Online MSN Curriculum

This course provides an introduction to the role of the nurse is advanced practice through an analysis of nursing history and innovations in the advanced nursing practice role in order to expand and challenge conventional thinking. The student will explore the theoretical literature from diverse disciplines on how innovations are conceived and implemented, particularly in nursing and healthcare practice. Using a case study model, professional role issues in advanced nursing practice are explored with respect to historical and contemporary foundations of advanced nursing practice, as well as, implementation and impact of health care entrepreneurial initiatives/innovations. The course will address statistical literacy and technical writing in the context of role development and nursing and health care innovation. Integral to this course will be an introduction to the online learning environment.

This course focuses on evidence-based practice and policy development by addressing the value of scientific evidence and nursing research in providing high quality health care that is also culturally-responsive and appropriate. Content focuses on the need for evidence-based practice, the research process, high performance inter-professional teams, systematic EBP using the Johns Hopkins Evidence Based Practice Model, ethical issues, and use of organizational leadership techniques to promote evidence-based practice. The goal of this course is to prepare nurses in advance practice who are proficient in using a systematic EBP model to identify and address clinical problems with inter-professional teams and collaborations. Additionally is will prepare students to lead EBP efforts, implementation projects and make policy recommendations.

This course provides a foundation in ethics for nurses in advanced practice. The first part of the course will cover the fundamental issues, prevailing views, and laws in clinical ethics, with a focus on issues related to nursing, including the nurse's professional role and the nurse-patient relationship; trust, confidentiality, and veracity; informed consent; autonomy and paternalism; the right to refuse treatment; decision-making capacity; surrogate decision-making and advance directives; and conscientious objection. If time permits, other topics may be included, including: abortion, physician-assisted suicide, reproductive technology, genetic testing, and the ethics of research on human subjects. The second part of the course will cover fundamental topics in organizational ethics, which includes ethical issues involved in healthcare administration and institutional policy, such as resource allocation, conflicts of interest, the economics of healthcare delivery, and the role of ethics committees and clinical ethicists. Throughout the course we will discuss controversial case-studies through which students will develop skill in presenting well-reasoned arguments for their positions.

This course is designed to focus on the health promotion and disease prevention of the aggregate (individuals, families, groups that make up a community and/or a society). It provides the student a different and wider perspective related to the incorporation and the application of the theoretical knowledge into the aspects of clinical practices. The course will address: the foundation of the meaning of population within the context of health promotion and disease prevention, the goals of the national health plan, health indicators, health determinants at the individual and societal levels, health behavior and the challenge to change people's behavior. This will include applying concepts of health behavior theories, health disparity, human genetics, environmental health, and chronic disease control and prevention. Additionally, students will apply epidemiological principles to identify populations at high risk of preventable illnesses. The course will explicitly address the health promotion and clinical/disease prevention activities that are culturally responsive and appropriate.

The course focuses on theories of physical assessment across the life span.  Theoretical frameworks from nursing and other disciplines will be used to develop a patient database in primary health care practice settings. This course will introduce Family Theory as a critical foundation for effective communication and care delivery. Concepts of the synergy model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

(Includes 25 hours on-campus residency and 50 precepted hours)

Etiology, pathogenesis, and clinical manifestations of disease process will be presented within the framework of the Synergy Model. The interaction between patient vulnerability and patient resiliency will be emphasized in explaining major pathophysiological conditions across the life span. The effects of complexity and predictability on patient outcomes will be highlighted when appropriate. This approach will enhance nurse competencies to assess and evaluate physiological changes, presence or absence of complications, and the extent to which the desired outcome of care and or treatment are attained. Most importantly, this approach will facilitate ongoing learning.

A foundation for the application of pharmacology relevant to advanced nursing practice is provided throughout this course. The process involving medication selection by advanced practice nurses for various diseases states and patient populations is discussed, as well as considerations pertaining to potential risks and benefits associated with pharmacotherapy. Expected adverse effects, monitoring parameters, and drug interactions for specific medications and medication classes will be reviewed.

This course will focus on the synthesis of role theory, the transitioning to independent practice, business concepts, and issues unique to the role of the family nurse practitioner. Professional issues, models of health care delivery and practice in the evolving health care environment will be discussed. The independent and collaborative roles of the family nurse practitioner in primary care will be emphasized. Overview of the Consensus Model, preparing for national certification, and applying for licensure and prescribing privileges at the state level will be addressed. Concepts of the Synergy Model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

This is the first clinical course in the four-clinical course sequence for AG-ACNP students. The course introduces concepts regarding the unique aspects of care in the management of young adults, adults, and older adults with acute, complex chronic and critical illnesses who are in a frail and vulnerable state. This course builds on content introduced in GPNG 528 Physical Assessment for Advanced Practice Nursing. Course content includes advanced assessment and common therapeutic strategies used in inpatient, palliative, and end-of-life care. The vulnerable state of acute illness and subsequent hospitalization will be examined. Clinical experiences will focus on the assessment of health problems and needs of young adults, adults and older adults with acute, complex chronic and/or critical health needs. Concepts of the synergy model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

This is the second clinical course in the four-clinical course sequence for AG-ACNP students who will provide health care to young adults, adults and older adults in a vulnerable state experiencing acute, complex chronic and critical illnesses. This course builds on content introduced in GNFN 550 Foundations of Adult Gerontology Acute Care NP Practice. The focus of this course is the assessment and diagnosis of health states, and the management of common health problems which require frequent monitoring and intervention. Strategies used to promote health and prevent complications, especially in inpatient and technology intense environments,will be included. Course discussions and clinical experiences will incorporate principles of evidence-based and ethical practice. The planning, implementation and evaluation of health care delivered to individuals with common acute and chronic health needs are applied throughout the course and associated clinical experiences. The student will synthesize and analyze the plan of care in regard to individual patients and their family, including care across systems.

This is the third clinical course in the four-clinical course sequence for AG-ACNP students. who will provide health care to vulnerable young adults, adults, and older adults experiencing acute,complex chronic and critical illnesses. This course builds on content and experiences in GNFN 551 Adult Gerontology Acute Care I. The focus of this course is the assessment, diagnosis and the management of increasingly complex health problems in young adults, adults, and older adults. The student will be expected to apply knowledge and skills to the management of complex and rapidly evolving situations in hospitalized young adults, adults, and older adults.Students will critically evaluate and apply evidence to make clinical decisions and apply ethical principles to solve clinical dilemmas. During associated clinical experiences the student will synthesize a plan of care for individual patients and their family, across systems in which care is provided. The student will also evaluate the effectiveness of care and care systems.

This is the final clinical course in the four-clinical course sequence for AG-ACNP students. This course builds on content introduced in GNFN 552 Adult Gerontology Acute Care II and focuses on beginning the transition to begin the transition to an integral member of an interdisciplinary acute care team. as an AG-ACNPs provide comprehensive health care to vulnerable young adults, adults, and older adults experiencing acute, complex chronic and critical illnesses.Competencies related to indirect roles of an AG-ACNP will be reintroduced e.g. leadership,health policy, quality improvement, etc. Emphasis is on the integration of assessment, diagnosis and comprehensive management of health problems within the scope of AG-ACNP practice.Transitional care strategies which support successful movement of patients across the continuum of care are included. Evidence-based and ethical practice are integrated into course discussions and practice experiences. Students will synthesize and evaluate the plan of care in regard to individual patients and families, evaluate care processes and outcomes for patient populations,and describe strategies to improve care processes and outcomes across systems in which care is provided.

This course provides an introduction to the role of the nurse is advanced practice through an analysis of nursing history and innovations in the advanced nursing practice role in order to expand and challenge conventional thinking. The student will explore the theoretical literature from diverse disciplines on how innovations are conceived and implemented, particularly in nursing and healthcare practice. Using a case study model, professional role issues in advanced nursing practice are explored with respect to historical and contemporary foundations of advanced nursing practice, as well as, implementation and impact of health care entrepreneurial initiatives/innovations. The course will address statistical literacy and technical writing in the context of role development and nursing and health care innovation. Integral to this course will be an introduction to the online learning environment.

This course focuses on evidence-based practice and policy development by addressing the value of scientific evidence and nursing research in providing high quality health care that is also culturally-responsive and appropriate. Content focuses on the need for evidence-based practice, the research process, high performance inter-professional teams, systematic EBP using the Johns Hopkins Evidence Based Practice Model, ethical issues, and use of organizational leadership techniques to promote evidence-based practice. The goal of this course is to prepare nurses in advance practice who are proficient in using a systematic EBP model to identify and address clinical problems with inter-professional teams and collaborations. Additionally is will prepare students to lead EBP efforts, implementation projects and make policy recommendations.

This course provides a foundation in ethics for nurses in advanced practice. The first part of the course will cover the fundamental issues, prevailing views, and laws in clinical ethics, with a focus on issues related to nursing, including the nurse's professional role and the nurse-patient relationship; trust, confidentiality, and veracity; informed consent; autonomy and paternalism; the right to refuse treatment; decision-making capacity; surrogate decision-making and advance directives; and conscientious objection. If time permits, other topics may be included, including: abortion, physician-assisted suicide, reproductive technology, genetic testing, and the ethics of research on human subjects. The second part of the course will cover fundamental topics in organizational ethics, which includes ethical issues involved in healthcare administration and institutional policy, such as resource allocation, conflicts of interest, the economics of healthcare delivery, and the role of ethics committees and clinical ethicists. Throughout the course we will discuss controversial case-studies through which students will develop skill in presenting well-reasoned arguments for their positions.

This course is designed to focus on the health promotion and disease prevention of the aggregate (individuals, families, groups that make up a community and/or a society). It provides the student a different and wider perspective related to the incorporation and the application of the theoretical knowledge into the aspects of clinical practices. The course will address: the foundation of the meaning of population within the context of health promotion and disease prevention, the goals of the national health plan, health indicators, health determinants at the individual and societal levels, health behavior and the challenge to change people's behavior. This will include applying concepts of health behavior theories, health disparity, human genetics, environmental health, and chronic disease control and prevention. Additionally, students will apply epidemiological principles to identify populations at high risk of preventable illnesses. The course will explicitly address the health promotion and clinical/disease prevention activities that are culturally responsive and appropriate.

The course focuses on theories of physical assessment across the life span.  Theoretical frameworks from nursing and other disciplines will be used to develop a patient database in primary health care practice settings. This course will introduce Family Theory as a critical foundation for effective communication and care delivery. Concepts of the synergy model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

(Includes 25 hours on-campus residency and 50 precepted hours)

Etiology, pathogenesis, and clinical manifestations of disease process will be presented within the framework of the Synergy Model. The interaction between patient vulnerability and patient resiliency will be emphasized in explaining major pathophysiological conditions across the life span. The effects of complexity and predictability on patient outcomes will be highlighted when appropriate. This approach will enhance nurse competencies to assess and evaluate physiological changes, presence or absence of complications, and the extent to which the desired outcome of care and or treatment are attained. Most importantly, this approach will facilitate ongoing learning.

A foundation for the application of pharmacology relevant to advanced nursing practice is provided throughout this course. The process involving medication selection by advanced practice nurses for various diseases states and patient populations is discussed, as well as considerations pertaining to potential risks and benefits associated with pharmacotherapy. Expected adverse effects, monitoring parameters, and drug interactions for specific medications and medication classes will be reviewed.

This is the first clinical course in a four clinical course sequence. The focus of the course is on the preventative health care and screenings common to young women and the family during childbearing years, as well as reproductive healthcare for men. In addition, the course will cover the clinical management of health problems common to women from menarche to menopause that ensures culturally-responsive and high quality care. This course will build on the content introduced in Physical Assessment related to families as systems, and the critical role of family theory in guiding practice. Family theory will be used to guide interviewing and assessment techniques important to this population. Concepts of the synergy model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

(75 precepted clinical hours)

This is the second clinical course in a four clinical course sequence. The focus of this course is providing culturally competent, comprehensive primary health care to infants, children and adolescents. Emphasis is on assessment of health states, nursing and medical management of common health problems, health education, health promotion and disease prevention common to infants, children and adolescents in the context of the family. Community health and concepts of cultural, as well as ethical competencies are integrated into practice settings. Planning, implementing, and evaluating nursing and medical management of health, wellness, and therapeutic regimens for infants, children and adolescents are emphasized and applied throughout the course which also includes a clinical experience focusing on health concerns encountered in the community and primary care setting. This course will continue to build on the application of family theory principals in communication and care planning, as introduced and emphasized in the previous coursework. The student will describe, analyze, and synthesize the plan of care in regard to the client, nurse, and health care systems along with principles of therapeutic communication.

(150 precepted clinical hours)

This is the third primary care course in a four course sequence. The focus of this course is providing comprehensive and culturally responsive primary care to adults, older adults, and maturing families across the life span within the context of the community. The student applies knowledge and skills to expand learning and medical management of health states, common health problems, health education, health promotion, and disease prevention common to adults, older adults, and maturing families. The student will examine the use of evidence in decision making. The course includes a clinical experience focusing on health concerns common to the maturing family with a focus on chronic illnesses commonly encountered in the primary care setting. The student will describe, analyze, and synthesize the plan of care in regard to the patient, nurse, and health care system. Concepts of the Synergy Model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

Campus Residency Week required (25 lab hours + 200 additional precepted hours)

This is the fourth primary care course in a four course sequence. In this course, the student applies the knowledge and skills previously learned to function as an emerging provider of culturally-responsive comprehensive primary health care to individuals and families across the lifespan within the context of the community. The student applies knowledge and skills that promote their role as an emerging provider managing various health states, common health problems, health education, health promotion, and disease prevention common to families and individuals of all ages. The student will examine the use of evidence in decision making. Emphasis is on the assessment of the health state, nursing and medical management of common acute and chronic health problems, health education, health promotion, and disease prevention. Nursing theories as well as selected theories from the behavioral and physical sciences are incorporated into practice. Concepts of the Synergy Model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

(225 precepted clinical hours)

This course will focus on the synthesis of role theory, the transitioning to independent practice, business concepts, and issues unique to the role of the family nurse practitioner. Professional issues, models of health care delivery and practice in the evolving health care environment will be discussed. The independent and collaborative roles of the family nurse practitioner in primary care will be emphasized. Overview of the Consensus Model, preparing for national certification, and applying for licensure and prescribing privileges at the state level will be addressed. Concepts of the Synergy Model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

This course provides an introduction to the role of the nurse is advanced practice through an analysis of nursing history and innovations in the advanced nursing practice role in order to expand and challenge conventional thinking. The student will explore the theoretical literature from diverse disciplines on how innovations are conceived and implemented, particularly in nursing and healthcare practice. Using a case study model, professional role issues in advanced nursing practice are explored with respect to historical and contemporary foundations of advanced nursing practice, as well as, implementation and impact of health care entrepreneurial initiatives/innovations. The course will address statistical literacy and technical writing in the context of role development and nursing and health care innovation. Integral to this course will be an introduction to the online learning environment.

This course focuses on evidence-based practice and policy development by addressing the value of scientific evidence and nursing research in providing high quality health care that is also culturally-responsive and appropriate. Content focuses on the need for evidence-based practice, the research process, high performance inter-professional teams, systematic EBP using the Johns Hopkins Evidence Based Practice Model, ethical issues, and use of organizational leadership techniques to promote evidence-based practice. The goal of this course is to prepare nurses in advance practice who are proficient in using a systematic EBP model to identify and address clinical problems with inter-professional teams and collaborations. Additionally is will prepare students to lead EBP efforts, implementation projects and make policy recommendations.

This course provides a foundation in ethics for nurses in advanced practice. The first part of the course will cover the fundamental issues, prevailing views, and laws in clinical ethics, with a focus on issues related to nursing, including the nurse's professional role and the nurse-patient relationship; trust, confidentiality, and veracity; informed consent; autonomy and paternalism; the right to refuse treatment; decision-making capacity; surrogate decision-making and advance directives; and conscientious objection. If time permits, other topics may be included, including: abortion, physician-assisted suicide, reproductive technology, genetic testing, and the ethics of research on human subjects. The second part of the course will cover fundamental topics in organizational ethics, which includes ethical issues involved in healthcare administration and institutional policy, such as resource allocation, conflicts of interest, the economics of healthcare delivery, and the role of ethics committees and clinical ethicists. Throughout the course we will discuss controversial case-studies through which students will develop skill in presenting well-reasoned arguments for their positions.

This course is designed to focus on the health promotion and disease prevention of the aggregate (individuals, families, groups that make up a community and/or a society). It provides the student a different and wider perspective related to the incorporation and the application of the theoretical knowledge into the aspects of clinical practices. The course will address: the foundation of the meaning of population within the context of health promotion and disease prevention, the goals of the national health plan, health indicators, health determinants at the individual and societal levels, health behavior and the challenge to change people's behavior. This will include applying concepts of health behavior theories, health disparity, human genetics, environmental health, and chronic disease control and prevention. Additionally, students will apply epidemiological principles to identify populations at high risk of preventable illnesses. The course will explicitly address the health promotion and clinical/disease prevention activities that are culturally responsive and appropriate.

The course focuses on theories of physical assessment across the life span.  Theoretical frameworks from nursing and other disciplines will be used to develop a patient database in primary health care practice settings. This course will introduce Family Theory as a critical foundation for effective communication and care delivery. Concepts of the synergy model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

(Includes 25 hours on-campus residency and 50 precepted hours)

Etiology, pathogenesis, and clinical manifestations of disease process will be presented within the framework of the Synergy Model. The interaction between patient vulnerability and patient resiliency will be emphasized in explaining major pathophysiological conditions across the life span. The effects of complexity and predictability on patient outcomes will be highlighted when appropriate. This approach will enhance nurse competencies to assess and evaluate physiological changes, presence or absence of complications, and the extent to which the desired outcome of care and or treatment are attained. Most importantly, this approach will facilitate ongoing learning.

A foundation for the application of pharmacology relevant to advanced nursing practice is provided throughout this course. The process involving medication selection by advanced practice nurses for various diseases states and patient populations is discussed, as well as considerations pertaining to potential risks and benefits associated with pharmacotherapy. Expected adverse effects, monitoring parameters, and drug interactions for specific medications and medication classes will be reviewed.

This course will focus on the synthesis of role theory, the transitioning to independent practice, business concepts, and issues unique to the role of the family nurse practitioner. Professional issues, models of health care delivery and practice in the evolving health care environment will be discussed. The independent and collaborative roles of the family nurse practitioner in primary care will be emphasized. Overview of the Consensus Model, preparing for national certification, and applying for licensure and prescribing privileges at the state level will be addressed. Concepts of the Synergy Model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

Human phenotypic expression of neuropsychiatric dysregulations is studied with attention to genetic, physiological, and environmental factors, with correlating diagnostic criteria across the lifespan. Behaviors are linked to diagnostic criteria, as well as somatic interventions including pharmacologic, complementary/alternative and other emerging treatments.

Individual risk for mental health resilience, problems and illnesses is inherited and/or acquired over the lifespan. Critical population, cultural, individual, family and situational factors are explored with attention to at-risk periods. Appropriate assessment, diagnosis and interventions in the primary, secondary and tertiary levels of mental health care are explored with attention to consultation, advocacy and collaborative roles of the PMH Advanced Practice Nurse.

The essential foundations for the nurse psychotherapist role are examined with a focus on knowledge and skills of trauma-informed, recovery-oriented perspectives. An overview of therapies for care of persons, groups and families across the life span with mental health challenges and disorders are studied, with emphasis on therapeutic communication, supportive,cognitive and select manualized therapies. Family systems and family therapies are studied.Knowledge and skills for self-refection and supervision are developed.

Clinical participation in the assessment, case formulation, diagnosis and collaborative treatments of persons with mental health disorders across the lifespan in clinical settings. Emphasis is on appropriate prevention, screening, diagnosis, somatic and non-somatic therapies and documentation of care in a for mood and attention disorders. Didactic component of course includes case analysis incorporating best practices for care in therapeutic communication,assessment, diagnosis and evolving treatment of the individual with emphasis on attention and mood disorders. Recovery oriented care and change is emphasized as well as concepts of case supervision.

Interventions required to meet more complex mental health needs of individuals and groups across the lifespan are explored relating to abuse, trauma, addiction, and temporary and permanent cognitive changes. Evidence based practices to preserve mental health capacity and support recovery are emphasized, with integration of mental health, family, significant others,and community resources. Policy and legal implications of care are explored.

Care of persons with treatment –resistant disorders, multiple relapses and/or complex mental health needs requiring multimodal approaches is the course focus. PMHNP students engage in trauma informed, recovery- oriented and family approaches to care in multiple clinical and community settings.Students provide care independently and collaboratively to individuals and groups across the lifespan through assessment, case formulation, diagnosis and treatments of persons with mental health disorders. Assessment, diagnosis and evolving treatment of complex mental health needs including attachment disruptions, thought disorders and substance use disorders. Relapse prevention, group and family interventions, and recovery-oriented care are emphasized.

Care of persons with complex mental health disorders contributing to interruptions in independence of activities of daily living is course focus. PMHNP students engage in recovery- oriented, case management and family/group/community approaches to care. Students participate in the assessment,case formulation, diagnosis and collaborative treatments of persons with serious mental illnesses across the lifespan in clinical settings. Didactic component of course includes case analysis of best practices for care of complex mental health needs with emphasis on disorders of attachment, thought and cognition.Interventions for exacerbations, group interventions, caregiver support and recovery oriented care are emphasized. Considerations of medical-legal aspects of mental health care are emphasized.

This course provides an introduction to the role of the nurse is advanced practice through an analysis of nursing history and innovations in the advanced nursing practice role in order to expand and challenge conventional thinking. The student will explore the theoretical literature from diverse disciplines on how innovations are conceived and implemented, particularly in nursing and healthcare practice. Using a case study model, professional role issues in advanced nursing practice are explored with respect to historical and contemporary foundations of advanced nursing practice, as well as, implementation and impact of health care entrepreneurial initiatives/innovations. The course will address statistical literacy and technical writing in the context of role development and nursing and health care innovation. Integral to this course will be an introduction to the online learning environment.

This course focuses on evidence-based practice and policy development by addressing the value of scientific evidence and nursing research in providing high quality health care that is also culturally-responsive and appropriate. Content focuses on the need for evidence-based practice, the research process, high performance inter-professional teams, systematic EBP using the Johns Hopkins Evidence Based Practice Model, ethical issues, and use of organizational leadership techniques to promote evidence-based practice. The goal of this course is to prepare nurses in advance practice who are proficient in using a systematic EBP model to identify and address clinical problems with inter-professional teams and collaborations. Additionally is will prepare students to lead EBP efforts, implementation projects and make policy recommendations.

This course provides a foundation in ethics for nurses in advanced practice. The first part of the course will cover the fundamental issues, prevailing views, and laws in clinical ethics, with a focus on issues related to nursing, including the nurse's professional role and the nurse-patient relationship; trust, confidentiality, and veracity; informed consent; autonomy and paternalism; the right to refuse treatment; decision-making capacity; surrogate decision-making and advance directives; and conscientious objection. If time permits, other topics may be included, including: abortion, physician-assisted suicide, reproductive technology, genetic testing, and the ethics of research on human subjects. The second part of the course will cover fundamental topics in organizational ethics, which includes ethical issues involved in healthcare administration and institutional policy, such as resource allocation, conflicts of interest, the economics of healthcare delivery, and the role of ethics committees and clinical ethicists. Throughout the course we will discuss controversial case-studies through which students will develop skill in presenting well-reasoned arguments for their positions.

This course is designed to focus on the health promotion and disease prevention of the aggregate (individuals, families, groups that make up a community and/or a society). It provides the student a different and wider perspective related to the incorporation and the application of the theoretical knowledge into the aspects of clinical practices. The course will address: the foundation of the meaning of population within the context of health promotion and disease prevention, the goals of the national health plan, health indicators, health determinants at the individual and societal levels, health behavior and the challenge to change people's behavior. This will include applying concepts of health behavior theories, health disparity, human genetics, environmental health, and chronic disease control and prevention. Additionally, students will apply epidemiological principles to identify populations at high risk of preventable illnesses. The course will explicitly address the health promotion and clinical/disease prevention activities that are culturally responsive and appropriate.

Vulnerability is examined through the lens of social justice theory, the Catholic social justice tradition and determinants of health. Responses to vulnerability are framed by: characteristics and determinants of vulnerability, direct and indirect actions to limit or reduce vulnerability, and structural and policy level work to address the variables that create and perpetuate vulnerability within persons, across generations and in local and global communities.

This course prepares advanced practice nurses in clinical practice and leadership roles as part of interdisciplinary teams that will lead the selection, implementation and optimization of health information systems that support the delivery and maintenance of quality nursing and inter-professional health care, including patient access to essential health information. The course will examine approaches to data management and analytics that are used to evaluate and improve patient care and safety, health care delivery, care management and population health initiatives.  The course will explore health information technology innovations and enhancements that support the provision of health care services and clinical practice throughout communities including clinical decision support, data repositories, health information exchanges, telehealth and mobile health and continuum of care management and patient engagement.

You will learn how to develop an entrepreneurial mindset and apply entrepreneurship principles in both existing organizations and new ventures. The focus will be on enhancing your skills with respect to identifying and screening new venture opportunities, business planning, acquiring the resources needed to execute your plan and exit strategies.

You will gain a deep understanding of human behavior in organizations and how to maximize organizational and unit performance by effective leadership of human capital. Examples of topics covered include perception, attitudes, power, influence, motivation, group dynamics, managing teams, diversity, managing conflict, negotiation and culture. Offered fall and spring semesters.

You will learn about the fundamentals of managing a profit and loss center. You will get a better understanding of financial statements including the balance sheet, income statement and the statement of cash flows. Basic financial concepts like financial ratios, time value of money and capital budgeting will be introduced. The goal of the course is to provide a foundational financial literacy so that managers can make effective decisions within their organizations.

You will learn theoretical concepts, frameworks, tools, and skills for evaluating the enterprise as a single complete entity. This course challenges you to apply material to develop a holistic business strategy for an organization.

This course provides an introduction to the role of the nurse is advanced practice through an analysis of nursing history and innovations in the advanced nursing practice role in order to expand and challenge conventional thinking. The student will explore the theoretical literature from diverse disciplines on how innovations are conceived and implemented, particularly in nursing and healthcare practice. Using a case study model, professional role issues in advanced nursing practice are explored with respect to historical and contemporary foundations of advanced nursing practice, as well as, implementation and impact of health care entrepreneurial initiatives/innovations. The course will address statistical literacy and technical writing in the context of role development and nursing and health care innovation. Integral to this course will be an introduction to the online learning environment.

This course focuses on evidence-based practice and policy development by addressing the value of scientific evidence and nursing research in providing high quality health care that is also culturally-responsive and appropriate. Content focuses on the need for evidence-based practice, the research process, high performance inter-professional teams, systematic EBP using the Johns Hopkins Evidence Based Practice Model, ethical issues, and use of organizational leadership techniques to promote evidence-based practice. The goal of this course is to prepare nurses in advance practice who are proficient in using a systematic EBP model to identify and address clinical problems with inter-professional teams and collaborations. Additionally is will prepare students to lead EBP efforts, implementation projects and make policy recommendations.

This course provides a foundation in ethics for nurses in advanced practice. The first part of the course will cover the fundamental issues, prevailing views, and laws in clinical ethics, with a focus on issues related to nursing, including the nurse's professional role and the nurse-patient relationship; trust, confidentiality, and veracity; informed consent; autonomy and paternalism; the right to refuse treatment; decision-making capacity; surrogate decision-making and advance directives; and conscientious objection. If time permits, other topics may be included, including: abortion, physician-assisted suicide, reproductive technology, genetic testing, and the ethics of research on human subjects. The second part of the course will cover fundamental topics in organizational ethics, which includes ethical issues involved in healthcare administration and institutional policy, such as resource allocation, conflicts of interest, the economics of healthcare delivery, and the role of ethics committees and clinical ethicists. Throughout the course we will discuss controversial case-studies through which students will develop skill in presenting well-reasoned arguments for their positions.

This course is designed to focus on the health promotion and disease prevention of the aggregate (individuals, families, groups that make up a community and/or a society). It provides the student a different and wider perspective related to the incorporation and the application of the theoretical knowledge into the aspects of clinical practices. The course will address: the foundation of the meaning of population within the context of health promotion and disease prevention, the goals of the national health plan, health indicators, health determinants at the individual and societal levels, health behavior and the challenge to change people's behavior. This will include applying concepts of health behavior theories, health disparity, human genetics, environmental health, and chronic disease control and prevention. Additionally, students will apply epidemiological principles to identify populations at high risk of preventable illnesses. The course will explicitly address the health promotion and clinical/disease prevention activities that are culturally responsive and appropriate.

The course focuses on theories of physical assessment across the life span.  Theoretical frameworks from nursing and other disciplines will be used to develop a patient database in primary health care practice settings. This course will introduce Family Theory as a critical foundation for effective communication and care delivery. Concepts of the synergy model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

(Includes 25 hours on-campus residency and 50 precepted hours)

Etiology, pathogenesis, and clinical manifestations of disease process will be presented within the framework of the Synergy Model. The interaction between patient vulnerability and patient resiliency will be emphasized in explaining major pathophysiological conditions across the life span. The effects of complexity and predictability on patient outcomes will be highlighted when appropriate. This approach will enhance nurse competencies to assess and evaluate physiological changes, presence or absence of complications, and the extent to which the desired outcome of care and or treatment are attained. Most importantly, this approach will facilitate ongoing learning.

A foundation for the application of pharmacology relevant to advanced nursing practice is provided throughout this course. The process involving medication selection by advanced practice nurses for various diseases states and patient populations is discussed, as well as considerations pertaining to potential risks and benefits associated with pharmacotherapy. Expected adverse effects, monitoring parameters, and drug interactions for specific medications and medication classes will be reviewed.

This course introduces students to advanced legal process, the roles and responsibilities of the multi-disciplinary forensic and legal professionals, and the civil and criminal applications of forensic science in the judicial process. The various roles of the forensic nurse at the advanced practice level will be explored. The course will prepare forensic nurses at an advanced practice level to interface with the legal system. The impact of collaborative practice in various levels of policy will be explored. The sources of law, federal and state legal systems, civil and criminal systems, interaction between the law and forensic science in the courtroom, fact versus expert witness, and tasks of the fact finder will be reviewed. Issues related to nurses in the courtroom and their potential impact on the outcome of legal proceedings will be further explored. Specific forensic nursing competencies for professional caring practice will be applied to discussion of medical-legal issues.

This course introduces the student to the critical processes involved in the collaboration between advanced forensic nursing practice and the legal system. It addresses the theoretical underpinnings of law as well as the interface of forensic science with law and nursing. Students are introduced to the trial process and to the application of the theories of forensic science and evidence collection in the courtroom. Students are exposed to an intensive examination of criminal law and forensic science using crime scene investigation procedures. The roles of the advanced practice forensic nurse within the legal system are examined. Methods of evidence collection in a variety of settings are delineated and the implications for forensic nurses in crime scene reconstruction, death investigation, toxicology, hair and fiber analysis, DNA, ballistics, arson, cyber-crime, psychiatry and psychology, bioterrorism, odontology and anthropology, linguistics, and entomology. The role of the forensic nurse examiner is studied through a 40 hour SANE-A training which prepares students to be precepted and then to sit for national certification.

This course is a critical, comprehensive introduction to advanced forensic nursing practice that addresses the knowledge related to care of the forensic patient based on theoretical and scientific principles. It describes the principles and philosophy of forensic nursing in acute care and community settings and the roles of the forensic science professional and advanced practice forensic nurse domestically and internationally are explored. Students will examine theoretical models from a holistic perspective: theory from nursing, related sciences and law to develop theoretical frameworks for guiding forensic nursing practice. Clinical therapeutics focused on the individual's mental and physical health, and ways of maximizing function for victims and the perpetrators, and their families through interventions will be studied. The class also explores assessment tools, diagnosis and treatment, and management of forensic populations using the best available evidence.

This course focuses on roles and responsibilities of the advanced practice forensic nurse in the healthcare system, specific to program development, leadership and policy. A multidisciplinary approach is used to explore the interactions between nursing and the criminal justice system, and the role of the forensic nurse leader in program administration and policy. The course also analyzes ethical challenges faced by the advanced practice forensic nurse.

This course focuses the advanced practice forensic nurse on the nursing competencies in a chosen area utilizing the scientific, ethical, and legal principles related to forensic nursing. The student will describe and analyze the competencies of clinical judgment, advocacy, caring, collaboration, systems thinking, diversity issues, and facilitation of learning within the clinical practice area of the student's choice. An expert forensic nurse (or other forensic clinician) will serve as the mentor for the student. Students will be required to write a formal case study, with evidence based care recommendations, based on a case identified in the practicum hours.

(Includes 150 precepted hours)

This course provides an introduction to the role of the nurse is advanced practice through an analysis of nursing history and innovations in the advanced nursing practice role in order to expand and challenge conventional thinking. The student will explore the theoretical literature from diverse disciplines on how innovations are conceived and implemented, particularly in nursing and healthcare practice. Using a case study model, professional role issues in advanced nursing practice are explored with respect to historical and contemporary foundations of advanced nursing practice, as well as, implementation and impact of health care entrepreneurial initiatives/innovations. The course will address statistical literacy and technical writing in the context of role development and nursing and health care innovation. Integral to this course will be an introduction to the online learning environment.

This course focuses on evidence-based practice and policy development by addressing the value of scientific evidence and nursing research in providing high quality health care that is also culturally-responsive and appropriate. Content focuses on the need for evidence-based practice, the research process, high performance inter-professional teams, systematic EBP using the Johns Hopkins Evidence Based Practice Model, ethical issues, and use of organizational leadership techniques to promote evidence-based practice. The goal of this course is to prepare nurses in advance practice who are proficient in using a systematic EBP model to identify and address clinical problems with inter-professional teams and collaborations. Additionally is will prepare students to lead EBP efforts, implementation projects and make policy recommendations.

This course provides a foundation in ethics for nurses in advanced practice. The first part of the course will cover the fundamental issues, prevailing views, and laws in clinical ethics, with a focus on issues related to nursing, including the nurse's professional role and the nurse-patient relationship; trust, confidentiality, and veracity; informed consent; autonomy and paternalism; the right to refuse treatment; decision-making capacity; surrogate decision-making and advance directives; and conscientious objection. If time permits, other topics may be included, including: abortion, physician-assisted suicide, reproductive technology, genetic testing, and the ethics of research on human subjects. The second part of the course will cover fundamental topics in organizational ethics, which includes ethical issues involved in healthcare administration and institutional policy, such as resource allocation, conflicts of interest, the economics of healthcare delivery, and the role of ethics committees and clinical ethicists. Throughout the course we will discuss controversial case-studies through which students will develop skill in presenting well-reasoned arguments for their positions.

This course is designed to focus on the health promotion and disease prevention of the aggregate (individuals, families, groups that make up a community and/or a society). It provides the student a different and wider perspective related to the incorporation and the application of the theoretical knowledge into the aspects of clinical practices. The course will address: the foundation of the meaning of population within the context of health promotion and disease prevention, the goals of the national health plan, health indicators, health determinants at the individual and societal levels, health behavior and the challenge to change people's behavior. This will include applying concepts of health behavior theories, health disparity, human genetics, environmental health, and chronic disease control and prevention. Additionally, students will apply epidemiological principles to identify populations at high risk of preventable illnesses. The course will explicitly address the health promotion and clinical/disease prevention activities that are culturally responsive and appropriate.

The course focuses on theories of physical assessment across the life span.  Theoretical frameworks from nursing and other disciplines will be used to develop a patient database in primary health care practice settings. This course will introduce Family Theory as a critical foundation for effective communication and care delivery. Concepts of the synergy model that address patient resiliency, vulnerability, and stability will be incorporated throughout the course.

(Includes 25 hours on-campus residency and 50 precepted hours)

Etiology, pathogenesis, and clinical manifestations of disease process will be presented within the framework of the Synergy Model. The interaction between patient vulnerability and patient resiliency will be emphasized in explaining major pathophysiological conditions across the life span. The effects of complexity and predictability on patient outcomes will be highlighted when appropriate. This approach will enhance nurse competencies to assess and evaluate physiological changes, presence or absence of complications, and the extent to which the desired outcome of care and or treatment are attained. Most importantly, this approach will facilitate ongoing learning.

A foundation for the application of pharmacology relevant to advanced nursing practice is provided throughout this course. The process involving medication selection by advanced practice nurses for various diseases states and patient populations is discussed, as well as considerations pertaining to potential risks and benefits associated with pharmacotherapy. Expected adverse effects, monitoring parameters, and drug interactions for specific medications and medication classes will be reviewed.

This course examines contemporary challenges and issues in teaching within a practice discipline and guides participants in an exploration of nursing education. The application of traditional educational theory to practice disciplines will be explored in conjunction with current philosophical and pedagogical perspectives. Innovative methods in applying emerging empirically informed education theory will support student formulation of an informed working personal philosophy of education as a foundation for practice as a nursing faculty member.

The examination of curriculum models in nursing education will provide the framework for the analysis and evaluation of approaches to organizing learning experiences into a total program of study. Attention will be directed at the processes used to create an innovative curriculum which reflects professional priorities, societal trends, and institutional philosophies. The limited evidence base for curriculum will be explored, as well as approaches to program evaluation, including accreditation.

This clinical course engages the student in the development of advanced clinical nursing knowledge in a defined area of practice that complements his/her current competencies as professional nurses. Ongoing development is sought in this defined area to cultivate higher levels of clinical judgment and inquiry, advocacy/moral agency, response to diversity, collaboration and systems thinking to strengthen his/her future practice as a nurse educator and facilitator of learning across settings and populations.

(75 precepted clinical hours required)

This course is designed to engage the student in understanding the essentials for success as nurse educators in the development, implementation, and evaluation of innovative educational programming to enhance student success in the acquisition of knowledge, application in practice, and development in professional nursing roles. Students will acquire a knowledge base supported by theoretical principles in their learning of a variety of teaching strategies with practical application in the teaching of nursing. Learning experiences will be designed for classroom and clinical settings as well as for the virtual environments of college lab, simulation, and online learning. Special emphasis will be paid to engaging students in the use of innovations in the teaching of nursing.

This course provides the opportunity for the student to cultivate selected nursing faculty competencies in an academic or clinical practice setting under the guidance of a faculty member and a nurse educator who serves as the preceptor. Students explore the mission and philosophy of their learning context and explore its applicability to the design of learning experiences for students, nurses, or patients in that setting.

(75 precepted hours required)