Building on previous study in women’s health, students begin to critically examine and address concepts and research related to issues of women from adolescence to menopause. This course focuses on the advanced practice nursing knowledge necessary for the comprehensive assessment and health management of individuals and families during the childbearing years. Particular attention will be paid to the pre-, ante- and post-natal periods. Concepts include human sexuality, disease prevention, pregnancy/childbirth and urogynecological issues as well as the social and political determinants of health.
Class - 3 Credits, Clinical - 12 Hours/Week (Total 168 Hours)Advanced Practice Nursing Interventions for the Acute Mentally Ill. This course focuses on the advanced practice psychiatric nurse's role in the delivery of mental health care for acute mentally ill individuals and families across the life span. Theories relevant to family therapy and individual psychotherapy will be examined. Practicum experiences will focus on student application of family interventions and therapy, individual interventions and psychotherapy in acute care settings.
Consistent with the emerging definitions of women’s health and women’s health practice, this course examines a full range of health issues unique to women. Women’s health specialization includes prevention, the societal and political determinants of health, patient education and reconceptualization of women’s relationships with health care providers. Health assessment and maintenance as well as disease identification and treatment will be presented on a wellness to illness continuum. Students develop a woman-centered holistic approach to care--the central concept in women’s health nursing practice.
Class - 3 Credits, Clinical - 12 Hours/Week (Total 168 Hours) Primary Care Mental Health Nursing. This course focuses on the advanced practice psychiatric nurse's role in the delivery of primary mental health care with an emphasis on promotion of optimum mental health, the prevention of mental illness, health maintenance, and preventing new occurrences of mental illness. Theories relevant to group therapy interventions and consultation will be examined. The advanced practice nursing student will develop interventions and programs that reduce stressors and maximize mental health for individuals and communities.
Students in this course will examine the unique issues and needs of the peri- and post-menopausal woman. There will be significant focus on the issues of healthy aging, sexuality, urogynecologic and hormonal changes affecting women as they move beyond the childbearing years.
Class - 3 Credits, Capstone - 1 Credit, Clinical - 12 Hours/Week (Total 168 Hours)Management of the Severely and Persistently Mentally Ill. In this capstone course the advanced practice psychiatric nursing role is further developed as the learner integrates psychiatric theory and practice skills while intervening with the chronically mentally ill in the rural community. Emphasis is on combining psychotherapeutic, pharmacological, and alternative therapeutic approaches, including crisis intervention. Through seminar and practicum experiences students incorporate the comprehensive goal of case management which is to decrease fragmentation and insure access to appropriate individualized cost effective care (ANA Standards of Care). During the practicum experiences students coordinate care and advocate for special populations of individuals, families, and groups across the lifespan. As a part of this course, the student completes a capstone project that demonstrates integration of previous learning.
Class - 1.5 Credits, Clinical - 9 Hours/Week (Total 126 Hours) This is an intensive clinical internship that prepares students to practice in the role of a psychiatric nurse practitioner. Building on biopsychosocial theories, the student will deliver comprehensive holistic primary mental health care to clients. Students will conduct comprehensive assessment, including diagnosis of and referral for physical health problems. Additionally, clinical experiences will include ordering and interpreting laboratory and diagnostic studies. Comprehensive medication management of psychiatric clients will include an in-depth knowledge of psychotropic medications, acceptable prescribing practices and monitoring for side effects and efficacy. Students will present case studies with decision-making trees during seminars to explore relevant clinical and non-clinical issues.
This is an intensive clinical internship that prepares students to practice in the role of a family psychiatric nurse practitioner. It will broaden the depth of content and practice that students have already assimilated in the areas of child and adolescent psychotherapy and psychopharmacology. Building on biopsychosocial theories, the student will deliver holistic primary mental health care to clients. Students will conduct comprehensive assessments, including diagnosis of and referral for physical health problems. Clinical experiences will be on therapeutic treatment modalities and interventions with children and adolescents, including therapy and psychopharmacology. Therapy content will cover a range of therapeutic interventions from analytical to behavioral, family, individual and group and long term to brief therapy. Psychopharmacological content will include ordering and interpreting laboratory and diagnostic studies, in-depth knowledge of psychotropic medications, acceptable prescribing practices, monitoring for side effects and efficacy, risk verses benefit and an understanding of normal growth and development and what constitutes psychopathology. Students will present case studies with decision-making trees during seminars to explore relevant clinical and nonclinical issues
This course focuses on the theoretical foundations and strategies of teaching and learning in health education. The graduate health student will explore the various learning theories and pedagogical frameworks that guide the selection of instructional and learning strategies essential for both faculty and students. Content will be delivered using a variety of methodologies – classroom, multi-media on-line and on-line blog-type discussion format. Course participants will identify the differences and similarities in the learning theories specific to basic procedures of learning, assumptions made about such learning, the role of the educator, various sources of motivation to learn, and methods by which the transfer of learning is accomplished.
This course focuses on curriculum development that reflects contemporary health care trends and prepares graduates to function effectively within the context of continuously evolving nursing, health care and educational systems. In this course the graduate nursing student will design a curriculum that reflects institutional philosophy and mission, current nursing and health care trends, and community and societal needs so as to prepare nurses for practice in a complex, dynamic, multicultural health care environment.
This course is designed to introduce learning evaluation concepts, including test and measurement, at the didactic, clinical, and programmatic levels. Course content will include strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains. Quality improvement, as well as legal and ethical considerations is explored within these concepts.
The 3 credit course will explore the changing technology environment and its potential to impact on the delivery of quality, safe patient care. Infusing technology into educational programs is vital in preparing students to understand and meet the demands of caring for today’s patient populations. The course facilitates and enhances healthcare student’s knowledge, skills, and abilities to apply meaningful use of technology within their respective program of study. Focus will combine knowledge of healthcare professional, computers, social media, and health information in clinical decision-making and patient care outcomes. Overriding considerations will include: technology’s impact on health profession work flow, legal, ethical and security considerations associated with select technology, and the impact of technology on the changing roles in healthcare will be discussed as they apply to clinical and consumer information technologies.
This is the capstone clinical course in the nurse educator track. It involves the synthesis, refinement, and application of nursing, education, and evaluation theory in a variety of educational settings and integrated seminars. The bi-weekly seminars are framed within the context of established nurse educator scope of practice (NLN, 2005) and competencies (Council on Collegiate Education for Nursing, 2002; NLN, 2005) and students apply these in a variety of diverse academic and clinical settings under expert preceptor guidance. Graduate nursing students will create and share comprehensive portfolios demonstrating their ability to plan, deliver, assess and refine effective professional education offerings in varied settings with diverse learners.
This is the culminating scholarly experience in the master’s program. Graduate nursing students will demonstrate mastery of one particular subject area in their specialty track by developing a scholarly project including an evidence based review of that topic. The Department of Nursing relies upon the definition of scholarly work provided in the American Association of Colleges of Nursing’s Position Statement on Defining Scholarship for the Discipline of Nursing (1999). This states “scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods.” The course will allow students to develop such a project in close advisement with a faculty mentor, and present their scholarship through a formal presentation and submitted paper, as well as a manuscript for publication or professional poster presentation.
This is the culminating scholarly experience in the master's program. Graduate nursing students will demonstrate mastery of a particular subject area in their specialty track by developing a scholarly project, including an evidenced-based review of that topic. The School of Nursing uses the definition of scholarly work provided in the American Association of Colleges of Nusing's Position Statement on Defining Scholarship for the Discipline of Nursing (1999). This states "scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that: (a) is significant to the profession, (b) is creative, (c) can be documented, (d) can be replicated or elaborated, and (e) can be peer-reviewed through various methods." The course will allow students to develop such a project in close advisement with a faculty mentor(s) and present that scholarship through a formal presentation, submitted paper, and a manuscript for publication or professional presentation.