This course is an introduction to statistical concepts and data analysis. The elements of statistical thinking are presented as a means of using data for problem solving. Students apply statistical concepts to elementary data analysis using the statistical methods commonly used in health-care research. Examples of statisical applications in nursing and allied health research are provided. As part of this course, the students are introduced to the Statistical Package for the Social Sciences (IBM SPSS).

Students will employ basic strategies of film analysis to examine mainstream films that portray: 1) individuals who are designated 'mentally ill;' 2) the therapists who treat them; and, 3) selected treatment modalities. While an intensive review of the formal psychiatric diagnoses system (DSM-IV-TR) is beyond the scope of this class, students will critique the accuracy of the representation of psychiatric conditions, the effect of these conditions on individuals and families, and the roles of therapists and psychiatric interventions. The primary emphasis of this course is the effect of film on attitudes toward mental illness and the degree to which mainstream films both reflect and shape our attitudes toward individuals experiencing mental illness, toward those who treat it and toward the mental health treatment process.

Students explore key health policy issues in the United States and the
outcomes of policies for public, private, and not-for-profit settings. They
examine the influences of politics and interest groups on health policy formulation.
The effect of health policy on the health of urban communities
is analyzed along with the interplay of policy on infectious diseases, bioethical
issues, and globalization.

This course explores philosophical, theoretical, and the practice of holistic health care. The foundations of holistic health care lies in the belief that healing interventions need to take into consideration the whole person with the goal of bringing about unity, harmony, and integrity of the individual with one's internal and external environments. A focus of this course will be hands-on practice with each of these strategies with the intention that students will be able to integrate these holistic healing approaches into their practice. Strategies included in this course will be: relaxation techniques, guided imagery, foot reflexology, and therapeutic touch. 

This course applies knowledge from basic science courses to explore conditions of adaptive and maladaptive responses to alterations in health and related disease processes within the major body systems. Students develop an understanding of the signs and symptoms associated with selected pathophysiological disruptions to health threats across the lifespan as a basis for determining nursing care needs for diverse populations.

This course applies knowledge from basic science courses to explore conditions of disrupted homeostasis and related disease processes within the major body systems. Students develop an understanding of the signs and symptoms associated with selected pathophysiological disruptions and adaptive human responses to health threats across the lifespan as a basis for determining nursing care needs.

This course focuses on the development of the theoretical and practical base necessary to assess the health status of clients across the life span and health care continuum. Students learn assessment of the healthy client. This course takes a holistic approach to the assessment of the physical, psychosocial, and spiritual needs of clients.

In this course students examine professional values, standards, and guidelines as a basis for evidence-based nursing practice. Students apply the nursing process at a beginning level to clients in selected settings focusing on health promotion, risk reduction, and disease prevention education.

In this course students examine professional values, standards, and guidelines as a basis for evidence-based nursing practice. Students apply the nursing process at a beginning level to clients in selected settings focusing on health promotion, risk reduction, and disease prevention education.

This course examines pharmacotherapeutic agents used in the treatment of illness and in the promotion, maintenance and restoration of health. Pharmacotherapeutic aspects of client care are introduced and supported by evidenced based findings to improve client care. Emphasis is on principles of safe administration of medications and patient education for major drug classifications.

In this course students examine professional values, standards, and guidelines as a basis for evidence-based nursing practice. Students apply the nursing process at a beginning level to clients in selected settings focusing on health promotion, risk reduction, and disease prevention education.

This course builds on the knowledge, skills, and values of professional nursing practice introduced in earlier courses. Students apply the nursing process in holistic plans of care for adult clients with the emphasis on health promotion and disease prevention strategies and QSEN competencies.

This course builds on the knowledge, skills, and values of professional nursing practice introduced in earlier courses. Students apply the nursing process in holistic plans of care for adult clients with the emphasis on health promotion and disease prevention strategies and QSEN competencies.
Prerequistes: NUR 201E, 202E, 203E, 204E

This course examines professional nursing practice and clinical practice competencies specified by professional nursing organizations, nursing accrediting agencies, and private foundation and federal reports. Students expand knowledge of workforce issues and informatics to enhance patient and health care provider safety, evidence-based practice, and patient-centered care. Professional writing, electronic portfolio development, and informatics skills are emphasized.

This course explores concepts fundamental to the nursing profession from
perspectives of science, art, and values. Students examine professionalism
and the practice of nursing within the broader health care system. They
investigate roles of professional nurses, levels of education and practice,
and development of a career. Emphasis is placed on how nurses use critical
thinking in the context of clinical practice and philosophical, legal, and
ethical foundations of professional practice.

The focus of this course is to develop the theoretical and practical base
necessary to assess the health status of persons across the lifespan. Emphasis
is on physical assessment, health promotion activities, prevention of
disease, and teaching interventions necessary to provide care to healthy
persons. The course concentrates on the identification of health promotion
activities and teaching interventions to advance self-care and explore
the nature of the person-environment interaction. Students learn physical
assessment of the healthy client in the context of health promotion and
evaluation. Student experiences take place in the laboratory where health
assessment and promotion activities are practiced.

The focus of this course is health assessment and health promotion for the
childbearing family. Emphasis is placed on the application of theoretical
principles that include family theory; the psychological, psychosocial, and
physiological nature of the normal childbearing experience; and the promotion
and education of lactation as a maternal-child health factor. Special
emphasis is given to major maternal and neonatal risk factors and complications
that potentially compromise healthy beginnings. Students will
apply the nursing process with childbearing families who may vary in age,
ethnicity, culture, language, social status, marital status, and sexual preferences.
Education is planned so that students may apply learning experiences
to a variety of diverse settings. Nursing plans of care reinforce the problem
solving approach useful with many clients as well as promote NCLEX
critical thinking. This course supports the use of evidenced-based practice
in application of care. This course recognizes and incorporates the Standards
of Care and Professional Performance as published in the Standards
and Guidelines for Professional Nursing Practice in the Care of Women
and Newborns, 7th ed. (AWHONN, 2009).The course includes 42 hours
of theory and 42 hours of clinical.

This course uses a systems theory framework to assist students to view the
health care needs of patients requiring health maintenance services. Clinical
experiences are provided in secondary and tertiary health care settings.
Students demonstrate common nursing skills in the campus laboratory
and health care agencies. The course emphasizes traditional and holistic
approaches to patient care. The course includes 42 hours of theory and 84
hours of clinical.

The focus of this course is to develop the theoretical and practice base
necessary to care for human systems under stress. The course incorporates
learning to care for oneself as an approach to understanding and caring for
others. Emphasis is placed on theories of stress and coping (including crisis
theory and family systems), as well as theories related to neurobiological
and psychosocial conceptual models. The course will provide a strong theoretical
practice foundation for assessing human systems facing problems
such as loss, crisis, chronic illness, impaired coping ability and maladaptive
patterns of behavior. Clinical experiences will provide opportunities to
apply the nursing process in caring for the mental health needs of individuals,
groups, and families. The course is designed to meet guidelines of professional
nursing as presented in The Psychiatric-Mental Health Nursing:
Scope and Standards of Practice. (2007). Author: ANA, APNA, ISPN:
Washington, DC. the course includes 42 hours of theory and 84 hours of
clinical.

This course explores pharmacodynamics, pharmacokinetics, drug actions
and interactions and selected environmental and cultural factors of drug
therapy. Safety precautions during medication administration are emphasized.
Special consideration is placed on the effects of drugs on individuals
across their lifespan. Nursing responsibilities in drug therapy will be incorporated
into clinical nursing courses.

The purpose of this course is to refine and expand the skills of history and taking and physical assessment of the human system in health. Students analyze qualitative and quantitative data to determine health deviations from the normal healthy state. They collect data systematically using appropriate assessment techniques and tools to complete a physical assessment. The course stresses the documentation of findings using appropriate terminology for each system. There is emphasis on the communication of findings to both the client and other health-care professionals. Course objectives and clinical evaluations are based on ANA Standards of Practice.

Students investigate the impact of illness on adult and geriatric patients
and their families. They examine physiological, pathophysiological, psychological,
financial, spiritual, and social changes affecting ill adults.
Emphasis is placed on nursing interventions that promote, maintain, and
restore health. Safety principles are highlighted. Students provide care for
adult patients, emphasizing care needs of frail elders, in secondary and tertiary
health care agencies. The course includes 42 hours of theory and 84
hours of clinical.

Controversies and knowledge development in pathophysiology and pharmacology are investigated and their impact on nursing care through the lifespan are examined. Factors influencing health and illness, such as genetics, ethnicity, and environment, are discussed in relation to disease occurrence and treatment. Relationships among disease states and varying approaches to drug therapies are examined using evidence-based approaches. Technology at point-of-care nursing practice is used, including personal digital assistants (PDAs) and clinical data repositories (CDRs), to develop competencies responding to just-in-time critical values and knowledge for patient-centered care.

This course focuses on the application of the nursing process to promote and restore health of chronically ill clients. Principles of rehabilitation and chronicity care are integrated into nursing care. Students increase their independence as a member of the nursing profession collaborating with the interprofessional team in a variety of settings

This course focuses on the application of the nursing process to promote and restore health of chronically ill clients. Principles of rehabilitation and chronicity care are integrated into nursing care. Students increase their independence as a member of the nursing profession collaborating with the interprofessional team in a variety of settings

This course promotes an understanding of the essential elements of the research process as applied in the development, appraisal, and dissemination of evidence to support clinical nursing practice. Students identify a problem in the nursing or client system and conduct a scholarly inquiry of published empirical literature. Emphasis is placed on the critique of nursing research and the use of evidence as a basis for practice.

NUR 332E Introduction to Nursing Research and Evidence-based Practice This course promotes an understanding of the essential elements of
the research process as applied in the development, appraisal, and dissemination of evidence to support clinical nursing practice. Students identify a problem in the nursing or client system and conduct a scholarly inquiry of published empirical literature. Emphasis is placed on the critique of nursing research and the use of evidence as a basis for practice.

This course focuses on the culturally competent, holistic, family-centered nursing care of the developing family unit. Students apply family and developmental theories to the care of childbearing families. Health promotion and health education are emphasized for diverse clients in a variety of settings.

This course focuses on the culturally competent, holistic, family-centered nursing care of the developing family unit. Students apply family and developmental theories to the care of childbearing families. Health promotion and health education are emphasized for diverse clients
in a variety of settings.

This course examines the influence of genetics and genomics on the continuum of health and illness for individuals and families across the life span. Through critical examination of exemplar cases, students explore the professional role and clinical competencies of the nurse in caring for clients facing the complex physiological, psychological, social, cultural, and ethical issues related to actual or potential genetic conditions.

This course examines the influence of genetics and genomics on the continuum of health and illness for individuals and families across the life span. Through critical examination of exemplar cases, students explore the professional role and clinical competencies of the nurse in caring for clients facing the complex physiological, psychological, social, cultural, and ethical issues related to actual or potential genetic conditions.

This course focuses on culturally competent, holistic, family centered nursing care and application of the nursing process to promote and restore the health of children. Physiological and psychosocial alterations are explored from a systems perspective with special emphasis on the developmental and diverse needs of the infant, children and adolescents. The maintenance of health through the illness experience is emphasized with children and their families in secondary and tertiary settings.

This course examines the influence of genetics and genomics on the continuum of health and illness for individuals and families across the life span. Through critical examination of exemplar cases, students explore the professional role and clinical competencies of the nurse in caring for clients facing the complex physiological, psychological, social, cultural, and ethical issues related to actual or potential genetic conditions.

This course focuses on the impact of acute and chronic illness on children
and adolescents and their families. Physiological and psychosocial
alterations are explored from a holistic and systems perspective with special
emphasis on the developmental needs of the child or adolescent. Application
of the nursing process including the maintenance of health through
the illness experience is emphasized with young patients and their families
in secondary and tertiary settings. Special emphasis is given to risk reduction
in the care of children and adolescents and their families as identified
in the Healthy Children/Youth 2020 documents. The course is designed
to meet the guidelines for professional nurses as found in the ANA Standards
of Clinical Nursing Practice and the Statement on the Scope and
Standards of Pediatric Clinical Nursing Practice. The course includes 42
hours of theory and 84 hours of clinical.

The purpose of this course is to stimulate a refinement and appreciation of the potential of the research process in the development of nursing, client, and health-care systems. This course emphasizes the research approach in nursing and the necessity for theory-based and evidence-based practice. Problem identification, literature review, hypothesis formulation, research design, sampling, data collection, and analysis will be explored. Students will be required to identify a problem in the nursing or client system, propose a method for its investigation, and present the proposal for critique by peers. Emphasis will be placed on critique of published nursing research and on the notion that an applied discipline is only as strong as its research and theoretical base.

This course focuses on the integration of evidence into clinical nursing practice. Sources of evidence will include nursing research, integrative reviews, practice guidelines, quality improvement data, and case studies. Students have the opportunity to evaluate evidence critically for its validity and applicability to nursing practice. Historical perspectives of evidence-based nursing practice also will be explored.

This course expands the theoretical and experiential base gained in prior
nursing and non-nursing courses by introducing students to population-based
nursing care. Emphasis is placed on planning to address health promotion,
primary and secondary disease prevention, and protection goals for
particular at-risk and high risk population groups. The course orients the
student to health care needs and interests of families, aggregates, and communities
as a whole, rather than solely focusing on needs and interests of
individual clients. Health care strategies, population-level interventions,
and community resources are identified. Neighborhood and community
cohesiveness, as well as relevant political, economic, social, and health
care action(s) are examined. Students reflect upon contemporary literature
related to public health issues. Varied clinical opportunities support
nursing, epidemiological, and public health approaches in selected agency
and community sites. Students explore and apply nursing strategies that
strengthen individual, family, and communal well-being. Clinical practicum
projects emphasize the processes of group work and program planning
at the community level. The course includes 42 hours of theory and 84
hours of clinical.

In this course students investigate the impact of chronic illness on adult
and geriatric patients and their families. Physiological, pathophysiological,
and psychosocial changes are explored in relation to the experience of
chronic illness. Health maintenance and health restoration nursing interventions
and safety principles are emphasized. Students care for chronically
ill adult patients in secondary and tertiary health care agencies. The
course includes 42 hours of clinical and 84 hours of clinical.

This course expands the theoretical and experiential base gained in prior nursing and non-nursing courses by introducing students to populationbased nursing with a special focus on global and international health issues. Emphasis is placed on identifying trends in the health and health care of populations as well as exploring strategies to address health promotion, primary, secondary and tertiary disease prevention, and protection goals for particular at-risk and high-risk population groups throughout the world. The course orients the student to health-care needs and interests of families, aggregates, communities, and nations as a whole, rather than solely focusing on needs and interests of individual clients. Health-care strategies, population-level interventions, community resources, and opportunities for interdisciplinary and interagency collaboration are identified. Relevant political, economic, social, and ethical implications of particular healthcare strategies are examined. Specific countries and public health issues will be selected to compare and contrast with the U.S. health-care-delivery system. Students reflect upon contemporary literature related to national and international public health issues.

The purpose of this course is to analyze nursing leadership and management
from a systems perspective. A broad organizational perspective is
developed, emphasizing the fit of the nursing unit within the larger organizational
structure. Within this context, the roles of professional nurses as
leaders and managers are explored. Leadership behaviors in self are compared
to those of a nurse leader role model observed in the practice setting.
Emphasis is given to the promotion of assertive behavior in the professional
role.

This course delineates principles, practices and theoretical models specific
to the nursing care of acutely ill adult clients. Health maintenance and
health restoration nursing interventions are emphasized. The impact of
the illness experience on patients, families, and the community is explored
from a holistic and systems theory perspective as students develop knowledge
and skills. Established evidence, outcomes measures, and continuous
quality improvement models are used to develop and evaluate plans of care
that emphasize safety and attend to nursing sensitive quality indicators.
The course includes 42 hours of theory and 84 hours of clinical.

This senior seminar prepares the student for success in the transition from
student to professional nurse. The main focus is to assist the student in
synthesizing nursing clinical concepts that are essential for the entry-level
nurse to provide safe quality nursing care to individuals, families, and
groups in a variety of clinical settings. The course readies the student for
the NCLEX-RN® examination as it emphasizes the development of critical
thinking and test-taking skills through the use of evidence-based strategies
that promote success in licensure examination.

Students explore the political, organizational, social, cultural, and economic factors affecting nursing practice. Acute care, long-term care, and community-based settings are examined regarding their organizational structures, health-care financing, and reimbursement challengers. Budgeting principles are analyzed with an emphasis on creating a budget on a spreadsheet for a program of nursing services. Clinical data repositories and interdisciplinary efforts are scrutinized within the context of patient-centered, safe care, and process improvement initiatives.

This course examines theoretical principles and evidence-based practice standards employed in the holistic nursing care of diverse clients with psychiatric disorders. Students implement the nursing process in the context of client-centered, collaborative therapeutic interventions. The promotion of mental health and the restoration and maintenance of optimal health outcomes in clients with various psychiatric disorders are emphasized.

This course examines theoretical principles and evidence-based practice standards employed in the holistic nursing care of diverse clients with psychiatric disorders. Students implement the nursing process in the context of client-centered, collaborative therapeutic interventions. The promotion of mental health and the restoration and maintenance of optimal health outcomes in clients with various psychiatric disorders are emphasized.

This course examines the various roles and essential competencies of the professional nurse in addressing population-focused and global public health issues. Students apply public health science, epidemiology, systems-level assessment, health policy development, and program planning in population based-nursing care. Strategies to promote health and prevent disease in diverse clients through collaborative efforts with multiple stakeholders are emphasized.

This course examines the various roles and essential competencies of the professional nurse in addressing population-focused and global
public health issues. Students apply public health science, epidemiology, systems-level assessment, health policy development, and program planning in population based-nursing care. Strategies to promote health and prevent disease in diverse clients through collaborative efforts with multiple stakeholders are emphasized.

This course provides students an opportunity to review, examine, and synthesize concepts integral to providing safe quality nursing care to clients with prevalent chronic diseases and health conditions. Students develop critical thinking skills and demonstrate clinical competency as they synthesize information from the basic sciences and prior nursing courses into comprehensive client-centered plans of care.

This course provides students an opportunity to review, examine, and synthesize concepts integral to providing safe quality nursing care to clients with prevalent chronic diseases and health conditions. Students develop critical thinking skills and demonstrate clinical competency as they synthesize information from the basic sciences and prior nursing courses into comprehensive client-centered plans of care.

This course focuses on the application of the nursing process in the management of acute and complex health care needs of diverse adult clients. Students employ critical thinking and leadership skills to manage groups of acutely ill adult clients. Students gain confidence in role development as providers, designers, coordinators, and managers of client-centered care.

This course focuses on the application of the nursing process in the management of acute and complex health care needs of diverse adult
clients. Students employ critical thinking and leadership skills to manage groups of acutely ill adult clients. Students gain confidence in role development as providers, designers, coordinators, and managers
of client-centered care.

This course analyzes leadership roles and management functions of the professional nurse as provider and manager/coordinator of care for diverse clients within dynamic and complex healthcare delivery systems. Students practice decision-making skills and acquire leadership and management competencies to address nursing practice issues at an individual and organizational level.

This course analyzes leadership roles and management functions of the professional nurse as provider and manager/coordinator of care for diverse clients within dynamic and complex healthcare delivery systems. Students practice decision-making skills and acquire leadership and management competencies to address nursing practice issues at an individual and organizational level.

This course provides students with focused learning opportunities to review, examine, analyze, and synthesize theoretical and clinical knowledge from previous courses across the nursing curriculum. Through use of evidence-based assessments, students demonstrate mastery in the integration of clinical reasoning with professional role and clinical care concepts essential for the entry-level nurse to provide safe quality nursing care to diverse clients.

This course provides students with focused learning opportunities to review, examine, analyze, and synthesize theoretical and clinical
knowledge from previous courses across the nursing curriculum. Through use of evidence-based assessments, students demonstrate mastery in the integration of clinical reasoning with professional role and clinical care concepts essential for the entry-level nurse to provide safe quality nursing care to diverse clients.

This course explores medication and other health-care errors that threaten patient safety. The impact of health-care errors is examined from the perspectives of consumers, health-care providers, professional organizations, legislators, hospitals, and health-care delivery agencies. Systems improvement initiatives are investigated with the goal of preventing health-care errors. Interdisciplinary and collaborative roles of consumers, legal counsel, and health-care providers, including nurses, pharmacists, and physicians, are emphasized.

This course examines human caring and nurses’ contributions to the health
and healing of the people served. It emphasizes the history, research, and
aesthetics of caring from the perspectives of nursing and other disciplines.
Emphasis is placed on critique of caring research, scholarly and aesthetic
writing on caring, and resources available to study caring. International
caring and self-care are analyzed.