Clarkson College offers a variety of nursing programs including Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), Post-Graduate Certificates and Doctor of Nursing Practice (DNP).
The Bachelor of Science in Nursing (BSN) program option 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 (LPN)) or as a RN to BSN student (for individuals who are currently licensed as a Registered Nurse (RN) and have either an Associates degree in Nursing or a three-year nursing diploma). Completion of the BSN program option 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 specialties for graduate students including: Family Nurse Practitioner, Adult Gerontology Acute Care Nurse Practitioner, Psychiatric-Mental Health Nurse Practitioner, Nurse Education and Nursing Healthcare Administration. For those nursing professionals who already have earned a MSN, each of these graduate options may be completed as a post-graduate certificate.
The Doctor of Nursing Practice (DNP) program provides BSN and/or Master's degree-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: Post-Graduate for APRN’s and BSN to DNP. The BSN to DNP option builds on the basic nursing knowledge of the Bachelor’s degree-prepared nurse and provides advanced knowledge and clinical skills to enter the advanced practice registered nurse role. The Post-Graduate option is designed for the Master’s degree-prepared currently licensed and certified nurse practitioners 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 Undergradaute and Graduate 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 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. Nursing is a humanistic and scientific care discipline and profession. Our beliefs regarding human beings, environments, health, education and nursing are contained within the program’s philosophy. Nursing recognizes that 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. Recognizing that the individual is in constant interaction with an ever-changing environment, nursing focuses on the impact a person's environment has upon health. Health is an individually perceived dynamic state of well-being from birth to the end of life.
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. Believing students are partners in the educational process, we encourage learning by discovery, curiosity, clinical decision making, experience, reflection, modeling, collaboration and interactive participation. We model service to the College and community, celebrating inclusivity and the diversity of human beings.
We value the various educational levels within nursing, both the baccalaureate and graduate, which includes masters and doctoral programs. The baccalaureate degree 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 transition from the entry level of nursing education to the terminal practice degree.
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 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 caring, client-centered care, evidence-based practice, informatics, teamwork and collaboration, safety, quality improvement, and professionalism. The student is introduced to the professional knowledge, skills, and attitudes essential to the development of nursing competencies. The Caputi Model for Teaching Thinking in Nursing is utilized to introduce and apply various models to develop clinical judgment.
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.
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.
The student will be introduced to the broad concepts of public health practice including its historic development, principles and core functions, and collaborative teamwork of public health agencies. Theoretical and practical perspectives illustrating the social determinants of health will be explored. This course is designed as the first of three continuation nursing courses in the exploration of population health.
This course builds upon the RNs basic knowledge in pathophysiology and pharmacology encompassing current advances in these areas. Successful completion of Pathophysiology and Pharmacology: Current Practices will provide the student with three semester hours of earned coursework and three semester hours of validation coursework.
Human physiological responses to disease, stress and the environment are studied; and pathophysiological processes are analyzed to provide the scientific rationale for nursing interventions. Diagnostic and medical treatment modalities are studied in conjunction with pathological dynamics.
The student will 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.
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.
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.
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.
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.
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.
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 interprofessional care, impacting the individual, families, and groups.
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.
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.
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.
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.
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.
The student will be provided a pathway for the transition from the role of LPN to BSN. Students will learn how to effectively write scholarly papers, both in terms of format and APA style. This course serves as an orientation to clinical experiences and expectations, various College departments and services, and the learning management system (LMS).
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.
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.
The RN to 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.
This course will examine the significance of program management in addressing health issues as well as the assessment of care needs for individuals, communities and populations. The student will synthesize knowledge to address population health-related behaviors to promote health and foster health prevention and health maintenance. The student will analyze the role of the nurse in teamwork, leadership and collaboration while assessing quality improvement measures that support evidence-based practice.
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 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.
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.
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.
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.
The student will build upon previous knowledge of population health nursing and client-centered care experiences while learning about the management of disasters, common transmissible diseases, applying the epidemiological process, environmental and global health, and their influence on regulatory policies and legislation. The student will examine the influence of social, political, cultural, and environmental factors in public health and how they relate to diverse populations and environments. The student will explore the needs and factors that impact vulnerable populations including homeless, migrant, immigrant, and refugee population.
The student will apply a population-based nursing approach to care delivered to individuals in public health settings applying evidence-based practice working with an interprofessional team. The student will demonstrate the knowledge, skills, and attitudes necessary to provide safe, quality, client-centered nursing care to diverse populations and environments.
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 a hybrid course. Time is divided between on campus time in the classroom and online course work. The online lectures are part of the hybrid class time and are expected to be completed prior to class. This course is designed as the first part of a two-semester exploration of complex multisystem disorders.
The student will collaborate with the interprofessional 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.
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.
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.
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.
The student will review Pharmacology I and Pharmacology II courses to be able to provide safe, effective care related to medication administration.
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.
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.
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.
The student will apply leadership and management principles in the context of the QSEN (Quality & Safety Education for Nurses) concepts to the health care environment. Considerations for interprofessional practice, diversity, systems thinking, clinical judgement, and organizational function are included.
(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.
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.
Graduate Nursing Courses
This course emphasizes competencies in history taking and performing comprehensive health assessments of individuals of all ages and the interpretation of findings for nurse anesthesia.
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 through the life span. Developmental physiology, normal etiology, pathogenesis and clinical manifestations of common altered health states are discussed. Focus is on the nervous, cardiovascular and endocrine systems of the body.
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 through the lifespan. Developmental physiology, normal etiology, pathogenesis and clinical manifestations of common altered health states are discussed. Focus is on the respiratory, gastrointestinal, hepatic, musculoskeletal, immune, hematology and renal systems in addition to important areas of non-systems pathophysiology.
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.
This course provides the nurse anesthesia student an opportunity to focus on a variety of issues related to the nurse anesthesia profession. Topics include the history of nurse anesthesia, professional socialization and the importance of participation, the role of the nurse anesthetist, and the professional organizations. Also discussed are regulations of nurse anesthesia practice, standards of care, scope of practice, practice settings and employment options, reimbursement, quality improvement, and ethical and legal issues impacting the profession. Major emphasis is placed on wellness and substance use disorder.
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, administration and management of major nerve conduction anesthesia, acute and chronic pain management, awareness of potential complications, prevention of complications and all adverse patient outcomes, fluid management, positioning the patient, and the monitoring and utilization of anesthesia equipment. An emphasis is placed on patient-centered care, prevention of complications and improving patient outcomes.
This course provides the nurse anesthesia graduate student guided practical experience associated with those concepts presented in Principles of Anesthesia I (AN 872). Includes practice in and evaluation of task-specific skills in simulation.
This course provides advanced theory and instruction necessary for the advancement to clinical anesthesia practice. Content includes instruction on the special populations throughout the lifespan, obesity and surgical procedures.
This course provides the nurse anesthesia graduate student guided practical experience associated with preoperative assessment, preparation for the administration of anesthesia, induction, maintenance, emergence and postanesthesia management. This course includes practice in and evaluation of task-specific skills in both simulation and skills lab environments.
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.
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 uptake and distribution of inhalation agents, anesthesia neuromuscular blocking drugs, local anesthetics, and drugs affecting the cardiovascular system.
This course emphasizes the analysis, synthesis and application of anesthesia concepts to the development of an individualized anesthesia plan of care. 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.
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.
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. Students will explore issues with current health care policy issues on the federal and state levels, recent and future trends in health care, and how these issues relate to nurse anesthesia practice. Students will recognize and explore healthcare from a leadership, administrative and management side from federal, state and local health care entities.
Clinical Correlation Conference Seminar III provides students with learning opportunities to correlate didactic knowledge with clinical application utilizing discussion and case studies. Students will explore the integration of evidenced-based anesthesia practice and standards of care into everyday nurse anesthesia practice.
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.
Exposure of BSN to DNP in Nurse Anesthesia student to patient care with participation in the administration of anesthesia. Student is provided the 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 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.
Exposure of BSN to DNP in Nurse Anesthesia student to patient care with participation in the administration of anesthesia. Student is provided the 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 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.
Exposure of BSN to DNP in Nurse Anesthesia student to patient care with participation in the administration of anesthesia. Student is provided the 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 Practicum III, 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. During Clinical Practicum III, 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.
Exposure of BSN to DNP in Nurse Anesthesia student to patient care with participation in the administration of anesthesia. Student is provided the 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 Practicum IV, 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 Practicum IV, 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. Successful completion of ANA 955 requires achievement of the program benchmark on the National Self-Evaluation Exam (SEE). During Clinical Practicum IV, the student will meet or exceed objectives by demonstrating increasing independence 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.
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 and punctuation, and improving style requirements needed for the scholarly document appropriate for the academic community and professional health care arena.
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.
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.
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.
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 reviewed. Attention to learner needs, different learning environments, and strategies to enhance professional role development are reviewed. The impact caring, evidence-based practice, technology and collaboration have on learning will be examined.
This course provides an overview of the roles of the graduate-prepared nurse. The history, growth and challenges of advance practice will be explored. Educational requirements, licensure, credentialing, roles, scope of practice and practice environments to include cultural aspects, ethical and legal issues for graduate prepared-nurses will be reviewed. Various health policies will be discussed in relationship to the role of the graduate prepared-nurse.
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.
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.
This course provides an opportunity for the MSN student to continue enhancing his or her ability to design a research study within the context of his or her future advanced practice role (e.g., nurse educator, nurse practitioner or nurse manager/executive). The student will demonstrate knowledge of the research process by designing an ethical study, including a plan for recruiting participants, data collection procedures and data analysis.
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.
This course focuses on the process of learner evaluation in all nursing education settings. Evaluation concepts related to the measurement of program outcomes and levels, along with course and classroom competencies are explored. Students will explore testing and measurement related to nursing education, including licensure. A variety of evaluation and assessment strategies will be reviewed and developed. Legal and ethical issues related to evaluation in nursing programs are discussed.
In this course, the learner will apply adult teaching and learning principles to instruction of health assessment techniques, pathophysiology and pharmacology using case study, practical, lesson planning and other strategies. Learners will apply evidence-based information related to safe, client-centered care.
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.
This foundational course introduces competencies in history taking and performing comprehensive health assessments and advanced physical examinations of individuals and families across the lifespan in primary care. Learners are introduced to the concept of the differential diagnosis, as well as learning to incorporate that concept in clinical decision-making utilizing evidence-based practice. Utilization of diagnostic reasoning strategies will be learned as well as the principles of patient education and family assessment across the lifespan. Cost analysis, 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 health care delivery systems when part of the interdisciplinary health care team. The course will integrate the principles of advocacy for professional behavior that advances the profession and improves health outcomes.
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 findings will support the implementation of interdisciplinary health care management of the adult-gerontology client.
This course examines the basic health care management in primary care across the lifespan. The course introduces the concepts of primary care, health promotion and maintenance, disease prevention, differentiation of clinical patterns, and clinical decision making. The principles of patient education, health assessment, cost analysis and cultural beliefs are integrated in the development of evidence-based health care management. 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 health care delivery systems as members of an interdisciplinary health care team. The course will integrate the principles of advocacy for professional behavior that advances the profession and improves health outcomes.
This course provides the student with a foundation for care of the adolescent through geriatric populations and their families. Topics include the dynamics of aging and its effects on the adult-gerontologic population and the underlying mechanisms of health conditions. The students explore acute and chronic health issues, their impact on ADLs and advance planning for end-of-life care. Caring and its role in safe, high quality, evidence-based practice is threaded throughout the course, including strategies to support collaborative interdisciplinary health care management.
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.
Using a theoretical approach, this foundational course provides learners with a basic understanding of the fundamental neurological concepts of common psychiatric-mental health conditions. Nurse practitioner students will have the opportunity to explore psychiatric-mental health concepts and health management strategies for diverse populations across the life span. The students will also have the opportunity to explore the neuroscience related to identifying appropriate evidence-based psychopharmacological treatment modalities.
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.
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.
This course builds on the previous two courses to focus on the management of basic health care of individuals from birth through adolescence (including young adults). The course integrates the concepts of primary health care promotion and maintenance, disease prevention, differentiation of clinical patterns, and clinical decision making. 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, how it relates to learning, and how it is used to manage and negotiate health care delivery systems when part of the interdisciplinary health care team. The learner will gain experience planning and evaluating care relative to the pediatric client.
This course builds on Advanced Physical Assessment and Primary Health Care I to manage common ambulatory health issues facing women. The course integrates the concepts of primary health care specific to women for health promotion and maintenance, disease prevention, differentiation of clinical patterns, and clinical decision making. The principles of client-centered care, safety 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.
This final course prepares the learner for independent practice and culminates in the management of complex patients across the lifespan with acute and chronic health problems in the primary care settings. The learner will apply primary care concepts in increasingly independent practice by designing care that addresses the levels of health promotion, differentiation of clinical patterns and clinical decision making. The principles of patient education, cost analysis, and cultural and spiritual beliefs are integrated in the development of evidence-based health care management. The concept of caring and its role in evidence-based practice will be woven throughout the course. The course will integrate the principles of advocacy for professional behavior that advances the profession and improves health outcomes.
This course incorporates strategies to prepare the family nurse practitioner student for practice transition. Much of the content will focus on board certification preparation with test-taking strategies to assist the family nurse practitioner student to assess their current level of knowledge based on the blueprint of the certification exam(s). Each student will have the opportunity to systematically review content covered on the certification exams(s), as well as make an individualized plan for preparing for the exam(s), by meeting established benchmarks throughout the course. The comprehensive review of content will follow the test blueprint for the certification exam(s) and review questions that mirror the format of the certification exam(s). At the end of the semester, the student will have created a self-study plan to assist in preparation of the certification exam(s). Additional content examines professional preparation concepts for the nurse practitioner to engage in practice.
This course incorporates strategies to prepare the Adult Gerontology Primary Care Nurse Practitioner student for practice transition. Much of the content will focus on board certification preparation with test-taking strategies to assist the Adult Gerontology Primary Care Nurse Practitioner student to assess their current level of knowledge based on the blueprint of the certification exam(s). Each student will have the opportunity to systematically review content covered on the certification exam(s), as well as make an individualized plan for preparing for the exam(s), by meeting established benchmarks throughout the courses. The comprehensive review of content will follow the test blueprint for the certification exam(s) and review questions that mirror the format of the certification exam(s). At the end of the semester, the student will have created a self-study plan to assist in preparation of the certification exam(s). Additional content examines professional preparation concepts for the nurse practitioner to engage in practice.
This course incorporates teaching-learning strategies to prepare the Adult Gerontology Acute Care Nurse Practitioner student for transition to practice. The content will focus on a comprehensive review of program materials, test-taking strategies and opportunities to identify gaps in knowledge to begin to guide the student in certification exam preparation. Each student will have the opportunity to systematically review content and develop an individualized plan for preparing for the certification exam by meeting established benchmarks throughout the course. The quizzes in the course consist of questions that mirror the format of questions on the certification exam which further enables the student to tailor their plan of study to specific topics. At the end of the semester, the student will have created a self-study plan to support preparation for the certification exam. Additionally, the students will explore content related to preparation for professional adult gerontology acute care nurse practitioner practice.
This course builds on prior pharmacology course work, focusing on advanced concepts in psychopharmacology related to the clinical management of psychiatric-mental health conditions. The course emphasizes the physiological and neurobiological roots of psychiatric-mental health conditions, and the pharmacodynamic and pharmacokinetic principles of medications used in the treatment of clients across the lifespan with psychiatric-mental health conditions. Pharmacologic content includes, but is not limited to the mechanism of action, indications for use, dosing, side effects, drug-drug interactions, contraindications and patient education of psychotropic interventions.
This introductory course acquaints the learner with holistic and interdisciplinary health care management strategies for care of diverse psychiatric-mental health populations across the lifespan. The focus of this first of four courses is on the acquisition of clinical competencies pertaining to the assessment of diverse clients with psychiatric-mental health issues (e.g., patient health data analysis, the formulation of differential diagnoses). Students will employ this fundamental content to identifying appropriate collaborative health care management strategies for the psychiatric-mental health clients across the lifespan that incorporate the domains of nursing practice, medical, pharmacological and non-pharmacological therapies. Caring and its role in safe, high quality, evidence-based practice is threaded throughout the course.
This second of four courses increases the learner’s development of holistic and interdisciplinary health care management strategies for diverse psychiatric-mental health populations across the lifespan. The learner will build on the knowledge and skills acquired in the introductory course(s) by caring for diverse clients across the lifespan who present a more complex psychiatric-mental health problem than seen in the previous course. The focus of this second course will be the application of knowledge and skills (e.g., patient health data analysis, the formulation of differential diagnoses) to the assessment and treatment of diverse clients across the lifespan who have psychiatric-mental health issues. Students will apply the fundamental content they have explored to developing more complex collaborative health care management strategies and treatment plans for diverse psychiatric-mental health clients across the lifespan that incorporate the domains of nursing practice, medical, pharmacological and non-pharmacological therapies. Caring and its role in safe, high quality, evidence-based practice is threaded throughout the course.
In this third of four courses, the learner’s experience will further refine his or her ability to employ holistic and interdisciplinary health care management strategies to manage the health care of care of diverse psychiatric-mental health populations across the lifespan. Using the experience obtained in the first two courses, the learner will expand his or her ability to apply competencies pertaining to the assessment and collaborative treatment of diverse psychiatric-mental health populations across the lifespan by forming increasingly complex differential diagnoses through the analysis of patient health data. Students will apply the content of previous courses to generate collaborative health care management strategies for diverse psychiatric-mental health clients across the lifespan that incorporate the domains of nursing practice, medical, pharmacological and non-pharmacological therapies. Caring and its role in safe, high quality, evidence-based practice is threaded throughout the course.
This final course affords the learner the opportunity to demonstrate professional growth by translating previous course work and clinical experience into increasingly autonomous advanced nursing practice in the psychiatric-mental health setting. The learner will exhibit proficiency in managing the care of increasingly complex psychiatric-mental health clients across the lifespan who have multi-focal health issues. By engaging in insightful analysis of assessment and patient health data and by formulating differential diagnoses, the learner will conceive holistic and interdisciplinary health care management treatment or therapeutic strategies to manage the multi-focal psychiatric-mental health problems of diverse clients across the lifespan. Caring and its role in safe, high-quality, evidence-based practice is threaded throughout the course.
This course incorporates teaching-learning strategies to prepare the psychiatric-mental health nurse practitioner student for transition to practice. The content will focus on a comprehensive review of program materials, test-taking strategies and opportunities to identify gaps in knowledge to begin to guide the student in certification exam preparation. Each student will have the opportunity to systematically review content and develop an individualized plan for preparing for the certification exam by meeting established benchmarks throughout the course. The quizzes in the course consist of questions that mirror the format of questions on the certification exam which further enables the student to tailor their plan of study to specific topics. At the end of the semester, the student will have created a self-study plan to support preparation for the certification exam. Additionally, the students will explore content related to preparation for professional psychiatric-mental health nurse practitioner practice.
This introductory course acquaints the learner with holistic and interdisciplinary health care management strategies for care of the adolescent, adult and geriatric populations and their families in acute and/or critical care settings. The focus of this first of four courses is on the acquisition of clinical competencies pertaining to the assessment of the acute or critically ill adolescent, adult and geriatric populations (e.g., patient health data analysis, the formulation of differential diagnoses). Emphasis in this course may include the care of patients admitted for short stays (e.g., 24 hours) on sub-acute or acute care units. Caring and its role in safe, high quality, evidence-based practice is threaded throughout the course.
This second of four courses increases the learner’s development of holistic and interdisciplinary health care management strategies for care of adolescent, adult, and geriatric populations and their families in acute and critical care settings. The learner will build on the knowledge and skills acquired in the introductory course by caring for adolescent, adult and geriatric populations who present a more complex acute or critical care problem than those seen in the previous course. The learner will form differential diagnoses using the patient’s health care data, as well as observation, to collaboratively determine treatment or therapeutic modalities of these acutely ill or critically ill patients. Emphasis in this course may include the care of patients in acute inpatient units (e.g., medical-surgical). Caring and its role in safe, high quality, evidence-based practice is threaded throughout the course.
In this third of four courses, the learner’s experience will further refine his or her ability to employ holistic and interdisciplinary health care management strategies to manage the health care of care of adolescent, adult and geriatric populations and their families in acute and critical care settings. Using the experience obtained in the first two courses, the learner will expand his or her ability to apply competencies pertaining to the assessment of acutely or critically ill adolescent, adult and geriatric populations by forming increasingly complex differential diagnoses through the analysis of patient health data. Emphasis in this course may include the care of patients in acute care units (e.g., step-down units), or urgent care facilities. Caring and its role in safe, high quality, evidence-based practice is threaded throughout the course.
This final course affords the learner the opportunity to demonstrate professional growth by translating previous course work and clinical experience into increasingly autonomous advanced nursing practice. The learner will exhibit proficiency in managing the care of increasingly complex adolescent, adult and geriatric patients with multi-focal health issues and their families in acute and critical care settings. By engaging in insightful analysis of assessment and patient health data, and by formulating differential diagnoses, the learner will conceive holistic and interdisciplinary health care management treatment or therapeutic strategies to manage the multi-focal acute or critical health problems of the adolescent, adult and geriatric populations in the clinical setting. Emphasis in this course may include the care of patients in critical care units (e.g., intensive care units) or emergency and trauma departments. Caring and its role in safe, high quality, evidence-based practice is threaded throughout the course.
The purpose of this seminar course is for the nurse educator track students to explore topics related to the practice of the novice nurse educator in the academic and/or clinical setting. The topics covered will include but are not limited to socialization to the educator role, facilitation of interdisciplinary collaboration in a variety of learning environments, incorporate assessment and evaluation strategies, and explore the use of technology to foster learning. Each of the NLN core competencies and the ANPD competencies will be reviewed.
This course contains an advanced application of nursing education principles and theories within a school of nursing or clinical education setting. Students are expected to incorporate knowledge gained throughout the nursing education program and collaborate with nurse educators or health care educators to enhance the visibility of nursing.
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.
Doctoral Nursing Courses
In this first of three courses culminating in the DNP Scholarly Project, the student will identify and explore a significant practice problem, health care outcome, or other topic within his or her advance practice specialty. The student will compose a PICO(T) question then conduct a systematic review, appraisal, and synthesis of the literature related to the topic to devise a solution to the problem or an intervention to improve the healthcare outcome. The student will commence work on the Executive Summary for the project to be revised in ANA 961 and finalized in ANA 962.
In this second of three Scholarly Project courses, the student will collaborate with the Faculty Chair and Subject Area Expert-Mentor to identify a solution to the practice problem or an intervention to improve the healthcare outcome within his or her specialty area. The student will plan and lead the implementation of the solution or intervention, including a timeline and evaluation plan that includes measurable outcome or objectives. The student will add this information to the Executive Summary.
In this third and final Scholarly Project course, the student will refine the evaluation plan for implementing the solution or intervention. Using this plan and previous work (from ANA 960 and ANA 961), the student will disseminate the plan by presenting at the site and College. The student will complete the Executive Summary and present a final document for evaluation.
AN 963 is an elective course that DNP students may take who need additional time to complete their DNP Scholarly Project. During this course, the DNP student will continue to lead a team to achieve the program goals and outcomes related to the DNP Scholarly Project.
ANA 964 is an elective course available to DNP students who need additional time completing their DNP Scholarly Project. As the leader of the 3-person project team, the DNP student will achieve the program goals and outcomes related to the DNP Scholarly Project.
This review course provides a comprehensive review of anatomy, physiology, and pathophysiology, with a focus on the major organ systems of the human body. Through a combination of lectures, discussions, and quizzes, students will review the structure and function of the human body, as well as the mechanisms underlying disease processes.
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.
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 health care setting. Additionally, the course is designed to prepare students with the skills and knowledge in health care 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
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 and influences of behavior on both individuals and groups within an organization.
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.
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.
This course will discuss the ideologies and techniques of effective grant writing, culminating in the creation of a competitive grant proposal.
This course focuses on an interdisciplinary approach to apply theory and advanced practice nursing expertise to effectively evaluate programs for populations and health care systems, including the sources of funding for these programs (e.g., grants from foundations and/or government agencies). The collection of data through an in-depth needs assessment will be explored as will the elements required to apply for funding. Methods in monitoring the impacts, efficiency, cost, outputs and outcomes of program implementation to promote optimal health and social justice will be explored.
In this course, the DNP student will examine health care as it takes place in rural communities. The needs of rural residents differ from those of other healthcare consumers, as do the policies, systems, and delivery. The student will explore the roles and responsibilities of the advanced practice nurse/provider in this type of community as well as evidence-based solutions to issues and/or problems facing rural communities.
This course will prepare the DNP graduate the knowledge and skills to develop, implement, and evaluate principles of prevention, health maintenance, and health promotion among a population using evidence-based practice. The course will focus on how the principles will be applied to different populations across lifespans to promote health equity and meet health outcomes. Further, the course will explore the development of community relationships and overcoming barriers.
This course focuses on leadership principles, strategies, concepts and theories applicable to the role and practice of DNPs to lead in complex health care delivery systems, provide insight into various attributes that are valuable in leadership roles, and enhance their practices as leaders to create innovative and collaborative solutions to successfully influence organizational effectiveness, change, interprofessional teams, and workplace climates in dynamic health systems based on scientific findings to improve the quality of care delivery and outcomes.
In this course, the learner will examine the development, cognition, and philosophical underpinnings of selected theories of learning. Principles of learning theory will be applied to teaching and learning strategies for pathophysiology, pharmacology, physical assessment, and disease processes distinguished by the advanced practice nurse. Attention to learner needs, diverse learning environments, and strategies which enhance learning using a variety of techniques are reviewed.
This course focuses on the development and implementation of teaching-learning strategies that enhance the organization and the delivery of educational content in a variety of settings using evidence-based practice. A variety of evaluation and assessment strategies will be reviewed and developed. Legal and ethical issues related to evaluation in nursing programs will be discussed.
This course provides an overview of the statistical techniques used in health care 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, health care programs, and health care delivery systems.
This course has been designed to explore selected topics in health care 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.
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.
In this first of three courses culminating in the DNP Scholarly Project, the student will identify and explore a significant practice problem, healthcare outcome, or other topic within his or her advance practice specialty. The student will compose a PICO(T) question then conduct a systematic review, appraisal, and synthesis of the literature related to the topic to devise a solution to the problem or an intervention to improve the healthcare outcome. The student will commence work on the Executive Summary for the project to be revised in DNP 961 and finalized in DNP 962.
In this second of three Scholarly Project courses, the student will collaborate with the Faculty Chair and Subject Area-Expert-Mentor to identify a solution to the practice problem or an intervention to improve the healthcare outcome within his or her specialty area. The student will plan and lead the implementation of the solution or intervention, including a timeline and evaluation plan that includes measurable outcomes or objectives. The student will add this information to the Executive Summary.
In this third and final Scholarly Project course, the student will refine the evaluation plan for implementing the solution or intervention. Using this plan and previous work (from DNP 960 and DNP 961), the student will disseminate the plan by presenting at the site and College. The student will complete the Executive Summary and present a final document for evaluation.
DNP 963 is an elective course that DNP students may take who need additional time to complete their DNP Scholarly Project. During this course, the DNP student will continue to lead a team to achieve the program goals and outcomes related to the DNP Scholarly Project.
DNP 964 is an elective course available to DNP students who need additional time completing their DNP Scholarly Project. As the leader of the 3-person project team, the DNP student will achieve the program goals and outcomes related to the DNP Scholarly Project.