Introduction

Clarkson College offers a variety of nursing programs including Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), Post-Master’s Certificates and Doctor of Nursing Practice.

The Bachelor of Science in Nursing (BSN) program can be completed as a traditional student (four-year traditional college schedule), LPN to BSN student (for individuals who are currently licensed as a Licensed Practical Nurse) or as a RN to BSN student (for individuals who are currently licensed as a Registered Nurse and have either an associate’s de­gree in nursing or a three-year nursing diploma). Completion of the BSN program will lead to a degree in nursing and eligibility to write the registered nursing licensure exam (NCLEX-RN).

The Master of Science in Nursing (MSN) program provides five options for graduate students including: Family Nurse Practitioner, Adult–Gerontology Primary Care Nurse Practitioner, Nurse Education, Nursing Health Care Administration or Nurse Anesthesia. For those nursing professionals who already have earned a Master of Science degree in Nursing, each of these graduate options—except Nurse Anesthesia—may be completed as a post-master’s certificate. The RN to MSN program is designed for individuals who are currently licensed as a registered nurse (RN) and have either an associate’s de­gree in nursing or a three-year nursing diploma.

The Doctor of Nursing Practice (DNP) program provides BSN and/or Master's prepared nurses with expanded knowledge and expertise to provide leadership in an evidence-based practice environment as an advanced practice registered nurse (APRN). There are currently two options, the Post-Master’s for APRN’s and the BSN to DNP. The BSN to DNP option builds on the basic nursing knowledge of the Bachelor’s prepared nurse and provides advanced knowledge and clinical skills to enter the advanced practice registered nurse role. The Post Master’s option is designed for the Master’s degree-prepared currently licensed and certified nurse practitioner and builds on the foundations of the advanced practice role.

Mission

Preparing nurses to provide high quality, ethical and compassionate health care services to individuals, families, communities and populations.

Philosophy

We, the nursing faculty of Clarkson College, believe we possess the knowledge, skill and attitude to educate individuals for the professional practice of nursing. We are committed to scholarship through lifelong learning and the pursuit of knowledge. Consistent with the Clarkson College Values, the Nursing faculty value Learning, Caring, Commitment, Integrity and Excellence in our professional relationships. We are dedicated to the dignity, health and spiritual needs of people. We are committed professional nurse educators who foster nursing education in a caring environment.

We believe the study of nursing is consistent with and fosters the Mission and Values of Clarkson College. Our beliefs regarding human beings, environments, health, education, nursing education and nursing are contained within the Nursing program’s philosophy. A human being is an individual who consists of a mind, body and soul developed through interpersonal relationships and influenced by environment, culture and health. Environment is a set of dynamic physical, cultural, political and economic conditions that influence the lives of individuals, families, communities and populations. The individual is in constant interaction with an ever-changing global environment. Nursing recognizes the impact a person’s environment has upon health. Health is an individually perceived dynamic state of well-being. Nursing is a humanistic and scientific care discipline and profession.

We profess that education is a formal process of organizing concepts and elements, planning appropriate activities, facilitating individualized learning experiences and evaluating subsequent outcomes. We ground nursing education in the totality of the human experience through the study of the humanities, arts and sciences within the scope of nursing practice. We believe students are partners in the educational process and encourage learning by discovery, curiosity, clinical decision making, experience, reflection, modeling, collaboration and interactive participation. We model service to the College and community, and celebrate the diversity of human beings.

We believe there are various educational levels within nursing. The baccalaureate and graduate nursing programs within Clarkson College represent these levels. The baccalaureate in nursing is the entry level for professional practice. Graduate nursing education prepares the professional baccalaureate nurse for advanced practice and expanded roles within the discipline. Our programs allow for articulation from one level of nursing education to the next and flows from simple to complex.

We believe caring is the foundational core of the nursing profession, and it is the energy present in empowering relationships. Caring for clients includes the ability to teach, lead and inspire individuals and groups toward optimal health and wellness. We, the Nursing faculty at Clarkson College, believe that caring is the essence of nursing and the most central and unifying focus for nursing practice. Our students are educated in the concepts of caring, client-centered care, teamwork and collaboration, evidence-based nursing practice, quality improvement, safety, informatics and professionalism.

Undergraduate Nursing Courses

This course is designed to introduce professional nursing concepts of quality and safety with a caring, holistic approach. The student is introduced to the professional knowledge, skills and attitudes essential to the development of nursing competencies when providing client-centered care in a safe, quality and interdisciplinary environment that uses informatics and an evidenced-based approach to promote quality outcomes.

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The student will apply the basic concepts of anatomy and chemistry when performing nursing skills including assessment of the adult. The student will learn the fundamentals of safety to minimize risk of harm to clients and health care providers as it applies to evidence-based, client-centered care in a variety of health care environments. Students will be able to define behaviors that support a professional, caring relationship.

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Students will perform foundational nursing and assessment skills in the care of the adult. The student will demonstrate the fundamentals of safety to minimize risk of harm to clients and health care providers as it applies to evidence-based, client-centered care in a variety of health care environments. Students will practice behaviors that support a professional, caring relationship.

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The student will be introduced to the broad concepts of public health practice including its historic development, principles and core functions, the role of health policy and collaborative teamwork of public health agencies. Theoretical and practical perspectives illustrating the determinants of health will be explored at the local, state and national level. This course is designed as the first of four level courses in exploration of population health.

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This course introduces students to oncology and the client-centered care of patients with cancer. An emphasis will be placed on evidence-based symptom management and the interdisciplinary role of the healthcare team in the care of cancer patients with solid organ and hematological cancers. This is an elective course for a student considering an oncology specialty.

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The student relate to the basic techniques of assessment to abnormal disease findings in the adult client. The student will explain principles pathophysiology and pharmacology in relation to acute and chronic health problems. Students will describe the concept of client-centered care with a focus on quality improvement and safety while utilizing professionalism.

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The student will apply assessment techniques with identification of abnormal findings as they relate to disease processes in the adult client. The student will demonstrate the professional caring nurse role with an emphasis on safety and client-centered care. Students will utilize the nursing process and technology to support teamwork and collaboration in clinical decision making.

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The student will apply the basic concepts of anatomy, physiology and chemistry in the administration of pharmacologic agents. The student will recognize standard practices and technologies related to medication safety to minimize the risk of harm and maximize the benefit to the client. Students will be able to accurately calculate drug dosages and interpret data to monitor the outcomes of pharmacologic interventions.

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The student will build upon previous knowledge of pathophysiology, pharmacology and assessment skills in the provision of safe, holistic care of the adult client with acute and chronic illnesses. Emphasis will be placed on the use of informatics, teamwork and collaboration as well as evidence-based practice related to quality health outcomes.

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The student will apply previous knowledge of pathophysiology, pharmacology and assessment skills in the delivery of safe, holistic care of the adult client with acute and chronic illnesses. In the professional nurse role, the student will demonstrate the use of informatics, teamwork and collaboration as well as evidence-based practice related to quality health outcomes.

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The student will explain the basic concepts of anatomy, physiology and chemistry while building on the pharmacologic principles from Pharmacology I in the administration of pharmacologic agents. The student will recognize standardized practices and technologies related to medication safety to minimize the risk of harm and maximize the benefit to the client. Students will be able to accurately calculate drug dosages and interpret data to monitor the outcomes of pharmacologic interventions.

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The student will utilize knowledge of community-based nursing and public health policy as it relates to care of the client. The student will distinguish the role of social, behavioral and environmental determinants on the health status of individuals and groups with diverse populations and environments. The student will determine factors which create a culture of safety and explore ethical and legal implications for client-centered care. This course is designed as the second of four level courses in exploration of population health.

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The student will build upon previous knowledge of pharmacology, assessment and therapeutic communication skills. Theories and concepts related to acute, chronic illnesses and behaviors along the mental health continuum are introduced. Emphasis is placed on safe, evidence-based, caring and collaborative care, impacting the individual, families and groups.

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The student will apply theories and concepts related to caring, holistic, behavioral health of individuals, families and groups across the lifespan in a variety of settings. Students will collaborate with agency and community partners to enhance safe, evidence-based quality care.

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The student will be introduced to health promotion and family-centered nursing care for women and the childbearing family. Students will build upon previous knowledge to provide safe and evidence-based, interdisciplinary care of women and childbearing families.

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Students will apply the nursing process and theoretical concepts related to safe, evidence-based, interdisciplinary care of women and childbearing families in a variety of settings

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The student will be introduced to family-centered nursing care of children, including the normal progression of child growth and development, anticipatory guidance for parents, and acute and chronic health problems in the pediatric population. An emphasis will be placed on quality, safety and evidence-based practice in the provision of professional nursing care.

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The student will employ evidence-based principles of family-centered nursing care of the well child and children with acute and chronic health problems. The student will participate in teamwork and collaboration to promote shared decision making for safe delivery of health care.

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The student will learn how to ask clinical questions in PICOT format and to search common databases. The student develops the skill of critical appraisal of published research. Emphasis will be placed on how practice can be changed by the use of evidence-based guidelines and quality improvement processes.

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The student will identify health disparities affecting the health of populations that influence the nursing plan of care. The student will examine the significance of public health program planning in addressing global health issues. The student will analyze quality improvement factors that support safety, quality care and the use of informatics. This course is designed as the third of four level courses in exploration of population health.

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The student will be provided a pathway for the transition to BSN and MSN programs at Clarkson College. Students will learn how to effectively write scholarly papers, both in terms of format and APA style. This course serves as an orientation to the various departments and services at the College and its online course delivery platform.

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The RN-BSN/MSN student will learn how to ask clinical questions in PICOT format and to search common databases. The student develops the skill of critical appraisal of published research. Emphasis will be placed on how practice can be changed by the use of evidence-based guidelines and quality improvement processes.

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Students will explore professional nursing concepts specific to the transition from the LPN role to the baccalaureate-prepared nurse and quality along with safety education for nurses. Specific emphasis will be placed on nursing theory and the concepts of evidence based practice, quality improvement, caring, teamwork, collaboration and client-centered care.

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Students will explore professional nursing concepts specific to the baccalaureate-prepared nurse and quality and safety education for nurses. Specific emphasis will be placed on nursing theory and the concepts of evidence based practice, quality improvement, caring, teamwork, collaboration and client-centered care.

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The student will validate areas of assessment expertise and further develop clinical assessment and critical thinking skills. Specific emphasis is placed on evidence based assessment techniques for each of the body systems, critical thinking skills, safety, and client-centered care practices.

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The student will relate assessment techniques for identification of acute and chronic health problems in the adult client as well as discuss relevant diagnostic findings. The student will correlate principles of pathophysiology and pharmacology in relation to acute and chronic health problems in the adult client. Student will use the nursing process to provide client-centered care with a focus on quality improvement and safety while utilizing professionalism.

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The student will validate areas of assessment expertise and further develop clinical skills. Student will demonstrate the professional caring nurse role with emphasis on safety and client-centered care. Students will utilize the nursing process and informatics to support teamwork and collaboration in clinical decision making.

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The student will prepare for the transition to the professional nurse role utilizing the concepts of quality, safety and collaboration. Professional nurse caring behaviors are analyzed in the delivery of holistic care while utilizing evidence-based practice and informatics.

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The student will integrate previous knowledge and client-centered experiences while learning concepts of care for adults with complex multisystem disorders. The student will incorporate evidence-based practice and informatics to foster organized, safe client-centered care. This course is designed as the first part of a two semester exploration of complex multisystem disorders.

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The student will collaborate with the interdisciplinary team, incorporating evidence-based practice and informatics to deliver safe, quality care for the client with multisystem health disorders and their families across a variety of health care settings. In the professional nurse role, the student will analyze the use of informatics, teamwork and collaboration in relationship to quality health outcomes.

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The student will integrate previous knowledge and client-centered experiences while learning advanced concepts of care for adults with complex multisystem disorders. The student will analyze evidence-based practice and the use of informatics in the management of safe, quality, client-centered care. This course is designed as the second part of a two semester exploration of complex multisystem disorders.

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The student will apply leadership and management theories and concepts in diverse interdisciplinary health care environments. An emphasis will be placed on quality improvement, teamwork and collaboration and use of informatics in the leadership role.

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The student will analyze theories and concepts of current nursing leadership and management in diverse interdisciplinary health care environments. The student will select quality improvement processes to evaluate effectiveness of health care systems in meeting health needs of individuals, families and diverse populations.

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The student will promote a caring, holistic approach while providing safe, client-centered care based on effective clinical decision-making within the interdisciplinary team. This course will provide opportunities to analyze professional nurse leadership roles and management concepts at the systems level while building on previous knowledge, skills and attitudes. The student will employ evidence-based practice and health care literacy to facilitate quality improvement processes for optimal health care

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The student will review Pharmacology I and Pharmacology II courses to be able to provide safe, effective care related to medication administration.

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The RN to BSN/MSN student will analyze theories and concepts of current nursing leadership and management in diverse interdisciplinary health care environments. The student will select quality improvement processes to evaluate effectiveness of health care systems in meeting health needs of individual, families and diverse populations.

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The student will synthesize knowledge to address population health-related behaviors to promote health and foster health prevention and health maintenance. A community-based health-related program will be designed, planned, implemented and evaluated. The student will analyze the role of the nurse in teamwork, leadership and collaboration while assessing quality improvement measures that support evidence-based practice. This course is designed as the fourth of four level courses in exploration of population health.

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The student will apply client-centered care to individuals, groups and families within a diverse population. The student will value the need for continuous improvements that support evidence-based practice, integration of teamwork and collaboration, and the promotion of safe outcomes. The student will function efficiently in demonstrating the role of the nurse in teamwork, leadership and collaboration. The student will demonstrate the knowledge, skills and attitudes necessary to provide safe, quality-centered patient care with a focus on evidence-based practice with the integration of community based theories and public health policy.

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The student will synthesize concepts of public health practice including its historic development. The student will synthesize knowledge to address population health-related behaviors to promote health and foster health prevention and health maintenance. The student will examine the significance of public health program planning in addressing global health issues and analyze quality improvement factors, which support the use of informatics, safety, quality care, and teamwork and collaboration.

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This capstone/practicum course will provide the student the opportunity to complete practicum hours in a population health environment. The student will review and analyze current research and apply the findings to a final project.

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(By arrangement; one to six hours per week) Study directed by a faculty person on a topic of the student’s interest and the faculty’s expertise. Approval of program director required.

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The course includes guided study in special topics under the supervision of a faculty member. Completion of an Independent Study form is required before reg­istration.

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Graduate Nursing Courses

The focus of this graduate course centers on expansion of the graduate student’s knowledge of human functional and clinical gross anatomy through lecture and discussion of specific cadaver dissections. Correlation of pertinent regional anatomy to regional anesthesia techniques is included. The relationship of anatomical structures and expanding anatomical knowledge are emphasized. Coursework provides instruction on dissection. Application of the prerequisite anatomy coursework is emphasized.

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The focus of this graduate course centers on expansion of the graduate student’s knowledge of human functional and clinical gross anatomy through lecture and discussion of specific cadaver dissections. Correlation of pertinent regional anatomy to regional anesthesia techniques is included. The relationship of anatomical structures and expanding anatomical knowledge are emphasized. Coursework provides instruction on dissection and visualization of anatomical structures in the cadaver. Application of the prerequisite anatomy coursework is emphasized.

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This course emphasizes competencies in history taking and performing comprehensive health assessments of individuals of all ages, and the interpretation of findings with a focus on anesthesia. The concept of caring and how it plays a part in this process will be woven throughout the course. Online course.

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An integrated, systems approach to the advanced study of anatomy, physiology, and pathophysiology, serving as a foundation for nurse anesthesia practice. Provides nurse anesthesia students with the basis of anatomical and physiological processes necessary for understanding health and disease. Major physiological principles and essential concepts of pathophysiology are taught emphasizing those of specific concern to the anesthesia provider. Focus is on the nervous, cardiovascular, and endocrine systems of the body.

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An integrated, systems approach to the advanced study of anatomy, physiology, and pathophysiology, serving as a foundation for nurse anesthesia practice. Provides nurse anesthesia students with the basis of anatomical and physiological processes necessary for understanding health and disease. Major physiological principles and essential concepts of pathophysiology are taught emphasizing those of specific concern to the anesthesia provider. Focus is on the respiratory, gastrointestinal, hepatic, musculoskeletal, immune, hematology, renal, cell and tissue physiology and cellular alterations.

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A review of the principles of chemistry (aqueous solutions and concentrations; acids, bases and salts), biochemistry (hepatic metabolism, cellular mechanisms for action and drug receptor interaction) and physics (units of measurement; gases and gas laws; solubility, diffusion and osmosis; pressure and fluid flow; electricity and electrical safety; vaporization and humidification; and measurement of oxygen, carbon dioxide and hydrogen ion) as they relate to anesthesia practice. Includes fundamentals of radiologic and ultrasound principles and various techniques.

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Provides the graduate nurse anesthesia student an opportunity to focus on a variety of professional issues including the history of nurse anesthesia, professional socialization and participation, roles of the nurse anesthetist and the American Association of Nurse Anesthetists, regulations of nurse anesthesia practice, standards of care, scope of practice, practice settings and employment options, reimbursement, quality assessment, the legal system, medical ethics and chemical dependency, patient safety, infection control and standard precautions. During the program, attendance at two state or national meetings for nurse anesthetists is required for this course.

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Introduces the nurse anesthesia graduate student to concepts necessary to plan and execute a safe, individualized anesthetic. Course includes pre- and post-anesthetic assessment, formulation of the anesthesia care plan, anesthetic techniques , prevention of complications, fluid management, positioning the patient, airway management, and the monitoring and utilization of anesthesia equipment. Also included is the administration and management of peripheral and central regional anesthesia, acute and chronic pain management, using ultrasound to place regional anesthesia and advanced lines, and principles of radiology. An emphasis is placed on patient-centered care, prevention of complications and improving patient outcomes. This is a designated service course, providing fulfillment of the college service-learning requirements.

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Provides the nurse anesthesia graduate student with guided practical experience associated with those concepts presented in Principles of Anesthesia I. Includes practice in and evaluation of task specific skills simulations. This includes but is not limited to human patient simulation in peripheral and central regional anesthesia, ultrasound, basic and emergency airway management, and advanced line placement.

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Concepts and principles of anesthesia management are taught with an emphasis on various surgical procedures such as cardiothoracic, vascular, head and neck, trauma, burns, intra-abdominal, robotic, neuroskeletal, and other diagnostic and therapeutic procedures. Also addressed are special populations such as pediatrics, obstetrics, geriatrics, obesity, and neonates. An emphasis is placed on patient-centered care, prevention of complications, and improving patient outcomes.

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Provides the nurse anesthesia graduate student with guided practical experience with those concepts presented in Principles of Anesthesia II. Includes practice in and evaluation of task specific skills simulations. Includes but is not limited to human patient simulation providing scenarios where students have the opportunity to practice room preparation, case set up, equipment preparation, anesthetic induction and emergence sequences when caring for patients undergoing surgical procedures or in special populations. Students also have the opportunity to practice their individual and team responses to complications and emergencies commonly encountered during the administration of an anesthetic during surgical procedures or in special populations. Health and safety requirements are completed during this course.

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Advanced Pharmacology I provides students with a thorough understanding of the science of pharmacology. The primary focus is on topics integral to modern anesthesia practice. These include pharmacodynamics, pharmacokinetics, pharmacotherapeutics, pharmacogenetics, pharmacy, toxicology, and others. Major areas of discussion include uptake and distribution of inhalation agents, anesthesia induction drugs, and opiate agonists/antagonists.

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Advanced Pharmacology II provides students with a thorough understanding of the science of pharmacology. The primary focus is on topics integral to modern anesthesia practice. These include pharmacodynamics, pharmacokinetics, pharmacotherapeutics, pharmacogenetics, pharmacy, toxicology, and others. Major areas of discussion include neuromuscular blocking agents, local anesthetics, autonomic pharmacology, and cardiovascular pharmacology.

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Utilizing case studies, the analysis, synthesis and application of anesthesia concepts to the development of individualized anesthesia plans of care are emphasized. Inherent in this process is the integration of pharmacology, physiology, and pathophysiology with anesthesia principles emphasizing the anesthesia implications. Adjuvant drugs commonly encountered by nurse anesthetists are emphasized. This course is designed to aid the didactic student in their transition to the clinical phase of the program.

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Clinical Correlation Conference Seminar I provides students with learning opportunities to correlate didactic knowledge with clinical application utilizing discussion and case studies. Students also explore concepts such as nursing theory and financial management.

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Clinical Correlation Conference Seminar II provides students with learning opportunities to correlate didactic knowledge with clinical application utilizing discussion and case studies. Students also explore concepts such as health care policy, leadership, administration and management.

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Clinical Correlation Conference Seminar III provides students with learning opportunities to correlate didactic knowledge with clinical application utilizing discussion and case studies. Students also explore concepts such as evidence-based practice and standards of care.

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Clinical Correlation Conference Seminar IV provides students with learning opportunities to correlate didactic knowledge with clinical application utilizing discussion and case studies. Students also explore concepts such as the business of anesthesia & practice management, and reimbursement methodologies and payment policies.

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This is the first on three courses culminating in a scholarly senior project. The student will identify and assess a problem within anesthesiology, then propose a needed change in practice, education, theory or policy. The student will complete a problem statement, theoretical framework and a literature review related to their topic.

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This is the second of three courses culminating in a scholarly, senior project. The student will critically analyze existing literature; gather and interpret data if indicated; then formulate a plan to enhance anesthesia practice, education, theory or policy.

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This is the final course of the three courses in which the student realizes the culmination of the scholarly, senior project with implementation, presentation and/or publication.

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Exposure of graduate Nurse Anesthesia student to patient care with participation in the administration of anesthesia. Student is provided opportunity to demonstrate internalization of theoretical concepts and knowledge base application in anesthesia management and techniques. Includes opportunities in various clinical settings, providing the experiences necessary for the student to gain competency for entry level anesthesia practice. During Clinical Anesthesia Practicum I, the student will meet or exceed objectives with supervision while performing preanesthesia assessments, preparation for administration of anesthesia, inductions, intraoperative management, emergence, and postanesthesia management. Professional attributes and interpersonal communication are also assessed. These objectives are appropriate for the student’s level of experience. Expectations increase with each semester.

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Exposure of graduate Nurse Anesthesia student to patient care with guided participation in administration of anesthesia. Student is provided opportunity to demonstrate internalization of theoretical concepts and knowledge base application in anesthesia management and techniques. Includes opportunities in various clinical settings, providing the experiences necessary for the student to gain competency for entry level anesthesia practice. During Clinical Anesthesia Practicum II, the student will meet or exceed objectives with guidance while performing preanesthesia assessments, preparation for administration of anesthesia, inductions, intraoperative management, emergence, and postanesthesia management. Professional attributes and interpersonal communication are also assessed. These objectives are appropriate for the student’s level of experience. Expectations increase with each semester.

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Exposure of graduate Nurse Anesthesia student to patient care with minimally guided participation in administration of anesthesia. Student is provided opportunity to demonstrate internalization of theoretical concepts and knowledge base application in anesthesia management and techniques. Includes opportunities in various clinical settings, providing the experiences necessary for the student to gain competency for entry level anesthesia practice. During Clinical Anesthesia Practicum III, the student will meet or exceed objectives with minimal guidance while performing preanesthesia assessments, preparation for administration of anesthesia, inductions, intraoperative management, emergence, and postanesthesia management. Professional attributes and interpersonal communication are also assessed. These objectives are appropriate for the student's level of experience. Expectations increase with each semester.

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Exposure of graduate Nurse Anesthesia student to increasing independence in the management of patients needing anesthetic care. Student is provided opportunity to demonstrate internalization of theoretical concepts and knowledge base application in anesthesia management and techniques. Includes opportunities in various clinical settings, providing the experiences necessary for the student to gain competency for entry level anesthesia practice. During Clinical Anesthesia Practicum IV, the student will meet or exceed objectives with increasing independence, requiring minimal guidance in the management of complex cases, while performing preanesthesia assessments, preparation for administration of anesthesia, inductions, intraoperative management, emergence, and postanesthesia management. Professional attributes and interpersonal communication are also assessed. These objectives are appropriate for the student’s level of experience. Expectations increase with each semester.

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Exposure of graduate Nurse Anesthesia student to increasing independence in the management of patients needing anesthetic care. Student is provided opportunity to demonstrate internalization of theoretical concepts and knowledge base application in anesthesia management and techniques. Includes opportunities in various clinical settings, providing the experiences necessary for the student to gain competency for entry level anesthesia practice. During Clinical Anesthesia Practicum V, the student will meet or exceed objectives by independently managing cases, requiring minimal guidance in the management of complex cases, while performing preanesthesia assessments, preparation for administration of anesthesia, inductions, intraoperative management, emergence, and postanesthesia management. Professional attributes and interpersonal communication are also assessed. These objectives are appropriate for the student’s level of experience. During Clinical Anesthesia Practicum V, the student will also meet or exceed program terminal objectives, as outlined by the Council on Accreditation, in the areas of patient safety, individualized perianesthetic management, critical thinking, communication skills and professional responsibility of the nurse anesthetist.

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This course offers one hour of credit for developing skills needed to compose an evidence review of primary studies to address a focused question aimed at improving health care and/or health education. A review of methods to organize the document will be emphasized as well as sharpening basic writing skills, grammar, punctuation, and improving style requirements needed for the scholarly document appropriate for the academic community and professional healthcare arena. Upon successful completion of this course, each student will have a template for an evidence-based research essay – versions of which are required in several graduate courses, including the final research project. Not only will students complete each section of the essay to standards required by Clarkson College; students will answer questions designed to probe their reasoning and thought process behind each section of the essay. Students will see their essay grow step-by-step, as they work diligently on each progressive section of the essay. At the end of the course, students will have a completed essay template, which they can then apply to future courses. Thus, the essentials of scholarly writing specific to the Clarkson College graduate program will be explained slowly and carefully with students as full participants in both their writing processes and the completion of their essays.

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An in-depth coverage of the strategies involved in data analysis, including statistical procedures and interpretation of data for research. Students will apply knowledge of descriptive, parametric, non-parametric, univariate, and selected multivariate approaches to data analysis. Emphasis will be on interpretation of statistical results and on evaluation of published research and its applicability to health care. Each student is expected to be familiar with common terminology and use of descriptive and inferential statistical techniques, including probability, chi-square, student's t analysis of variance, correlation, and non-parametric tests.

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This course provides a framework for the transition to graduate education and serves as a foundation for the graduate program at Clarkson College. Students will learn how to effectively write scholarly papers, both in terms of format and APA style, and discuss the graduate student role as well as personal challenges to graduate education. This course provides an overview of the Clarkson College online course management platform. It includes a preview of the instructional methods and format of the courses, as well as special features within the course management platform.

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This course provides an overview of the roles of the master’s prepared nurse. The history, growth, and challenges of advanced practice will be explored. Educational requirements, licensure, credentialing, roles, scope of practice, and practice environments to include cultural aspects, ethical, and legal issues for master’s prepared nurses will be reviewed. Various health policies will be discussed in relationship to the role of the master’s prepared nurse.

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This course is an overview of the United States health care system as compared to health systems in other countries. It includes the study of the evolution and current state of health care services and insurance, health professionals, quality, health policy, and health services financing. HMOs, PPOs, and POS plans will be reviewed. Additionally, managed care objectives, functions and contracting will be discussed.

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This course provides a general introduction to the philosophy of science as it applies to social and human phenomena. The history and process of theory development is discussed and various theories of nursing are analyzed and critiqued. Emphasis is placed on the application of nursing theories related to QSEN, IOM, Healthy People 2020, and evidence-based practice in a variety of settings. Through integrating theory and practice, students are given the opportunity to formulate their own personal application of theory in professional, education, research and service activities.

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Selected theories of learning, development and cognition are examined in relation to their philosophical underpinnings and basic assumptions. Theory application to program/course design, students/faculty interactions, and evaluation process are explored. Attention to learner needs, different learning environments, and strategies to enhance professional role development will be explored. The impact caring, evidence-based practice, technology, and collaboration have on learning will be examined.

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This course provides various ethical frameworks and an overview of the U.S. legal system, as a basis for analyzing health care issues affecting health care institutions, individual patients throughout their life spans, and health care providers. Students will locate and identify primary legal resources related to nursing in order to answer specific legal questions related to their individuals nursing practices. Overall legal-ethical issues common to health care administration, expanded practice nursing, and health care education are reviewed. Selected complex health care ethical dilemmas, such as right to life, right to die, and health care allocation are examined.

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This course will examine the relationships among nursing theory, research and practice. An emphasis is placed on research competencies for the master’s prepared professional nurse. The student will demonstrate knowledge of the research process, development of a researchable question, basic research designs, and research methodologies for the development of a research proposal applicable to nursing practice.

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The focus of this course is curriculum development for the nurse educator in higher education, patient education or staff development. Emphasis is placed on the historical background of higher education, philosophical foundations of curriculum, curriculum development, and curriculum designs/models. The impact technological advances along with global issues, regulation, accreditation, and program accountability has on curriculum development are explored.

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This course focuses on the process and current issues related to evaluation in nursing education. Evaluation models and concepts related to the measurement of program outcomes and levels, along with course and classroom competencies are explored. Additionally, the theories of testing and measurement and a variety of evaluation and assessment instruments are reviewed or developed. Legal and ethical issues related to student admission, progression, and evaluation in nursing programs are discussed.

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This course will provide the application of comprehensive health assessment techniques, pathophysiological changes and pharmacological needs of clients across the lifespan using a case study approach. Application of evidence-based studies related to safe, client-centered care will be explored. Application of teaching strategies to concepts presented will be discussed.

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This course focuses on the development and implementation of teaching-learning strategies that engage students in the classroom, clinical and skills lab. The theoretical foundations of teaching and learning, methods for instructional planning, sequencing and organizing instruction, and utilization of evolving technological strategies are emphasized. Evidence-based teaching strategies for educators are examined that promote student engagement to provide safe, client-centered care.

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This course examines competencies in history taking and performing comprehensive health assessments and advanced physical examinations of individuals and families of all ages in primary care. The concept of the differential diagnosis is explored, as well as beginning to incorporate that in clinical decision-making utilizing evidence-based practice. Utilization of diagnostic reasoning strategies will be learned as well as the principles of teaching/learning, family assessment to include the geriatric patient, cost analysis, and cultural and spiritual beliefs are integrated in the development of evidence-based practice plans of care. The concept of caring and how it plays a part in evidence-based practice will be woven throughout the course. The course will also examine the use of informatics, how it relates to learning, and how it is used to manage and negotiate healthcare delivery systems when part of the interdisciplinary team. The course will integrate the principles of learning how to advocate for professional behavior that advances the profession and improves health outcomes.

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This course provides the student with a framework for adult-gerontology primary care nursing practice. The dynamic of aging and its effects on older adults and their health will be presented. Content focuses on the geriatric assessment, differential diagnoses, and data analysis of acute and chronic conditions. Common clinical issues experienced by geriatric clients and the effect on their well-being will be explored. Advanced planning for end of life issues will be discussed. Current practices, teaching-learning strategies and evidenced-based finding will support the implementation of interdisciplinary healthcare management of the adult-gerontology client.

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This course examines the management of common health problems for adults in primary care. A conceptual framework for the primary care nurse practitioner’s clinical practice is explored. The course addresses the concepts of primary care health promotion and maintenance, illness prevention, differentiation of clinical patterns, and clinical decision-making. Refinement of diagnostic reasoning strategies will be the focus. Principles of teaching/learning, family assessment to include the geriatric client, cost analysis, and cultural beliefs are integrated in the development of evidence-based practice plans of care. The concept of caring and its role in evidence-based practice will be woven throughout the course. The course will examine the use of informatics in relation to negotiating and managing healthcare delivery systems as members of an interdisciplinary team. The course will integrate advocating professional behavior that advances the profession and improves health outcomes.

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A course which emphasizes the essential components of nutrition including nutrition's role in disease treatment and prevention, nutrition in the clinical setting, including the nurse practitioner's role in nutrition and general nutrition for healthy living.

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This course will build upon information learned during undergraduate nursing pharmacology courses and refined in practice. Students will review where, why, and how various classes of drugs exert their therapeutic effects (pharmacodynamics). Pharmacokinetic concepts (i.e., the actions of the body on a drug) will also be reviewed. More importantly, advanced practice students will learn to integrate the clinical application of medications in practice to assume the prescriber role of advanced practice. Through the integration of pharmacokinetics and pharmacodynamics, students will gain an understanding of the predictable nature of the therapeutic actions, correlation of pathophysiology and diagnosis to safely prescribe (pharmacotherapeutic intervention) the appropriate medication across the life span.

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This course reviews basic normal human biology, anatomy, and physiology. The student will learn how the body is damaged by and responds to physical injury and various diseases at the cellular and organ levels. This knowledge will be extended into the recognition of disease processes and the rationale for disease treatment.

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This course focuses on the management of the common health problems of individuals from birth to adolescence. The course integrates the concepts of primary health care promotion and maintenance, illness prevention, differentiation of clinical patterns, and clinical decision-making. Planning and evaluating care relative to the pediatric client will be emphasized.

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This course examines management of common physical and psychological health issues facing women. Through the use of evidence-based practice as well as teamwork and collaboration, diagnostic reasoning strategies will be developed. Principles of client-centered care, safety, quality improvement, cost analysis, and cultural beliefs are integrated in the development of care strategies. The concept of caring and how it plays a part in evidence-based practice is woven throughout the course.

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This course examines key mental health concepts and strategies for Primary Care Nurse Practitioners in various healthcare settings serving diverse populations across the life span. The course provides a theoretical basis for understanding the neurological underpinnings of common mental illnesses. There is an emphasis on understanding the neuroscience behind common psychopharmacological treatments which aids in the selection of appropriate evidence based treatments for patients.

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This course examines the management of adult clients with complex/chronic health problems in primary care settings, with special attention given to the geriatric client and clients with emergency issues. A conceptual framework for the primary care nurse practitioner’s clinical practice is explored. The course addresses the levels of health promotion, differentiation of clinical patterns, and clinical decision-making. Refinement of diagnostic reasoning strategies will be emphasized. Principles of teaching/learning, family assessment to include the geriatric client, cost analysis, and cultural and spiritual beliefs are integrated in the development of evidence-based practice plans of care. The concept of caring and its role in evidence-based practice will be woven throughout the course. The course will also examine the use of informatics that relates to management and negotiation of interdisciplinary healthcare delivery systems. The course will integrate the principles of professional advocacy to improve health outcomes.

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This course contains an advanced application of nursing education principles and theories within a school of nursing, patient teaching, or staff development setting. Students are expected to incorporate knowledge gained throughout the education major. The concept of caring and how it plays a part in the design, implementation, and evaluation of a program of study and the students will be emphasized.

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This course offers the student the opportunity to demonstrate advanced leadership/management skills in a selected health care system. Students are expected to incorporate knowledge gained throughout the health care leadership major. The course also promotes the utilization of advance theoretical knowledge in new and existing situation within the practice setting. Earning outcomes stress creative leadership behaviors.

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NS 910 is the first of three courses culminating in a scholarly, evidence-based practice journal article and poster presentation. The EBP research project allows students to investigate a question of practical importance, or investigate a nursing problem of practice importance by developing and testing an intervention, curriculum or protocol for application to a specific population within a specific setting. Each student will complete a problem statement, theoretical framework and compile a literature review to include the concepts of QSEN, IOM, Healthy People 2020, gerontology, and/or genetics and genomics as appropriate, according to established requirements relevant to their area of concentration.

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NS 911 is the second of three courses culminating in a scholarly, evidence-based practice journal article and poster presentation. The EBP research project allows students to investigate a question of practical importance, or investigate a nursing problem of practice importance by developing and testing an intervention, curriculum or protocol for application to a specific population within a specific setting. The student will build on the material completed in NS 910 and will add the methodology, IRB components and journal query letter. During this process the student will implement evidence-based practice guidelines to include the concepts of QSEN, IOM, Healthy People 2020, gerontology, and/or genetics and genomics as appropriate.

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NS 912 is the final course in the three courses culminating in a scholarly, evidence-based practice journal article and poster presentation. The EBP research project allows students to investigate a question of practical importance, or investigate a nursing problem of practice importance by developing and testing an intervention, curriculum, or protocol for application to a specific population within a specific setting. The student will build on the material completed in NS 910 I and NS 911 II and will complete the project to include data collection and analysis, findings, discussion, implications and or recommendations, and conclusions. A completed journal article and poster presentation is required. The student will evaluate evidence-based practice guidelines to include the concepts of QSEN, IOM, Healthy People 2020, gerontology, and/or genetics and genomics as appropriate.

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Doctoral Nursing Courses

The course examines the behavioral, cultural, and social determinants of health and its implications within a global society. Population health disparities, inequities, inequalities, and vulnerabilities are addressed. Emphasis is placed on education to integrate health care with social supports and services for the improvement of a population’s health through health care policy, advancement of health equity, and reduction of health care spending.

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The increasing role that technology plays in health care and the adoption of electronic health records require clinical practitioners and leaders to have the necessary knowledge and skills to work effectively in a data-rich environment. Designed from a clinical perspective, the course will cover concepts of health informatics and related technology utilized in a healthcare setting. Additionally, the course is designed to prepare students with the skills and knowledge in healthcare analytics as well as tools to perform data analysis. The knowledge and skills gained from the course will support clinical practitioners and leaders to improve the quality of health care, clinical outcomes, patient safety, patient satisfaction, and evidence-based practices.

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To develop organizational leadership skills, this course will explore organizational systems and organizational behaviors to encourage macro and micro vantage points when facing organizational challenges and changes. Students will also consider the relationship of environment and technology to organizational structure. Strategies to promote systematic analysis of an organization will be studied alongside theories and models that investigate the behaviors of, and influencers of behavior on, both individuals and groups within an organization.

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This course will prepare the student to design, influence, and implement health care policies that frame ethical health care practice/education through financing, regulation, access, safety, quality, and advocacy. The student will investigate health care policies that address issues of social justice and equity in health care. The student will apply two additional skill sets: the ability to analyze the policy process and the ability to engage in politically competent action. The student will engage proactively in the development and implementation of health policy at various levels, including institutional, local, state, regional, federal, and international levels. Students will demonstrate the essential competencies to assume a leadership role in the development of ethical health policy by contrasting the major contextual factors and policy triggers that influence health policy-making at the various levels.

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This course will explore concepts and principles of entrepreneurship. Students will explore opportunities and learn how creativity, innovation, and visionary thinking can build a successful business. The skills of critical thinking, strategic planning, and assessing risk will be applied. The student will use principles of leadership, systems thinking, finance, and interprofessional collaboration to build a business plan.

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This course will discuss the ideologies and techniques of effective grant writing, culminating in the creation of a competitive grant proposal.

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This course focuses on an interdisciplinary approach to apply theory and advanced practice nursing expertise to effectively evaluate programs for populations and healthcare systems. The collection of data through an in depth needs assessment will be explored. Methods in monitoring the impacts, efficiency, cost, outputs, and outcomes of program implementation to promote optimal health and social justice will be explored

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This course will review healthcare delivery/educational systems in the United States. This course will focus on the effects of the U.S. healthcare system on the structure, culture and behavior of healthcare delivery and educational organizations. This course addresses organizational behavior, conflict resolution, and change management. (45 Clinical Hours)

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This course focuses on strategic leadership and its influence for organizational effectiveness within a dynamic environment. The course introduces leadership theories from trait, skill, and situational concepts and their utilization by managers and leaders. Special emphasis is given to the interaction among organizational culture, leadership styles, the need to initiate change and its effects on transforming a community.

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This course provides an overview of the statistical techniques used in healthcare research. The role of epidemiology and statistics in advanced nursing practice will be explored. The course emphasizes the application of statistical concepts used to analyze and apply Evidence Based Practice using biostatistical data as a foundation to examine patterns of illness or injury in an identified population. Statistical topics, such as, hypothesis testing, multiple regression, non-parametric tests and survival analysis will be covered. Epidemiological methods will be explored with focus on the related implications to the implementation and evaluation of policy, healthcare programs, and healthcare delivery systems.

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This course has been designed to explore selected topics in healthcare economics and financial management. Major topics include the economics of health care, resource allocations, cost analysis, pricing decision, profit analysis, budgeting, business financing, and capital investment. In this course, students will be exposed to Excel and its vast array of functions, which will enhance students’ familiarity and competency in the use of technology for financial management in the digital age.

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A foundation of evidence-based (EBP) is presented utilizing research supported strategies to implement EBP findings in real world settings. The nature of inquiry and evaluating designs, methods, and measurements of evidence will be explored. The process of generating and evaluating outcomes will be emphasized.

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The DNP Scholarly Project is an integrative practice experience resulting in a final written document, providing evidence of scholarship. The DNP Scholarly Project demonstrates the synthesis of concepts learned throughout the DNP program such as information literacy, the business of healthcare, theory application, and standards of practice while providing the foundation for future scholarship. Essential to any DNP Project is the use of evidence to improve practice, processes and outcomes. DNP Project I is the first of three courses culminating in the DNP Scholarly Project. After identifying a significant practice problem within the advanced practice specialty, the student will conduct a systematic review and synthesis of the literature related to their topic. An Executive Proposal will be written and submitted to their Committee and relevant clinical site personnel.

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The DNP Scholarly Project is an integrative practice experience resulting in a final written document, providing evidence of scholarship. The DNP Scholarly Project demonstrates the synthesis of concepts learned throughout the DNP program such as information literacy, the business of healthcare, theory application, and standards of practice while providing the foundation for future scholarship. Essential to any DNP Project is the use of evidence to improve practice, processes and outcomes. DNP Scholarly Project II is the second of three courses culminating in the DNP Scholarly Project. The student will complete any required IRB processes. The student will lead implementation of the project while collaborating and communicating effectively with relevant clinical site personnel. Data are then analyzed by the student.

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The DNP Scholarly Project is an integrative practice experience resulting in a final written document and oral dissemination, providing evidence of scholarship. The DNP Scholarly Project demonstrates the synthesis of concepts learned throughout the DNP program such as information literacy, the business of healthcare, theory application, and standards of practice while providing the foundation for future scholarship. Essential to any DNP Project is the use of evidence to improve practice, processes and outcomes. DNP Scholarly Project III is the third of three courses culminating in the DNP Scholarly Project. The student will complete the project including the results, conclusions, and recommendations for future practice. The student will write a final manuscript and disseminate the findings to relevant clinical site personnel. Further dissemination may occur, as appropriate. The student will complete the DNP e-portfolio and submit to their Committee Chairperson.

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The DNP Scholarly Project is an integrative practice experience resulting in a final written document and oral dissemination, providing evidence of scholarship. The DNP Scholarly Project demonstrates the synthesis of concepts learned throughout the DNP program such as information literacy, the business of healthcare, theory application, and standards of practice while providing the foundation for future scholarship. Essential to any DNP Project is the use of evidence to improve practice, processes and outcomes. DNP Scholarly Project IV is available for students who need additional time to complete the DNP Scholarly Project.

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The DNP Scholarly Project is an integrative practice experience resulting in a final written document and oral dissemination, providing evidence of scholarship. The DNP Scholarly Project demonstrates the synthesis of concepts learned throughout the DNP program such as information literacy, the business of healthcare, theory application, and standards of practice while providing the foundation for future scholarship. Essential to any DNP Project is the use of evidence to improve practice, processes and outcomes. DNP Scholarly Project V is available for students who need additional time to complete the DNP Scholarly Project.

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Last updated: 08/28/2018