This course explores the theoretical underpinnings of leadership and management in nursing. Content includes leadership styles and attributes, interpersonal communications in effectively leading and collaborating with diverse populations, as well as, an explanation of the concept of "emotional intelligence." Building a dynamic team to improve optimal quality care will also be articulated. Responsibilities of managers, such as, organizational management, appropriate delegation of responsibilities, the art of supervision, coaching for success and collaboration will be analyzed. The role of ethics and the law will be discussed as they apply to equity and fair treatment of all in the workplace.

Terms Typically Offered: Fall.

Students will have the opportunity to synthesize and analyze the impact of social and global issues on the perceptions of health; view of disease prevention and health promotion among culturally and socially diverse patient/client and aggregate populations. Health issues that affect populations across the globe will be explored in order for nurses to effectively advocate for change.

Terms Typically Offered: Fall.

Students are guided in an examination of patient-centered spiritual care amongst diverse healthcare populations. Evidence-based spiritual care delivery from a Christian worldview and the integration of faith and practice as an essential component of nursing excellence is explored. Personal and professional development of the nurse, including moral courage is examined, as well as the effect of this on patient care outcomes. The implementation of optimal interventions from an inter-professional spiritual care team approach will also be evaluated.

Terms Typically Offered: Fall.

Prepares graduates to analyze and take action in regard to legal and ethical situations encountered by nurses and interprofessional healthcare teams at the individaul, community, organizational, and public policy level. Current and emerging influences of legal and ethical issues on nursing practice are explored and professional codes of ethics are applied to the decision-making process. Skills are developed to search and collect information on legal issues related to risk management and advocacy for clients and students in practice and academic settings.

This course is an exploration of both the research process and methodologies. The content includes both quantitative and qualitative designs. Emphasis will be placed on the first phase of the thesis project design and development. Students will have the opportunity to prepare the first three chapters of the project report.

Prerequisite: You must take an Undergraduate Statistics course before you can register for this course.

Explores and integrates leadership concepts essential to the Advanced Practice Nurse Educator role that include transformational leadership, life-long learning, leader as innovator, reflective practice, servant leadership, exemplary role modeling, and the promotion of excellence in all arenas of nursing education.

Terms Typically Offered: Fall.

The impact that policies exert on health care delivery will be analyzed in addition to how regulatory processes are developed and impact nursing practice. Emphasis on identifying factors, such as, technology, federal, and local policies that influence development of and changes in health care systems. Students will have the opportunity to interpret various health policies and articulate how nurses can advocate for changes that enhance health. How policy-making proceeds will also be explored.

Terms Typically Offered: Fall, Spring, and Summer.

Utilizing methods to assess fiscal and resource requirements, planning budgets, and managing systems will be reviewed and analyzed. Methods and instruments available to efficiently allocate resources will be discussed as well as the design of plans that decrease duplication of ineffective strategies and services. Business principles will be identified as potential guidelines in managing nursing units and agencies.

Terms Typically Offered: Spring and Summer.

This course introduces the definition, purpose, and expectations of the Capstone Project. Examines the connections between theoretical frameworks and evidence-based practice. Students will identify current issues in nursing practice and education in need of study. Students will begin to design a quality improvement project or an evidence-based project that will facilitate the application of theory to practice with the endeavor to effect change and improve outcomes.

The goal of this course is to explore the theories of education, how a theoretical framework becomes the foundation for an effective teaching process, how to focus the educational offering on an aggregate (e.g. students, patients/families, staff, or other health care providers). There will be a review about how learning proceeds, and how educators successfully apply principles of andragogy in the teaching / learning setting. In addition, the students will have the opportunity to discuss the legal and ethical issues surrounding educational settings in today's culture.

Terms Typically Offered: Fall.

Provides a clinical practicum immersion experience exploring the role of the Advanced Practice Nurse Educator in contemporary innovative roles including: Clinical Instructor, Nurse Academician, Hospital-based/Community Nurse Educator, Informatics Nurse, Nurse Researcher, and Nurse Navigator. The student will focus on a project targeting the educational needs of the assigned unit. The course is designed to provide the student with practice opportunities in refining organization/community systems assessment, intervention, and evaluation competencies. The course consists of 130 practicum and five seminar hours. The student will be partnered with a master's or doctorally prepared preceptor under the guidance of faculty.

Prerequisite: NURS-518

Terms Typically Offered: Fall.

Students will explore the application of emerging technologies in the nurse's role as educator. The use of technology will also be analyzed in the effective promotion of optimal patient care outcomes. Utilizing various technologies, students will prepare a scholarly presentation on a topic related to the use of technology in healthcare or nursing education.

Terms Typically Offered: Fall.

Provides an overview of simulation concepts and methodologies applied to nursing education. Innovative teaching and learning strategies are explored using state of the art computerized manikin systems, both lo and hi-fidelity across the lifespan. Provides the opportunity to plan, construct, organize, implement, and evaluate patient scenarios in the role of the nurse educator. Emphasis is placed on debriefing as essential to effective learning based on principles of reflective practice. A hands-on experience is facilitated in a simulated healthcare setting.

Terms Typically Offered: Fall and Spring.

This course constitutes the second phase of the thesis project preparation. The student will continue to develop the project and refine the project report. In addition, Phase II will prepare the student to implement the project.

Prerequisite: NURS-516

Terms Typically Offered: Fall, Spring, and Summer.

This course will provide guidelines in planning a patient teaching offering, an in-service, a course, or a complete curriculum. Discussion will surround the issues of planning a teaching event that focuses on the development of a presentation, description of the learning event, course objectives, content, resources/ audiovisuals, and evaluation plan.

Terms Typically Offered: Fall, Spring, and Summer.

This course will assist the student to further refine the skills introduced in NURS 630. The students will articulate the process by which the learning needs and styles of an aggregate are assessed. Each student will then prepare and prepare a presentation with a chosen aggregate. In addition, the student will develop a brief evaluation instrument to analyze whether or not learning has occurred based on the stated objectives. The in-service or presentation will also be measured, via this evaluation, in terms of instructor effectiveness, content clarity, and relevance.

Terms Typically Offered: Spring.

Project implementation, the completed written report, and the defense make up the final phase of the thesis project. The thesis defense provides the student the opportunity to perform a professional presentation of their research to an audience of faculty, students, and community members. The course provides on-going focused support and from an appointed faculty advisor. The project must be completed during this course.

Prerequisite: NURS-516, NURS-625

Terms Typically Offered: Fall, Spring, and Summer.

Provides a clinical practicum immersion experience that allows the student to integrate and apply new knowledge, education theory, and professional competencies in the role of the advanced practice nurse educator. Designed to provide the student with practice opportunities that facilitate optimal patient care outcomes by refining organizational/community systems assessment, intervention, and evaluation competencies. A minimum of 11 hours per week (90 hours) will be spent in the clinical environment with a master's prepared preceptor and under the guidance of practicum faculty. A seminar (five hours) and practicum learning experiences are designed to support the achievement of course and program learning outcomes.

Prerequisite: NURS-610

Terms Typically Offered: Fall, Spring, and Summer.

Provides the opportunity to perform innovatively and work collaboratively in administrative healthcare environments. Promotes the implementation of quality practice standards and policies for select populations within the healthcare system/organization. Establishes a forum for relating empirical and research-based literature to practicum observations, in the exploration of nursing leadership roles that influence the redesign of emerging healthcare systems (i.e. optimizing cost effective patient centered care). A minimum of 11 hours per week (90 hours) will be spent in the clinical environment with a master's prepared preceptor and under the guidance of practicum faculty. A seminar (five hours) and practicum learning experiences are designed to support the achievement of course and program learning outcomes.

Prerequisite: NURS-501

Terms Typically Offered: Fall and Summer.

This course is designed to assist students who wish to experience a more in-depth understanding of a specific subject or to complete a scholarly endeavor (practice, internship, meta-analysis). A faculty member will be assigned to the student (s) in order to assist and direct the student toward meeting course objectives. In collaboration with the faculty, the student will: 1. Identify area of interest through the statement of a problem or purpose; 2. Decide on a course of action by way of formulating goals and objectives; 3. Design a plan of action; and 4. Evaluate the plan once the objectives have been met.

Terms Typically Offered: Spring and Summer.

This course continues with the concepts presented in the Introduction to Capstone Project course. Students will develop the implementation process of their Capstone Project, focusing on the last three sections: Methods, Results, and Discussion. Students will analyze the differentiation between nursing research, evidence-based practice, and quality improvement. Students will synthesize data dissemination to provide evidence in the improvement of patient care outcomes and nursing practice and make recommendations for future research.

This course presents neurobiological, behavioral, and psychodynamic theories of behavior andpsychiatric/mental illnesses as they manifest among members of diverse cultural groups across the lifespan. A theoretical foundation for subsequent coursework in primary psychiatric/mentalhealth care is provided for the role of the psychiatric mental health nurse practitioner.

Terms Typically Offered: Fall.

This course introduces the role of the advanced practice psychiatric/mental health nurse practitioner (APRN). Focus will include interviewing, assessing, and utilizing data collection methods to analyze, and evaluate bio-sychosocial/spiritual information regarding an individual's mental health across the lifespan. Assessment of potential and/or existing co-morbidities and health problems are integrated to promote optimal outcomes. Diagnostic reasoning is based on the Diagnostic Statistical Manual is essential to role development. Differential diagnoses, diseasemanagement, evidence-based practice, and health promotion that includes client and nurse practitioner collaboration is fundamental.

Prerequisite: PNSG-610

Terms Typically Offered: Fall.

In this course students learn and apply contemporary evidence-based psychotherapiesthat promote and support client stabilization, rehabilitation, and recovery. The client as a collaborating decision-making consumer and the client-clinician therapeutic alliance are central to this course. Students increase competence in assessment of psychiatric mental health illnesses, differential diagnoses, and disease management, implementation of psychotherapy (individual, group, family), medication management (includes content essential for the Psychiatric MHNP to furnish/prescribe appropriate pharmacologic treatment), and health promotion interventions, including motivational interviewing. Student competence in developing and facilitating therapeutic groups as a recovery modality are included in the course. The role of the psychiatric mental health nurse practitioner in the integration and coordination of support services that impact mental health and illness is also included. Students practice verbal psychotherapeutic skills that motivate and facilitate client self-management and progression toward recovery. (188 Clinical Hours) (This course is in teach-out.)

Prerequisite: PNSG-620

Terms Typically Offered: Spring.

In this course students learn and apply contemporary evidence-based psychotherapiesthat promote and support client stabilization, rehabilitation, and recovery. The client as a collaborating decision-making consumer and the client-clinician therapeutic alliance are central to this course. Students increase competence in assessment of psychiatric mental health illnesses, differential diagnoses, and disease management, implementation of psychotherapy (individual, group, family), medication management (includes content essential for the Psychiatric MHNP to furnish/prescribe appropriate pharmacologic treatment), and health promotion interventions, including motivational interviewing. Student competence in developing and facilitating therapeutic groups as a recovery modality are included in the course. The role of the psychiatric mental health nurse practitioner in the integration and coordination of support services that impact mental health and illness is also included. Students practice verbal psychotherapeutic skills that motivate and facilitate client self-management and progression toward recovery. (125 Clinical Hours)

Prerequisite: PNSG-610 and PNSG-620

Terms Typically Offered: Fall, Spring, and Summer.

In this course students learn and apply contemporary evidence-based psychotherapiesthat promote and support client stabilization, rehabilitation, and recovery. The client as a collaborating decision-making consumer and the client-clinician therapeutic alliance are central to this course. Students increase competence in assessment of psychiatric mental health illnesses, differential diagnoses, and disease management, implementation of psychotherapy (individual, group, family), medication management (includes content essential for the Psychiatric MHNP to furnish/prescribe appropriate pharmacologic treatment), and health promotion interventions, including motivational interviewing. Student competence in developing and facilitating therapeutic groups as a recovery modality are included in the course. The role of the psychiatric mental health nurse practitioner in the integration and coordination of support services that impact mental health and illness is also included. Students practice verbal psychotherapeutic skills that motivate and facilitate client self-management and progression toward recovery. (188 Clinical Hours)

Prerequisite: PNSG-620

Co-Requisite: PNSG-631

Terms Typically Offered: Fall, Spring, and Summer.

In this course students increase their knowledge and competence in the assessment of psychiatric mental health illnesses, differential diagnoses and disease management, implementation of psychotherapy (individual, family, group), evidence-based practice, medication management (includes mechanisms of action, interactions, side effects, and psychopharmacologic prescriptive guidelines), health promotion and disease prevention interventions, and the integration and coordination of support services, in the care of adults and older adults. (This course is in teach-out.)

Prerequisite: PNSG-630

Terms Typically Offered: Summer.

In this course students increase their knowledge and competence in the assessment of psychiatric mental health illnesses, differential diagnoses and disease management, implementation of psychotherapy (individual, family, group), evidence-based practice, medication management (includes mechanisms of action, interactions, side effects, and psychopharmacologic prescriptive guidelines), health promotion and disease prevention interventions, and the integration and coordination of support services, in the care of adults and older adults.

Prerequisite: PNSG-631

Co-Requisite: PNSG-641P

Terms Typically Offered: Fall, Spring, and Summer.

In this course students increase their knowledge and competence in the assessment of psychiatric mental health illnesses, differential diagnoses and disease management, implementation of psychotherapy (individual, family, group), evidence-based practice, medication management (includes mechanisms of action, interactions, side effects, and psychopharmacologic prescriptive guidelines), health promotion and disease prevention interventions, and the integration and coordination of support services, in the care of adults and older adults.

Prerequisite: PNSG-631

Co-Requisite: PNSG-641

Terms Typically Offered: Fall, Spring, and Summer.

In this course, students increase competence in the role of the psychiatric mental health nurse practitioner in the assessment of psychiatric mental health illnesses, differential diagnosis and disease management, implementation of psychotherapy (individual, family, group), evidence-based practice, medication management (includes mechanisms of action, interactions, side effects, and prescribing guidelines for psychopharmacologic treatment commonly utilized in children and adolescents), health promotion and disease prevention interventions, integration and coordination of support services with children, adolescents, and families.

Prerequisite: PNSG-610 and PNSG-620

Terms Typically Offered: Fall, Spring, and Summer.

In this course, students increase competence in the role of the psychiatric mental health nurse practitioner in the assessment of psychiatric mental health illnesses, differential diagnosis and disease management, implementation of psychotherapy (individual, family, group), evidence-based practice, medication management (includes mechanisms of action, interactions, side effects, and prescribing guidelines for psychopharmacologic treatment commonly utilized in children and adolescents), health promotion and disease prevention interventions, integration and coordination of support services with children, adolescents, and families.

Prerequisite: PNSG-610 and PNSG-620

Co-Requisite: PNSG-651

Terms Typically Offered: Fall, Spring, and Summer.

Students increase knowledge and competence in the assessment of psychiatric and mental health illnesses, differential diagnoses and disease management, implementation of psychotherapy (individual, family, group), medication management, health promotion and disease prevention interventions, and integration and coordination of support services with a selected population. Focus is on integrating and practicing all aspects of the role of the psychiatric mental health nurse practitioner with clients who are experiencing acute and/or chronic mental health problems and psychiatric disorders.

Prerequisite: PNSG-610 and PNSG-620

Terms Typically Offered: Fall, Spring, and Summer.

Students increase knowledge and competence in the assessment of psychiatric and mental health illnesses, differential diagnoses and disease management, implementation of psychotherapy (individual, family, group), medication management, health promotion and disease prevention interventions, and integration and coordination of support services with a selected population. Focus is on integrating and practicing all aspects of the role of the psychiatric mental health nurse practitioner with clients who are experiencing acute and/or chronic mental health problems and psychiatric disorders.

Prerequisite: PNSG-610 and PNSG-620

Co-Requisite: PNSG-661

Terms Typically Offered: Fall, Spring, and Summer.

Focuses on the adult population spanning from young to older adults. Designed to offer an advanced review of obtaining a complete health history and the physical assessment competencies required for this patient population. Emphasis is placed on the relationship between physical assessment and health behaviors in conjunction with epidemiological, cultural, psychosocial, and spiritual needs of clients. Upon this foundation, the student will develop the necessary skills to assess and identify client problems and formulate appropriate and comprehensive plans of care that promote better health and disease prevention. A 3-unit course option is available for the student who plans to pursue a post-master's advanced practice role.

Discusses advanced principles of physiology and pathophysiology that are applicable across the lifespan. In-depth examination of pathophysiologic mechanisms that are responsible for human illness and disease are utilized as the framework for discussing common complex health problems encountered within major body systems. Alterations are examined beginning at the cellular level with the analysis of human responses to disease processes. Integrates discussion of assessment, diagnosis, and evidence-based management utilized in treatment of these health problems. A 3-unit course option is available for the student who plans to pursue a post-master's advanced practice role.

Prepares nurses for expert clinical practice using advanced theoretical and empirical knowledge of pharmacology directly applicable to advanced practice nursing. Principles of altered pharmacodynamics and pharmacogenomics are discussed relative to age, race, ethnicity, and genetics/genomics. Content will provide the advanced practice nurse with the necessary competencies to work with patients, healthcare professionals, and communities of interest in providing care that is safe, timely, and evidence-based. A 3-unit course option is available for the student who plans to pursue a post-master's advanced practice role.

Prepares nurses for expert clinical practice using advanced theoretical and empirical knowledge of pharmacology directly applicable to advanced practice nursing. Principles of altered pharmacodynamics and pharmacogenomics are discussed relative to age, race, ethnicity, and genetics/genomics. Content will provide the advanced practice nurse with the necessary competencies to work with patients, healthcare professionals, and communities of interest in providing care that is safe, timely, and evidence-based. A 3-unit course option is available for the student who plans to pursue a post-master's advanced practice role. Practicum course included a minimum of 167 hours of practice.

Prerequisite: CNSG-622

This course introduces the student to a more comprehensive facet of roles assumed by the CNS. The content will include methods of educating patients and staff; methods of improving healthcare through quality improvement; management of employees; improvements in care via role modeling and staff coaching; and role of consultant to improve patient safety.

There are five (5) required areas of competency that must be addressed for the CNS. These areas will be stressed in the Practica. They are: Expert clinical practice, education, research, consultation, and clinical leadership. The emphasis is on providing opportunities for the student to expand on existing nursing professional growth in order to promote the health and well-being of an identified aggregate. This course will include the Expert Clinical Practice and Education portion of the CA BRN requirements.*

There are five (5) required areas of competency that must be successfully completed for the CNS certificate. These areas will be stressed in the Practica. They are: Expert clinical practice, education, research, consultation, and clinical leadership. The emphasis is on providing opportunities for the student to expand on existing nursing professional growth in order to promote the health and well-being of an identified aggregate. This course will include the Research Competency role for the CNS.*

There are five (5) required areas of competency that must be successfully completed for the CNS certificate. These areas will be stressed in the Practica. They are: Expert clinical practice, education, research, consultation, and clinical leadership. The emphasis is on providing opportunities for the student to expand on existing nursing professional growth in order to promote the health and well-being of an identified aggregate. This course will include the Consultation and Clinical Leadership components of the CNS role.*