Courses
This course prepares students to lead strategic planning processes that align organizational initiatives with health policy analysis to navigate evolving healthcare needs and market dynamics. Students analyze internal and external environments, build coalitions, develop strategic objectives, and create implementation plans to achieve quality outcomes. The course emphasizes the alignment of organizational mission, vision, and values with policy to translate priorities into actionable initiatives for sustainable competitive advantage.
Seminar aimed at the continued refinement of critical thinking associated with a focused area of clinical nursing. The framework of the seminar will be the health care of vulnerable populations.
Seminar designed to facilitate the application of critical thinking, concept development and inquiry to health-related questions about specific populations, with an emphasis on populations considered vulnerable to poor health outcomes.
Using the format of a research seminar highlighting research “challenges” of the DNSc faculty , this course is designed to strengthen the student’s ability to integrate and synthesize knowledge in statistics and nursing research methodologies, and to apply this integrated knowledge to common problems in study design and data analysis.
The student works with a faculty member or other scientist who is conducting a research project. The specific nature of the experience depends on the nature and stage of the research, but might include search and review of relevant literature, data collection, data analysis and/or grant preparation.
This seminar is designed to strengthen the student’s ability to synthesize information gained in doctoral coursework and to apply this integrated knowledge to common challenges in the evaluation of a body of work relevant to nursing scholarship. The content is designed to assist in codifying the student’s area of dissertation interest, and serve as the basis for the early chapters of the dissertation that provide a critical literature review and rationale for aims, and hypotheses of the proposed work.
The student works under the guidance of a faculty member to study in depth a topic related to the development of nursing science. Specific objectives and requirements are negotiated individually. The course may be repeated more than once provided different faculty members supervise the learning experience.
This colloquium is designed for the doctoral student in the clinical nursing research specialty. Seminars will include an examination of current theory, research findings and issues regarding an area of clinical practice identified by the student. Each student will pursue in-depth study of a clinical phenomenon in the context of clinical research. Conceptual and empirical issues and the applicable theoretical underpinnings will be explored fully. The primary outcome of the colloquium is to prepare effective leaders in clinical practice, using principles of change, leadership, and the scientific literature as the foundations.
This course provides the doctoral student with an opportunity for the practical application of leadership and health policy skills at a high level within a health or health-related organization. This experience should be planned with the advisor and course director in advance of the semester in which the student registers in order to be of maximum benefit.
This course explores the current parameters of genomics [beyond genetics] as is influences new conceptualizations of health and illness. Using a case discussion approach, clinical issues of genetic testing, genetic exceptionalism, individualized risk assessments and predictions are explored throughout the life span.
This course is designed to facilitate the contribution of nursing science to improved practice and health policy. The course consists of two major components: (1) Seminars on the translation of scholarly evidence to clinical practice, health policy and health care delivery, and (2) Field work in which each student conducts a specific translational project in collaboration with a mentor with leadership responsibilities in a clinical or policy organization. In each seminar, policy and clinical questions will be discussed as they impact cost, access and quality of care, especially for vulnerable populations and as they present challenges to leadership at all levels of decision-making, including state and national government. Students will be expected to draw from their field work for discussions and presentations and to apply content from class into their work products. The selected field work is expected to be related to the student’s research or practice interests and require development of a policy-related product of mutual value to the student and the setting.
This course is intended to provide a hands-on introduction to delivering data visualizations to serve as a critical lens through which individual and population level health can be examined. The proposed course will combine concepts and theory in data visualization and exploration and practice to enable the student to gain the necessary knowledge to use graphics and statistics to explore the data, find and construct a narrative, and share findings in ways colleagues and decision-makes can readily understand and act upon.
The course is intended to provide a hands‐on introduction to delivering data visualizations to serve as a critical lens through which individual and population level health can be examined. The course will combine concepts and theory in data visualization and exploration and practice to prepare the learner to begin using graphics and statistics to explore data, find and construct a narrative, and share findings in ways colleagues and decision-makers can readily understand and act upon. Topics may include: (a) principles of human perception and attention that inform visualization design; (b) The use of visualization to explore data and discover a narrative; (c) the use of visualization to communicate effectively with others; 4) the development of practical skills, including preparing datasets and applying programing language to analyze data and produce visualizations.
Interaction with practitioners/guest speakers is an integral part of this course as a way for students to understand real data and information challenges. Concept lectures and case studies concentrate on learning to scope and manage complex data science projects. Lab work will focus on gaining competency with data science/visualization tools and techniques (e.g., Jupyter Notebook, R programming language) applied to an integrated health-relevant data set.
This course will explore the broadly defined principles of ethics and the legal and ethical implications for practice and research. Case studies will be used to illustrate how the principles of ethics can guide the decision making process when clinical research and practice management dilemmas arise. Emphasis is placed on the ethical and legal issues in practice, scholarly work and research. Content will include the following: professional interactions, scientific integrity and research ethics, gender issues, conflict of interest, genetic screening and diagnostic testing, reproductive technology, vulnerable populations, and end-of-life issues.
This course provides students with specialization in Health Policy, a Practicum experience developing and analyzing health policy in an organization relevant tot the student's clinical practice specialty.
This course addresses the application of epidemiology and environmental approaches to inform the clinical practice of health care of individuals. An understanding of health sciences based on groups of people, including environmental health, occupational health, and some aspects of genetics, can orient the practitioner with an individual patient. These external influences are modified through social, cultural, and behavioral factors. Addressing these factors should help to anticipate and improve patient outcomes.
The residency focuses on the delivery of fully accountable scope, health care across the continuum of sites and patient needs. This residency requires students to apply the knowledge of: 1) diagnosis and management of ambulatory patients with complex diagnoses and comorbid conditions in the context of family, community and culture, 2) diagnosis and management of patients requiring interventions available only in an acute care setting and 3) diagnosis and management of patients who are unable to function independently due to age alterations and/or deficits in mental or physical status, developmental, perceptual and physical disability and chronic, degenerative illness. Sites include hospital based clinics, ambulatory centers, private offices, emergency rooms, walk-in clinics and acute/critical care units, labor and delivery suites in the hospital facilities and settings which provide hospice care, supportive care, home care, nursing home care, rehabilitative care, technologically dependent care and assisted living services. The DNP student will demonstrate an integration of comprehensive assessment, advanced differential diagnosis, therapeutic intervention and evaluation of care for patients and synthesis of evidence-based practice with patients with a variety of conditions. In this context, the DNP student will organize and develop a professional portfolio.
The DNP student will complete the scholarly project requirement while enrolled in this course. The student will develop a poster, presentation, manuscript or other product that will need to be peer reviewed and accepted. Documentation of the product being accepted through peer review is required and should be uploaded into the student portfolio along with the final product. Dissemination of the scholarly project is required, for example, through presentation or publication. The DNP student will work alone or in a group of up to three people. This will be the final requirement for their professional portfolio.
The course is intended for Doctor of Nursing Practice students who have not completed all clinical requirements, but are engaged in relevant clinical activities that are associated with the required course sequence.
The DNP Transition to Practice course provides the student an opportunity to prepare for the final semester DNP intensive clinical experience. The student will establish a clinical practice site in which they can demonstrate fully accountable patient care delivery and attainment of the CUSON DNP Competencies for Comprehensive Patient Care.
This course will examine clinical reasoning and utilization of evidence for best clinical practice in the provision of integrated accessible health care services across clinical settings to patients who present with ambiguous symptoms, multiple diagnoses and or comorbid conditions in the context of family, community and culture. Discussion will focus on sophisticated evaluation techniques, appropriate clinical monitoring, and therapeutic interventions including alternative therapies. Transitioning patients to the appropriate level of care following resolution of acute illness will be discussed. Cultural diversity, epidemiology, differing health belief models, accountability, shared decision making, and ethical dilemmas that arise in the facilitation and coordination of comprehensive care for a population of ambulatory and acutely ill patients will be emphasized.
This course will examine clinical reasoning and utilization of evidence for best clinical practice in the provision of integrated accessible health care services across clinical settings to patients who present with ambiguous symptoms, multiple diagnoses and or comorbid conditions in the context of family, community and culture. Discussion will focus on sophisticated evaluation techniques, appropriate clinical monitoring, and therapeutic interventions including alternative therapies. Transitioning patients to the appropriate level of care following resolution of acute illness will be discussed. Cultural diversity, epidemiology, differing health belief models, accountability, shared decision making, and ethical dilemmas that arise in the facilitation and coordination of comprehensive care for a population of ambulatory and acutely ill patients will be emphasized.
This course will examine clinical reasoning and utilization of evidence for best clinical practice in the provision of integrated accessible health care services across clinical settings to patients who present with ambiguous symptoms, multiple diagnoses and or comorbid conditions in the context of family, community and culture. Discussion will focus on sophisticated evaluation techniques, appropriate clinical monitoring, and therapeutic interventions including alternative therapies. Transitioning patients to the appropriate level of care following resolution of acute illness will be discussed. Cultural diversity, epidemiology, differing health belief models, accountability, shared decision making, and ethical dilemmas that arise in the facilitation and coordination of comprehensive care for a population of ambulatory and acutely ill patients will be emphasized.
This practicum is a clinical field experience designed to provide the opportunity for students to apply knowledge of the diagnosis and management of patients with complex diagnoses and/or comorbid conditions who present with complex diagnoses and comorbid and chronic conditions in the context of family, community and culture and patients with acute changes in health status requiring interventions available only in an acute care setting. The clinical experience will emphasize principles of primary care including integration, accessibility, accountability, and ethical decision making. Clinical sites include hospital based clinics, ambulatory centers, private offices, the emergency room, acute/critical care units in the hospital setting and settings that provide hospice care, home care, nursing home care, rehabilitative care and assisted living services.
This practicum is a clinical field experience designed to provide the opportunity for students to apply knowledge of the diagnosis and management of patients with complex diagnoses and/or comorbid conditions who present with complex diagnoses and comorbid and chronic conditions in the context of family, community and culture and patients with acute changes in health status requiring interventions available only in an acute care setting. The clinical experience will emphasize principles of primary care including integration, accessibility, accountability, and ethical decision making. Clinical sites include hospital based clinics, ambulatory centers, private offices, the emergency room, acute/critical care units in the hospital setting and settings that provide hospice care, home care, nursing home care, rehabilitative care and assisted living services.
This course will introduce the student to the epistemology and scholarship of practice and to lifelong learning. Using the DNP Competencies in Comprehensive Care as the framework, students will analyze clinical decision-making and utilization of evidence for best clinical practices. Individual plans for guided study will be mapped for each student.
This course will continue students' exploration of the scholarship of clinical practice and lifelong learning. This course continues the application of iterative case narrative thinking and writing to the explication of critical thinking and action in practice. Using clinical case narratives as the framework in which students systematically document clinical encounters, students will examine their complex cognitive processes employed during the provision of care. In-depth reflection and analysis, synthesis, critical appraisal, and application of evidence will be highlighted.
This course will continue students' exploration of the scholarship of clinical practice and lifelong learning. This course continues the application of iterative case narrative thinking and writing to the explication of critical thinking and action in practice. Using clinical case narratives as the framework in which students systematically document clinical encounters, students will examine their complex cognitive processes employed during the provision of care. In depth reflection and analysis, synthesis, critical appraisal and application of evidence will be highlighted. Students will also examine provision of care for a population of patients by developing the systems proposal.
The DNP intensive practicum focuses on the delivery of fully accountable, evidenced based care for patients across clinical sites. The DNP student will demonstrate an integration of comprehensive assessment, advanced differential diagnosis, therapeutic intervention, evaluation of care for patients and synthesis of evidence-based practice with patients with a variety of conditions. In this context, the DNP student will organize and develop a professional portfolio.
The DNP student will provide comprehensive, evidence-based care to patients and promote optimal patient outcomes. The DNP student will demonstrate integration of comprehensive assessment, advanced differential diagnosis, therapeutic intervention, synthesis of evidence-based practice while managing patients in a clinical setting.
The DNP residency and portfolio is designed to demonstrate that the DNP graduate possesses the advanced knowledge of clinical management to provide high quality care. The components of the residency are scholarly activities across settings combined with documented outcomes achieved in multiple sites of care. The DNP resident, in varied settings, assumes an expanded scope of practice for a panel of patients with the principles of continuity based care as paramount. Gaps in clinical experience opportunities are identified at regularly scheduled meetings with the advisor and arrangements are made to enhance the practicum as indicated.
The DNP Intensive Portfolio Advisement is designed to provide DNP students with guidance to demonstrate achievement of intended program outcomes and advanced practice competencies through written case narratives from clinical based encounters and oral presentation. The student will be assigned an advisor who will review all case narrative work and provide guidance as indicated.
The DNP portfolio is designed to assist students in meeting CUSON DNP competencies as demonstrated in written case narrative and competency based clinical encounters. Students will be assigned a faculty member who will provide guidance in identifying appropriate patient encounters, reviewing and editing all written work associated with demonstrating competency-based learning. This course repeats sequentially for 3 semesters.
The DNP portfolio is designed to assist students in meeting CUSON DNP competencies as demonstrated in written case narrative and competency based clinical encounters. Students will be assigned a faculty member who will provide guidance in identifying appropriate patient encounters, reviewing and editing all written work associated with demonstrating competency-based learning. This course repeats sequentially for 3 semesters.
The DNP portfolio is designed to assist students in meeting CUSON DNP competencies as demonstrated in written case narrative and competency based clinical encounters. Students will be assigned a faculty member who will provide guidance in identifying appropriate patient encounters, reviewing and editing all written work associated with demonstrating competency-based learning. This course repeats sequentially for 3 semesters.
The DNP portfolio is designed to assist students in meeting CUSON DNP competencies as demonstrated in written case narrative and competency based clinical encounters. Students will be assigned a faculty member who will provide guidance in identifying appropriate patient encounters, reviewing and editing all written work associated with demonstrating competency-based learning. This course repeats sequentially for 3 semesters.
The DNP portfolio is designed to assist students in meeting CUSON DNP competencies as demonstrated in written case narrative and competency based clinical encounters. Students will be assigned a faculty member who will provide guidance in identifying appropriate patient encounters, reviewing and editing all written work associated with demonstrating competency-based learning. This course repeats sequentially for 3 semesters.
The DNP portfolio is designed to assist students in meeting CUSON DNP competencies as demonstrated in written case narrative and competency based clinical encounters. Students will be assigned a faculty member who will provide guidance in identifying appropriate patient encounters, reviewing and editing all written work associated with demonstrating competency-based learning. This course repeats sequentially for 3 semesters.
Individualized, guided learning experiences at the doctoral level in a selected area of concentration. Proposed work must be outlined prior to registration and agreed upon by both faculty and student.
This is one option for the student who has completed all requirements for the doctorate but the dissertation and must maintain continuous enrollment. The student is eligible to register for this status if he or she is conduction dissertation research and has completed the required number of dissertation credits and needs to maintain continuous enrollment until graduation. It is an alternative to enrolling in M9820. A fee is charged, and the student has access to University resources.
All doctoral students must complete a minimum of two dissertation credits, and must register for at least two dissertation credits each Fall and Spring semester until the dissertation is complete. Enrollment in elective courses selected with the advisor can also satisfy the continuous enrollment requirement.
This course is intended for PhD students who are engaged in relevant scholarly activities that are associated with dissertation research.
This seminar focuses on all aspects of the dissertation proposal process. The course will assist the student in design, methods, and other matters of concern in the preparation of a dissertation proposal.
The course is intended for PhD students who are engaged in relevant scholarly activities that are not associated with the required course sequence. Such activities must accrue more than 20 hours/week.
This course is designed to provide the tools for the doctorally prepared nurse to evaluate, translate and integrate published research results into clinical practice. During the course, students will learn how to conceptualize clinical practice problems and transform them into answerable clinical research questions, how to search for the best clinical evidence, and how to assess clinical evidence using basic epidemiological, biostatistical and scientific principles. The course will culminate in a systematic review or meta-analysis of a body of research relevant to advanced practice nursing.