This course prepares the nursing student with foundational knowledge as it relates to the role of the professional Registered Nurse in contemporary healthcare environments. Nursing philosophy and theory provides the framework for understanding the scientific knowledge and technologic skill nurses need to provide ethical, caring, culturally competent and evidence-based patient care. Students will be introduced to the theoretical foundations of nursing care, the role of the nurse in health promotion and prevention and use of the Nursing Process to provide optimal individual/population patient care. Nursing terminology, effective interpersonal communication skills, spiritual health, complementary and alternative health, quality and safety, and concepts of nurse as leader and teacher are also introduced. Students are introduced to the basic definition of pharmacology as it applies to the nursing process.

The beginning nursing student will integrate content from classroom learning activities and skills lab practice experiences. Care will be provided to selected clients across the lifespan in a variety of settings. Focus is on assessment, wellness, quality and safe patient care.

This course is designed to build on previous knowledge learned and will provide opportunities to develop additional competencies necessary to meet the care needs of adult and elderly populations. Students are introduced to the critical thinking process to promote health and recognize alterations in wellness. Students will utilize the nursing process to analyze assessment data and develop interventions for medical surgical adult/geriatric patients. Students will identify and begin to use the concepts of inter‐professional collaboration to improve patient care outcomes. Students will be introduced to topics such as health and wellness, patient-centered care, cultural diversity and medical terminology. Dosage calculations, the concepts of pharmacology and medication administration will also be reinforced.

During clinical experiences, students apply the knowledge and skills obtained from the didactic portion of courses to actual patient care. Students build on previous learned knowledge and new information to analyze assessment data and develop interventions in the care for medical/surgical adult/geriatric patients. Students will master hands-on skills in the nursing lab and learn proper techniques for physical assessment.

This course focuses on assessing, prioritizing, implementing, and evaluating psychotherapeutic interventions for clients with psychiatric conditions using the QSEN standards of patient-centered care, teamwork and collaboration, evidence-based practice (EBP), quality improvement, safety and informatics. Holistic approaches are used to determine common causes of mental health difficulties, and incorporate stress management, wellness and preventative care. Students will conduct mental status exams and evaluate psychiatric disorders using standardized assessment scales and best practices.

This clinical course will focus on assessing, prioritizing, implementing, and evaluating psychotherapeutic interventions for clients with psychiatric conditions using the QSEN standards of patient-centered care, teamwork, collaboration, EBP, quality improvement, safety and informatics.

This course focuses on medical/surgical nursing care of the adult client with acute and chronic health care issues, including special considerations as they apply to the geriatric populations. Students learn through didactics, simulations, and clinical experiences. Students focus on health promotion, assessment, pharmacology, physiology, and alterations in the human system affected by disease. This course covers concepts associated with evidenced-based nursing practice, clinical informatics, critical thinking, cultural competence, inter-professional collaboration, client teaching, and end-of-life care utilizing the nursing process. Students explore the decision-making process, prioritizing care, applying skills and knowledge related to patient care.

This course is the clinical component that pairs with NUR 240 Medical Surgical Nursing. In this course, students will apply their previously learned physical assessment skills in the acute care setting. They will also develop their critical thinking when addressing adult patient issues with a focus on health promotion, pharmacology, pathophysiology, and alterations in the human system affected by acute and chronic diseases in the clinical setting. Students will apply evidenced-based nursing practice to the areas of clinical informatics, cultural competence and will participate in inter-professional collaboration, client teaching, and will address end-of-life care all utilizing the nursing process.

This course focuses on advanced medical/surgical nursing care of the adult client with acute and chronic health issues, including special considerations as they apply to geriatric populations. Students learn through didactics, simulations, and clinical experiences giving them the opportunity for synthesis of prior work and experiences with present learning. Students focus on health promotion, assessment, pharmacology, physiology, and alterations in the human system affected by disease. This course covers concepts associated with evidenced-based nursing practice, critical thinking, cultural competence, nutrition, inter-professional collaboration, client teaching, leadership, community-based nursing, and professionalism utilizing the nursing process. Students explore the decision-making process, prioritizing care, applying skills, and synthesizing and evaluating knowledge related to patient care.

This course is the clinical component that pairs with NUR 258, Advanced Medical Surgical Nursing. In this course, students will apply their previously learned physical assessment skills in the acute care setting and will take that knowledge further into the realm of critical thinking and synthesis of patient information. Students will continue to develop their critical thinking when addressing adult patient issues with a focus on health promotion, pharmacology, pathophysiology, and alterations in the human system affected by acute and chronic diseases in the clinical setting. Students will synthesize evidenced-based nursing practice recommendations and incorporate them into the care of their patients. Students will continue to develop their clinical skills with a focus on the areas of clinical informatics, cultural competence, inter-professional collaboration, client teaching, and end-of-life care, all utilizing the nursing process with special considerations for geriatric populations.

This course builds on concepts of previous nursing courses with the emphasis on utilizing the nursing process in caring for children and families. Students will explore child health promotion and nursing management of alterations in children’s health. Emphasis will be on the developmental needs of children and adolescents. Students will develop pediatric clinical reasoning skills as they apply theory to practice in acute care, community and home settings, and during simulated clinical experiences. Students will focus on health promotion, assessment, pharmacology, physiology, and alterations in the human system affected by disease. This course covers concepts associated with evidenced-based nursing practice, clinical informatics, critical thinking, cultural competence, inter-professional collaboration, client teaching, and end-of-life care utilizing the nursing process. Students explore the decision-making process, prioritizing care, applying skills and knowledge to patient care.

This course is the clinical component of NUR 282. Students will focus on the developmental, physical, emotional, and psychosocial needs of children and adolescents in acute care, community and home settings, and simulated clinical experiences. The focus of this clinical is the application of nursing skills, knowledge, and critical thinking necessary to provide safe and effective evidence-based practice for culturally and socially diverse children and adolescents.

This course will build upon previously mastered knowledge and skills to prepare students to provide women’s health and family-centered nursing care to childbearing families during the prenatal, intrapartum, and postpartum periods. The emphasis will be focused on the role and scope of practice of the registered nurse regarding education and health promotion, risk assessment, and safe, evidence-based practice for culturally and socially diverse childbearing families. Concepts of caring and quality improvement are integrated throughout the course.

This course is the clinical component of NUR 284. Students will have dedicated time for obstetrical clinical experiences during the prenatal, intrapartum, and postpartum periods. The focus of this clinical is the application of nursing skills, knowledge, and critical thinking necessary to provide save evidence-based practice for culturally and socially diverse childbearing families.

As the first course in the RN-BSN program, students will examine and apply the interrelated concepts of the nursing meta-paradigm: person, environment, nurse and health. Topics that will be introduced include nursing history, evidence-based practice, professional nursing roles, socialization into professional practice, theoretical frameworks, ethical issues, the teaching/learning process, informatics, communication, teaching at the aggregate level and managing/providing quality care. This course also introduces learners to key concepts and strategies to be successful in the online learning community.

NUR 381 awards 5 credits for nurses who have successfully completed their licensure.

This course focuses on the critical role of the nurse in providing leadership and accountability for patient safety across culturally and ethnically diverse healthcare settings. Students review current national guidelines and reports, reflect on their own experiences as recipients and providers of healthcare, and identify areas for improvement in system effectiveness. An examination of the patient’s lived experience of loss due to system ineffectiveness provides a powerful context for students’ further professional formation as patient advocates committed to coordinating and ensuring ethical, safe, patient-centered care across healthcare settings.

This course presents the background and skills essential for the holistic model of health assessment principles and physical examination techniques related to the biological, psychological, social, and spiritual dimensions of health, including cultural and developmental determinants across the lifespan. The application of selected principles from the physical and social sciences are incorporated throughout the course. Emphasis is placed on assisting students to develop clinical reasoning skills that prepare them to provide ethical nursing care safely and with a commitment to quality.

This course will provide the student with a broad introduction to local, national, and international community/public health practices and policies, and the role of nursing within this context. Using evidence based framework, students will explore epidemiology & genetics, disaster planning, health promotion and disease prevention, case management, health informatics, and factors influencing the delivery and access to community health services.

Standards of professional nursing practice, the ethics of care, and the moral responsibility to safeguard human participants are emphasized as one engages in the research process. Evidence-based research is examined, informing nursing practice with culturally and ethnically diverse populations. Students will learn to construct relevant research questions, critically appraise quantitative and qualitative research, mixed methods, including other research methods such as meta-analysis and meta-syntheses, and identify evidence that can be used to make clinical decisions to guide practice.

The capstone course provides BSN students with the opportunity for informing and shaping current and future practice and leadership in professional nursing. In this experiential course, students will identify an area of need within their work environment. Over the course of the term they will create a project to implement a change in nursing practice addressing the problem selected. They will collaborate with other members of the interdisciplinary care team including those in leadership positions to design a learning experience in a healthcare work environment that meets their professional interests and learning needs. Activities may focus on transitions and coordination of culturally sensitive care services; interprofessional experiences; services in community care settings or professional organizations; policy and quality assurance participation; and/or participation in research applications to practice. Within the virtual learning environment, discussions with peers and faculty critically reflect on leadership roles, interprofessional education, ethics, health policy, and finance and integrate and apply previous learning their professional development. Transitioning to a professional nursing role is explored through examination of trends in practice; advocacy and health literacy; IOM Recommendations and Quality Safety in Nursing Education (QSEN); Standards of Care and Best Practice issues; and lifelong learning and ongoing socialization as a professional in nursing.

This provides the foundations for professional roles in nursing. Major emphasis will be placed on the theoretical basis of the advanced practice roles; effective communication as a member of the inter-professional team; leadership strategies to promote change in the healthcare system; theoretical basis; the history of nursing research, and the application of strategies to deliver competent care to culturally diverse communities that addresses health disparities improving patient outcomes. This course will culminate with an inter-professional education project developed throughout the course that incorporates course concepts and will be implemented by the student.

This course provides students with an understanding of the disordered processes that cause disease and dysfunctions that affect individuals across the lifespan. This course evaluates frequently-encountered primary care conditions focusing on cellular biology and the inflammatory/infectious biologic response of each body system. Applications to clinical scenarios that students are likely to encounter are reviewed that will aid in the clinical decision-making of diagnosis and treatment of acute and chronic disease.

Pharmacology for Advanced Practice nurses focuses on developing advanced knowledge of pharmacology across the lifespan. The principles of clinical pharmacology and pharmacokinetics as they relate to advanced practice nursing will be explored to provide a deep understanding of prescriptive responsibilities, socioeconomic, ethical, and legal factors, as well as clinical decision making regarding specific patient populations. This course will build on your undergraduate education and prior graduate courses and will provide a strong foundation for the integration of pharmacologic practices throughout the curriculum.

This course builds on the knowledge and skills of basic physical assessment and introduces students to the application of advanced physical assessment principles and skills. These skills are needed to provide primary health care to clients across the lifespan. The course provides opportunities for the student to perform comprehensive and problem-specific psychosocial, developmental, cultural, and physical assessments. Advanced nursing practice requires refined communication and assessment skills in order to adequately gather pertinent information and employ critical thinking skills in clinical decision making. The information gathered through interviewing and physical assessment allows the advanced practice nurse to effectively evaluate the client and identify the needs of culturally diverse populations.

This course is designed to further develop graduate students understanding of the research in the role of the advanced practice nurse. Students will obtain the skills articulate relevant clinical-based questions, perform a review of the literature to identify relevant evidence, evaluate the quality of research on which the evidence is based, and discuss the application of the evidence in clinical practice to improve quality of care.

This course is designed to develop skills in healthcare prevention/promotion, education, treatments, and systems innovation using epidemiologic principles. The course will also explore community-based research and its specific ethical and epidemiologic principles. The student will utilize evidence-based treatments within public health medicine. This course will also address surveillance, infectious disease management, healthcare planning, policy advocacy, and outbreak preparedness & response.

This course will provide the student with the understanding and execution of numerous procedures that an Advanced Practice Nurse may perform. In addition to procedural training, there will be a review of various imaging modalities and interpretation as well as ECG interpretation. This course will be comprised of weekly topics with various modalities of review material. This course includes one Clinical Immersion weekend session (30 clinical hours will be obtained during the class and immersion weekend which are part of the 750 total practicum hours). This provides students the opportunity to apply evidence-based guidelines and research used to support diagnostic procedures in clinical settings to include but not limited to suturing, ECG interpretations, I&D, radiology, GYN exams, and Typhon training. Students will also be required to demonstrate proper physical assessment techniques. This course is designed to prepare the student for their first practicum experience. Please note: Students will obtain 30 practicum hours during this course. This course is graded as pass/fail.

The course will focus on gynecologic health care including health promotion, disease prevention, and management of common disorders seen in gynecologic and primary care settings. The content will also include well-woman care, family planning, primary care of pregnant and post-partum women, and contraception management. Students will learn to identify, diagnose, and manage these problems while concurrently gaining clinical experience in the Obstetric and Gynecologic healthcare setting. Students will assess, diagnose, plan, implement, and evaluate therapeutic regimens for acute and chronic illnesses. Students will participate in a collaborative environment with peers, members of the interdisciplinary team, and the instructor through the clinical decision-making portion of the course. Please note: The co-requisite course (NUR 601) requires a minimum of 144 practicum hours.

The practicum component of this course offers the nurse practitioner student an opportunity to apply theoretical content with newly developed advanced skills in the role of the advanced practice nurse. The settings for the practicum include, but are not limited to non-acute, acute, and community health care facilities, as well as virtual activities (i.e. simulations, Zoom sessions, etc.). Nurse practitioner students will work with many diverse populations across the lifespan with varied modalities to address health promotion, disease prevention, and acute and chronic conditions. More broadly, students will expand on their inter-professional roles through communication, collaboration, clinical decision-making, and critical thinking as an advanced practice provider. Students will work under the direction and supervision of the clinical preceptor while following the organization’s policies and guidelines. All learning activities will contribute to the development of the advanced practice role and provide an opportunity to expand upon the student’s professional portfolio. Please note: This course requires a minimum of 144 practicum hours. Students must have prior approval of all legal documentation completed per facility policy to participate in the clinical. This course is graded as pass/fail.

This course will focus on the health promotion, disease prevention, and management of acute and chronic disorders affecting patients from infancy to 21 years of age. This course provides students with the opportunity to understand and apply concepts in the primary healthcare of infants, children and adolescents while focusing on common health problems. Students will learn to identify, diagnose, and manage these problems while concurrently gaining clinical experience in the pediatric healthcare setting. Students will have the opportunity to assess, diagnose, plan, implement, and evaluate therapeutic regimens for acute and chronic illnesses commonly found in infants, children and adolescents in a collaborative environment with fellow students and the instructor through the clinical decision-making portion of the course. Please note: The co-requisite course (NUR 606) requires a minimum of 144 practicum hours.

The practicum component of this course offers the nurse practitioner student an opportunity to apply theoretical content with newly developed advanced skills in the role of the advanced practice nurse. The settings for the practicum include, but are not limited to non-acute, acute, and community health care facilities, as well as virtual activities (i.e. simulations, Zoom sessions, etc.). Nurse practitioner students will work with many diverse populations across the lifespan with varied modalities to address health promotion, disease prevention, and acute and chronic conditions. More broadly, students will expand on their inter-professional roles through communication, collaboration, clinical decision-making, and critical thinking as an advanced practice provider. Students will work under the direction and supervision of the clinical preceptor while following the organization’s policies and guidelines. All learning activities will contribute to the development of the advanced practice role and provide an opportunity to expand upon the student’s professional portfolio. Please note: This course requires a minimum of 144 practicum hours. Students must have prior approval of all legal documentation completed per facility policy to participate in the clinical. This course is graded as pass/fail.

This course is the first of three courses that will focus on the health promotion, disease prevention, and management of the adult and geriatric population. The course material is further broken down by body systems for a thorough yet concise understanding of acute and chronic illness, and management and prevention in the adult and geriatric population. Students will learn to identify, diagnose, and manage these problems while concurrently gaining clinical experience in the adult and geriatric healthcare setting. Students will have the opportunity to assess, diagnose, plan, implement, and evaluate therapeutic regimens for acute and chronic illnesses within a collaborative environment with fellow students and instructors through the clinical decision-making portion of the course. Please note: The co-requisite course (NUR 611) requires a minimum of 144 practicum hours.

The practicum component of this course offers the nurse practitioner student an opportunity to apply theoretical content with newly developed advanced skills in the role of the advanced practice nurse. The settings for the practicum include, but are not limited to non-acute, acute, and community health care facilities, as well as virtual activities (i.e. simulations, Zoom sessions, etc.). Nurse practitioner students will work with many diverse populations across the lifespan with varied modalities to address health promotion, disease prevention, and acute and chronic conditions. More broadly, students will expand on their inter-professional roles through communication, collaboration, clinical decision-making, and critical thinking as an advanced practice provider. Students will work under the direction and supervision of the clinical preceptor while following the organization’s policies and guidelines. All learning activities will contribute to the development of the advanced practice role and provide an opportunity to expand upon the student’s professional portfolio. Please note: This course requires a minimum of 144 practicum hours. Students must have prior approval of all legal documentation completed per facility policy to participate in the clinical. This course is graded as pass/fail.

This course is the second of three courses that will focus on the health promotion, disease prevention, and management of the adult and geriatric population. The course material is further broken down by body systems for a thorough yet concise understanding of acute and chronic illness, and management and prevention in the adult and geriatric population. Students will learn to identify, diagnose, and manage these problems while concurrently gaining clinical experience in the adult and geriatric healthcare setting. Students will have the opportunity to assess, diagnose, plan, implement, and evaluate therapeutic regimens for acute and chronic illnesses within a collaborative environment with fellow students and instructors through the clinical decision-making portion of the course.

The practicum component of this course offers the nurse practitioner student an opportunity to apply theoretical content with newly developed advanced skills in the role of the advanced practice nurse. The settings for the practicum include, but are not limited to non-acute, acute, and community health care facilities, as well as virtual activities (i.e. simulations, Zoom sessions, etc.). Nurse practitioner students will work with many diverse populations across the lifespan with varied modalities to address health promotion, disease prevention, and acute and chronic conditions. More broadly, students will expand on their inter-professional roles through communication, collaboration, clinical decision-making, and critical thinking as an advanced practice provider. Students will work under the direction and supervision of the clinical preceptor while following the organization’s policies and guidelines. All learning activities will contribute to the development of the advanced practice role and provide an opportunity to expand upon the student’s professional portfolio. Please note: This course requires a minimum of 144 practicum hours. Students must have prior approval of all legal documentation completed per facility policy to participate in the clinical. This course is graded as pass/fail.

This course is the last of the three courses that focuses on the health promotion, disease prevention, and management of the adult and geriatric population. The course material is further broken down by body systems for a thorough yet concise understanding of acute and chronic illness, and management and prevention in the adult and geriatric population. Students will learn to identify, diagnose, and manage these problems while concurrently gaining clinical experience in the adult and geriatric healthcare setting. Students will have the opportunity to assess, diagnose, plan, implement, and evaluate therapeutic regimens for acute and chronic illnesses within a collaborative environment with fellow students and instructors through the clinical decision-making portion of the course. Students will submit an e-portfolio at the completion of this course. This course will also offer students a cumulative review of the past four NUR 600 level courses (NUR 600, NUR 605, NUR 610, and NUR 615). The focus of the material will be an expedited review to prepare students for their licensure exam. Please note: The co-requisite course (NUR 621) requires a minimum of 144 practicum hours.

The practicum component of this course offers the nurse practitioner student an opportunity to apply theoretical content with newly developed advanced skills in the role of the advanced practice nurse. The settings for the practicum include, but are not limited to non-acute, acute, and community health care facilities, as well as virtual activities (i.e. simulations, Zoom sessions, etc.). Nurse practitioner students will work with many diverse populations across the lifespan with varied modalities to address health promotion, disease prevention, and acute and chronic conditions. More broadly, students will expand on their interprofessional roles through communication, collaboration, clinical decision-making, and critical thinking as an advanced practice provider. Students will work under the direction and supervision of the clinical preceptor while following the organization’s policies and guidelines. All learning activities will contribute to the development of the advanced practice role and provide an opportunity to expand upon the student’s professional portfolio. Please note: This course requires a minimum of 144 practicum hours. Students must have prior approval of all legal documentation completed per facility policy to participate in the clinical. This course is graded as pass/fail.

This course is designed to provide graduate students with an overview of higher education, its challenges, and opportunities. Topics include the historical development of American higher education, organizational structure, and external forces affecting higher education, such as financing, legal implications, technology, and diversity

This course reviews several important aspects of academic writing and communication as a Nurse Educator. There are several writing and communication-based topics that this course will address. One aspect of the course will review the essentials of undergraduate and graduate-level academic writing, with a focus on evaluating student writing and APA formatting at different educational levels. Additional topics include reviewing common forms of communication that are essential to nurse educators, including email and online etiquette, teaching and communicating with culturally and linguistically diverse students, teaching and communicating with students with disabilities, and effective communication dealing with conflict resolution and incivility in the higher education environment.

This course provides students with a more in-depth understanding of the role of nurse educators and the application of learning theories. Students will explore and implement various teaching strategies to promote student-centered educational experiences for diverse learners in the role of a nurse educator. Topics being explored include the implementation of evidence-based teaching strategies, integration of technology, assessment of the needs of different types of learners in various learning settings, including on-ground, online, and clinical/experiential learning environments. Students will also learn about incorporation of performance feedback from students and peers to improve teaching effectiveness

This course provides students with information that will help them recognize the importance of creating and measuring individual course and program outcomes based on various assessment methods. Program outcomes measurement for curriculum improvement and program accreditation will be reviewed, integrating topics including interprofessional education, different nursing accrediting bodies, systematic plan of evaluation, and data collection and interpretation to support nurse educators with outcomes development and measurement data to improve curriculum revision and improvement.

This course forms the foundation for the education and training for nurse educators to ensure their curriculum meets regulatory requirements and adequately prepares nursing students to meet intended outcomes while meeting diverse student needs. Curriculum development needs to be concise, competitive, and wholly useful for current practice. Using problem-based learning (PBL), this course will prepare nurse educators with the knowledge, experience and skills needed to create successful nursing curricula.

In this course, learners will take a deep dive into the world of assessment and evaluation. They will further develop concepts learned in previous courses involving the assessment and evaluation process and utilize different tools that are commonly used in nursing education in both the classroom and clinical instruction settings. Finally, they will utilize their knowledge assessment and evaluation and apply this knowledge to the National League for Nursing (NLN) core competencies of nurse educators.

This course pairs with the Nurse Education Immersion II course to review and summarize the eight core competencies for nurse educators and to prepare students to function in the full scope of their role. In this course, students engage in a skills practicum designing the essential elements of a nursing course in the educational setting. Students will choose a nursing course subject at the undergraduate or graduate level and design the essential elements of a course, including course objectives, syllabus, assignments and activities, grading rubrics, tests, and other essential elements of a nursing course. Students will also participate in curriculum mapping, item analysis, and other outcomes measurement activities to hone their skills competency in these areas

This course pairs with the Nurse Education Immersion I course to review and summarize the eight core competencies for nurse educators and to prepare students to function in the full scope of their role. Students will practice using various teaching, learning, and evaluation strategies to demonstrate competency in their role as a nurse educator. Students will also engage in focused review and practice tests to help them prepare to take the NLN Nurse Educator certification.