Graduate Programs Course Descriptions

Designed to meet special needs and interests of a student who proposes a specific plan of study. Course varies from 1-6 semester hours and course may be repeated as topic and/or objective of study changes.

This course is designed for the student who has completed an MSN or DNP in a non APRN role. Content focuses on nurse practitioner competencies and role development including scope of practice, legal and ethical considerations, quality improvement and financial considerations.

Prerequisites: NURS 5308 and NRP certification. This course examines the midwifery management of newborn care from birth through the first month of life, ensuring the stabilization and ongoing transition of the neonate, according to standards of care. Stabilization is followed by continued surveillance and development of a plan of care with the appropriate use of resources. Topics include the influences of perinatal history, newborn transition, the physical exam, nutrition, developmental care, discharge process, and health maintenance visits. Integrated within these topics are common screening diagnostics, pharmacotherapeutics, deviations from normal, and complications. Population health and national quality guidelines are interwoven throughout the course. Select clinical skills are practiced through simulated experiences.

(Prerequisite: NURS 5309) This course introduces theoretical and research-based knowledge of assessment, diagnosis, and treatment of pediatric patients with acute and chronic health problems. Emphasis is on the Pediatric Acute Care Nurse Practitioner (PNP-AC) role and scope of practice caring for acutely, chronically, and complexly ill patients across the pediatric continuum. Students develop entry level competency in procedural skill and paradigms of discovery specific to pediatric acute care practice management of the chronically/acutely ill child while acquiring health promotions and disease prevention knowledge.

This course provides the foundation for establishing a telemental health practice to improve access for individuals in rural and underserved communities. Technology requirements along with ethical and legal standards will be addressed. Business principles, cost containment, coding, reimbursement and outcome measurement will be covered. The nurse practitioner as leader and patient advocate in analyzing the effect of health care policy on accessibility, accountability, and affordability will be emphasized.

(Prerequisites: Admission to TTUHSC advanced practice nursing track) This course introduces students to the theory and practice of psychotherapeutic modalities as interventions in promoting mental health with individuals, couples, families and groups. The selection of evidence-based psychotherapeutic modalities and cultural considerations will be addressed to provide value-based, patient-centered care.

(Prerequisite: NURS 5345) This course presents the latest developments in neuroscience and epigenetics as they relate to psychiatric symptom expression and symptom management throughout the lifespan. Emphasis is placed on neuroanatomical, neurophysiological and epigenetic mechanisms that impact mental health.

Prerequisites: NURS 5343 Pharmacotherapeutics for Nurses in Advanced Practice & NURS 5345 Advanced Practice Nursing: Application of Pathophysiology. This course builds on the student's knowledge of pharmacokinetics, pharmacodynamics, pharmocotherapeutics and neuroscience in the use of pharmacological and complementary therapies in the targeted management of psychiatric symptoms across the lifespan. Monitoring physiologic and psychiatric treatment response, the use of genetic testing and prevention of comorbid health conditions will be addressed.

Prerequisite: NURS 5308. This theoretical course examines the midwifery management of care for women presenting for well-woman and gynecologic services. It expands knowledge of female growth and development, health promotion based on best practices, national quality guidelines, gynecologic anatomy and physiology, the gynecologic history and physical examination, and periodic screening and health maintenance. Study of clinical care based upon the Hallmarks of Midwifery includes well-woman and gynecologic topics. Following the midwifery management process, the course will focus on the history and physical exam, selected diagnostic procedures, non-pharmacologic therapies, pharmacologic therapies, and follow-up strategies. Research skills will be further developed through course discussions. Financial acumen and information technology skills will be enhanced through course assignments. Clinical skills will be practiced through simulated experiences.

This graduate course provides the advanced practice nurse with the knowledge needed to select and prescribe pharmacological interventions with a focus on acute and critical health conditions across the lifespan. Building on the student’s previous knowledge of pharmacodynamics and pharmacokinetics, students will utilize evidence-based research to guide safe prescribing practices for patients managed in a variety of acute care settings.

This course explores the intersection of computer science and nursing science by focusing on the role in functional areas of essential nursing informatics, interdisciplinary teams, evidence-based practice, patient-centered care, quality improvement, population health, and regulatory compliance.

Prerequisite: NURS 5308. This theoretical course examines the application of the midwifery management process in the provision of comprehensive women’s preconception, prenatal, and ambulatory postpartum care, with a focus on normal childbearing. It emphasizes the assessment for maternal/fetal well-being and ambulatory postpartum with screening for deviations from normal that would require consultation/collaboration and/or referral. Management strategies include diagnostics, non-pharmacologic therapies, pharmacologic therapies, and interprofessional relationships. Educational needs and social/cultural contexts are also included. Clinical skills will be practiced in simulated experiences.

Prerequisites: NURS 5343; NURS 5345; Co-requisites or Prerequisites: NURS 5342. This course expands knowledge of the professional responsibilities of certified nurse-midwives. The course then explores theoretical knowledge of the nurse-midwifery management of primary health screening, health promotion, and care of women from the peri-menarchal period through the lifespan, based on professional philosophy, the Hallmarks of Midwifery, and the midwifery management process. Building on a scientific foundation in anatomy and physiology, growth and development, epidemiology, nutrition, pharmacology, health education, and bioethics, the student will gain knowledge in primary care. Selected diagnostic procedures, non-pharmacologic therapies, and pharmacologic therapies for the treatment of common health problems and deviations from normal will be studied, as well as the introduction of select skills for clinical practice. The financial implications and use of information technology in quality driven, value-based primary care will be interwoven throughout the course. Clinical skills will be practiced through simulated experiences.

This course provides an overview of major concepts, theories, and research related to human development from birth to young adulthood as a foundation for APRN practice. The course will focus on age specific milestones and implications for counseling, disease prevention, and health promotion based on national guidelines. Significant attention will be placed on the exploration of growth and development, nutrition, genetic/genomics, psychosocial, socioeconomic, cultural and spiritual influences.

This didactic course explores the Advanced Practice Registered Nurse (APRN) role, including the evolution of the role, current and continuing issues relevant to advanced practice nursing and clinical practice.

The course focuses on the nurse educator role in multiple settings through the foundational components of learning principles, pedagogical approaches, scholarship and legal and ethical issues in education.

(Prerequisite or concurrent enrollment: 5314) This course focuses on concepts and components of course development, implementation, evaluation, and revision in academic, continuing nursing education, or staff development settings will be emphasized as critical elements of the nurse educator role.

Pre-requisites: NURS 5314 & NURS 5315)This course focuses on the concepts of systematic assessment, test blueprint development, critical thinking test item development, NCLEX-RN exam, interpreting test results, and grading plan development in academic, continuing nursing education, or professional development settings as critical elements of the nurse educator role.

(Prerequisite: MSN student enrolled in the Nursing Education track) Utilizing knowledge and skills from the core curriculum, this course builds on the opportunity for the nurse educator to employ the skills of risk analysis, complex care planning with multiple disciplines, skillful use of technology for care coordination as well as efficient use of resources for quality patient care, staff and student development.

This course encompasses the use of simulation, clinical skills, and clinical teaching in nursing education, professional development, and continuing education. The course will cover the development of simulation activities, debriefing, and hands on experience conducting simulation exercises. Evidence and theoretical based methods of teaching in the simulation and clinical setting will be explored in this course.

Prerequisite NURS 5309.This didactic course focuses on the care of the sick child across the pediatric age spectrum. Necessary content expands primary health care, health promotion, and disease prevention, for assessment and management of common problems. The APRN role emphasizes the family-centered and development perspective.

This course focuses on clinical diagnostic reasoning and procedural skills for the Advanced Practice Registered Nurse (APRN). Students will use evidence-based research to appropriately gather, differentiate and manage clinical data for various health problems across the lifespan. Requires an on-campus skills lab.

This course addresses the theoretical basis for population and environmental health, the principles of epidemiology, models/frameworks of health and health management systems and major population health concepts foundational to advanced nursing practice.

This course establishes the major concepts with foundational emphasis on understanding nomenclature and vocabularies. Students will understand data transformation, beginning with raw sources and generating information, knowledge, and wisdom. This will be a practically oriented course with opportunity for hands on data analysis using healthcare data from the clinical setting, work with clinical decision support and analytic toolsets, and EHRs.

This course addresses the nursing informaticist’s role in computer science and in supporting hardware, software, communication, and network technologies. Human-computer interaction and related concepts are addressed. Practical hands-on experiences in programming and managing technical aspects of the healthcare information technology (HIT) support systems will reinforce the nursing informaticist’s role in bridging technology and clinical gaps in communication.

(Prerequisite MSN student enrolled in the Nursing Administration or Nursing Informatics Specialty Track or Corequisites: NURS 5231, 5333) This course emphasizes the role of the nursing informaticist in system development life cycle (SDLC), mastering skills necessary for the role in all phases of the development life cycle of health information technology. The SDLC concepts covered include system planning, analysis, implementation, and testing. Competencies related to project management, system selection and deployment, as well as developing and deploying system requirements documentation, RFIs and RFPs will be covered.

(Pre or Corequisites: NURS 5333, 5334) This course will focus on the nursing informaticist’s leadership role in organizations, as well as local, state and national policy agendas addressing an evolving utilization of health information technology and health information exchange within the industry. Additionally, the course will cover business management concepts necessary for nursing informaticists within the healthcare setting further emphasizing project management, strategic planning, budget planning and business planning processes. Quality improvement methods will be emphasized to enhance information systems through leading teams to achieve quality.

Project management is fundamental to the role of the nursing informaticist. This course will develop the students understanding of what a project is, and the role of the project manager, while building a solid foundation of the project management essentials. The student will gain a solid foundation in project management and a complete understanding of the multiple aspects of managing health information technology (IT) projects. The course will emphasize the role of the project manager, types of projects and organizations, stages of a project, terminology, and the process and interactive skills expected of a good project manager. There will be emphasis on the Systems Development Life Cycle framework and building competencies explicit to monitoring, tracking and managing a health IT project.

Building upon basic physical assessment and history taking knowledge and skills, this course focuses on advanced practice nursing concepts in assessment, evidence-based health promotion and clinical reasoning processes.Requires on-campus OSCE.

This graduate course focuses on application of pharmacokinetic and pharmacodynamic principles to medication regimens for patients, male and female, across the life span. Students will utilize assessment data and evidence-based protocols to guide safe prescriptive decision-making in a master's prepared nursing role.

Study of the physiologic basis of disease for advanced practice nursing. Emphasis is on application of pathophysiologic concepts to the recognition of pathologic conditions and the management of clients with a variety of health problems across the life span.

This course provides an overview of the current, major forces driving nursing services toward quality and nursing administrators toward competence. The focus is to develop an appreciation for the numerous quality initiatives that influence how nursing leaders lead their areas of accountability toward better patient care.

This course focuses on developing an understanding of research and evidence-based processes as a foundation for using evidence to support advanced nursing practice. Research critique relevant to advanced practice nursing including qualitative and quantitative approaches are applied to clinical practice problems. Examination of instrument design and evaluation is highlighted. Advanced skills for the systematic evaluation of evidence for advanced nursing practice are developed and refined. Practice problems form the basis for examining evidence application in nursing.

This course engages the student in an examination of leadership concepts and theories, with an emphasis on skills that are critical to understanding the role of the leader in political advocacy and impacting health care systems and policies. Key issues will be presented within the framework of health care delivery systems, organizations, and evaluation of the impact on health. Special emphasis will be placed on the role of advanced practice nursing and its impact on policy for all, and in particular vulnerable populations. Principles of leadership will provide the foundation for integrating concepts of systems thinking, ethical and critical decision-making, communication, collaboration, negotiation, change facilitation, transparency, political advocacy and economics in the advanced practice nursing role.

This course prepares the student with foundational informatics and quality improvement skills. Students are engaged in the use of patient care, communication and other technologies to deliver, improve and coordinate care. Fundamental quality improvement methods to monitor, analyze, and prioritize outcomes using techniques such as: root cause analysis, failure mode effect analysis, workflow redesign, and control charts are introduced. Students gain knowledge and skills in evidence-based practice, human factors science and basic safety design principles relevant to optimizing technology for safe and effective care, while fostering a culture of safety within high reliability organizations.

(Pre-Requisite: MSN student enrolled in Nursing Administration specialty track) Students will explore legal issues and government regulations impacting the health care arena and the delivery of care. Topics in the law and impinging ethical issues are explored using court cases and clinical case studies.

(Prerequisite: MSN student enrolled in the Nursing Administration or Nursing Informatics Specialty track) This course is designed to provide graduate students with information and skills for developing budgets and managing financial issues in health care facilities, clinics, independent practice or a nursing unit.

This course is designed to introduce theoretical and research-based knowledge of assessment, diagnosis, and treatment of adult and geriatric patients with acute and chronic health problems by the Adult-Gerontology Acute Care Nurse Practitioner (AGACNP). Emphasis will be placed on the role and scope of practice of the AGACNP in caring for acutely, chronically, and complexly ill male and female patients across the adult-geriatric continuum. Students will develop entry level competency in procedural skill and paradigms of discovery specific to adult gerontology acute care practice. Management of the chronic and acutely ill patient will include acquiring knowledge related to health promotion and disease prevention.

(Prerequisites: NURS 5312, 5320, 5342, 5343, 5345, ACLS certification) This is a didactic and clinical course that builds upon concepts and skills derived from prerequisite courses. Advanced practice nursing (APRN) students will integrate theoretical and evidence-based knowledge of assessment, diagnosis, treatment, and evaluation of patients with acute and chronic health problems across the lifespan. The focus is on development of clinical reasoning and decision making skills necessary for the provision of safe and effective primary health care in the nurse practitioner role.

(Prerequisite: NURS 5346) The focus of this course is on creation of an effective workplace in which safe patient care can occur. The traditional elements of managing are the avenues through which learners gain insight into the effectiveness and influence of the administrative role.

(Prerequisite: NURS 5347) This course centers on interpreting the social and political impact on the organization and the issues that influence how the nurse administrator enacts the role of leader.

(Prerequisites: NURS 5312, 5320, 5342, 5343, 5345, 5410, ACLS certification) This course is designed to develop a beginning theoretical and research based knowledge of assessment diagnosis and treatment of adult and geriatric patients with acute and chronic health problems. Emphasis will be placed on applying this knowledge to the assessment and management of both health and illness states including disease prevention. Clinical activities focus on enhancing health assessment skills, delineating differential diagnoses, and learning initial clinical management of clients experiencing acute and chronic health problems. The role and competencies of the Adult-Gerontology Acute Care Nurse Practitioner will be examined.

Prerequisites: NURS 5308, NURS 5205, and NURS 5270. In this precepted clinical course, the student applies the cognitive and clinical skills learned in N-M I, II, and III in the office/clinic setting, as well as becoming involved in the professional organization. In addition to “hands-on” skills in clinical practice, the student will apply skills of professional communication through documentation exercises and interprofessional activities. Research skills will be reinforced by initiating a literature review of peer-reviewed sources on emerging trends surrounding a clinical topic. The student will also learn to use relevant evidence-based mobile applications and websites for clinical practice. Additional skills learning and an objective simulated/structured clinical examination (OSCE) will be conducted in this course. Depending upon the clinical assignment, the student may have the opportunity to begin applying N-M IV skills during the latter part of the semester. Although semester clinical hours equate to 210 hours, you are evaluated on practice competency. Achieving competency may require more than the listed number of hours.

(Prerequisites: NURS 5200, NURS 5309, NURS 5312, NURS 5320, NURS 5342, NURS 5343, NURS 5345) This course focuses on care of children with acute, complex acute, and chronic, illness across the entire pediatric age spectrum, from birth to young adult. Students will develop advanced practice skills in comprehensive assessment, diagnosis, and management strategies that reflect current evidence based practice. Students will have opportunities to implement the role of the acute care pediatric nurse practitioner across the continuum of care settings.

(Prerequisite: NURS 5440, ACLS certification) This course is a didactic and clinical course that builds upon the study of advanced practice nursing (APRN) concepts and skills derived in Primary Care I (NURS 5440). APRN students will integrate theoretical and evidence-based knowledge of assessment, diagnosis, management, and evaluation of patients with acute and chronic health problems across the lifespan. The course focuses on APRN role development and synthesis of data from a variety of sources to make clinical decisions regarding appropriate management, consultation, or referral necessary for the provision of safe and effective care.

(Prerequisite: NURS 5460) This course is designed to build on major components critical to the knowledge of diagnosis, treatment, and evaluation of adult and geriatric patients with acute and chronic health problems. Clinical experiences include a spectrum of care ranging from disease prevention to acute and critical care management. Clinical practice focuses on research-based clinical decision-making process in close collaboration with preceptors.

(Prerequisites: NURS 5309, NURS 5312, NURS 5319, NURS 5320, NURS 5342, NURS 5343, and NURS 5345) This is a didactic and clinical course building upon concepts and skills derived from prerequisite courses. Pediatric Nurse Practitioner Primary Care (PNP-PC) students will develop advanced practice skills in caring for children from birth through young adult including well child assessment and prevention/management of common pediatric acute illnesses and chronic conditions. Students will develop advanced practice skills in comprehensive assessment, diagnosis, and management strategies that reflect current evidence based practice. The focus is on development of critical thinking and decision-making skills necessary for the provision of safe and effective care of children.

(Prerequisite: NURS 5580) This course emphasizes the role of the Primary Care Pediatric Nurse Practitioner (PC-PNP) in managing acute and chronic health conditions across the entire pediatric age spectrum from birth to young adult. The student will assimilate and apply knowledge from prerequisite courses. The focus on this course is to formulate diagnoses, develop family centered treatment and evaluation plans and use evidence to provide expert pediatric care.

(Prerequisite: NURS 5500 and PALS certification) This course emphasizes the role of the Acute Care Pediatric Nurse Practitioner (PNP-AC) as a member of an interprofessional team managing complex acute, critical and chronic, illness across the entire pediatric age spectrum, from birth to young adult. The student will assimilate knowledge from prerequisite courses. Emphasis is placed on formulating diagnoses, treatment plans, and use of evidence to provide expert pediatric clinical care. The student will perform consultations and make referrals in a variety of setting.

(Prerequisites: NURS 5207, 5204, 5327. Pre or co-requisites: NURS 5202) This course provides the essential knowledge and theoretical foundations for assessing, diagnosing, and managing adult and geriatric clients who have dysfunctional coping patterns and psychiatric disorders. This course provides an integrated learning experience during which the student implements the role of the psychiatric-mental health nurse practitioner in the clinical setting utilizing current evidence-based practice guidelines along with targeted, individualized care management. Emphasis is given to mental health promotion and collaboration with clients, their support systems and the interprofessional team. (157.5 clinical hours)

(Pre-requisites: NURS 5207, 5204, 5327. Pre or corequisites: NURS 5202) This course provides the essential knowledge and theoretical foundations for assessing, diagnosing, and intervening in dysfunctional coping patterns and psychiatric disorders in children and adolescents. This course provides an integrated learning experience during which the student implements the role of the psychiatric-mental health nurse practitioner in the clinical setting utilizing current evidence-based practice guidelines along with targeted, individualized care management. Emphasis is given to mental health promotion and collaboration with the child and adolescent, their support system and interprofessional team. 157.5 clinical hours

Prerequisites: Student must be in their last semester of enrollment prior to graduation. Students are required to enroll in this course in the semester in which they are scheduled to graduate. The course serves as the vehicle for students to pay their graduation fee and complete the School of Nursing's Graduation Assessment. There is no tuition charged for this course, the student does not generate semester credit hours for the course, and the course is not graded.

(Prerequisite: NURS 5313, 5315, 5316) Immersion in all leadership aspects of the faculty role in an academic, CE, or staff development setting with guidance of a preceptor.

Prerequisite: NURS 6520. This course prepares the student for practice as a master’s prepared certified nurse-midwife. All ACNM standard-setting documents are reviewed, as well as the legal basis of practice, current legislation, policies, and processes for entry into practice. The student is guided in the development of a professional resume’ and writes an “Entry Into Practice” paper in preparation for seeking or formalizing one’s first nurse-midwifery position.

DNP I Project Identification is the first course in a four course series that prepares students to conduct a final project in a focused area of practice inquiry. This course builds on the foundation laid in prerequisite coursework for students to identify their phenomenon of interest including key theories and concepts associated with their inquiry and development of a comprehensive literature review strategy. During this course, students will complete a minimum of 37.5 DNP core clinical hours. These hours should be focused on making a formal identification of the DNP Project.

Prerequisite: DNP I: Project Identification. DNP Project Development is the second course in a four course series that prepares the student to conduct a scholarly DNP project in an area of practice inquiry for improving health outcomes. During this course students develop the written proposal for the full implementation of the project including project design and methods, any system change, outcomes measurement and dissemination of findings. The student will work collaboratively with an approved faculty, site or organization. (37.5 Hours of non-patient care management clinical hours required).

Prerequisites: DNP student status. The course is designed to provide students with the philosophy, background, and issues related to developing the DNP degree and range of roles. Students will have the opportunity to engage in a self-assessment of leadership strengths and emotional intelligence. Students will also develop a conceptual framework for the DNP role and action plans for self-knowing and reflective leadership, essential attributes of transformational leaders in complex health care systems.

Prerequisites: N6200, N6310, N6320, N6325, N6330, N6340, N6345, N6344. In this course, students continue their transition to advanced nursing practice as DNP prepared leaders by integrating their conceptual framework and action plan for self-knowing and reflective leadership. By advancing their DNP Project, students continue to develop the competencies required for DNP-level practice and scholarship, which are essential for leading change to improve the health of populations.

This course focuses on differentiating pharmacological treatment options for selected disease processes in primary care. Building on previous knowledge of pharmacodynamics and pharmacokinetics, students adapt evidence-based research to the individuals’ unique characteristics to guide pharmacotherapy across the lifespan.

This course prepares the DNP student to gain a deeper understanding of emerging knowledge and issues in a distinct specialty area related to the Capstone Project topic. The student will have the opportunity to engage in collaboration with other experts and specialists in the topic area and to develop advanced reasoning skills. Students will determine with faculty guidance specific goals for individualized advanced practice experiences.

In this course, students examine the scientific and philosophical foundations of the discipline of nursing within the context of advanced nursing practice. Students develop skills in critical appraisal of studies grounded in research and quality improvement perspectives. Examination of the ethical conduct of research and quality improvement forms the foundation for students to develop skills in clinical inquiry and scholarship.

Prerequisites: Doctor of Nursing Practice program student. The course will provide the basics of statistical analysis, measurement theory and data management. The course will focus on the application of statistics to health services research and to clinical healthcare settings. The student will have hands-on experience using SPSS statistical software in computer labs with data preparation, statistical analysis, and data display. Statistical tests covered in the course will range from simple T-test through multiple regression with an introduction to statistical modeling. Fundamentals of biostatistics and quality improvement measurement methods will also be provided with application of use in hands on exercises.

Prerequisites: Family Nurse Practitioner program student. This didactic course addresses the Advanced Practice Registered Nurse (APRN) role in the primary care setting in exploring the initial assessment and management of individuals, families and groups at risk for and experiencing psychiatric disorders. Theoretical and evidence based knowledge of assessment, diagnosis, and management of individuals and families at risk for and experiencing psychiatric acute and chronic psychiatric disorders are explored. The use of critical thinking, communication and decision-making skills necessary for provision of safe and effective primary mental health care across the lifespan within the family nurse practitioner role will be explored.

(Prerequisite: Doctorate of Nursing Practice student) The course will explore the scientific underpinnings of leadership, organizational effectiveness and quality improvement. Students will be provided with strategies and tools for transformational leadership and systems thinking in complex adaptive systems including effective communication, process analysis, measuring and tracking quality and safety data, and facilitating change to improve health outcomes.

Prerequisites: NURS 5270, EFM certification. In this course, the student studies, analyzes, and applies the concepts of the midwifery management process to the intrapartum and immediate postpartum care of women. Using scientific fundamentals and the Hallmarks of Midwifery, the student examines labor triage, assessment and evaluation of maternal and fetal status, facilitation of physiologic labor progress, psychosocial support, pharmacologic and non-pharmacologic therapies, and birth attendance. Extra attention is placed on the pharmacotherapeutics surrounding the prescribing of opioids. In addition, the immediate management of postpartum healing and discomforts, as well as facilitation of lactation is studied. Management of emergencies and deviations from normal are also introduced. The health policy and fiscal implications associated with care management are interwoven throughout the course. Clinical skills will be introduced in simulated experiences.

Prerequisites: DNP program student. The course will explore health care informatics and apply quality improvement methods to optimize health information technology for improving efficiency, patient safety, quality and the health of the population. Students will appraise information technology and research methods to collect appropriate and accurate data to generate evidence for practice and to inform and guide the design of databases and systems that generate meaningful information for patient care and contribute to industry standards. The role of the DNP is emphasized and students gain advanced skills in applying quality improvement science to optimize technology for safe and effective care, while fostering a culture of safety within high reliability organizations. Regulatory requirements and policies that influence the US healthcare system provide the foundation for analysis of the importance of the healthcare information technology infrastructure. Students explore the critical role of DNP-prepared nurses as members and leaders of Interprofessional teams to transform the healthcare delivery systems with strategies to effectively and efficiently deploy healthcare information technologies. Students examine common challenges with health IT, design strategies to improve care, measure the effectiveness, as well as examine new and emerging point of care technologies (e.g. nanotechnology, genomics, mobile, telehealth).

Prerequisites: Doctor of Nursing Practice program student. In this course, students develop competence in scholarly inquiry and appraisal and synthesis of research and other evidence as the foundation for leading sustainable change that improves the health of populations. They explore a clinical/practice topic or phenomenon of interest, the current evidence, and strategies to address the topic or phenomenon of interest.

(Prerequisite: Doctorate of Nursing Practice student) The course provides opportunities for nursing leaders to value the political processes that influence policy decisions through analyzing public policies, health policies, and legislation at the organizational, local, state, national, and international level. This course includes opportunities to advocate and participate in political and policy-making processes for a health issue in the student's area of interest and career trajectory.

(Prerequisite: Doctorate of Nursing Practice student) This course provides a comprehensive investigation into the application of public health and epidemiology principles. Emphasis will be placed on using technologically advanced clinical information systems that aggregate patient data so that group and/or population-based clinical profiles, practice patterns and variations, genetic problems, and health disparities can be identified, analyzed and compared to regional and national benchmark norms and data bases.

(Prerequisite: Doctorate of Nursing Practice student) The course is designed to increase the nurse leaders understanding of health care economics and financing mechanisms as well as to advance skills in managing financial issues, developing budgets, making sound financial decisions, and managing projects to achieve strategic goals in health care. Students will gain hands-on experience in analyzing financial statements, developing business plans, establishing procedures for accurate charging mechanisms, and educating patient care teams on financial implications of patient care decisions.

(Prerequisites: Successful completion of the administrative course sequence; authorization from a clinical agency willing to support the practice experience) This course provides learners with the opportunity to implement ideas into a practice setting. It is designed to allow learners to use ideas from the literature, their peers, conferences and other approved sources to create an application project designed to change practice from a clinical or administrative perspective.

Prerequisite(s): NURS 5312, NURS 5320, NURS 5342, NURS 5343, NURS 5345; ACLS must be current. This is a didactic and clinical course that builds upon concepts and skills derived from prerequisite courses. Advanced practice nursing (APRN) students will integrate theoretical and evidence-based knowledge of assessment, diagnosis, treatment, and evaluation of patients with acute and chronic health problems across the lifespan. The focus is on development of clinical reasoning and decision making skills necessary for the provision of safe and effective primary health care in the APRN role.

(Pre or Corequisites: NURS 5334, 5335) This practicum experience is designed to be a comprehensive and integrated application of the curriculum which will allow the students to demonstrate professional competency in nursing informatics in a clinical health information technology specialty area of interest. The clinical field experience will be focused on a Capstone major project deliverable involving practice oriented research, quality improvement, clinical decision support, analytics, programming or other major project in specialty area of interest approved by faculty.

Prerequisites: NURS 5603 & 5604; Pre or Co-requisite NURS 5201.This capstone course focuses on interprofessional collaboration in the management of clients with complex and comorbid mental health disorders including crisis interventions and stabilization. Additionally, the prevention and management of co-occurring chronic health conditions such as diabetes, heart disease and COPD will be addressed in optimizing the client's overall health. 157.5 clinical hours

Prerequisite: NURS 6321, EFM, NRP. In this precepted clinical course, the student applies the cognitive and clinical knowledge learned in N-M I-IV, with the major focus on care of the childbearing woman. In the second half of the semester, the student will begin applying N-M V (neonatal) knowledge as well. In addition to “hands-on” skills, the student will apply skills of professional communication through documentation and verbal reporting exercises, as well as an illustrative case study paper. The student will also participate in monthly virtual faculty/student clinical rounds and professional service/community activities. Expanding on the previous level A practicum, the student will gain proficiency in the use of relevant mobile apps and websites for clinical practice, as well as developing evaluation expertise related to labor progress, labor support, pharmacotherapeutic use, and fetal evaluation. Additional skills learning and an objective simulated/structured clinical examination (OSCE) will be conducted during this course. Although semester clinical hours equate to 262.5 hours, you are evaluated on practice competency. Achieving competency may require more than the listed number of hours.

Prerequisites: NURS 6439; ACLS must be current. This is a didactic and clinical course that builds upon the study of advanced practice nursing (APRN) concepts and skills derived in Primary Care I. APRN students will integrate theoretical and evidence-based knowledge of assessment, diagnosis, management, and evaluation of patients across the lifespan. This course focuses on APRN role attainment, reflecting challenges, barriers, and strategies for successful role implementation.

Prerequisite: NURS 5471 and NURS 6520. In this precepted clinical course, the student synthesizes previously learned theory and clinical knowledge, providing comprehensive, full scope basic nurse-midwifery care according to the ACNM Standards of Practice and Code of Ethics. In addition to “hands-on” skills, professional presentations and peer review of selected activities will be conducted. Review activities to prepare the student for national certification board examination will also be offered. An objective simulated/structured clinical examination (OSCE) and proctored “Mock Board” comprehensive exam will be administered during this course. Although semester clinical hours equate to 315 hours, you are evaluated on practice competency. Achieving competency may require more than the listed number of hours.

(Prerequisite: NURS 5561, 5460) This course emphasizes clinical practice and role development to prepare the graduate to implement the full scope of the Adult-Gerontology Acute Care NP role. Clinical activities allow for immersion in the advanced practice nursing role. Function and responsibility on selected topics of the advanced practice role are addressed.

(Prerequisites: NURS 5440, 5541, ACLS must be current) This course provides a clinical immersion experience to integrate and synthesize the APRN role. APRN students will integrate theoretical and evidence-based knowledge of assessment, diagnosis, management, and evaluation of patients with increasingly complex acute and chronic health problems across the lifespan. Issues related to APRN responsibilities and competencies are addressed.

(Prerequisites: NURS 5312, NURS 5320, NURS 5342, NURS 5343, NURS 5345, NURS 5581) This course provides a clinical immersion experience to integrate and synthesize the Advanced Practice Registered Nurse (APRN) role for the Primary Care Pediatric Nurse Practitioner (PC-PNP). Issues related to APRN responsibilities, competencies and scope of practice for the PC-PNP are included.

(Prerequisites: NURS 5600 and PALS certification) This course provides a clinical immersion experience to integrate and synthesize the Advanced Practice Registered Nurse (APRN) role for the Acute Care Pediatric Nurse Practitioner (PNP-AC). Issues related to APRN responsibilities, competencies, and scope of practice for the PNP-AC are included.

DNP Project Implementation is the third course in a four course series that prepares the student to conduct a scholarly DNP project in an area of practice inquiry for improving health outcomes. During this course, the DNP project will be implemented. Pre-requisite: DNP II: Project Planning and Development

DNP Project IV Evaluation and Dissemination is the fourth and final component of the DNP project culminating in the evaluation of project outcomes and a podium presentation to faculty and peers. Additionally the student will select one state, national or international conference for abstract submission for a poster or podium presentation and one journal for manuscript publication. Prerequisite: DNP III Project Implementation

This seminar course facilitates dialogue and collaborations among BSN to DNP nurse practitioner students in addressing management issues in complex patients from the micro-system through macro-system levels. Students will present complex patients from practice and facilitate an analysis of health care barriers and gaps including policies, health systems, health care financing and legal and ethical issues that impact outcomes.

Prerequisites: Concurrent enrollment in or completion of core leadership courses and core evidence-based science courses. The course provides the opportunity for advanced exploration of theory, cultural influence, environmental exposures, and evidence-based research for the prevention, management and palliative care of chronic conditions. Students will apply and evaluate theories and principles of chronic illness for individuals, groups and populations in rural and/or urban settings.

(Prerequisites: Concurrent enrollment in or completion of DNP core leadership courses and DNP core evidence-based courses) Leading and managing interprofessional groups, as well as nursing groups, is a critical leadership skill. Numerous strategies exist to develop teams. This course focuses on knowing oneself as a leader, forecasting future needs, understanding the team, coaching others, balancing data driven decisions with innovation, and valuing the complexity of the evolving healthcare environment.

(Prerequisites: Concurrent enrollment in or completion of DNP core leadership courses and DNP core evidence-based courses) This course is designed to provide an in-depth look at the economics of U.S. health care and major issues that have prompted the current attempt at health care reform. Health care represents nearly fifteen percent of the U.S. Gross Domestic Product, and more importantly, has profound effect on almost all individuals. Resources in the health care industry are scarce and a source of conflict. This course will attempt to utilize many traditional tools of economics to illustrate how limited resources can be applied to the health care sector. Additionally, certain health care related topics pertaining to other industrialized and developed countries will be discussed. Students will be introduced to a variety of economic theories, models and tools that will facilitate the understanding of the breadth of subjects introduced during the semester.

Prerequisites: Concurrent enrollment in or completion of core leadership courses and core evidence-based courses. The course prepares nurse leaders in the DNP role with the skills to evaluate care delivery models and strategies related to community, environmental, occupational, cultural, and socioeconomic dimensions of health. Students will learn to access and analyze population-level health data, design evidence-based interventions at the organizational and public policy level and predict and analyze outcomes to improve population health.

(Prerequisite: NURS 6330) The course will build on Evidence Based Inquiry I, refining the student's ability to evaluate and synthesize evidence for integration into clinical practice. Emphasis will be placed on translating the evidence into actual clinical or management practice as well as creating an environment for the integration of evidence based practice within an organization. Students will further develop their capstone project in this course.

Prerequisities: DNP student status. This course provides theoretical and clinical experience designed to improve the student’s ability to analyze and impact political, legal, and ethical issues inherent in the mental health care system today. Students will focus on recognition of mental health issues and care disparities encountered in the DNP role. Students will utilize a population-based approach to reduce stigma, promote advocacy, and identify and recommend changes needed to improve the overall quality of care, treatment and other services for at-risk communities.

(Prerequisites: Completion of advanced APN or executive leadership specialization courses) This seminar designed course focuses on the culmination of a DNP scholarly project and integration of the competencies of a DNP leader. Students complete 144 hours of clinical/practice immersion and engage in advanced nursing practice experiences to (a) complete and disseminate a DNP Project; (b) lead sustainable systems change that improves population health; and, (c) achieve competence in the eight American Association of Colleges of Nursing (AACN) (2006) DNP Essentials.

This didactic and clinical course allows students to care for patients within a population of interest in the primary care realm. Students will present complex patients from practice and facilitate an analysis of health care barriers including policies, health care financing and legal and ethical issues that impact outcomes.

Prerequisites: NURS 6439, NURS 6541, ACLS must be current. This course provides a clinical immersion experience to integrate and synthesize the APRN role. APRN students will integrate theoretical and evidence-based knowledge of assessment, diagnosis, management, and evaluation of patients with increasingly complex acute and chronic health problems across the lifespan. Issues related to APRN responsibilities and competencies are addressed.