Courses
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.