The Capstone College of Nursing offers the following:
- Master of Science in Nursing degree for Nurse Practitioners (Family Nurse Practitioner, Psychiatric Mental Health Nurse Practitioner and a dual track Psychiatric Mental Health and Family Nurse Practitioner), Nurse Case Managers, Clinical Nurse Leaders and Nurse Administrators
- RN to BSN/MSN track for RNs who hold an associate degree or diploma in nursing
- Post-master’s certificate in Nursing Case Management
- Post-graduate certificates with Family Nurse Practitioner and Psychiatric Mental Health Nurse Practitioner specialties
- Doctor of Nursing Practice (DNP) degree to prepare graduates to function at the highest level of nursing practice
- The Doctorate of Education in Instructional Leadership for Nurse Educators is an interdisciplinary program of study which offers courses from the College of Education and the Capstone College of Nursing. This program prepares nurses for faculty positions in colleges and universities as nurse educators, scholars, researchers, policymakers and institutional leaders.
This course is intended to advance the role of theory in knowledge development and its relationship to nursing research, practice, and administration. Students will develop critical theoretical analytical skills using selected grand and middle range theories within the discipline of nursing and theoretical work from other disciplines. Specifically, the content will examine the development of nursing theory, including relevant nursing theories such as rural nursing theory, complexity theory, synergy theory, adult learning theories, among others. Theory is understood as essential to nursing science and based on culturally competencies and ethical principles.
Students will examine selected issues that affect community health care for rural populations for nursing roles in case management or as a clinical nurse leader. The organization and financing of health care for rural populations will receive considerable attention. The advanced practice nurse case manager or clinical nurse leader student will gain understanding of the development of health care policy and the ethical, political, economic, sociocultural, and technological forces influencing the delivery of care.
This required course focuses on the ethical management of data, information, knowledge, and technology to communicate and deliver safe quality healthcare within and across various healthcare settings. This course incorporates the concepts of nursing science, computer science and information science with information technology tools commonly found in practice. Students are introduced to the nursing informatics specialty and the use of technology to augment nursing care delivery and patient safety.
The focus is on working with inter-professional educational teams to meet the complex and multidimensional needs of Veterans and rural populations.
This course will assist the graduate nursing student to further develop health assessment skills for obtaining and recording a systematic health history as well as advanced holistic health assessment of individuals across the life span.
An introduction to the nation's changing healthcare environment and the importance of integrating palliative care principles into primary care. The topics include a review of the complex healthcare environment in the United States as related to managing patients with serious illness and/or Multiple Chronic Conditions (MCCs). Specifically, this includes an overview of the current barriers preventing palliative care access and an analysis of the financial impact of multiple chronic disease and patient outcomes. This course concentrates on exploring how interprofessional palliative care strategies can be employed in primary care settings in order to improve patient outcomes.
This online elective course is open to any graduate student in the health or social sciences. The course focuses on: Diabetes Self-Management Techniques (DSMT) and instructs the provider in what manner to impart information that has immediate application for people living with diabetes. The course focuses on application of clinical guidelines for exercise and fitness, nutrition and diet, and the techniques, products, and strategies that help patients learn diabetes self-management techniques that empower them to take charge of their well-being and live healthier lives.
This is a elective graduate nursing course. The focus of this course is to delve into multiple issues of concern for all older adults and their families. By exploring the greatly varied expectations for well and complicated aging, the student will develop an appreciation for the vast array of issues affecting older adults and the multiple transitions they experience.
This online elective course is open to any graduate student in the health or social sciences. The course focuses on the primary, secondary, and tertiary prevention and management of diabetes mellitus offering expanded content suitable to students pursing graduate study in nursing, medicine, nutrition, and other social sciences. Building on the basic and advanced science and clinical management courses a multi-disciplinary approach is offered for the prevention of pre-diabetes, metabolic syndrome, type 2 diabetes, management of both types 1 and 2 diabetes mellitus across the lifespan. Special emphasis is placed on the prevention and management of the complications and co-morbid conditions potentially resulting from diabetes mellitus.
No description available.
This elective course focuses on the use of social media programs and applications within the healthcare setting. This course will equip healthcare providers with the knowledge and skills needed to effectively use social media within their professional settings. Students will be introduced to social media literacy, social media software, and health 2.0. Also, students will discuss guidelines related to social media use within the healthcare setting.
This course includes the professional role of the nurse case manager with rural populations across the lifespan. Emphasis is on the influence of nurse case managers on person(s) outcomes at the systems level. Students will assess complex person(s) demands; plan coordinated, multidisciplinary, evidence-based collaborative approaches to person(s) care; and appraise strategies for evaluation of person(s) outcomes.
This course will assist the graduate nursing student to further develop knowledge of evidence-based clinical pharmacology. Course content will include basic principles of pharmacology as they apply to drug therapy across the lifespan. A prototype approach will be used to present content covering selected drugs affecting the peripheral nervous system, central nervous system, cardiovascular system, renal system, endocrine system, immune system, musculoskeletal system, respiratory system, gastrointestinal system, and chemotherapy for infection and cancer.
This required course focuses on establishing relationships with person(s) and families, group dynamics, team building, leadership and management skills, negotiation, human diversity in health and illness, conflict management, and rural health issues relevant for advanced nursing roles of the nurse case manager (NCM), clinical nurse leader (CNL), and nurse practitioner (NP) student. This course carries "W" designation ONLY for the RN/BSN/MSN. It is required for the RN/BSN/MSN students to meet the university’s core curriculum requirements for writing (W).
This course deals with recognition and analysis of the legal and ethical issues facing healthcare professionals and administrators. Building on theories and processes from business, medicine, nursing and other disciplines, students will develop a systematic approach to resolving ethical and legal conflicts.
This course describes the professional role of the clinical nurse leader (CNL) with rural populations across the life span. Emphasis is on the influence of the CNL on person(s) outcomes at both the microsystem level. Students will assess complex person(s) demands, plan coordinated, multidisciplinary, evidence-based collaborative approaches to person(s) care, and appraise strategies for evaluation of person(s) outcomes.
This course includes the professional role of the nurse practitioner with rural populations across the lifespan. Emphasis is on the influence of nurse practitioners on outcomes at the systems level related to rural populations. Students will assess complex demands; plan coordinated, multidisciplinary, evidence-based collaborative approaches to care; and appraise strategies for evaluation of outcomes.
This course explores the professional role of the nurse administrator. Emphasis is on the influence of nurse administrator on outcomes at the systems level and as related to rural healthcare systems and populations. Students will assess complex system and healthcare facility demands; plan coordinated, multidisciplinary, evidence-based collaborative approaches to systems of care at the administrative level; and appraise strategies for evaluation of outcomes related to or affect by the nurse administrator role.
This course will explore the biologic basis of disease at the cellular, organ and system level with an emphasis on applications for health professionals. It is a required course in the MSN curriculum of the Capstone College of Nursing and may be taken as an elective by graduate biology majors with an interest in health professions based on space available.
This course focuses on the application of the nurse case manager's functions of assessing, planning, intervening, monitoring, and evaluating health care in rural communities. Emphasis is placed on implementing a coordinated, evidence-based, interdisciplinary, collaborative, integrated, and cost effective approach to health care with rural populations. Web-based conferences will assist students in the exploration and application of case management issues in self-selected clinical experiences.
This online course will provide an introduction to the roles and responsibilities of nursing faculty. This course will prepare students to participate in the processes of designing, implementing, and evaluating a nursing curriculum. This course will include roles and responsibilities of faculty in teaching, scholarship, service, and practice.
This course will provide students with an overview of instructional technology and media that can be used in undergraduate and graduate level instruction in nursing education programs. This course will provide students with skills to begin on site and online instruction. It will explore the use of computers, software, models, simulators, and other instructional media.
This course focuses on the application of the clinical nurse leader's functions of assessing, planning, intervening, monitoring, and evaluating health care in rural communities. Emphasis is placed on implementing a coordinated, evidence-based, interdisciplinary, collaborative, integrated, and cost effective approach to health care with rural populations. Web-based conferences will assist students in the exploration and application of care management issues in self-selected clinical experiences.
This course provides the opportunity to experience the role of nurse administrator. An individualized nursing administration practicum in a specific area of clinical emphasis is chosen by the student, and monitored by the faculty and clinical preceptor. Competencies that govern the role of the nurse administrator are explored in depth. Students focus on the context for enacting the role of nurse administrator in a healthcare delivery system, and how rurality and related concepts may affect this role. Students engage in a reflective discussion of nursing administration issues and experiences in the didactic portion of this course. This course requires completion of 180 hours of clinical practicum experience.
This course was designed as the second part of a two part nurse administrator practicum series. It will address core competencies of the nurse administrator through one hour of didactic material and three hours of clinical practicum. Students will have an intensive clinical immersion experience that fully embraces the various roles, functions and expectations of the successful nurse administrator in today’s dynamic healthcare environment. The clinical preceptor experience established in NUR 537: Nurse Administrator Practicum I will be continued as students will have the opportunity to build upon previously learned concepts to fully integrate and apply them in practice. Students will be expected to complete 180 clock hours of relevant clinical practicum experience with an approved preceptor.
This course focuses on the application of the nurse educator's functions of assessing, planning, intervening, monitoring, and evaluating nursing education in the academic environment. Emphasis is placed on implementing a coordinated, interdisciplinary, collaborative, technologically appropriate and integrated approach to nursing curriculum, design, implementation and evaluation. Web-based conferences will assist students in the exploration and application of teaching and learning issues in self-selected academic experiences.
The purpose of this Summer Study Abroad course is to expose students in various disciplines to health care across the lifespan in Mexico. The course will focus on Mexican health concepts, health care delivery, and health policy.
This course addresses principles of fiscal resources management and their application to case management or clinical nurse leader role. Concepts include cost analysis, budgeting, contract development, financial aspects of program development and evaluation, and cost accounting and tracking for rural populations.
This course prepares students to evaluate research methods, designs, instruments, and statistics used in health research. Research ethics, outcomes research, and evidence-based practice are explored. Students will critique research literature and prepare a research overview relevant to their practice area.
This course provides a theoretical basis to help the nurse practitioner student determine, select, implement, and evaluate different types of psychiatric treatment modalities for persons across the lifespan, who are experiencing a psychiatric illness. Admission in Nurse Practitioner concentration.
In this course, the student will learn how to critically appraise theoretical approaches for psychotherapeutic interventions with adult patients and families in rural areas. This course provides a theoretical basis for advanced practice in Psychiatric Mental Health Nursing. This course will also provide the student with an understanding of the dynamics, epidemiology, and treatment of selected psychopathology, specifically focused on the adult patient. In addition, the role of the PMHNP in the assessment, diagnosis, and treatment of adult patients with mental disorders will be explored. Students must complete 150 clinical rotation hours providing psychopharmacotherapeutic and psychotherapeutic interventions to adults and families within the semester in which the course is taken.
This course provides a theoretical and evidenced based foundation for advanced practice as a Family Nurse Practitioner (FNP). The focus is on identifying and managing common acute, episodic and multiple chronic conditions in the adult client. Health promotion and disease prevention strategies for the adult are emphasized. Nurse Practitioner role functions in primary care are explored through clinical experiences with diverse rural populations. Students must complete 150 clinical rotation hours working with adults and families within the semester in which the course is taken.
Provides the student with an understanding of the treatment of selected psychopathology. The role of the advanced psychiatric mental health nurse practitioner in the assessment, diagnosis, and treatment of child/adolescent (birth to age 17) patients and families in rural settings will also be explored. This course will also examine treatment modalities for advanced practice psychiatric mental health nursing, specifically with children and adolescents. In addition, this course will provide advanced knowledge of psychobiological information in conjunction with the use of psychopharmacological and psychotherapeutic interventions with child/adolescent patients. Students must complete 150 clinical rotation hours working with children and families within the semester in which the course is taken.
This course provides a theoretical and evidenced based foundation for advanced practice as a Family Nurse Practitioner (FNP) caring for women and children. The focus is on identifying and managing common acute, episodic, and multiple chronic conditions experienced by women and children. Health promotion and disease prevention strategies for women and children are emphasized. Nurse Practitioner role functions in primary care are explored through clinical experiences with diverse rural populations. Students must complete 150 clinical rotation hours within the semester in which the course is taken; 70 hours in Pediatrics and 80 hours in OB/GYN.
Provide the nurse practitioner student with the opportunity to completely immerse in the role of the Psychiatric Mental Health Nurse Practitioner (PMHNP). Students will engage in the practice, management, and treatment of rural children, adolescents, adults and/or geriatric individuals and families experiencing mental health needs. The student will demonstrate the ability to utilize psychopharmacological and psychotherapeutic (individual, family and group) interventions in a wide range of clinical settings. Students must complete 225 psychiatric mental health clinical rotation hours treating patients across the lifespan while offering opportunities for board certification exam preparation.
Provide the student with the opportunity to completely immerse in the role of the Family Nurse Practitioner. Students will engage in the practice, management, and treatment of rural individuals and families experiencing primary care needs. Students must complete 225 clinical rotation hours in primary care treating patients across the lifespan.
This is primarily an online, web-based course. It critically examines historical and contemporary discourses necessary to understand curriculum as a synergetic field of study and an area of professional practice. Factors related to organizing curriculum will be considered based on analysis, interpretation and synthesis of contextual data. Students will determine directions, outcomes, and goals for curriculum and course design. Methods for curriculum evaluation and a dashboard for successful implementation will be emphasized. Students will demonstrate their ability to develop and critique curriculum in the context of instruction through reflection, observation, documentation, and descriptive analysis and to relate ethical, moral, and social justice concerns to curriculum practice.
This course is developed for EdD nursing students to analyze current issues and trends impacting educational organizations and leaders of those organizations.
Students are expected to utilize knowledge from quantitative methodology and statistics in this course. The seminar will provide students with opportunities to synthesize knowledge gained in this and other courses in order to address topics of for research in nursing education.
This required course provides students with the knowledge base to understand, collect, manage, and measure clinical data. Students will explore data collection and management processes, levels of measurement, basic statistics, and measurement for improvement in order to effectively use clinical data. Data entry exercises employed through analytical tools and statistical software packages will allow the students practice and apply the basic data management and analysis skills needed for the evaluation of clinical data and evidence-based practice.
This course concerns the development of skills in writing, editing, and preparing manuscripts for publication from initial idea to submission of a publishable manuscript. The course emphasizes a writing process that encourages productivity and collegial peer review. Legal and ethical aspects of authorship prepare students for responsible practices expected of scholars. Students should have mastered basic writing skills, e.g., grammar, syntax, and computer skills, prior to enrolling in this course.
The independent study option provides an opportunity for students to identify, structure, implement and evaluate learning experiences consistent with personal learning needs and career plans that are in addition to the current curriculum.
The purpose of this course is to provide students with models for evidence-based practice (EBP) design and improvement translation. Students learn to formulate clinical questions in answerable format, and search for and identify best research evidence. The focus of the course is to evaluate and critically appraise evidence for rigor and applicability to the clinical problem and is designed to improve clinical outcomes. Students will translate the evidence into practice environments for safe, quality care. Students will gain access to information that will support optimal clinical decision-making. Improvement translation sciences will also be introduced.
This required core course for the Doctor of Nursing Practice program provides an understanding of the use of theory and conceptual foundations to guide the complexity of specialty nursing practice at the doctoral level. The content is derived from the philosophical and scientific underpinnings of nursing, natural, and psycho-social sciences.
This required course focuses on the collection, organization, analysis, and dissemination of information in nursing and health care. Students are introduced to the specialty of nursing informatics, the information system life-cycle, telemedicine, and the use of technology to enhance nursing care delivery and patient safety. Also, students learn how to design, use, and manipulate large and small patient databases for the analysis of patient outcomes.
This course is designed to validate Master's level competencies in clinical and organizational leadership. The course is required for post-master's DNP students who are graduates of programs in nursing with less than 500 clinical hours.
This required course for the Doctor of Nursing Practice program prepares the student to implement specialty population-based disease prevention and health promotion activities to achieve national and international goals of improving worldwide health status. The course focuses on a spectrum of issues affecting health, which include emerging infectious diseases, emergency preparedness, disparities in health and healthcare services, and the impact of behavior and lifestyle choices on health.
This required course in the Doctor of Nursing Practice program prepares students for organizational and systems leadership and knowledge and skills critical to role development in independent and inter and intra-disciplinary practice. Content includes communication, conflict resolution, collaboration and negotiation, leadership, and team functioning to maximize success in the establishment of safe, effective patient-centered care in complex environments.
This required course is designed to assist the student in selecting an area of interest within a practice specialization, and in demonstrating professional competencies related to an area of interest. The student will document previously acquired abilities and competencies in a professional portfolio. Students will participate in the seminar to obtain guidance, be involved in discussion, and receive peer suggestions about the portfolio and practice plans.
This required course is the capstone clinical course in all advanced practice tracks. The student presents evidence of achievements and competencies in a professional portfolio. The practice residency is completed in a specialty area of the student's choice. One credit hour of each semester of the residency is devoted to classroom seminar. The seminar focuses on the aspects of the final practice project and interventions that promote health, prevent illness and disability, and alleviate health disparities. Small group sessions are formed for students who are at similar stages of completion of the course requirements. The final project is selected and planned by the student and the advisor and is implemented during this course. The student completes the project, evaluates the outcomes, disseminates the findings, and makes a formal scholarly presentation to faculty and peers.
This required course in the Doctor of Nursing Practice program focuses on the basic principles of health policy and the influence of the political process as a systematic approach to health care in the United States and internationally. The course prepares students to assume complex leadership roles in order to advance specialty practice and health. This course focuses on the unique challenges of engaging and influencing health care policy in the U.S. and internationally. It is designed to develop skills, techniques, and approaches to the critical analysis of health policy proposals, health policies, and related issues from the perspective of consumers, nursing, other health professions, and other stakeholders in policy and public forums. The health policy framework is analyzed from a governmental, institutional, and organizational perspective.
The purpose of this course is to synthesize knowledge related to translational/implementation science models and strategies to improve health outcomes. The emphasis in the course is the use of program evaluation as a strategic planning tool to achieve positive changes in health status, to initiate quality improvement, to engage in risk anticipation, management and to facilitate organizational and system level changes.
NUR 743 is a required core Doctor of Nursing Practice Program course, which expands on foundational evidence-based practice concepts to refine a problem statement and derive a searchable and answerable clinical question. Content includes conducting a systematic review of the literature to guide the selection of methods, strategies, tools and metrics needed to complete a successful scholarly project. The course also addresses targeted strategies for disseminating evidence associated with scholarly projects.