This course provides an introduction to evidence-based practice and the critical appraisal of best evidence literature. Students learn to formulate clinical questions in answerable format, search for and identify best evidence, and appraise that evidence for rigor and applicability to the clinical problem. Best evidence consists of pre-appraised individual studies and overviews. Basic principles of scientific inquiry, quantitative and qualitative research methods and research ethics are introduced in the context of clinically relevant research.
The portfolio seminars assist students to complete a self-reflective process for directing and documenting career development, past and future. Adult and self-directed learning theories are used to help students demonstrate prior learning from personal and professional experience, and to document this learning in measurable ways which may translate into elective credits within their program of study. Students are also assisted to create individualized plans with supporting documentation that facilitates completion of their RN/BS program and positions them optimally for future professional development.
The purpose of the portfolio seminars is to use a self-reflective process to document college level learning which students have achieved through past personal and professional experiences. Adult and self-directed learning theories are used to help students demonstrate prior learning and to document this learning in measurable ways that may translate into elective credits within a program of study. Students are assisted in creating individualized plans with supporting documentation that facilitates completion of RN to BS program requirements and positions them for future professional development. A total of two credits are awarded upon completion of the Portfolio Seminars, with the option of 1-6 additional elective credits awarded upon completion of variable credit petitions documenting learning outcomes.
This course provides an overview of decision-making processes used by professional nurses at the individual client and population levels. Strategies to effect health care policy decisions, which shape health care systems will be considered. Contemporary social and ethical issues as well as appropriate professional nursing roles are examined using concepts and principles of ethical decision-making, human diversity, global health care, and epidemiology. The impact of information and health care technologies on nursing care will be discussed.
This course provides an introduction to the fundamental principles of leadership and management pertinent to health care. Students will explore the interrelated processes of thinking systematically, developing reflective judgment, and exercising leadership. Competenciesnecessary to succeed in a nursing leadership role in complex organizations are analyzed and applied to clinical scenarios. Students utilize self-reflection toassess their own leadership potential and apply concepts through discussions and class assignments. A field study component enables them toobserve a nurse in an established leadership role and participate in a performance improvement project.
This course examines the changing context of health care systems and the settings in which services are provided. Forces affecting the delivery and utilization of health care services are examined. This course exposes students to a variety of health care systems and explores the environment in which nursing and health care is provided. Selected issues related to health service provision are examined including managed care, nursing case management, and collaborative community partnerships.
This course builds on previous courses in the biopsychosocial sciences and focuses on techniques of history taking and physical examination in a cross-cultural context. Using a systems approach, focused and comprehensive assessments of essentially well clients throughout the lifespan are addressed. Students will describe findings and differentiate normal from atypical or abnormal. Diagnostic reasoning skills are developed through analysis of the assessment data. A laboratory/clinical experience provides opportunities for students to integrate communication, assessment and problem-solving skills with fundamental nursing care procedures.
This course focuses on the physiologic changes that occur as a result of disease processes, the clinical manifestations indicative of altered health and the drug therapy used to treat or effect these disease processes. The course integrates anatomy, chemistry, microbiology, physiology, and pharmacology and focuses on their application to clinical practice.
Prerequisite: NUR 301
Co-requisite: NUR 374 AND NUR 375, OR NUR 377
This course prepares nurses to assume leadership roles by designing, managing, coordinating, and evaluating care in health care delivery systems. Content focuses on the role of the nurse leader in the care of populations and groups; planning and effecting change, quality improvement, securing and managing financial and human resources, developing effective teams and work groups, and utilizing informatics and other technology. Issues related to health service provision are examined including health care systems, population health programs, nursing case management, legal issues relative to nursing management, and selected professional concerns. This course includes clinical experience in clinical nursing leadership, case management, and other service delivery units.
Therapeutic Interventions I is a clinical nursing course. This course focuses on acquisition of fundamental nursing skills. It is designed to also provide the student the opportunity to incorporate concepts and skills learned in Health Assessment in Health and Illness. It provides the student with a foundation for delivering therapeutic nursing care and interventions to individuals, families, and groups from diverse populations. In this course, the student will apply this learning in various practice settings to care for diverse consumers including individuals and families desiring health promotion as well as those experiencing alterations in health.
This course examines nursing through three conceptual lenses: what nursing is, what nurses do, and what nurses do in relation to others. An historical and theoretical perspective of nursing will be used to present these conceptual areas with application to current and emerging nursing practice.
The student learns to utilize the nursing process to provide and evaluate care for individuals and families in the childbirth and child-rearing stages of life. The student also learns about nursing role development as a collaborative interdisciplinary team member. This course provides nurses with a basic understanding of childbearing and pediatric nursing principles in a variety of clinical settings. Students are introduced to current research, theory, and biological foundations of childbirth and child rearing. The course content incorporates the American Nurses Association Standards of Practice, current treatment modalities, and legal implications of caring for pregnancy women and children. Throughout the course, the role of the obstetrical and pediatric nurse is examined as the nursing process is applied to the care of patients bearing and raising children. Clinical experiences are coordinated in a variety of settings and offer students the opportunity to engage with clients and to interact with interdisciplinary teams in providing.
The course provides nurses with a basic understanding of psychiatric and mental health nursing principles in a variety of clinical settings. Students are introduced to current research, theory, and biological foundations of mental disease and mental illness. The course content incorporates the American Nurses Association Standards for Practice, current treatment modalities, and legal implications of caring for mentally ill clients. Throughout the course, the role of the psychiatric nurse is examined as the nursing process is applied to the care of patients with psychiatric-mental health needs. Clinical experiences are coordinated in a variety of settings and offer students the opportunity to engage with clients and to interact with interdisciplinary teams in providing care.
The course focuses on the acquisition of selected complex nursing skills. This course provides students a laboratory foundation for delivering therapeutic nursing care and interventions to individuals that is applied to patients in concurrent or subsequent clinical specialty courses.
The student learns to utilize the nursing process to provide and evaluate culturally sensitive care for individuals and families experiencing adult health problems across diverse settings including home. The student also learns about nursing role development as a collaborative interdisciplinary team member. Students apply principles of evidence-based care in planning, providing, and evaluating patient care outcomes. Clinical experiences are coordinated in a variety of settings and offer students the opportunity to engage with clients and interdisciplinary health care members to provide care across the health continuum.
This course provides nurses with basic information about the influences of genetics on human health and illness, practice in applying important tools for effective genetic nursing practice with consumers from various cultures and ethnic heritage, an arena for consideration of ethical and social implications of genetic knowledge, and experience in the use of printed matter and computers to support evidence based health care and life-long learning in applied human genetics.
This course provides an overview of the NCLEX exam process and format, as well as acomprehensive review of nursing concepts in preparation for professional nurse licensing examination (NCLEX).
The Writing WorkshopThe purpose of this course is to help students gain proficiency in writing. It will provide graduate students with the essential tools for scholarly writing. Rules of grammar, punctuation, format and composition will be reviewed and practiced. Styles of composition will be analyzed and applied in writing exercises. The importance of focused presentation of ideas, and clarity and progression of thought will be emphasized.
NUR 403
Ethics and Public Policy in the Health Care System
3 credits
This foundational course provides an overview of the structure, regulation, and financing of the health care system in the United States. nursing's past and present contributions and its potential to shape future health care are evaluated. Contemporary health care and policy issues are examined using concepts and principles of planned change, ethical decision-making, the policy process, and policy analysis.
Prerequisites: Introductory course in statistics.
This is the first of two courses in the master's nurse practitioner program that are designed to prepare advanced practice nurses to apply evidence to practice. This course focuses on: a) theoretical, methodological, and statistical concepts used in the development, implementation and evaluation of clinical research; and b) the foundations of evidence-based practice. Emphasis is placed on the process of developing clinical questions, the process of obtaining and appraising best evidence, and the application and evaluation of that evidence to the care of individuals.
Prerequisites: NUR 405
This is the second of two courses in the master's nurse practitioner program that are designed to prepare advanced practice nurses to apply evidence to practice. The focus in this course is preparing advanced practice nurses as leaders of evidence-based care for populations or health care settings. Building on the principles introduced and applied in the first course to the management of health care for individuals, this course focuses on the process of identifying clinical problems in populations or settings, establishing priorities for solution and synthesizing best evidence into practice guidelines. The role of theory in framing clinical problems, shaping research, and choosing solutions is discussed.
A study of those physiological and pathophysiological processes that are a basis for advanced nursing practice. The focus is on regulatory mechanisms that maintain homeostasis and the clinical problems that arise in the pathophysiological state. Content is based on theories from physiologic and immunologic research. This course is offered with varying credit and consists of (Unit I) cell physiology and immunology; (Unit II) neurophysiology and endocrinology; (Unit III) cardiovascular and respiratory physiology; and (Unit IV) renal and gastrointestinal physiology.
The purpose of this course is to provide students and clinicians with the tools needed to manage data sets and choose appropriate statistical methods to answer research questions. The course covers the application of descriptive and inferential statistics, analysis of variance, correlation and regression, non-parametric and distribution free statistics.
This graduate level course provides the theoretical and clinical foundation for advanced comprehensive assessment of the health status of individuals and families. Building on undergraduate preparation, principles of complex interviewing and history taking, diagnostic reasoning, and advanced physical, psychosocial, cultural, developmental, and environmental assessment are presented. From a functional and developmental base, the course will emphasize techniques for discrimination and analysis of common abnormal findings, the process of differential diagnosis, and methods for presentation of findings. Theoretical contexts of health promotion will be discussed and applied to clinical findings. This course will include laboratory modules for specialty skill instruction.
This course focuses on the evaluation and management of manifestations of common health deviations across the adult lifespan in a variety of settings and across cultures. Biopsychosocial and pharmacological concepts are applied in formulating differential diagnoses and management plans. Emphasis is placed on developing the advanced practice role in the context of a comprehensive, interdisciplinary approach. This course builds on the advanced assessment concepts and skills in the synthesis of assessment data in order to develop a comprehensive plan of care including appropriate follow-up.
This graduate level course provides the theoretical and clinical foundation for advanced comprehensive pediatric health assessment. Students will develop the necessary expertise to provide primary health care to well children and adolescents. Students will gain experience interviewing pediatric clients and their families and providing relevant anticipatory guidance, using age-appropriate techniques. Students will engage in health teaching regarding common pediatric health care concerns, including the provision of nutritional and breastfeeding advice, immunization guidance, promotion of healthy habits, safety promotion and injury prevention, and the management of common child behavioral issues. In addition, students will apply health and developmental screening techniques, and conduct age- appropriate physical examinations of infants, children and adolescents. Emphasis will be placed on the identification of normal and abnormal findings, as well as assessment of growth and development. Diagnostic reasoning analysis using the techniques of inspection, palpation, percussion and auscultation will be applied to all body systems, and the process of differential diagnosis will be developed. Course content will support students' clinical experience in the provision of primary health care to well infants, children, adolescents, and their families.
This course examines theoretical frameworks relevant to the family nursing interventions. The family in health and illness and the impact of transitions, crises, and stressful events on families are explored. Clinical situations with families are examined and analyzed in the light of theory and concepts. Students examine their own beliefs and family life experiences as these relate to family nursing.
A development course spanning the middle adult and older adult years. This course focuses on physical, psychological, and social development during the later half of the life cycle. The purpose of this course is to provide an exposure to conceptual frameworks for the identification of health needs of middle-aged and older adults.
This is an advanced course in pharmacology that includes: (Unit I) 1 credit of pharmacokinetics, pharmacodynamics, and interpretation of New York state and federal laws and regulations pertaining to prescribing drugs and record keeping; and (Unit II) 2 credits of pharmacotherapeutics and clinical decision making in drug management for the advanced practice of nursing.
This course is the first in a two-course specialty sequence for Acute Care Nurse Practitioner students. It is designed to build on the concepts of advanced health assessment and the diagnosis and management of common problems in adults. Emphasis is placed on content specific to the specialty areas of critical care, cardiovascular care, and oncology care. Content addressing theory and research is presented that: 1) cross areas of specialization, and 2) is focused within each of the three specialty populations. Both direct patient care and systems oriented advanced practice skills are included. Case examples and clinical experiences are provided in which students are expected to begin to implement the role of ACNPs, with specialty populations across settings.
This course is the second in a two-course sequence for ACNP students. It is designed to prepare students for advanced practice in the care of acutely ill specialty patients and their families. The course builds of the content from ACNP I. Emphasis is placed on the development of both direct patient care and systems support components of the advanced practice role. A major focus is on the development of leadership abilities within health care systems and interdisciplinary teams. Critical appraisal of how advanced practice nurses affect patient care delivery and health care practices at the institutional, local and national level is undertaken. Content addressing theory and research is presented that 1) cross areas of specialization, and 2) is focused within each of the three specialty populations (critical care, cardiovascular, and oncology). Case examples and clinical experiences are provided that allows students to become increasingly independent in their own clinical practice with respect to critical thinking and problem solving. Emphasis in role development is placed on effecting change and integration of the multiple roles for advanced practice nurses in an interdisciplinary, integrated health system.
This is the first of two advanced clinical practicums designed to prepare students for leadership roles in the advanced nursing care of high-risk infants and their families within a culturally diverse society. The course has two major components: a) beginning development of leadership skills; and b) assessment and management strategies with high-risk infants experiencing increasingly complex illnesses. By the end of this practicum, students will be able to plan, implement, and evaluate strategies and programs for promoting optimal outcomes for high-risk infants, who are experiencing increasingly complex illnesses, and their families.
This is the second of two advanced clinical practicums designed to prepare students for leadership roles in the advanced nursing care of high-risk infants and their families within a culturally diverse society. The course has two major components. The first is the further development of leadership and health care management skills, with special emphasis on integrated delivery systems, managed care, interdisciplinary team building, and case management. The second is on the development of competency in advanced practice nursing with high-risk infants, who are experiencing increasingly complex illnesses, and their families.
This is an advanced course in child and adolescent development for those individuals who desire to gain greater knowledge and depth in the complex issues surrounding human development. Major theories of child development will provide a framework for the presentation of physical, cognitive, social and emotional development from conception through adolescence. Factors influencing growth and development will be highlighted. Discussion of classic and current studies as they relate to human development will be integrated throughout the course. Emphasis will be placed on developmental assessment and intervention for the health care provider. Course content will also include management strategies for common behavioral problems encountered at various stages of development.
This course provides didactic content in the nursing care of high-risk neonates. Course emphases are on assessment and intervention strategies for infants requiring intensive care. The course also addresses content necessary to deliver comprehensive indirect care for this population of infants, such as discharge planning and provisions for follow-up care.
This is the first in a sequence of three clinical courses designed to prepare students for leadership roles in the advanced nursing care of children and families within a culturally diverse society. Emphasis will be placed on assessment and management strategies with children and adolescents who are well or who are experiencing minor health problems commonly encountered in primary care settings. Course content will be guided by a variety of theoretical and empirical perspectives relevant to clinical practice. Students will develop physical and psychosocial assessment and intervention skills specific to the pediatric population, using a diagnostic reasoning process. Clinical practice sites will include a variety of primary care settings.
This is the second of three clinical courses designed to prepare students for advanced nursing care of children and families within a culturally diverse society. The course has two major emphases: beginning development of leadership and health management skills, and development of competency in assessment and intervention strategies for children experiencing increasingly complex health, social and/or behavioral problems, and their families. nursing, developmental, family systems, role, organizational, leadership and other theoretical frameworks are used to examine the impact of complex health problems on children, families and society. Students also use these foundations to build abilities to plan, implement and evaluate strategies and programs for promoting optimal outcomes for children and families experiencing acute or chronic illness or disability.
This is third of three clinical courses designed to prepare students for leadership roles in the advanced nursing care of children and families within the context of a culturally diverse society and complex health care systems. The course has two major emphases. The first is on further development of leadership and health care management skills, with special emphasis on integrated delivery systems, managed care, reimbursement structures, interdisciplinary team building, and case management from both a community and population perspective. The focus in this area of emphasis is on developing skills for independence in indirect care, and on overcoming systems barriers as a change agent in health care for children and their families. The second emphasis is on development of competency in advanced nursing practice with children and adolescents who are experiencing the most complex health conditions, and their families.
Clinical experience, seminars, topical discussions, and case examples provide an opportunity for synthesis and integration in all aspects of primary care nursing. New content relating to the natural history of health and disease within families over time is included. The student broadens her/his perspective of the health care provider role in developing the competence and confidence of professional colleague, advanced clinician, consultant, and leader. Providing primary health care to a specific consumer population over an extended period allows the student to assume and share responsibility and accountability in dealing with broad ongoing consumer health care needs as they occur in the family environment.
This course is a continuation of NUR 444, with seminars, clinical topic discussions, case examples, and clinical practicum. Special emphasis is placed on leadership, teaching and research in the larger community, and on the evaluation of health care services. Emphasis in role development is placed on effecting change and integration of the multiple roles for advanced practice nurses in an interdisciplinary, integrated health system.
This course focuses on health issues of aged individuals to ensure basic understanding of normal physiological, psychological and social changes that occur as a result of the aging process. Concepts of function/dysfunction are addressed in the context of achieving and maintaining health and optimal functioning. Emphasis is placed on differentiating symptomatology with attention to intervention and management techniques.
This course is designed to prepare primary care students for advanced practice in the reproductive health care of women. The course focuses on the management of the most commonly encountered obstetric and gynecologic health care needs for thehealthy woman throughout her adolescent and adult years, with the explicit understanding that the woman is an active partner in her own care. The course emphasizes consideration of each woman's health within the unique context of her physical, interpersonal, and sociocultural environments and encourages analysis of resources and deficits for health from both the individual and health systems perspective. Critical synthesis of research for application to practice is stressed.
This course provides students with a forum to synthesize knowledge acquired in didactic courses and facilitates role and skill development for advanced psychiatric mental health nursing practice with adults and their families. Students apply knowledge of psychopathologies, differentiating normal from abnormal development and psychosocial functioning in adults. Culturally sensitive approaches and knowledge of cultural diversity are applied in processes of assessment, differential diagnosis, psychoeducation, and beginning treatment planning. Students recognize and intervene with clients and families with or at risk for common psychiatric emergencies, preserving their dignity and confidentiality. Emphasis is placed on exploration and application of evidence based practice standards and research findings to care delivery. The importance of understanding one’s emotional responses to others is applied to processes of therapeutic relationship development. Clinical practicum seminars facilitate the integration of theory with precepted clinical practice. Case presentations and role-plays are utilized as integral components of seminar discussions. Students incorporate evidence-based resources in evaluating clinical performance and case presentations.
This course provides students with a forum to synthesize knowledge acquired throughout the curriculum and facilitates role and skill development for advanced psychiatric mental health nursing practice with adults and their families. Students build on prior competencies while applying knowledge of psychotherapeutic modalities and psychopharmacology in comprehensive treatment planning for adult clients. Students recommend therapy models and psychopharmacological agents based on current evidence and practice guidelines. Students provide client and family psychoeducation regarding evidence-based treatments and partner with clients and families in treatment planning with sensitivity to cultural issues. Students integrate legal and ethical considerations in clinical decision making. Clinical practicum seminars facilitate the integration of theory with precepted clinical practice. Case presentations and role-plays are utilized as integral components of seminar discussions. Students incorporate evidence-based resources in evaluating clinical performance and case presentations.
This course provides students with a forum to synthesize knowledge acquired throughout the curriculum and facilitates role and skill development for advanced psychiatric mental health nursing practice with adults and their families. Students build on prior competencies to include: applying family, systems, and organizational theories in facilitating team processes; identifying opportunities for interdisciplinary collaboration, referral and consultation; recognizing system issues; and identifying influences of organizational culture on quality of care. Students integrate legal and ethical considerations in clinical decision making. Students explore the influence of public policy and develop plans for advocating for organizational and system change to promote quality outcomes within a continuum of mental health services. Clinical practicum seminars facilitate the integration of theory with precepted clinical practice. Case presentations and role-plays are utilized as integral components of seminar discussions. Students incorporate evidenced-based resources in evaluating clinical performance and case presentations.
This course provides the theoretical basis for the understanding and implementation of group and family psychotherapy. Consumers will include the family as client as well as the group and/or family as the context of care for the individual client. Students will develop an advanced knowledge of current theories and practice modalities related to the practice of group and family psychotherapy and will develop the skills required of a psychiatric nurse practitioner.
This is a foundational course that provides the graduate student with a biopsychosocial framework for the practice of psychiatric mental health nursing. Students will develop advanced knowledge of current theories related to the etiology and classification of adult personality development and psychopathology. Personality development is conceptualized as an evolutionary lifespan process arising from the continual interaction of person with environment. Personality patterns are depicted along a continuum ranging from adaptive to maladaptive, and are identified and explored through case examples. Students will be able to apply psychological and physical assessment knowledge and skills to determine functional and/or organic causes of alteration in biopsychosocial functioning. They will begin to develop a perspective of the role of the advanced practice nurse and will develop the initial skills required for this role.
This course is a systematic exploration of the theory and practice of individual psychotherapy as a primary function of the advanced practice psychiatric nurse. The course builds upon the student's knowledge of psychosocial development, mental health assessment and psychopathology. Prevailing models of psychotherapy are analyzed, including underlying theoretical assumptions, relevant concepts, and strengths and limitations of each. Nursing interventions are derived from various theoretical frameworks and applied to case examples. Psychotherapy research is examined, and implications for nursing practice and research are explored. Ethical and public policy issues related to the nursing practice of individual psychotherapy are addressed in terms of diverse client populations. Acquired knowledge is applied to the clinical practice of psychotherapy in a supervised psychotherapy experienced with individual clients from diverse populations.
This course integrates knowledge from the neurosciences, physiology, and psychology to explore the pathophysiology of psychiatric illness. Normal and disturbed biologic rhythms biologic theories, and the pathophysiology of major psychiatric disorders are the focal topics. Biologic hypotheses of psychiatric disorders are conceptualized, discussed, and analyzed within a multidimensional framework, with psychobiologic factors as integral components. The course provides a solid foundation for the advanced practice nurse primary mental health care provider from which to understand etiology, diagnosis, and treatment strategies for psychiatric illness.
This course provides an in-depth treatment of psychopharmacologic concepts in the care of individuals and families living with major psychiatric illness. Building upon basic concepts of pharmacokinetics and pharmacodynamics, course content includes designing and implementing medication treatment regimens in collaboration with patients and their families/significant others. Direct and indirect roles of the APN around meeting the psychopharmacologic needs of patients are also course foci.
This is a foundational course that introduces students to theoretical frameworks that will be applied throughout their graduate coursework in psychiatric mental health nursing. Students develop an appreciation for the importance of theory and how it is applied in advanced psychiatric mental health nursing practice. Theories that explain personality development and human behavior, the etiology of psychopathology, and mechanisms of therapeutic change associated with major schools of psychotherapy are examined. Students gain experience in applying and analyzing theories based on research evidence and relevance to advanced practice psychiatric nursing.
This course will focus on the prevalence and etiology of excess morbidity and mortality among people with serious mental illness and/or substance use disorders. Students explore factors that contribute to clients’ adoption of unhealthy lifestyle habits. Emphasis is placed on integrating screening and monitoring for adverse health behaviors into advanced psychiatric nursing practice. Interdisciplinary approaches to tailoring primary, secondary and tertiary preventive strategies to meet the needs of those with serious mental illness and/or substance use disorders are discussed. Evidence-based approaches to wellness initiatives including systems-focused and community level interventions also are investigated.
Recently revised, this course will provide students with an in-depth analysis of the principles of leadership and organizational behavior pertinent to health care systems. Students will gain an understanding and application of leadership skills necessary to effectively lead high performance complex health care and community organizations in the 21st century. This course explores the role of the leader in designing systems for the effective management and evaluation of human resources, as well as organizational effectiveness with emphasis organizational transformation.
Students will demonstrate their knowledge of leadership and administrative skills through their work in a clinical setting. They will have access to on-line mentorship from the faculty, which is structured to assist the student with the implementation of a leadership project.
This course represents the second health communication component of the Leadership in Health Care Systems master's program, focusing on producing health care leaders with highly developed communication skills; both verbal, written, and in the technical media. Topics for discussion include the design and use of information systems in a health care context, re-engineering of health care organizations and patient-focused operations, strategic decision-making in health care operations, understanding the concept of value as a strategic goal, creating value in health care markets, exploring integration in health care, and finally, utilizing the tools and principles of negotiation in the design of health care initiatives. Working in their cohort groups and under the supervision of an administrative preceptor, students will negotiate and conduct a major administrative project.
This course represents the research component of the Leadership in Health Care Systems Master's Program and will prepare students with advanced research competencies. This course focuses on: a) theoretical, methodological, and statistical concepts used in the development and evaluation of population-based health programs and services; and b) the foundations of epidemiology and population-based practice. Emphasis is placed on application of epidemiological strategies to planning and evaluation of population-based health initiatives and decision-making in organizational leadership including searching for and determining the best evidence to guide program planning. This course also provides an in-depth coverage of the quantitative methodological issues associated with population based concepts, causes, and distribution of disease. It will define epidemiologic terms, provide an overview of the ways to determine the causes of disease, introduce methods used to describe diseases in populations, and apply epidemiologic principles to the evaluation of preventive and therapeutic interventions.
Students will have access to the on-line version of the class syllabus, which includes a review of undergraduate research content (NUR 405) in the form of seven modules to be completed before or shortly after the beginning of this course. Review of this undergraduate research content will be done outside of class and will account for three additional contact hours.
The Global Public Health and Complex Human Emergencies course offers an introduction to global public health concepts, international health care organizations and selected concepts in global health promotion and disease prevention. The course uses educational resources specifically focused on public health decision-making, health economics, and issues in major topics in international health. It presents strategies for maximizing international information retrieval through the use of the Internet while minimizing time spent searching Web resources. The curriculum employs an evidence-based approach for identifying the health care needs of populations through a review of international epidemiological studies and introduces the theory of Epidemiological Transition. The course will develop health care leaders capable of obtaining health related data about social and cultural environments, and conducting culturally aware needs assessments in foreign populations. Health policy analysis and health care planning for service provision are covered through international case studies.
This dynamic course challenges students to critically examine the changing environment in health care and the interface between organized medicine and public policy. The course is designed to be a forum for the discussion of the politics, public policy and ethical issues currently facing the American Health Care System.
The semester begins with “the past” and provides a comprehensive overview of the history and evolution of health care services in our nation and examines the historical nature of the relationship between organized medicine and public health.
Moving to “the present”, students will conduct an analysis of the current structure and financing of health care services. Analytic models will be introduced as a way of examining complex health care issues. Students will be challenged to identify the most current health issues facing our society and then evaluate the ability of the current health care system to respond to these challenges. Working in groups, students will investigate major public health issues, identifying the population most likely to be affected, the health consequences, and the extent of the impact.
Students will identify related health policy and who the ‘key stakeholders' are who need to be involved with designing an effective response.
Finally, the focus of the course shifts to anticipating “the future” of the American health care system, the need for resources, and the policy issues that may arise. Students will be introduced to the concept of the eightfold path for health policy analysis. Students will be provided opportunities to develop and refine research and presentation skills, with emphasis on searching and analyzing the medical literature. At all times, students will be encouraged to use empirical evidence to evaluate existing policies and decision making, design position statements, or propose new health policy.
Fundamentals of Disaster Management course provides an opportunity for health care professionals and others in the helping professions (e.g. teachers, administrators, social workers, EMTs), to acquire the knowledge and principles required to facilitate, manage and coordinate prompt and effective management for a wide variety of disaster and/or major incident situations including natural disasters, acts of terrorism, and acts of war as experienced in a civilian population.
The course addresses both internal and external disasters, with a strong emphasis on disaster planning and emergency preparedness. The professional completing this course will be prepared to manage resources and systems in order to meet the needs of victims who have been affected by a disaster or major incident. This course is developed for nurses and other health care professionals as well as for individuals who might be required to respond in the event of a disaster.
This course has been specifically developed to focus on leadership competencies published by pre-eminent authors and professional associations in four essential knowledge domains: financing, budgeting, reimbursement, and cost containment. The theoretical frameworks integrated into the course include economic principles, ethical and legal principles, and concepts underlying financing systems in the U.S. health care system. These frameworks are recognized as essential content for leader-manager effectiveness in contemporary health care systems.
The professional completing this course will be prepared to manage resources and systems in order to meet the demands of an increasingly complex health care delivery system.
This course offers current topics related to health promotion and wellness. Context is presented in ten areas: Health Promotion, Entrepreneurship, Health Education, Health Technology, Community Health Improvement at the National Level, Community Health Improvement at the Local Level, Social and Cultural Determinants of Health, Promoting Healthy Behavior, Program Evaluation, and Preparing for Final Presentations.
This course provides a comprehensive introduction to community health program design by integrating principles of population medicine, community collaboration and mobilization, behavior change, cultural competency, and program evaluation. This course will provide an opportunity for students to work in teams to assess community health needs and design health improvement strategies for different populations through review of recent literature, asynchronous discussions, and class assignments. This course addresses important health issues and problems facing local and national population groups.
Since the World Wide Web has become a basic tool for health care educators, this course will also give you the opportunity to enhance your skills related to the use of computer technology for accessing and applying relevant information to the design of your health promotion projects.
Response to Chemical, Biological and Radiological Emergencies provides an opportunity for health care professionals and others to acquire the knowledge and principles required to prepare for, manage and co-ordinate prompt and effective response for a wide variety of chemical (Hazardous materials), biological (Bioterrorism), and radiological situations and emergencies. The course addresses both the unique threat posed by terrorism as well as emergencies resulting from non-terrorist related events, such as industrial emergencies.
The professional completing this course will be prepared to manage resources and systems in order to meet the needs of victims who have been affected by a chemical, biological or radiological incident or emergency. It was also developed for all health care professionals as well as for any individual whose organization might be required to respond in the event of a major public health emergency (e.g. teachers, administrators, social workers, EMTs, fire, police).
This course introduces students to the role and responsibilities of a clinical nurse leader (CNL). Leadership skills are discussed within the broader framework of system change and quality improvement. The emphasis is on working with interdisciplinary teams to create and shape effective health care delivery systems responsive to the needs of individuals and families.
This course examines the epistemological debates about science in current nursing literature. These debates reflect different ways of knowing and arise out of different philosophical traditions, such as rationalism, empiricism, and pragmatism. An understanding of these debates informs the discussion about the nature of science and theory. The process of theory construction is examined from logical, deductive and inductive approaches. The inter-relationships between concepts, constructs and variables are explicated for considering how study designs for generating and testing theory are developed.
This course examines epistemology debates about science in current nursing literature. The debates reflect different ways of knowing and arise out of different philosophical traditions such as phenomenology, hermeneutics, post-structuralism and critical theory. An understanding about these debates informs the discussion about the nature of science and methodological approaches to generating knowledge in nursing. Students will apply knowledge gained about the process of theory construction to a specific area of interest in nursing science.
This course is designed to provide an overview of the interrelationship among philosophy of science, nursing theory, research methods, and selected domains of research in nursing practice and health services delivery. The domains are selected to emphasize and study the development of programs of nursing research that are cumulative. Interrelationships among nursing theory and research and that of other disciplines are explored. Assignments are designed to assist students in exploring these interrelationships in an area of personal interest.
This course provides discussion and application of descriptive and inferential statistics, correlation and regression, analysis of variance, and non-parametric and distribution free statistics.
This course covers basic principles of research design primarily, but not exclusively, from the standpoint of evaluating planned interventions with human subjects. The topics covered include the analysis of causal relationships; threats to validity; experimental, quasi-experimental, relational and descriptive designs. Considerable attention will be given to hypothesis formulation, sampling design, statistical power, control and comparison groups, stratification and factorial designs, measurement design, and the analysis of data and interpretation of results.
This course presents advanced techniques for the statistical analysis of multiple quantitative variables. These techniques are particularly applicable to the complex research designs characteristic of studies of nursing problems and other behavioral science questions. Building on General Linear Analysis I, topics include multiple regression, structural equations, logistic analysis and multivariate techniques. The emphasis is practical, with a focus on the analysis of actual data.
This course is a continuation of the quantitative approach to nursing research begun in NUR 511 (Research Design). The emphasis of the course material is on the principles of measurement and their application to problems in nursing research. There will also be a strong emphasis on data analysis, using existing data sets and widely available software packages, with sharing of printouts and interpretation of findings. The format will follow that of a seminar rather than lectures. Students are to present case studies and evaluate instruments.
The course is intended to be both methodological and substantive. The operationalization of constructs and applications in relevant study designs will be the main focus. A "peer review" approach of balancing strong points and weak points is followed. We hope to create a "work in progress" atmosphere.
The course will provide students an opportunity to integrate material from courses in cognate areas, research methods, statistics, and clinical nursing research against the context of environmental, professional, and ethical realities. Issues examined include protection of and access to subjects for research, collaborative roles, and publications. Learning experiences include examination of published research and reviews of research, presentations of preliminary plans for a research project, preparation of grant application using NIH guidelines, and peer review of applications.
This course focuses on the exploration of the utility of psychological theoretical orientations (for example, appraisal, information processing, and social learning theories) to explain coping with physical illness. A seminar format will be used.
A one-semester 3 credit graduate level seminar for PhD students and postdoctoral fellows in the area of High Risk Children and Youth (may be appropriate for other graduate level students, by permission of faculty). The seminar will focus on discussion and integration of theories that guide clinical research at the individual, family, and community levels, and is directly applicable to research of children, youth, and families. Human Ecology Theory will be the overarching theory for the seminar. There will be emphasis on other theories that assist researchers in developing models and focus interventions in order to prevent or ameliorate threats to child and family health. Individual level theories will include coping and self- regulation, self-efficacy, behavior change (value expectancy), resilience, cognitive representation, and self-agency theories. Family level theories will include relationship, attachment, separation/individuation, and peer/family theories. Community level theories will include organizational, systems change, community and environmental and cultural effect theories. Seminar material will be discussed in the context of the ongoing research programs of faculty who are using these theories to guide their own research.
A one semester 3-credit graduate level seminar for all Ph.D. students and postdoctoral fellows in the area of High Risk Children and Youth; this seminar may be appropriate for other graduate level students (by permission of faculty). This seminar will focus on effective strategies for the design, implementation, execution, and analysis of significant clinical interventions aimed at the prevention or amelioration of threats to the health of children, youth, and families. Effective intervention research in nursing and other fields will be reviewed with an emphasis on the aspects of those studies that led to effective interventions and success in addressing significant research questions. Included will be design, implementation, measurement, and analysis issues such as: efficacy and effectiveness stages in research, challenges of randomized trials in community settings, establishing fidelity in interventions, selecting effective outcome measures, temporality of measurement, determination of potential for change, the role of moderators and mediators in understanding the process of intervention effectiveness, building cultural sensitivity into intervention research, and cost analyses/effectiveness of interventions. Seminar material will be discussed in the context of the ongoing research programs of faculty where relevant.
Research Using Existing Data
3 credits
The goal of the course is to learn to evaluate existing data, conduct data analysis using a large dataset, and understand issues in developing research programs using existing data. The topics and issues examined include sources and advantages and disadvantages of existing data, the process of obtaining data, appraisal and use of existing data, and conceptual, methodological, and statistical considerations. Statistical methods including multilevel modeling and analysis of complex survey data are also introduced.
NUR 546
Conducting Research with Older Persons: Methods and Applications
3 credits
The purpose of this course is to familiarize students with unique and prevalent issues, problems, difficulties, and challenges of conducting health services research with elderly persons, and to provide students with approaches and tools to address those issues and problems in order to successfully conceptualize, plan, carry out, and conduct research on or with the aged. This course will focus almost exclusively on persons age 65 and older, with special attention being paid to the old-old (those age 85 and over), people with cognitive impairment, and residents of nursing homes.
This course is designed to provide an overview of critical practice and policy issues that influence the direction of nursing home research focused on care of the elderly. It includes discussion of nursing home issues within the broader context of long-term care in the United States; categories of research that have influenced care of nursing home residents and public policy; issues of designing and conducting nursing home research; and areas needing further investigation. Readings and assignments are designed to meet the following objectives.
This course is designed to provide an overview of dementia research related to the advancement of clinical practice. It includes discussion of healthy aging, disease processes that lead to dementia, and issues involved in the care and treatment of cognitively impaired older adults in a variety of settings. Readings and assignments are designed to meet the following objectives.
In this course, qualitative research is described as a cover term for a variety of research traditions originating within anthropology and sociology which are epistemologically and methodologically similar. The relevance of these approaches to advancement of knowledge and practice in the fields of education and the health sciences is explored. There is an emphasis on the essential inseparability of theory and research that is expressed by the treatment of methodology as a process and not as manipulation of a set of given research techniques. Examples of research that are representative of different qualitative approaches are analyzed in terms of structure, substance and practical utility. This analysis also provides the context within which specific technical issues on how to conduct given types of research are most appropriately addressed. The place of qualitative research in scientific inquiry is viewed from an historical perspective, and the position taken is that qualitative approaches should be given more consideration in practice related research.
This course builds on prior coursework in or equivalent to NUR555, an overview and introduction to basic qualitative methods. This advanced course extends foundational knowledge by enabling learners to examine in depth qualitative descriptive design and the analytic technique of content analysis and apply these to their own practice-related research. . This course is one of a series of seminars on qualitative methods topics offered periodically based on student interest.
Qualitative description is the most commonly used approach to qualitative research but has only recently been labeled and described. The origins and historical and philosophical placement of qualitative description are explored. Processes and strategies for research question development, data collection, and data analysis are examined and practiced. Specific technical issues related to the definition of the research problem, sample selection, data gathering, analysis, interpretation, and reporting are experienced by the learner through hands-on involvement in a student-defined research project.
This course builds on prior introductory coursework in basic qualitative methods. The advanced course extends foundational knowledge through opportunities for learners to examine one specific approach in depth as it relates to their own practice-related research. This course is one of a series of seminars on qualitative methods topics offered periodically based on student interest.
Processes and strategies for inquiry are examined and practiced within the context of the theoretical underpinnings, and the historical and philosophical perspectives of the ethnographic approach including structural, interpretive, and critical ethnography including feminist ethnography. Specific issues related to the definition of the research problem, sample selection, participant observation, description, analysis, interpretation, and ethnographic writing are experienced by the learner through practical involvement in a self-defined research project.
This course builds on prior coursework in or equivalent to NUR 555, an overview and introduction to basic qualitative methods. This advanced course extends foundational knowledge by enabling learners to examine the grounded theory approach in depth and apply this method to their own practice-related research. This course is one of a series of seminars on qualitative methods topics offered periodically based on student interest.
The theoretical underpinnings and historical and philosophical perspectives of the grounded theory approach are explored. Processes and strategies for research question development, data collection, and data analysis within grounded theory are examined and practiced. Specific technical issues related to the definition of the research problem, sample selection, data gathering, analysis, interpretation, and reporting are experienced by the learner through hands-on involvement in a student-defined research project.
Drawing on presentations from researchers in the School of nursing, students are provided with the opportunity to consider their future career trajectories. Presenters will discuss the interplay between clinical practice questions and the research approaches being used to address these knowledge needs. Presentations are designed to help students to conceptualize their own research questions, driven by their "need to know" in order to provide evidence-based care.
The purpose of this course is to prepare nursing leaders for designing and implementing evidence based practice initiatives (e.g. performance improvement, clinical research) for purposes of improving the quality of care for patients, populations and communities in diverse health care settings across the continuum of care. Structures and processes that influence health systems are examined in light of economic, political and regulatory priorities. Methodologies to implement evidence based initiatives will be analyzed and strategies to sustain success are explored for their usefulness across the continuum of care. The responsibility of the DNP prepared nurse to use evidence based initiatives in affecting public policy is investigated.
This course is designed to strengthen students’ analytic skills in evaluating the effects of interprofessional collaboration on health care team and microsystem performance, patient safety, and quality improvement. Students synthesize information from a broad interdisciplinary literature base to assess and evaluate barriers and facilitators to interprofessional collaboration for patient-centered care. The effectiveness of interventions designed to improve such collaboration is explored and analyzed. Students are expected to critically examine their experiences as interprofessional team members and leaders in clinical practice.
This course provides students with the skills necessary for measuring and monitoring outcomes of individuals and organizations within diverse health care systems. Administrative, organizational, systems, and evaluation theories are examined for application to healthcare strategic planning and decision-making activities. Applied research and theory-derived evaluation met