Courses for Nursing

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.

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 course focuses on selected MSN topics under the sponsorship of a nursing faculty member with relevant expertise.

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 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 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 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 is an introduction to fundamental nursing concepts and processes that are foundational to nursing care. Content included an introduction to professional nursing; the nursing process; ethics, theories and models of communication and factors that affect interpersonal communication in health care settings; health assessments and the application of assessment skills and documentation; basic care planning and clinical nursing skills.

This course is an introduction to fundamental pathophysiology of the human body. This course examines physiological change that results in disruptive adaptive responses throughout the lifespan. These disruptive responses are approached in a systematic manner. A combination of identified cellular concepts and body systems approach is used to structure course content. Included are basic cellular processes in human pathology, pathology associated with the major body systems, and physiology associated with the aging process.

This course is the clinical companion course for NUR 541: Foundations in Nursing Care. Clinical skills related to communication, collaboration, adult assessment, and basic nursing care techniques will be developed through a variety of simulation and clinical placement activities. Students will engage in real-world experience and practice working with clients, client families, peers/colleagues, and members of the interdisciplinary healthcare team. Students are required to complete 180 clinical hours during this course.

This course prepares the student to provide care to adult patients experiencing common and/or complex physiological alterations and responses. The course addresses concepts, theories, and research findings essential to promote and restore health of adults from culturally diverse populations.

This course prepares the student to provide quality care while improving the mental health of culturally diverse persons and preventing further disability. This course presents the biological, environmental, cultural, and interpersonal factors affecting individuals with mental health conditions. The course is organized around evidence that contributes to a holistic understanding of mental health conditions and effective intervention strategies that assist the individual and family to adapt, recover, and grow through these difficulties. The social, legal, and ethical implications of providing nursing care to culturally diverse individuals with mental health conditions are integrated throughout the content.

This course is the clinical companion course for NUR 544: Adult Health Nursing and NUR 545 Mental Health Nursing. Clinical skills related to the holistic care of adults will be developed through a variety of simulation and clinical placement activities. Students will engage in real-world experience and practice working with clients, client families, and members of the interdisciplinary healthcare team. Students are required to complete 135 clinical hours during this course.

This course prepares the student for concepts and issues relevant to professional nursing practice. Emphasis is placed on concepts related to professional values; legal and ethical responsibilities of the professional nurse; an introduction to interprofessional teams, teamwork, and collaboration; and care of the psychosocial integrity of culturally diverse individuals and populations across the lifespan.

This course is the clinical companion course for NUR 559: Health Promotion and Community Health. The course focuses on the knowledge and skill competencies required for community/public health nursing practice. Educational and clinical experiences are community-based, community-oriented, and population-focused. Health promotion, risk reduction and management, and disease prevention for culturally diverse individuals, families, and populations in rural and urban community settings are emphasized. The course also emphasizes knowledge and practice of illness and disease management in non-institutional environments. Students are required to complete 180 clinical hours during this course.

The purpose of this course is to provide the student with the tools and resources to embrace the role of the Nurse Administrator and successfully balance leadership and management cohesively. This course will comprehensively cover leadership concepts to include working collaboratively in interdisciplinary teams, professional roles and scopes of practice, human resource management, staffing, conflict resolution, sustainable change, and decision-making practices.

The purpose of this clinical course is to provide the student with the opportunity to apply concepts and theory from NUR 549 in an authentic clinical environment to narrow the theory practice gap through application and experiential learning. The focus is on application of leadership concepts to include working collaboratively in interdisciplinary teams, professional roles and scopes of practice, human resource management, staffing, conflict resolution, sustainable change, and decision-making practices.

The purpose of this course is to prepare future nurse administrators for the complexities of healthcare management by giving them the tools and resources to understand and critically appraise the unique dynamics of the U.S. healthcare system. This course will include information related to healthcare delivery, quality improvement, public policy, laws, accrediting bodies, and regulatory statutes.

The purpose of this clinical course is to provide the nursing administrator student with the opportunity to apply concepts and theory from NUR 551 in an authentic clinical environment to narrow the theory practice gap through application and experiential learning. The focus is on the application of public policy, laws, accrediting bodies, and regulatory statutes as they relate to the delivery of health care in the U.S.

The purpose of this course is to prepare future nurse administrators to be highly effective and influential strategic planners and financial leaders within the organization. This course addresses principles of strategic planning and fiscal resource management to include SWOT analyses, business plans, reimbursement models, cost analysis, budgeting, contract development, financial aspects of program development and evaluation, and cost accounting and tracking.

The purpose of this clinical course is to provide the student with the opportunity to apply concepts and theory from NUR 553 in an authentic clinical environment narrowing the theory practice gap through application and experiential learning. The focus is on the application of the principles of strategic planning and fiscal resource management to include SWOT analyses, business plans, reimbursement models, cost analysis, budgeting, contract development, financial aspects of program development and evaluation, and cost accounting and tracking.

This course introduces students to the epidemiological principles and methods used for measuring population health. Focus is on critically reading the public health literature and applying the evidence to understand the social determinants that impact culturally diverse individuals, families, and populations.

This course prepares the students with an introduction to health promotion and community-based nursing principles. The course addresses concepts, theories, and research findings essential to promote health of culturally diverse aggregates, populations, or communities.

This course prepares the student to provide care to children with acute and chronic health problems and to childbearing families experiencing normal maturational processes as well as related acute/chronic health problems. The course addresses concepts, theories, and research findings essential to promote health and/or reduce the consequences of disease in children and to provide holistic, patient-centered care to childbearing families from culturally diverse populations.

This course is the clinical companion course for NUR 560: Family Based Nursing. The course teaches and evaluates clinical skills necessary to provide culturally-competent care to children and childbearing families from culturally diverse populations.

The focus of this course is to support students to assess their individual knowledge acquisition and to implement strategies to address identified deficiencies and maximize learning with faculty assistance. Through this course students will use individual, group, and technology-based methods to facilitate critical thinking and problem-solving using client case studies. Students will also complete the NCLEX licensure application process.

This course is co-requisite with NUR 562 Preparation for Licensure and taken after successful completion of all other MENP courses. This precepted clinical practicum is a 90-hour intensive designed to focus on essential leadership and management principles. Clinical experiences will allow students to apply and integrate clinical reasoning, critical thinking, and delegation skills with the knowledge derived from didactic and clinical courses with a special emphasis on rural health care.

This course includes the professional role of the Family Nurse Practitioner (FNP) serving diverse populations across the lifespan. Emphasis is on the influence of nurse practitioners on outcomes at the systems level. Students will assess complex demands; plan coordinated, multidisciplinary, evidence-based collaborative approaches to care; and appraise strategies for evaluation of outcomes.

The purpose of this clinical readiness course is to prepare students for clinical care, prior to engaging in direct patient care.

This course integrates theoretical, and evidence-based foundational knowledge in health promotion, disease prevention, diagnosis, and management of adults in a primary care setting with a particular focus on rural and medically underserved populations.

In this clinical course, the FNP student will apply the theoretical and evidence-based foundational knowledge in health promotion, disease prevention, diagnosis, and management of adults in a primary care setting with a particular focus on rural and medically underserved populations. There are 180 clinical hours required for course completion.

This course integrates theoretical, and evidence-based foundational knowledge in health promotion, disease prevention, diagnosis, and management of women and children in a primary care setting with a particular focus on rural and medically underserved populations.

In this clinical course, the FNP student will apply the theoretical and evidence-based foundational knowledge in health promotion, disease prevention, diagnosis, and management of women and children in primary care with a particular focus on rural and medically underserved populations. There are 180 clinical hours divided equally between the two populations are required for course completion.

This course integrates theoretical, and evidence based foundational knowledge in health promotion, disease prevention, diagnosis, and management of care across the lifespan with a particular focus on rural and medically underserved populations.

In this clinical course, the FNP student will apply the theoretical and evidence-based foundational knowledge in health promotion, disease prevention, diagnosis, and management of care across the lifespan with a particular focus on rural and medically underserved populations. There are 180 clinical hours required for course completion.

This immersive course incorporates a concentrated clinical practice experience that prepares the FNP student for full scope of practice and supports preparation for licensure and certification. . Using an evidence-based practice framework the student will apply health promotion, disease prevention, and in the provision of patient-centered care in rural medically underserved areas. There are 240 clinical hours in Across the Lifespan population required for course completion. Students will demonstration knowledge of advanced pathophysiology, and pharmacologic interventions according to current standards of care across the lifespan in primary health care clinical settings while learning the family nurse practitioner’s role and responsibilities in the provision of patient-centered, ethical, culturally competent care.

This course will prepare students to apply evidence-based adult teaching and learning strategies in academic and clinical settings designed to enable the student to teach nursing content, promote effective learning environments, and evaluate academic success in a variety of contexts. The student will learn the pedagogy of delivering nursing content in environments that include face-to-face and distance formats, incorporating a variety of technologies, and didactic methods that include the cognitive, affective, and psychomotor domains of learning.

This course will provide students the opportunity to apply concepts and skills in clinical teaching and evaluation methods within the academic nurse educator role. The student will apply specialized, hands-on, educational concepts within specialized academic clinical and practice lab settings. The student will work with a preceptor to complete 3 credit hours of practical experience in the academic nurse educator role and 1 credit hour in seminar.

This course will provide students the opportunity to apply concepts and skills in curriculum development, didactic teaching, and evaluation methods as well as responsibilities within the academic nurse educator role. The student can choose from a variety of academic settings in which to interface with students, faculty, administrators, and support services within the chosen academic institution. Practicum hours involve observational and hands on teaching experiences. The student will work with a preceptor to complete 3 credit hours of practical experience in the academic nurse educator role and 1 credit hour in seminar.

The purpose of this course is to focus on concepts, theories and research underlying advanced practice psychiatric mental health nursing. The scope and standards of psychiatric-mental health nursing practice will be presented. Mental health treatment modalities across the lifespan including psychotherapy, psychopharmacological interventions, community interventions, case management and consult-liaison activities will be examined. Psychological, biological, social, and cultural influences on coping responses of individuals, families, groups, and communities of people/populations at risk are explored. Intervention models, including preventive care and health promotion are introduced.

The purpose of this course is to provide an immersive clinical experience in which the PMHNP student demonstrates competencies for full scope of practice and supports preparation for licensure and certification utilizing evidence-based practice, the student will provide patient-centered mental health care that is culturally congruent. Students will demonstrate competence in the provision of mental health across the treatment trajectory from health promotion and disease prevention to emergent crisis care and chronic illness management across the lifespan. Students will complete 240 clinical hours in across the lifespan population care.

The purpose of this course is to focus on the study of Psychiatric Mental Health Nurse Practitioner (PMHNP) conceptual frameworks, theories, and research findings related to common psychiatric disorders among children and adolescent (birth to 17) patients in urban, suburban, and rural settings. Biological and pharmacologic theories, developmental issues of children and adolescent (birth to 17) patients, psychotherapeutic modalities, primary prevention, and evaluation of treatment will be emphasized.

The purpose of this clinical course is to provide the student with the ability to apply treatment of psychopathology. The role of the Psychiatric Mental Health Nurse Practitioner (PMHNP) in the assessment, diagnosis, and treatment of children, adolescents, young adults, and families in urban, suburban, and rural settings will be explored. This course will also provide students the opportunity to apply psychobiological information in conjunction with the use of psychopharmacological and psychotherapeutic interventions with patients. Students must complete 180 clinical hours working with children and adolescents from birth to 17.

The purpose of this course is for Psychiatric Mental Health Nurse Practitioner (PMHNP) students to learn how to critically appraise theoretical approaches for psychotherapeutic interventions with adult and elderly patients and families in urban, suburban, and rural areas. This course provides a theoretical basis for advanced practice of 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 adult and elderly patients. In addition, the role of the PMHNP in the assessment, diagnosis, and treatment of adult and elderly patients with mental disorders will be explored.

The purpose of this clinical course is for Psychiatric Mental Health Nurse Practitioner (PMHNP) students to critically appraise and apply theoretical approaches for psychotherapeutic interventions with adult and elderly patients and families in urban, suburban, and rural areas. This course will also provide the student with an opportunity to apply the dynamics, epidemiology, and treatment of selected psychopathology, specifically focused on adult and elderly patients. In addition, the role of the PMHNP in the assessment, diagnosis, and treatment of adult and elderly patients with mental disorders will be applied. Students must complete 180 clinical hours providing psychopharmacotherapeutic and psychotherapeutic interventions to adults, elderly and their families.

The purpose of this course is for Psychiatric Mental Health Nurse Practitioner (PMHNP) students to demonstrate comprehension of multiple theoretical approaches for psychotherapeutic interventions across the lifespan in urban, suburban, and rural areas. This coursed also covers the dynamics, epidemiology, assessment, diagnosis, and treatment of selected psychopathologies. Appropriate evidence-based psychopharmacological and psychotherapeutic (individual, family and group) interventions are examined.

The purpose of this clinical course is for Psychiatric Mental Health Nurse Practitioner (PMHNP) students to demonstrate application of multiple theoretical approaches for psychotherapeutic interventions across the lifespan in urban, suburban, and rural areas. This course provides PMHNP students an opportunity to apply clinical skills in the assessment, diagnosis, and treatment of selected psychopathologies. Students will apply appropriate evidence-based psychopharmacological and psychotherapeutic (individual, family and group) interventions in a wide range of clinical settings. Students must complete 180 clinical hours treating patients across the lifespan (with a minimum of 40 child and adolescent).

This course is designed to assist the student in selecting a foundational area of inquiry or phenomenon of interest, and creating original scholarship written under the direction of the faculty advisor. It is expected that the project will culminate in the production of a research product (thesis) that evidences originality, appropriate organization, clarity of purpose, critical analysis, and accuracy and completeness of documentation. The work shall involve an analysis or study related to a professional nursing phenomenon of interest such as, but not limited to: direct patient care concerns, systems level quality improvement, healthcare policy, or nursing administration.

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 is an elective course for nurse educator students who have limited teaching experience or graduate nursing students who desire additional direct experience. The two didactic credits and two clinical credits (120 contact/clock hours) in this practicum provide opportunities to become embedded as a faculty member for one semester. Students implement classroom and clinical teaching and evaluation strategies grounded in education theory and evidence-based practice, and are devised for differing learner needs to produce desired learning outcomes. Students explore the scholarship of education and develop or refine a research trajectory. Then relate that trajectory to life-long professional development and targeted faculty, community, and professional service.

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 purpose of this course is to provide students with an introduction and foundation to the basic principles of scholarly writing with focus on writing for a clinically focused student. The student will explore APA guidelines, the principles of plagiarism, the foundational concepts of writing, and basic guidance in writing for academic/scholarly publications.

This course focuses on selected DNP topics under the sponsorship of a graduate nursing faculty member with relevant expertise.

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 foundations for implementation science and evidence-based practice (EBP). 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, gain access to information that will support optimal clinical decision-making, and identify models and theories to support clinical change.

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 project 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.

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 course 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 course 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 course 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 healthcare 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 project 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 identification and 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.

This course focuses on concepts important to nursing program curriculum development and evaluation. The course will introduce the learner to various curriculum-related concepts including higher education organizational structure, published curriculum guidelines, policy development and adoption, and accreditation. This course will also focus on evidence-based methods for program, course, and student evaluation.

This course will assist the graduate nursing student to examine teaching theory and strategies which may be applied to clinical instruction and problem solving. Course content will include basic principles of adult learning, and learning preferences as applied to teaching multigenerational learners. Strategies useful for clinical supervision and the importance of development of clinical learning sites are identified . The necessity of crafting clinical assignments in order to promote optimal learner outcomes is presented. Illustration of multiple uses of clinical simulation in order to improve team building, interdisciplinary collaboration, and clinical reasoning are depicted. The use of debriefing models to enhance clinical judgement in both simulation and clinical practice will be examined. Resources and technology for clinical teaching will be evaluated.

This required course is designed to assist the student to develop professional competencies related to the DNP project. Students participating in the seminar will obtain guidance, be involved in discussion, and receive peer suggestions about the DNP project. Funding opportunities will be explored, presentation preparation will be initiated, and project dissemination will be reviewed. The student will start the development and design of the professional portfolio with current professional information and achievements.

This required course is the first clinical course in the Doctor of Nursing Practice course of study. The practice residency is conducted in a specialty area of the student’s choice and guided by the DNP Essentials. Students will participate in weekly online group discussions regarding their progress providing peer feedback. An organizational needs assessment is conducted while the final project is selected and planned by the student and the Faculty Advisor. IRB training and preparation is completed. The final project proposal is completed and approved by the Faculty Advisor in this course.

This required course is the continuation of the clinical courses in the Doctor of Nursing Practice course of study. The practice residency is conducted in a specialty area of the student’s choice and guided by the DNP Essentials. Students will participate in weekly online group discussions regarding their progress providing peer feedback. The DNP Project will be submitted for IRB review and revised until accepted by all required IRB entities. The DNP project will be implemented and evaluated by the student, with guidance from the Faculty Advisor.

This required course is the culmination of the clinical courses in the Doctor of Nursing Practice course of study. The practice residency is conducted in a specialty area of the student’s choice and guided by the DNP Essentials. Students will participate in weekly online group discussions regarding their progress providing peer feedback. The final project is evaluated, analyzed, and disseminated by the student with Faculty and Clinical Advisor guidance in the form of a professional presentation. The final DNP Project report is completed and approved by the Faculty Advisor. Students are strongly encouraged to submit a completed manuscript for publication based on the DNP Project in collaboration with the Faculty Advisor when deemed ready by the Faculty Advisor.

This course is designed to offer Joint PhD program students a range of nursing-science focused special topic courses.

The purpose of this course is to prepare BSN-PHD students with the foundational skills of deep reading, comprehensive literature review and critique, critical thinking, and writing skills necessary for successful advancement in a doctoral program. This course will further help students by providing more individualized support and structure to facilitate successful progression through the PhD program.

The purpose of this course is to aid BSN-PHD students in developing skills to assess scientific rigor, develop an argument, critique published research, professionally present (verbally and written) critique findings, develop a manuscript for publication, and will provide an opportunity to obtain hands on research experience. This course will further help students by providing more individualized support and structure to facilitate successful progression through the PhD program.

The purpose of this course is to prepare BSN-PHD students with the foundational skills of systematically appraising the literature to develop an appropriate and comprehensive significance section, analyzing health policy that directly relates to the students’ research areas of interest, and evaluating research methodology and accompanying statistical analyses. These are important for successful advancement in a doctoral program. This course will further help students by providing more individualized support and structure to facilitate successful progression through the PhD program.

The purpose of this course is to explore the evolution of philosophy and science. Epistemology, knowledge generation, knowledge acquisition, and ways of knowing will be examined. Scientific inquiry will include reasoning, logic, and persuasive argument development.

The purpose of this course is to prepare nurse scientists to use informatics, electronic tools, and healthcare technologies for the purposes of nursing research. The course will focus on the use of informatics in the data management of individuals, groups, and organizations as the nurse scientist plans and executes a program of research.

The purpose of this course is to introduce the student to doctoral scholarship in support of beginning a program of responsible conduct of research. This course explores current ethical and legal issues in the science of nursing research. The course will delve into best practices in research design with regard to ethics, authorship, data management and record keeping, intellectual property and ownership of data, and human subjects research. In addition, the course will cover conflicts of interest, mentoring, collaborations, peer review, research misconduct, and current ethical issues in research.

The purpose of this course is to provide students a foundation for contributing to theory development processes, analyzing and critiquing theoretical foundations of research, and applying theoretical models to nursing research. This course addresses the relationship between theory and research and provides an understanding of the use of theoretical models and conceptual foundations to guide nursing research and practice.

The purpose of this course is to provide students with foundational knowledge related to quantitative research design and methods, and the skills to develop research proposals using these designs and methods. Students will progress from learning quantitative research approaches, to understanding the process and components of quantitative research. Students will end the course by integrating these new principles into a written, defensible, National Institutes of Health-style Research Strategy. Additional content will focus on the evolving role of nurses in quantitative research, the renewed focus on research rigor and reproducibility, and being a nurse scientist on interdisciplinary research teams. Special emphasis will be placed on clinical nursing designs including observational studies, quasi-experimental studies, and repeated-measures intervention studies.

The purpose of this course is to provide the student with the skills to conduct and interpret statistical data. Emphasis will be place on describing types of variables, testing hypotheses, selecting appropriate parametric and nonparametric statistical tests, analyzing data, and interpreting results.

The purpose of this course is to explore the policy environment that influences and shapes public health and health care service delivery, including rural and medically underserved communities. Students will develop skills, techniques, and approaches to identify gaps, critically analyze and research health related issues. Utilization and delivery of data to promote and impact healthcare policy changes will be an important measure of outcome. Students will develop the ability and confidence to critically assess current health policy issues in a thoughtful, comprehensive and rigorous manner and to engage in the policy process.

The purpose of this course is to develop writing skills to produce scientific writing that is clear, concise and logical. This course will also explore the publication to include abstract and manuscript development and the submission process. Additional pathways to dissemination of nursing content will be explored as well.

The purpose of this course is to introduce epidemiological methods for measuring population health, designing and implementing observational and experimental studies, critically reading the public health literature, and applying research findings to global and community health.

The purpose of this course is to provide advanced coursework in applied statistical approaches to data management and analysis with an emphasis on multivariate statistical approaches. Students will develop improved skills in conceptualizing, executing, analyzing, and interpreting advanced analytic strategies and to enhance their ability to propose strong, tailored analytic approaches for specific study designs and research aims. Students will gain proficiency in using statistical software to enhance their knowledge of regression, ANCOVA, MANOVA/MANCOVA, discriminant analysis, exploratory and confirmatory factor analysis, structural equation modeling, multilevel modeling, and advanced categorical approaches. Emphasis will be placed on the understanding of the mathematics, logic, and application of these techniques.

The purpose of this course is to prepare students in the foundations of writing grants for federal external funding. This course will help students identify a step-wise process to develop a grant proposal through federal funding sources. Strategies for successful grant writing include identifying funding sources for the topic, writing a competitive grant application, developing a collaborative team of researchers for the project, and understanding the review process.

The purpose of this course is to assist the student in using selected qualitative research methods. Learning modules will explore qualitative approaches, sampling, data collection, data analysis and dissemination. The course will review and explore the use of technology to assist the qualitative researcher.

The purpose of this course is to assist students in developing the knowledge and skills to design a mixed methods research (MMR) study. MMR is an advanced method for collecting, analyzing, and “mixing” both quantitative and qualitative data within a single study, to understand a research problem more completely.

The purpose of this course is to introduce the revolution of omics and discuss the role nurse scientists can play in precision health development. Nurse scientists are in a position to provide a unique contribution to person-centered health approaches by broadening their understanding of molecular advances to improve health outcomes. A variety of different omics will be explored and the practical advantages, limitations, and challenges in individualized health promotion will be discussed.

The purpose of this course is to provide an overview of advanced concepts of omics research by utilizing a biobehavioral systems approach in nursing science. The National Institute of Nursing Research’s strategic plan for Genomic Nursing Science is used as the framework for integrating omics and nursing research. Practical application in omics theories, methodologies, technology, bioinformatics, and responsible conduct of research is discussed. Additionally, resources in building capacity for the next generation of omics scientists are reviewed.

The purpose of this course is to examine the procedures for designing, implementing, and evaluating nursing education curriculum. The process will be examined beginning with the program mission. Educational theories, philosophy, concepts, and program evaluation will be explored. The nurse educator’s role in curriculum design and program evaluation is assessed.

The purpose of this course is to discover teaching styles and implement instructional technologies to promote learning in diverse populations of students. Throughout the semester, students will explore didactic and clinical learning activities and evaluation strategies to demonstrate transfer of learning.

The purpose of this course is to apply emerging technologies within the healthcare environment. The course prepares the nurse scientist to engage with other researchers in the areas of data analytics, simulation, telehealth, robotics, and other technologies to translate science from the bench to the bedside. Translation of technology to the healthcare setting will be emphasized with the goal of improving patient outcomes.

The purpose of this course is to develop the scientific skills to move an innovation from concept to implementation following a research and development (R&D) process. The course prepares the scientist to engage with researchers inside and outside health care fields, solicit input from end-users early and often, create patentable intellectual property, and fund the development of products with federal grants or investors.

The purpose of this course is initiation, continuation, or completion of the dissertation for the Doctor of Philosophy (PhD) in Nursing Science degree. This course must be repeated each semester consecutively up to 24 credit hours until successful defense of the dissertation.