This course provides a foundation of key concepts essential to population-focused healthcare professionals, the aggregate, community or population as the unit of care. The focus of the course is on health promotion/disease prevention with emphasis on the advanced role of healthcare professionals in clinical prevention of disease and care of populations. Applying concepts of primary, secondary, and tertiary health promotion across the lifespan, the student relates the basic concepts of epidemiology to multiple domains of population health, using epidemiology to better understand, characterize and promote health at a population level. Disease prevention and health promotion of populations are examined through the study of the occurrence and distribution of health-related states or events, including the study of social determinants of health.

This course examines the healthcare system and guides students to assess and analyze the healthcare system in the context of advanced practice healthcare professional and the role of advanced practice healthcare professionals. The student explores organizational and system science, change theories and social change theories in its application to healthcare. Healthcare leadership including theory and styles as well as contemporary approaches, ethical practice and leadership strategies are examined. Inter/intra professional communication, teamwork, consultation, diversity and collaboration are discussed as cornerstones for patient safety, optimal health outcomes and accountability in health care. The student analyzes and evaluates the intersection of current and emerging healthcare system challenges and advanced practice role dimensions.

This course examines healthcare delivery in the United States, to include the role of public policy, advocacy, and industry regulation. Health policy perspectives and the analytical tools to understand the national policy-making environment are integrated throughout the course. Key policy issues and core constructs for analysis include national health expenditures and cost containment strategies, patient access and health disparities, health care quality and performance improvement, and workforce policy. Health care reform, future directions and trends, and policy innovations are examined for their impact on advanced nursing practice, service delivery, and health outcomes. Health systems of other developed and developing countries are examined to gain a global perspective and appreciation for a variety of health system attributes. 3 Lecture hours.

This course provides students with an overview of the fundamentals of quality improvement and a foundation in healthcare quality. Students are first introduced to the course content through a historical perspective on quality improvement and the current quality landscape. The methods and tools for quality improvement, measurement in healthcare quality and safety, culture of safety principles, and standards related to quality are then examined. As nurse leaders, it is important we understand culture and leadership, and how to create an environment conducive to healthcare quality and patient safety. In this part of the course, we examine human factors, high reliability organizations and principles of a just culture of safety. To complete the course content, we explore emerging trends and innovations to improve quality and patient safety.

This course reviews concepts important to implementing and sustaining effective use of technology in the clinical environment. Security and privacy for the protection of privileged information, effective policy development, testing and implementation are examined. Concepts of change management as well as informatics role in community/population health monitoring and management are explored. The student studies the use of technology to generate new evidence, the potential influence of emerging technologies on clinical practice and the importance of developing a caring practice in a high technology environment.

This course examines pathophysiological processes integral to the understanding of human health conditions and disorders across the lifespan. Objective and subjective manifestations of common health problems resulting from environmental, genetic, and stress-related maladaptation are assessed and analyzed. Assessment findings, diagnostic testing, and interventions for specific health problems are discussed. The etiology, epidemiology, and pathophysiology of disorders are reviewed within the context of age, gender, lifestyle and sociocultural determinants.

Builds the understanding of fundamental pharmacological principles, including pharmacokinetics, pharmacodynamics, drug metabolism, and dose-response relationships and includes the study of major pharmacological classes related to common disease processes. The course explores the major pharmacological drug classes and their application to the principles of therapeutic decision-making, including legal and ethical implications.

This course focuses on the use of the research process in developing new healthcare professional knowledge and applying that to an evidence-based practice. The student examines and develops research questions, considers theoretical frameworks, methods of data collection and analysis, and the interpretation and use of study findings in providing evidence-based care of individuals, families, and communities. The importance of scientific integrity and ethical standards are emphasized and ethical issues in the conduct of research are explored. The student is prepared to critically appraise and utilize research and identify researchable problems within the context of his/her own practice.

This course builds upon basic health assessment and guides the student to obtain a complete and accurate health assessment, including history, physical examination, and commonly used screening tools, as a foundation for advanced nursing practice with clients across the lifespan. The course emphasizes critical analysis and synthesis of physical exam data, relevant health history data, critical risk appraisal of the physical and mental status, assessment of nutrition, and anticipatory guidance relevant to health promotion and disease prevention. At the conclusion of the course, the student will utilize distance learning technology to demonstrate a comprehensive physical health assessment. Prerequisites: NR 548, NR 552. Concurrently with NR 590 or NR 591 or NR 592.

This course builds on principles of advanced pharmacology and provides a comprehensive overview of major drug classifications in relation to children and families. The effects of selected medications on pathophysiology with considerations of age are examined. The student explores clinical decision making, evidence-based prescribing and safety, dose response, side effects/drug interactions, and use of medication in the overall plan of care for populations across the lifespan. Prerequisites: NR 548, NR 552. Corequisite: NR 553.

The course is designed to facilitate student achievement of the competencies required of a practicing primary care provider in the family practice setting. The course focuses on the assessment and management of acute and chronic health care challenges for the adult patient. Learning resources include assigned readings textbook, scholarly articles, and relevant online resources; case studies engagement within course discussion assignments, interactive resource websites, and digital clinical experiences and simulations; reflection activities; quizzes and exams. Prerequisites: NR 553, NR 590. Corequisites: NR 612.

A clinical experience to advance proficiency in comprehensive health evaluation across the lifespan within the context of family, community, and culture. A minimum of 165 clinical hours are required. Students will work with a variety of preceptors including family, adult or geriatric nurse practitioners, and primary care physicians. Prerequisite: NR 553, NR 590. Corequisite: NR 611.

Prepares for advanced practice as an FNP caring for the older adult in primary care. The student will learn through engagement in asynchronous class lectures, interactive discussion boards, and case studies. Participation in patient advocacy; health promotion; disease prevention; and physical, functional, and mental health assessment and management are discussed. Emphasis is placed on age-related changes, holistic, culturally, and developmentally sensitive assessment, and management of common acute and chronic health conditions encountered in the primary care of the older adult. Integration of knowledge of pathophysiology, pharmacotherapeutics, and physical assessment of older adults' common chronic health conditions will allow the advanced practice nurse to develop skills and attitudes necessary to provide evidence-based care to the older adult through the life span in the primary care setting. Prerequisites: NR 611, NR 612. Corequisite: NR 614.

The FNP II clinical experience advances the students proficiency in comprehensive health evaluation across the lifespan within the context of family, community, and culture. A minimum of 165 clinical hours are required during the term. Students will work with a variety of preceptors including family, adult or geriatric nurse practitioners, and primary care physicians. Prerequisites: NR 611, NR 612, Corequisite: NR 613.

NR 615 is designed to enable the student to integrate the theoretical components of pediatric primary care nursing at an advanced level. The course incorporates the student's application of clinical knowledge and skills to the delivery of primary pediatric health nursing. In addition to considering a developmental context for overall pediatric well assessment, a systems approach will be integrated to highlight the common health problems encountered by the FNP in a primary care pediatric setting. Use of a digital clinical experience software to engage the learner as well as exams and case studies will be used to assist the learning process. Prerequisites: NR 613, NR 614, Corequisite: NR 616.

A clinical experience building upon previous clinical experience to advance proficiency in comprehensive health evaluation, diagnosis, and treatment across the lifespan within the context of family, community, and culture. Patients during this practicum should be 18 years and under. A minimum of 165 clinical hours are required. Students will work with a variety of preceptors including family or pediatric nurse practitioners, and primary care physicians or pediatricians. Prerequisites: NR 613, NR 614, Corequisite: NR 615.

This course is the final didactic course in the FNP track. During this course, the student examines essential competencies necessary to provide primary health care to patients and families of diverse populations focusing on the reproductive healthcare of men, women and transgender clients. Understanding the development and cultural needs of patients across the lifespan in a primary health setting are emphasized. Through a variety of learning activities, the student will be engaged in the content to understand health promotion and disease prevention as well as preventative and acute care issues. Prerequisites: NR 615, NR 616, Corequisite: NR 618.

A clinical experience to advance proficiency in comprehensive health evaluation across the lifespan within the context of family, community, and culture. A minimum of 165 clinical hours are required. Students will work with a variety of preceptors including family, adult or geriatric nurse practitioners, and primary care physicians. Prerequisites: NR 615, NR 616, Corequisite: NR 617.

This course builds upon basic health assessment and guides the student to obtain a complete and accurate health assessment, including history, physical examination, and commonly used screening tools, as a foundation for advanced nursing practice with clients across the lifespan. The course emphasizes critical analysis and synthesis of physical exam data, relevant health history data, critical risk appraisal of the physical and mental status, assessment of nutrition, and anticipatory guidance relevant to health promotion and disease prevention. At the conclusion of the course, the student will utilize distance learning technology to demonstrate a comprehensive physical health assessment. Prerequisites: NR 548, NR 552. Concurrently with NR 590 or NR 591 or NR 592.

This course builds on knowledge of the basic principles of pharmacology to establish a knowledge base for clinical judgments in the pharmacologic management and evaluation of adults and older adults as related to the role of Adult-Gerontology Acute Care Nurse Practitioners. Major medication classifications and commonly encountered prototype(s) within specialty areas will serve as a framework for continued learning of new pharmacologic information as it relates to acute care of adults and older adults. Drug interactions, incompatibilities, side effects, contraindications and special considerations are discussed. Prerequisites: NR 548, NR 552. Corequisite: NR 553.

The first AGACNP didactic course engages students in the development of a theoretical, practical, and evidence-based foundation for advanced practice nursing in the diagnosis and management of common episodic and chronic dysfunctions/alterations. Through knowledge acquisition and integration, students advance the proficiency needed for comprehensive health evaluation in patient/family assessment and developing, implementing and evaluating an individualized management plan when caring for adult and older adult patients across the continuum of acute care services. The context of age-related considerations; family and community; and culture are emphasized. Prerequisites: NR 553, NR 591, Corequisite: NR 622.

The AGACNP clinical experience advances the student's proficiency in comprehensive health evaluation across the adult lifespan for patients with acute, critical, complex conditions within the context of family, community, and culture. A minimum of 165 clinical hours are required. Students will work with a variety of preceptors including adult gerontological acute care nurse practitioners and acute care physicians. Prerequisites: NR 553, NR 591, Corequisite: NR 621.

Grounded in theory and evidence-based practice the second of four didactic adult gerontology acute care courses develops the students’ clinical foundation of advanced practice nursing management of complex and comorbid health care problems common to adult and geriatric patients and builds upon the student’s proficiency in comprehensive health evaluation within the context of acute care disease management of the adult and geriatric population. Through knowledge acquisition and integration, students advance the proficiency needed for comprehensive health evaluation in patient/family assessment and developing, implementing and evaluating an individualized management plan when caring for adult and older adult patients across the continuum of acute care services. The context of age-related considerations; family and community; and culture are emphasized. Prerequisites: NR 621, NR 622, Corequisite: NR 624.

A clinical experience to advance proficiency in comprehensive health evaluation across the adult lifespan for patients with acute, critical, complex conditions within the context of family, community, and culture. The emphasis is on the integration of theory, assessment and advanced therapeutics for adults and frail elders in high acuity patient settings. A minimum of 165 clinical hours are required. Students will work with a variety of preceptors including acute gerontology nurse practitioners, and acute care physicians. This course fosters clinical competency and emphasizes evidence-based practice in adults. Prerequisites: NR 621, NR 622. Corequisite: NR 623.

This AGACNP third specialty track didactic course focuses on the high acuity medical and surgical issues of adults and older adults and examines the epidemiology, assessment, diagnosis, management, and evaluation of acutely or critically ill adults across the adult-older adult age spectrum. Using problem-based and self-directed learning strategies, acute and emergent disorders of the physiologic systems are presented and build on the information presented in the prior didactic courses. Emphasis is placed on using evidence-based practice to formulate individualized plans of care and developing collaborative partnerships with patients, their families, and inter-professional teams. Prerequisites: NR 623, NR 624, Corequisite: NR 626.

The AGACNP III clinical experience advances the student's proficiency in comprehensive health evaluation across the adult lifespan for patients with acute, critical, complex conditions within the context of family, community, and culture. The emphasis is on the integration of theory, assessment and advanced therapeutics for adults and frail elders in the highest acuity emergent patient settings. A minimum of 165 clinical hours are required. Students will work with a variety of preceptors including adult gerontological acute care nurse practitioners and acute care physicians. Prerequisites: NR 623, NR 624, Corequisite: NR 625.

This fourth didactic course serves as the final synthesis of evidence-based theory and research related to care of acute, complex and critically ill adult and older adult patients with a focus on integration of the critical thinking and psychomotor skills necessary to achieve advanced practice nursing core competencies for AGACNP practice, Students continue to build on prior knowledge and synthesize data from a variety of health resources related to the care of the acutely ill patient. Utilizing a systems framework, students further develop appropriate clinical judgment and decision-making skills regarding appropriate recommendations and treatments related to alterations in different systems with an emphasis on considering context while providing risk reduction. Emphasis is placed on using evidence-based practice to formulate individualized plans of care and developing collaborative partnerships with patients and their families. Prerequisites: NR 625, NR 626, Corequisite: NR 628. 

This fourth clinical course includes culmination and transition experiences to independent-interdependent practice and build upon the Adult Gerontological Acute Care Nurse Practitioner (AGACNP) expertise. The AGACNP IV advances the student's proficiency in comprehensive health evaluation across the adult lifespan within the context of family, community and culture. A minimum of 165 clinical hours in an adult acute/critical and/or chronic health care setting are required. Students will work with a variety of preceptors including: adult gerontological acute care nurse practitioners, and acute care physicians. Prerequisites: NR 625, NR 626, Corequisite: NR 627.

This course builds upon basic health assessment and guides the student to obtain a complete and accurate health assessment, including history, physical examination, and commonly used screening tools, as a foundation for advanced nursing practice with clients across the lifespan. The course emphasizes critical analysis and synthesis of physical exam data, relevant health history data, critical risk appraisal of the physical and mental status, assessment of nutrition, and anticipatory guidance relevant to health promotion and disease prevention. At the conclusion of the course, the student will utilize distance learning technology to demonstrate a comprehensive physical health assessment. Prerequisites: NR 548, NR 552. Concurrently with NR 590 or NR 591 or NR 592.

This course builds on principles of advanced pharmacology and provides a comprehensive overview of major drug classifications in relation to mental health diagnoses and treatment across the lifespan. The effects of selected medications on pathophysiology and psychopathology are examined. The student explores clinical decision making, evidence-based prescribing and safety, dose response, side effects/drug interactions, and use of medication in the overall plan of care for populations with mental health problems. Prerequisites: NR 548, NR 552. Corequisite: NR 553.

This course studies the major presentations of mental illness, clinical theory, and the use of the DSM V in diagnosing and treatment decisions for clients across the lifespan. Utilizing self-directed learning activities, emphasis is placed on assessment of pathology in mental health, history taking, mental status evaluation, differential diagnosis, documentation of care, and evaluation of the treatment of psychiatric mental health care to patients across the lifespan. Prerequisites: NR 592, NR 553, Corequisite: NR 632.

This clinical course provides the foundational intensive practical experience in the psychiatric and mental health nurse practitioner (PMHNP) role. A minimum of 165 clinical hours are required. Preceptors will guide and direct the PMHNP students as they apply evidence-based practice concepts and develop expertise in assessing, diagnosing and developing treatment plans in the mental health care of family and adult population. Students will work with a variety of preceptors including psychiatric mental health nurse practitioners and psychiatrists. Prerequisites: NR 592, NR 553, Corequisite: NR 631.

A continuation of Psychiatric and Mental Health NP I, this didactic course examines the theory of individual, family and group therapy techniques applicable across the lifespan, cross-cultural and problem focused. The course further examines a selection of evidence-based theories of individual, group and family psychotherapy. The course studies the major presentations of mental illness, clinical theory, and the use of the DSM V in diagnosing and treatment decisions for clients across the life span. Utilizing self-directed learning activities, emphasis is placed on assessment of pathology in mental health, history taking, mental status evaluation, differential diagnosis, treatment, documentation of care, and evaluation of the treatment of psychiatric mental health care to clients across the lifespan. Legal and ethical considerations of therapy are considered. Prerequisites: NR 631, NR 632, Corequisite: NR 634.

This second clinical course provides intensive practical experience in the psychiatric and mental health nurse practitioner (PMHNP) role. A minimum of 165 clinical hours are required. Preceptors will guide and direct the PMHNP students as they apply evidence-based practice concepts and develop expertise in assessing, diagnosing and developing treatment plans in the mental health care of an adult population. Students will work with a variety of preceptors including psychiatric mental health nurse practitioners and psychiatrists. Prerequisites: NR 631, NR 632, Corequisite: NR 633.

A continuation of Psychiatric and Mental Health NP II (NR633), this course continues to examine the major presentations of mental illness, clinical theory, and the use of the DSM V in diagnosing and treatment decisions for children and adolescents. The course further examines a selection of evidence-based theories of individual and family psychotherapy. Utilizing self directed learning activities, emphasis is placed on assessment and treatment of pathology in mental health, history taking, mental status evaluation, differential diagnosis, documentation of care, and evaluation of the treatment of psychiatric mental health care in children and adolescents. Prerequisites: NR 633, NR 634, Corequisite: NR 636.

This third clinical course provides intensive practical experience in the psychiatric and mental health nurse practitioner (PMHNP) role. A minimum of 165 clinical hours are required. Preceptors will guide and direct the PMHNP students as they apply evidence-based practice concepts and develop expertise in assessing, diagnosing and developing treatment plans in the mental health care of children and adolescents. Students will work with a variety of preceptors including psychiatric mental health nurse practitioners and psychiatrists. Prerequisites: NR 633, NR 634, Corequisite: NR 635.

As the fourth and final didactic course in the PMHNP specialty track this course continues to examine the major presentations of mental illness, clinical theory, and the use of the DSM V in diagnosing and treatment decisions for older adults and families and builds upon the knowledge gained in the previous three didactic courses. This course further examines a selection of evidence-based theories of individual and family psychotherapy. Emphasis is placed on differentiating signs and symptoms for diagnosis and treatment and examines the effect of the illness on individuals and the family through the use of self-directed learning activities. Prerequisites: NR 635, NR 636, Corequisite: NR 638.

This fourth clinical course provides intensive practical experience in the psychiatric and mental health nurse practitioner (PMHNP) role. A minimum of 165 clinical hours are required. Preceptors will guide and direct the PMHNP students as they apply evidence-based practice concepts and develop expertise in assessing, diagnosing and developing treatment plans in the mental health care of older adults and families. Students will work with a variety of preceptors including psychiatric mental health nurse practitioners and psychiatrists. Prerequisites: NR 635, NR 636, Corequisite: NR 637.

This course provides a foundation of key concepts essential to population-focused healthcare professionals, the aggregate, community or population as the unit of care. The focus of the course is on health promotion/disease prevention with emphasis on the advanced role of healthcare professionals in clinical prevention of disease and care of populations. Applying concepts of primary, secondary, and tertiary health promotion across the lifespan, the student relates the basic concepts of epidemiology to multiple domains of population health, using epidemiology to better understand, characterize and promote health at a population level. Disease prevention and health promotion of populations are examined through the study of the occurrence and distribution of health-related states or events, including the study of social determinants of health.

This course examines the healthcare system and guides students to assess and analyze the healthcare system in the context of advanced practice healthcare professional and the role of advanced practice healthcare professionals. The student explores organizational and system science, change theories and social change theories in its application to healthcare. Healthcare leadership including theory and styles as well as contemporary approaches, ethical practice and leadership strategies are examined. Inter/intra professional communication, teamwork, consultation, diversity and collaboration are discussed as cornerstones for patient safety, optimal health outcomes and accountability in health care. The student analyzes and evaluates the intersection of current and emerging healthcare system challenges and advanced practice role dimensions.

This course examines healthcare delivery in the United States, to include the role of public policy, advocacy, and industry regulation. Health policy perspectives and the analytical tools to understand the national policy-making environment are integrated throughout the course. Key policy issues and core constructs for analysis include national health expenditures and cost containment strategies, patient access and health disparities, health care quality and performance improvement, and workforce policy. Health care reform, future directions and trends, and policy innovations are examined for their impact on advanced nursing practice, service delivery, and health outcomes. Health systems of other developed and developing countries are examined to gain a global perspective and appreciation for a variety of health system attributes.

This course provides students with an overview of the fundamentals of quality improvement and a foundation in healthcare quality. Students are first introduced to the course content through a historical perspective on quality improvement and the current quality landscape. The methods and tools for quality improvement, measurement in healthcare quality and safety, culture of safety principles, and standards related to quality are then examined. As nurse leaders, it is important we understand culture and leadership, and how to create an environment conducive to healthcare quality and patient safety. In this part of the course, we examine human factors, high reliability organizations and principles of a just culture of safety. To complete the course content, we explore emerging trends and innovations to improve quality and patient safety.

This course reviews concepts important to implementing and sustaining effective use of technology in the clinical environment. Security and privacy for the protection of privileged information, effective policy development, testing and implementation are examined. Concepts of change management as well as informatics role in community/population health monitoring and management are explored. The student studies the use of technology to generate new evidence, the potential influence of emerging technologies on clinical practice and the importance of developing a caring practice in a high technology environment.

This course focuses on the use of the research process in developing new healthcare professional knowledge and applying that to an evidence-based practice. The student examines and develops research questions, considers theoretical frameworks, methods of data collection and analysis, and the interpretation and use of study findings in providing evidence-based care of individuals, families, and communities. The importance of scientific integrity and ethical standards are emphasized and ethical issues in the conduct of research are explored. The student is prepared to critically appraise and utilize research and identify researchable problems within the context of his/her own practice.

This course examines pathophysiological processes integral to the understanding of human health conditions and disorders across the lifespan. Objective and subjective manifestations of common health problems resulting from environmental, genetic, and stress-related maladaptation are assessed and analyzed. Assessment findings, diagnostic testing, and interventions for specific health problems are discussed. The etiology, epidemiology, and pathophysiology of disorders are reviewed within the context of age, gender, lifestyle and sociocultural determinants.

Builds the understanding of fundamental pharmacological principles, including pharmacokinetics, pharmacodynamics, drug metabolism, and dose-response relationships and includes the study of major pharmacological classes related to common disease processes. The course explores the major pharmacological drug classes and their application to the principles of therapeutic decision-making, including legal and ethical implications.

This course builds upon basic health assessment and guides the student to obtain a complete and accurate health assessment, including history, physical examination, and commonly used screening tools, as a foundation for advanced nursing practice with clients across the lifespan. The course emphasizes critical analysis and synthesis of physical exam data, relevant health history data, critical risk appraisal of the physical and mental status, assessment of nutrition, and anticipatory guidance relevant to health promotion and disease prevention. At the conclusion of the course, the student will utilize distance learning technology to demonstrate a comprehensive physical health assessment. Prerequisites: NR 548, NR 552. Concurrently with NR 590 or NR 591 or NR 592.

In this course the student focuses on the relationship between institutional vision, mission and values on curriculum design, development and revision within the context of a curriculum that is relevant, evidence-based and unified. The theoretical foundations, essential components and accreditation standards for curriculum development for a pre-licensure program are examined. The role of outcome competencies is addressed in the development and evaluation of an educational program to meet contemporary healthcare needs. Models of systematic program evaluation or other outcome standards will be analyzed. Offered: Fall, Winter, Spring, Summer.

This course prepares the student to apply theoretical concepts related to how adults learn and how teachers teach to prepare students with highly developed critical thinking skills to meet the demands of complex nursing practice in the contemporary healthcare environment. The course includes emphasis on adult learners, the self as the teacher and the teacher and learner characteristics that support successful learning. Principles of teach and learning, critical thinking applied to the variety of learning environments including simulation, distance learning and the clinical setting and the use of technology are explored as well as teaching methods in the cognitive, Affective and psychomotor domains of learning. Prerequisite: NR 559. Offered: Fall, Winter, Spring, Summer.

Course focuses on the assessment, measurement and evaluation of learning outcomes as measures of learner progress and program quality. Content includes foundations of educational measurement and evaluation, development of learner performance outcomes for clinical practice, test construction and clinical performance evaluation tools, critical thinking, values and ethics related to educator role. The student examines continuous quality improvement of education programs using standards from external professional bodies and accreditation agencies. Prerequisite: NR 564.

This course focuses on preparing the student to expand on the baccalaureate nursing foundation and advance knowledge to gain expertise in a specific nursing practice. The student will complete a mentored clinical practicum to achieve professional, specialty and course-related objectives. This direct care practicum experience will provide the student an opportunity to synthesize learned concepts to apply the nursing process to improve patient outcomes. Additionally, students establish nurse education practicum goals and objectives and are required to obtain a nurse educator mentor. The practicum involves application of previously learned concepts through teaching in both the clinical and classroom environments. Restriction: Open to graduate students in the nursing education track of the MSN Program.

This course provides a foundation of key concepts essential to population-focused healthcare professionals, the aggregate, community or population as the unit of care. The focus of the course is on health promotion/disease prevention with emphasis on the advanced role of healthcare professionals in clinical prevention of disease and care of populations. Applying concepts of primary, secondary, and tertiary health promotion across the lifespan, the student relates the basic concepts of epidemiology to multiple domains of population health, using epidemiology to better understand, characterize and promote health at a population level. Disease prevention and health promotion of populations are examined through the study of the occurrence and distribution of health-related states or events, including the study of social determinants of health.

This course examines the healthcare system and guides students to assess and analyze the healthcare system in the context of advanced practice healthcare professional and the role of advanced practice healthcare professionals. The student explores organizational and system science, change theories and social change theories in its application to healthcare. Healthcare leadership including theory and styles as well as contemporary approaches, ethical practice and leadership strategies are examined. Inter/intra professional communication, teamwork, consultation, diversity and collaboration are discussed as cornerstones for patient safety, optimal health outcomes and accountability in health care. The student analyzes and evaluates the intersection of current and emerging healthcare system challenges and advanced practice role dimensions.

This course examines healthcare delivery in the United States, to include the role of public policy, advocacy, and industry regulation. Health policy perspectives and the analytical tools to understand the national policy-making environment are integrated throughout the course. Key policy issues and core constructs for analysis include national health expenditures and cost containment strategies, patient access and health disparities, health care quality and performance improvement, and workforce policy. Health care reform, future directions and trends, and policy innovations are examined for their impact on advanced nursing practice, service delivery, and health outcomes. Health systems of other developed and developing countries are examined to gain a global perspective and appreciation for a variety of health system attributes.

This course provides students with an overview of the fundamentals of quality improvement and a foundation in healthcare quality. Students are first introduced to the course content through a historical perspective on quality improvement and the current quality landscape. The methods and tools for quality improvement, measurement in healthcare quality and safety, culture of safety principles, and standards related to quality are then examined. As nurse leaders, it is important we understand culture and leadership, and how to create an environment conducive to healthcare quality and patient safety. In this part of the course, we examine human factors, high reliability organizations and principles of a just culture of safety. To complete the course content, we explore emerging trends and innovations to improve quality and patient safety.

This course reviews concepts important to implementing and sustaining effective use of technology in the clinical environment. Security and privacy for the protection of privileged information, effective policy development, testing and implementation are examined. Concepts of change management as well as informatics role in community/population health monitoring and management are explored. The student studies the use of technology to generate new evidence, the potential influence of emerging technologies on clinical practice and the importance of developing a caring practice in a high technology environment.

This course focuses on the use of the research process in developing new healthcare professional knowledge and applying that to an evidence-based practice. The student examines and develops research questions, considers theoretical frameworks, methods of data collection and analysis, and the interpretation and use of study findings in providing evidence-based care of individuals, families, and communities. The importance of scientific integrity and ethical standards are emphasized and ethical issues in the conduct of research are explored. The student is prepared to critically appraise and utilize research and identify researchable problems within the context of his/her own practice.

Students explore organizational science and its application to healthcare and analyze the principles of leadership and leadership science including theory, styles as well as contemporary approaches and strategies. The course emphasizes system science and integration, change theory and social change theories, and healthcare systems and organizational relationships. The student has the opportunity to address an organization's challenges specific to healthcare delivery within the contemporary financial and social environment. Offered: Fall, Winter, Spring, Summer.

Students examine the critical aspects of human resource management in the context of healthcare systems. Human resource management includes confronting the nursing shortage through recruitment and retention, staffing management, performance appraisal and marketing. Prevention of workplace violence and disaster preparedness are also explored as opportunities and challenges for nurse leaders in managing the healthcare workforce. Students additionally explore aspects of finance in managing healthcare systems budgets related managing the healthcare workforce. Calculation of revenue, expenses, direct and indirect costs as well as cost benefit calculations are considered. Offered: Fall, Winter, Spring, Summer.

This course emphasizes strategic planning in healthcare, business planning and conceptual analysis of role. Discussion focuses on the acquisition of knowledge, skills and abilities for strategic planning and for practice as a nurse leader across traditional and non-traditional healthcare settings. Prerequisite: NR 582.

This practicum experience expands and refines the leadership and management skills related to the administrative nurse leader role. Working with a nurse leader acting as a manager/administrator in a selected care environment, the student focuses their chosen leadership role with a focus on quality, risk management and processes of managing health care delivery. The student attends agency organization and management meetings and works collaboratively to design and create a health care project appropriate to the student's practice setting. Prerequisite: NR 582.