Nursing - Grad (NURS)

NURS 520. Basic Statistics for the Health Care Professions. (3 Credits)

This course is designed to help health care professionals acquire skills related to consuming and producing research. Students are exposed to basic concepts of research methodology and a review of basic statistics that enhances skills with developing and consuming scientific literature. This course provides the student with critical reading and appraisal skills that will be used in the health care setting as evidence‐based practitioners.

NURS 530. Healthcare Policy & Issues in Advanced Nursing. (3 Credits)

In this course, political structures and social forces that shape advanced nursing practice and healthcare delivery will be examined. Students will investigate the history of healthcare delivery and the influence of emerging technologies on health care financing, access, quality and patient safety. Students will become involved in policy advocacy at the systems level.

NURS 534. Theoretical Foundations for Advanced Nursing Roles and Interprofessional Collaboration. (3 Credits)

In this course, students explore and evaluate leadership theory, models of care delivery and interprofessional collaboration. Theoretical foundations are analyzed within a Christian framework related to conflict management, leadership, and education to improve health outcomes. The role of interprofessional collaboration in delivering safe patient care is examined.

NURS 536. Advanced Pathophysiology Across the Lifespan. (3 Credits)

The student will gain increased understanding of various physiological systems and the pathophysiology of frequently encountered primary care conditions across the lifespan and in special populations. In-depth case analysis of risk factors, pathophysiological changes, and associated clusters of signs and symptoms are investigated. Pathophysiological theories and evidence-based research as a basis for advanced nursing practice are studied.

NURS 540. Evidence Based Nursing Practice. (3 Credits)

In this course the student will gain increased understanding of the research process and beginning competence in: identifying researchable nursing education or clinical practice problems, searching databases for research evidence, analyzing the significance of quantitative and qualitative data, critiquing research studies, translating evidence into practice, and synthesizing research findings related to a nursing problem.

NURS 560. Fundamentals of Health Care Informatics. (3 Credits)

This course provides an overview of health informatics with emphasis on the factors that helped create and sustain this field, the key players involved, and the impact health information technology is having on the delivery of care in a rapidly changing healthcare marketplace.

NURS 580. Independent Studies in Nursing. (1-3 Credits)

NURS 621. Information Systems Management and Leadership. (2 Credits)

This course introduces students to the current state and emerging perspectives for information systems/technologies (IS/T) and their strategic role within organizations. Foundational informatics knowledge is explored including basics of computer science, systems development/implementation processes, manipulation of data for meaningful use, privacy and security threats to IS/T, human factors and usability effects on IT/S.

NURS 622. Health Systems Analysis. (3 Credits)

In this course, the student's study and apply tools for Thinking in systems (TiS) and systems analysis.

NURS 624. Knowledge Management and Representation. (2 Credits)

This course examines knowledge management, organization of data within databases, and the core concepts of interoperability. Knowledge and skills in this course help students understand data storage and retrieval and the benefits of health information exchange to promote the opportunities and address the challenges of data transfer across the continuum of care.

NURS 626. Foundations of Clinical Decision Support. (3 Credits)

This course applies a systems thinking approach to the selection, configuration, implementation, and evaluation of clinical support decision tools (CDS). Knowledge and skills in this course are used to create CDS to get the right information to the right person using the right CDS intervention format through the right channel at the right time in the workflow, ensuring decision-making is based on evidence and customized based on the clinical situation.

NURS 628. Data Analysis, Application, and Transformation. (3 Credits)

Traditional approaches to scientific inquiry, while still relevant, have changed due to the increased capacity to collect, store, and process data. Many disciplines use large, complex data sets to advance knowledge and improve outcomes. The informaticist must have the ability to analyze large datasets and derive knowledge from them. This course is an introduction to data science with a focus on data analytics. Students will have hands-on practice to understand, process, extract value, and communicate information from datasets, resulting in actionable knowledge that is contextual and goal driven.

NURS 638. Advanced Health Assessment. (3 Credits)

This course provides in-depth study of and experience in advanced health assessment. It utilizes a systematic approach that integrates aspects of past nursing courses and learning experiences into the implementation of critical thinking. Bloom’s taxonomy of learning guides this process from factual information, analysis, judgments/decisions to implementation (synthesis) and subsequent evaluation.

NURS 639. Physical Assessment for Nurse Educators. (2 Credits)

This course builds on the student’s previous health assessment knowledge offering more advanced health assessment content to provide the foundation for the advanced professional nursing role and for the nurse educator role in all educational settings.

NURS 645. Role Transition for the APN. (2 Credits)

Role Transition for the Advanced Practice Nurse explores the history of advanced practice nursing and the role of nurse practitioners in providing high-value primary health care and their role as community leaders. This course explores the transition of the student from registered nurse to the advanced practice nurse role with topics that include family-focused care, clinical education, case presentations, clinical placement, professionalism, ethics, and reimbursement.

NURS 677. Evaluation and Testing in Nursing Education. (3 Credits)

In this course students develop the theoretical basis for assessing learning in the classroom, laboratory, online environment, and clinical setting. Students learn to construct test questions, including those that measure higher level learning, develop test items similar to licensure and certification examinations, prepare assessment methods for courses, evaluate written assignments, plan and construct tests, score and analyze tests, and develop a clinical evaluation tool. Direct and indirect measures for program evaluation are explored. Ethical and legal principles, research and other evidence are applied to the evaluation of learning. This course is applicable to teachers in any setting who are involved in evaluating students, nurses, or other health care professionals.

NURS 692. Global Perspectives/Primary Care. (3 Credits)

This course is designed to provide students with an opportunity to examine their own cultural beliefs, biases, and practices while learning about a culture different from their own. Graduate students will explore the opportunities and challenges present in the country they visit, and the beliefs, customs, and practices of the people who reside there in order to develop a global perspective of culture.

NURS 710. Health Promotion and Disease Prevention in Primary Care for the Family Nurse Practitioner. (3 Credits)

This first health care management course focuses on the role of the Family Advanced Practice Nurse in care of diverse populations across the lifespan. This course emphasizes the use of evidence based-practice as the framework for health promotion and disease prevention strategies and introduces the role of the advanced practice nurse in diagnosis and management of common episodic and chronic conditions.

NURS 711. Adult Chronic and Acute Disease Management - FNP. (3 Credits)

This second didactic course builds upon the previous health care management course and focuses on the role of the Family Nurse Practitioner in the care of diverse adolescent and adult patients. This course emphasizes the use of evidence-based guidelines as a framework for the diagnosis and management of acute and chronic health conditions and restorative health in addition to formulating differential diagnoses.
Prerequisite: NURS 710.

NURS 712. Pediatrics, Women’s Health, and the Older Adult - FNP. (3 Credits)

This didactic course builds upon the two prior health care management courses and focuses on the role of the Family Nurse Practitioner in providing complex care for diverse patients with a focus on pediatric, women’s health, and the older adult populations. This course emphasizes the use of evidence based-practice as the framework for health promotion and disease prevention strategies and furthers the role of the advanced practice nurse in diagnosis and management of common episodic and chronic conditions, and restorative health.
Prerequisite: NURS 711.

NURS 720. Health Promotion and Disease Prevention in Primary Care for the Adult Gerontology Nurse Practitioner. (3 Credits)

This first health care management course will focus on the role of the Adult Gerontology Advanced Practice Nurse in care of diverse populations from adolescence through older adulthood. This course emphasizes the use of evidence based-practice as the framework for health promotion and disease prevention strategies and introduces the role of the advanced practice nurse in diagnosis and management of common episodic and chronic conditions.

NURS 721. Adult Chronic and Acute Disease Management - AGPCNP. (3 Credits)

This second didactic course builds upon the previous health care management course and focuses on the role of the Adult/Gerontology Primary Care Nurse Practitioner in the care of diverse adolescent and adult patients. This course emphasizes the use of evidence-based guidelines as a framework for the diagnosis and management of acute and chronic health conditions and restorative health in addition to formulating differential diagnoses.
Prerequisite: NURS 720.

NURS 722. Women’s Health and the Older Adult - AGPCNP. (3 Credits)

This third didactic course builds upon the two prior health care management courses and focuses on the role of the Adult/Gerontology Primary Care in providing complex care for diverse patients with a focus on women’s health and the older adult populations. This course emphasizes the use of evidence based-practice as the framework for health promotion and disease prevention strategies and furthers the role of the advanced practice nurse in diagnosis and management of common episodic and chronic conditions, restorative health and palliative and supportive care.
Prerequisite: NURS 721.

NURS 731. Informatics Capstone. (3 Credits)

Students demonstrate mastery of essential skills and knowledge from core coursework through application to a project focusing on health informatics in a practical setting.

NURS 751. Advanced Primary Care Clinical I - FNP. (4 Credits)

This didactic and clinical course explores symptoms, differential diagnosis, diagnostic evaluation, and the management of common episodic and chronic health conditions throughout the adult lifespan. This course emphasizes evidence-based practice, health promotion and disease prevention as well as illness.
Prerequisites: MSN 538 or NURS 638.

NURS 752. Advanced Primary Care Clinical II - FNP. (4 Credits)

In this graduate didactic and clinical nursing course, the focus is on the assessment and treatment of individuals presenting with episodic and chronic health conditions in primary health care settings with an emphasis on common health problems across the life span. Integration of pathophysiology, advanced health assessment and pharmacotherapeutics with an emphasis on preventative evidenced based nursing interventions is incorporated into didactic and clinical learning experiences. Students gain experiences with community partnerships in developing prevention interventions at the community level.
Prerequisites: MSN 851 or NURS 751.

NURS 753. Advanced Primary Care Clinical III - FNP. (4 Credits)

This didactic and clinical course explores symptoms, differential diagnoses, diagnostic evaluation, and the management of common episodic and chronic health conditions throughout the lifespan. Integration of theory, pathophysiology, health assessment and pharmacotherapeutics for the pediatric and older adult population along with women’s health issues will be highlighted. This course emphasizes evidence based practice, health promotion and disease prevention.
Prerequisites: MSN 852 or NURS 752.

NURS 765. Advanced Primary Care Clinical I - AGPCNP. (4 Credits)

This didactic and clinical course explores symptoms, differential diagnosis, diagnostic evaluation, and the management of common episodic and chronic health conditions throughout the adult lifespan. This course emphasizes evidence-based practice, health promotion and disease prevention as well as illness.
Prerequisites: MSN 538 or NURS 638.

NURS 766. Advanced Primary Care Clinical II - AGPCNP. (4 Credits)

In this graduate didactic and clinical nursing course, the focus is on the assessment and treatment of individuals presenting with episodic and chronic health conditions in primary health care settings with an emphasis on common health problems across the life span. Integration of pathophysiology, advanced health assessment and pharmacotherapeutics with an emphasis on preventative evidenced based nursing interventions is incorporated into didactic and clinical learning experiences. Students gain experiences with community partnerships in developing prevention interventions at the community level.
Prerequisites: MSN 865 or NURS 765.

NURS 767. Advanced Primary Care Clinical III - AGPCNP. (4 Credits)

This didactic and clinical course explores symptoms, differential diagnosis, diagnostic evaluation, and the management of common episodic and chronic health conditions throughout the adult lifespan. Integration of theory, pathophysiology, health assessment, and pharmacotherapeutics for the older adult in the outpatient setting will be highlighted. This course emphasizes evidence based practice, health promotion and disease prevention.
Prerequisites: MSN 866 or NURS 766.

NURS 771. NE I: Role Transition for the Nurse Educator. (3 Credits)

In this course the student is socialized into the nurse educator role. Theory includes background and current influences on the nurse educator role and the development of advanced nursing education knowledge as well as the factors that influence design, implementation, and evaluation of curriculum. The focus of the practicum experience is advancing the specialty area of nursing practice beyond the baccalaureate level and within the role as a member of the interdisciplinary practice team.

NURS 772. NE II: Instructional Design in Nursing Education - Didactic Teaching. (3 Credits)

The course focus is on the development of teaching/learning strategies and methods for educating associate or baccalaureate degree nursing students in the classroom setting (which may include simulation learning environments and skills labs). Multiple theories of learning and effective classroom instruction are explored and applied in course assignments. Consideration is given to diverse student learning needs, use of technology in teaching and needs of students related to generational differences. Assessment and evaluation of teaching effectiveness, curriculum development and program evaluation are discussed in detail with students, who then apply this new knowledge at their practicum setting via site assessment.

NURS 774. NE III: Instructional Design In Nursing Education - Clinical Teaching. (3 Credits)

In this course, emphasis is on developing skills in effective teaching, assessment and evaluation of learning, and patient safety in the clinical environment. This may include simulation learning environments and skills labs. Theoretical and scientific underpinnings for practice are used to socialize students into the nurse educator role. The nurse educator student will develop skills in teaching clinical reasoning, priority setting, and transfer of knowledge from the didactic setting to the patient care setting. Assessment and evaluation of student learning, student and patient safety, and teaching effectiveness are discussed in detail.

NURS 775. Nurse Educator Capstone. (1 Credit)

The capstone course is a two‐semester culminating experience that provides students with an opportunity to synthesize and apply new knowledge gained from theoretical and practicum experiences in the MSN Nurse Educator program. Under the guidance of a faculty mentor, students are expected to write a substantive scholarly literature review on a question or problem of their choice related to nursing education or the clinical setting. During the final semester of the program, the student develops an e‐Portfolio that demonstrates achievement of MSN program outcomes and NLN Nurse Educator competencies.

NURS 903. Biostatistics & Epidemiology. (4 Credits)

This course will introduce students to tools and concepts in the fields of epidemiology and biostatistics. Students will learn to use these resources to improve outcomes in their clinical practice through experiential applications in quality improvement, population health, prevention, and critical appraisal of the health literature.

NURS 915. Advanced Evidence-Based Practice. (3 Credits)

The purpose of this course is to introduce concepts associated with evidence-based nursing practice theories and models. Strategies for creating a culture of evidence based practice both for individuals and systems will be discussed. Proposed evidence-based practice changes are based on an understanding of the cultural, financial, and legal and human resource needs of the health care environment. The goal of this course is to provide the student with the knowledge and skills necessary to assume a leadership role in transforming healthcare and educational environments.

NURS 921. Healthcare Informatics. (3 Credits)

Health Care Informatics examines the student’s abilities to use information systems/technology to support and improve patient care and healthcare systems, and provide leadership within healthcare systems and/or academic settings. The student is exposed to informatics concepts, design, selection, and use of information systems/technology to evaluate programs of care, outcomes of care, and care systems. Information systems/technology provides a mechanism to apply budget and productivity tools, practice information systems and decision supports, and web-based learning or intervention tools to support and improve patient care.

NURS 930. DNP Project Practicum I. (1 Credit)

This is the first of four sequential courses to develop and complete the DNP project. In this course, students will solidify the focus of the project and lay groundwork for the culminating DNP project. The course emphasizes using assessment data and available literature to identify a nursing practice issue focused on a population of interest to support change and involvement. Students work with a mentor from a selected health care agency, along with stakeholders, as part of an interdisciplinary team to increase leadership competencies and business practice interventions. The student also collaborates with their faculty chairperson to review the project progress.
Prerequisites: NURS 540, 915 and 940.

NURS 931. DNP Project Practicum II. (1 Credit)

This is the second of four sequential courses to develop and complete the DNP project. The focus of this course is on designing a scholarly project that addresses a specific problem of interest. Students use evidence-based findings from the literature to identify a theoretical framework to support the project intervention. Students will apply practice inquiry skills to synthesize and integrate knowledge to design the steps of the project implementation. Students continue to work with a mentor from the selected health care agency, along with stakeholders, as part of an interdisciplinary team to increase leadership competencies and business practice interventions. Students also collaborate with their faculty chairperson to review the DNP project progress.
Prerequisite: NURS 930.

NURS 932. DNP Project Practicum III. (1 Credit)

This is the third of four sequential courses to develop the DNP project. This course focuses on implementing the proposed plan with evidence-based interventions to address the selected problem of interest. Students continue to work with a mentor from their selected health care agency, along with stakeholders, as part of an interdisciplinary team to increase leadership competencies and business practice interventions. Students also collaborate with their faculty chairperson to review the DNP project progress.
Prerequisite: NURS 931.

NURS 933. DNP Project Practicum IV. (1 Credit)

This is the fourth of four sequential courses to develop and complete the DNP project. This course focuses on data analysis and evaluation of the project to assess its impact. Students continue to work with a mentor from their selected health care agency, along with stakeholders, as part of an interdisciplinary team to increase leadership competencies and business practice interventions. Students also collaborate with their faculty chairperson to review the DNP project progress.
Prerequisite: NURS 932.

NURS 935. FNP Clinical Residency I. (5 Credits)

This residency includes comprehensive health evaluation of patients across the lifespan within the context of family, community, and diverse populations. Using an evidenced based, person-centered framework, the student will apply concepts of health promotion and disease prevention to assess and manage patients with acute and chronic health conditions.
Prerequisites: NURS 710, 711 and 712.

NURS 936. FNP Clinical Residency II. (5 Credits)

This residency builds upon the student’s proficiency in comprehensive health evaluation and management of patients with complex acute and chronic health conditions across the lifespan within the context of family, community, and diverse populations. The student integrates leadership and systems-based practice with increasingly independent decision making while improving clinical diagnostic and procedural skills.
Prerequisite: NURS 935.

NURS 937. AGPCNP Clinical Residency I. (5 Credits)

This residency includes comprehensive health evaluation of patients from adolescence through older adulthood within the context of family, community, and diverse populations. Using an evidenced based, person-centered framework, the student will apply concepts of health promotion and disease prevention to assess and manage common acute and chronic health conditions.
Prerequisites: NURS 638, 720, 721 and 722.

NURS 938. AGPCNP Clinical Residency II. (5 Credits)

This residency builds upon the student’s proficiency in comprehensive health evaluation and management of patients with complex acute and chronic health conditions from adolescence through older adulthood within the context of family, community, and diverse populations. The student integrates leadership and systems-based practice with increasingly independent decision making while improving clinical diagnostic and procedural skills.
Prerequisite: NURS 937.

NURS 940. DNP Project I. (4 Credits)

In this course, students build upon prior knowledge and coursework to prepare for the role of the DNP prepared advanced nurse and develop a foundation for the DNP Project. Students attain knowledge of the quality improvement process, apply knowledge when conducting an organizational needs assessment, use strategies to prioritize organizational needs, and learn a foundation for applying research and other evidence to support change and improvement in practice. Students complete practicum hours in relation to the DNP Project for planned change.

NURS 941. DNP Project II. (4 Credits)

The DNP capstone project is a scholarly experience that implements the principles of evidence-based practice and translation under the guidance of a faculty mentor. The outcome of the DNP capstone Translational Research Project courses will be a tangible and deliverable academic product that is derived from the practice immersion experience and will be reviewed and evaluated by an academic committee.