students formulate a treatment plan that reflects the best evidence, individual patient preferences, and clinical judgment to promote achievement of clinical outcomes. As students complete this last clinical course, an emphasis is placed on the comprehensive management of a variety of complex and concomitant health problems, both acute and chronic. The leadership role of the acute care nurse practitioner is fostered along with best treatStudents incorporate nursing, medical, and psychosocial concepts into assessment, diagnostic evaluation, treatment, and management of culturally diverse patient populations with acute, critical, and/or chronic illnesses. Students refine their diagnostic reasoning skills and diagnostic evaluation abilities. Utilizing principles of evidence based practice; students formulate a treatment plan that reflects the best evidence, individual patient preferences, and clinical judgment to promote achievement of clinical outcomes. As students complete this last clinical course, an emphasis is placed on the comprehensive management of a variety of complex and concomitant health problems, both acute and chronic. The leadership role of the acute care nurse practitioner is fostered along with best treatment practices in collaboration and conjunction with the interdisciplinary team.

Adult-Gerontology Acute Care Nurse Practitioners (AGACNPs) are educated to manage patients with acute and critical illness. A component of that management includes the performance of invasive and non-invasive diagnostic and therapeutic interventions to help monitor patients, diagnose problems, treat complex diseases and improve outcomes within a interdisciplinary healthcare team approach. Using Bandura’s self-efficacy theory, Kohl’s experiential learning theory, quality improvement principles and a problem-based learning pedagogy, AGACNP students will perform necessary diagnostic tests, procedures and interventions in accordance with best practices and quality evidence as part of the holistic and safe treatment of complex, acutely ill/critically ill patients. Preparation for each procedure will include a review of the attendant risks/benefit profiles as well as anticipation of expected outcomes and possible complications. Ethical and legal principles of providing informed consent to each patient prior to the procedure will be emphasized as a patient safety issue. AGACNP students will conduct appropriate monitoring for potential expected and unexpected complications associated with the particular procedure and will lead the team in the emergency management of any complication. To acquire these advanced procedural skill sets, each student will have multiple opportunities to practice these skills in the Clinical Simulation Learning Center (CSLC). The course will culminate with each student demonstrating his/her entry-level competence of certain selected procedures.