600

This course addresses the advanced study of a comprehensive health assessment of the adult. Levels of physical, cognitive, and social functioning are analyzed and interpreted. Emphasis is on diagnostic reasoning and research-based strategies for assessing health of individuals within the context of family and community. Special emphasis is placed on age, gender, and cultural variations. The course emphasizes diagnostic reasoning that guides the collection and interpretation of data to serve as a basis for advance practice.

This course addresses the advanced study of the actions and effects of drugs on the human system throughout the life cycle. Focus is on pharmacokinetic and pharmacodynamic principles, therapeutic and adverse effects, drug interactions, cost, and evidence-based prescribing guidelines. Considerations related to gender, age, culture, and physiologic state are emphasized. The scope of ethical, legal, and professional responsibilities related to pharmacology in advanced nursing practice is addressed, including patient and family education.

The course addresses the advanced study of the physiologic and pathophysiologic principles relevant to clinical practice. Content areas include the physiology and pathophysiology at the cellular level, metabolism and temperature regulation, cardiac and pulmonary systems, acid-base balance, renal function, hematology and immune function, the nervous system, gastrointestinal system, genitourinary system, endocrinology, and reproduction. Building on the basic sciences and clinical nursing experience, the focus in on the interrelationships of systems regulation and dysregulation of cellular, organ, and system function. Current research and theories that deal with physiologic and pathophysiologic topics are included.

This course introduces students to principles of epidemiology applicable to infectious and non-infectious diseases, host-agent-environmental relationships, and concepts of disease causation. Students will gain familiarity with epidemiologic measures such as incidence, prevalence, mortality, case fatality, relative risk and other rates and ratios. Topics include measures of health and risk, epidemiological study designs and considerations regarding issues of measurement that include assessments of internal and external validity, standardization, confounding, bias, interaction, causality and generalizability. Types and sources of public health data will be reviewed.

This course addresses the advanced competencies needed to complete a comprehensive health assessment of patients across the lifespan. Levels of physical, cognitive, and social functioning are analyzed and interpreted. Special emphasis is placed on age, gender, and cultural variations. The course emphasizes diagnostic reasoning that guides the collection and interpretation of data to serve as a basis for advanced practice. Evidence-based strategies are used to assess the health of individuals within the context of family, community and culture.

This course is first in a series of didactic courses addressing core nurse practitioner competencies in the care of adolescents and adults. Utilization and principles of evidence-based practice are foundational. Emphasis is placed on the person within the context of the community relative to health promotion, health protection, disease prevention and management. This course enables the student to explore theories and models in development of age, gender, and ethnically appropriate health promotion and disease prevention programs. Critical thinking, diagnostic and interventional reasoning processes are addressed for select episodic and chronic illnesses in primary care. Legal and business aspects of nurse practitioner practice are illustrated through case examples.

This course is first in a series of supervised clinical experiences for nurse practitioner students. This course provides the opportunity to utilize core nurse practitioner skills in the community, including development of health promotion, health protection, and/or disease prevention programming. The student also begins to develop skills in evaluation, diagnosis and management of common episodic and chronic health problems seen in primary care. Special emphasis is placed on obtaining a relevant health history, physical examination (complete, system, and symptom-specific) and relevant psychomotor skills.

This course is one of three in a series of didactic courses addressing core nurse practitioner competencies in the care of adolescents and adults. Utilization of research and principles of evidence-based practice are foundational. Critical thinking, diagnostic and interventional reasoning processes are addressed for select complex, multi-system illnesses in primary care. Legal and business aspects of nurse practitioner practice are illustrated through case examples.

This course is second in a series of supervised clinical experiences for nurse practitioner students. Emphasis is on evaluation, diagnosis and management of patients with complex, multi-system health problems, and the integration of other factors (cultural, emotional, psychosocial, etc.) that impact health.

This course is one of three in a series of didactic courses addressing core nurse practitioner competencies in the care of adolescents and adults. Utilization of research and principles of evidence-based practice are foundational. Critical thinking, diagnostic and interventional reasoning processes are addressed for select complex, multi-system illnesses in primary care. Special emphasis is placed on the unique needs of special populations, including various ethnicities, the disadvantaged, adolescents, women, and the elderly. Legal and business aspects of nurse practitioner practice are illustrated through case examples.

This course is one of three in a series of supervised clinical experiences for nurse practitioner students. The student refines and expands skills in evaluation, diagnosis and management of complex, multi-system health problems in primary care. Application of models/theories of care for special populations is emphasized. Students transition toward more independent and comprehensive practice.

This course is one of three in a series of didactic courses addressing core nurse practitioner competencies in the care of women, infants and children.  Utilization of research and principles of evidence-based practice are foundational.  Critical thinking, diagnostic, and interventional reasoning processes are addressed for select complex, multi-system illnesses in primary care.  Legal and business aspects of nurse practitioner practice are illustrated through case examples.

This course is one of three in a series of supervised clinical experiences for family nurse practitioner students. Emphasis is on evaluation, diagnosis, and management of common primary care problems for women, infants, and children. Special emphasis is placed on obtaining a relevant health and developmental history, physical examination (complete, system, and symptom-specific) and relevant psychomotor skills.

This is one of three in a series of supervised clinical experiences for nurse practitioner students.  Emphasis is on evaluation, diagnosis, and management of patients with complex, multi-system health problems, and the integration of other factors (cultural, emotional, psychosocial, etc.) that impact health.

This course is third in a series of supervised clinical experiences for family nurse practitioner students. Emphasis is on evaluation, diagnosis and management of patients with complex, multisystem health problems, and the integration of other factors (cultural, emotional, psychosocial) that impact health.

This course provides the student with requisite knowledge and skills to implement the clinical nurse specialist role. Models, frameworks, and strategies are explored through use of interactive case studies and problem based learning. Students will develop competencies in clinical inquiry, advocacy, systems leadership, change agency, consultation, education, mentorship, and project management within a framework of interprofessional collaboration. Integration of the various components of the clinical nurse specialist role is emphasized.

This course is first in a series of supervised clinical experiences for clinical nurse specialist students. This course provides the opportunity to explore and gain competency in the CNS role, with the guidance of faculty and the clinical preceptor in a healthcare setting. The student develops a contract in collaboration with the supervising faculty member and the clinical preceptor outlining the objectives, activities, outcomes, and timeline for completion of 180 clock hours. Opportunities are provided for direct care of a population of patients, as well as experiences in consultation, collaboration, education, mentorship, coaching, research, ethical decision-making, moral agency and advocacy, and systems leadership.

This course is second in a series of supervised clinical experiences for clinical nurse specialist students. This course provides the opportunity to explore and gain competency in the CNS role, with the guidance of faculty and the clinical preceptor in a healthcare setting. The student develops a contract in collaboration with the supervising faculty member and the clinical preceptor outlining the objectives, activities, outcomes, and timeline for completion of 180 clock hours. Opportunities are provided for direct care of a population of patients, as well as experiences in consultation, collaboration, education, mentorship, coaching, research, ethical decision-making, moral agency and advocacy, and systems leadership.

This course is third in a series of supervised clinical experiences for clinical nurse specialist students. This course provides the opportunity to explore and gain competency in the CNS role, with the guidance of faculty and the clinical preceptor in a healthcare setting. The student develops a contract in collaboration with the supervising faculty member and the clinical preceptor outlining the objectives, activities, outcomes, and timeline for completion of 180 clock hours. Opportunities are provided for direct care of a population of patients, as well as experiences in consultation, collaboration, education, mentorship, coaching, research, ethical decision-making, moral agency and advocacy, and systems leadership.