Courses
This graduate course is designed to provide the student with the knowledge and skills to facilitate changes in practice delivery using quality improvement strategies. Historical development for total quality management and strategies for implementing process improvement are emphasized. Students will learn how to develop a culture of appreciative inquiry to foster inquisition and innovation. Upon completion of this course, students will design a plan for implementation of a quality improvement project.
This graduate course is designed to provide the student with the knowledge and skills to facilitate changes in practice delivery using quality improvement strategies. Historical development for total quality management and strategies for implementing process improvement are emphasized. Students will learn how to develop a culture of appreciative inquiry to foster inquisition and innovation. Upon completion of this course, students will design a plan for implementation of a quality improvement project.
The course is designed to introduce the students to a critical analysis of race, racism and the social and political construct of race through the lens of a socio-historical framework. The course includes lectures and interactive seminars that explore racial oppression, the invention of race, structural violence, racial identity and privilege from a systems and personal perspective and examine how these constructs and feelings interact with and impact the health care system and health care professionals. The course will provide a safe space and a pedagogical model for community-centered, culturally inclusive, respectful and socio-historical dialogue for students. Students will be encouraged to critically analyze and engage in introspection regarding internalized assumptions, attitudes and self-identity.
The purpose of this course is to prepare student facilitators to guide students of the Deconstructing Racism in Health Care course in dialogues and processing of lectures through recitation groups.
The goals of this course are to provide students with an advanced knowledge and understanding of the actions of drugs in order to enable them to use therapeutic agents in a rational and responsible manner in patients. Initially, basic principles of pharmacology will be reviewed, including absorption, distribution, metabolism, and excretion of drugs by the body. Topics will follow regarding principles of advanced clinical pharmacology. The focus of these lectures will be to demonstrate the therapeutic application of these advanced pharmacologic principles and how this translates into efficacy and potential toxicity.
This course brings together students from nursing and data science-related disciplines (including data science, computer science, and statistics) to create shared understanding of data science-based artificial intelligence technologies. The roles of nurses and data scientists in the provision of quality healthcare will be examined. Digital capture of healthcare data and application of data science methods will be explored. Interdisciplinary teams of students will collaborate on hands-on data analytics tasks to address clinical questions focused on improving patient health.
This course is guided by the view that human beings are driven to make meaning of their circumstances, and that spirituality as a Social Determinant of Health is a life force within each person that needs to be considered in holistic health care for the patients and families in our charge, as well as for ourselves.
The interactive didactic sessions examine the foundations of spirituality and the ways in which it interacts with health care as practiced in nursing. Small group work with case studies will focus on clarifying spirituality as a Social Determinant of Health, and on applying spiritual assessments.
The practicum will be on-site clinical work with a structured debrief. Students will shadow chaplain visits; will have a direct experience of providing general spiritual support for patients, families and staff; will practice applying the tools of spiritual assessment; and will practice leading spiritually informed visits under the chaplain’s supervision.
While there will be discussion about religion and spirituality as it relates to the topics in the curriculum, this is not a class on religion, and no specific religious or spiritual path endorsed.
N.B. The practicum hours may not be applied towards a student’s clinical hours requirement.
This course provides adult-gerontology primary care nurse practitioner students the opportunity to apply the knowledge and skills introduced in the didactic clinical assessment course in a supervised clinical setting. Advanced physical assessment skills and the identification of abnormalities in the physical exam and appropriate documentation are emphasized with a focus on the ability to integrate systems appropriately.
This introductory clinical course provides adult-gerontology primary care nurse practitioner students with a clinical field experience designed to allow students the opportunity to acquire skills in assessment, clinical decision-making, and management of adults with a variety of episodic and long-term health problems.
This seminar is designed to provide the adult-gerontology primary care nurse practitioner student an academic environment in which the students share their practicum experience and present case studies for discussion with their peers. In this scholarly forum, the students are expected to present selected cases from their practicum in an organized format. The students are expected to facilitate a class dialogue and offer appropriate references.
This course provides adult-gerontology primary care nurse practitioner students the opportunity to apply the knowledge and skills introduced in the didactic clinical assessment course in a supervised clinical setting. Advanced physical assessment skills and the identification of abnormalities in the physical exam and appropriate documentation are emphasized with a focus on the ability to integrate systems appropriately.
This clinical practicum builds upon the principles is designed to develop clinical proficiency of the adult-gerontology primary care nurse practitioner student. The practicum is a clinical field experience designed to provide opportunity for students to acquire skills in assessment, decision-making and management of care for adults with a variety of episodic and long-term health problems.
This course is designed to incorporate experiences obtained in the clinical practicum in pediatrics. Students will present cases and review clinical guidelines centered around age-appropriate physical, cognitive and emotional development as well as routine and episodic care in the pediatric population.
This clinical course is designed to develop clinical proficiency with the pediatric population. The clinical practicum is designed to prepare the students to provide primary health care to the pediatric population focusing on health maintenance. The clinical experience will familiarize the student with age-appropriate physical, cognitive and emotional development as well as routine and episodic care.
This clinical course is designed to develop clinical proficiency with the family. The clinical practicum is designed to prepare the students to provide primary health care to the family focusing on health maintenance. The clinical experience will familiarize the student with age-appropriate physical, cognitive and emotional development as well as routine and episodic care. The clinical practicum is designed to prepare the nurse practitioner student to provide health maintenance, disease prevention, routine episodic care within a family practice population.
This course is designed to introduce the student to routine and episodic primary care of the pediatric patient. The focus will be placed on age-appropriate physical, cognitive, and emotional development, as well as frequently encountered illnesses seen in an outpatient setting.
This course is designed to integrate knowledge from Pediatric Primary Care for the FNP into clinical application. The focus will be placed on age-appropriate physical, cognitive, and emotional development, as well as frequently encountered illnesses as seen in an outpatient setting.
This seminar course will assist the FNP students to integrate knowledge learned to develop clinical reasoning skills and medical decision making in the delivery of primary care to patients across the lifespan. The focus will be on the provision of evidence-based care in the assessment and treatment of individuals who present to primary care for acute and well encounters incorporating social determinants of health and health disparities.
The clinical practicum is designed to prepare the students to provide primary care across the lifespan focusing on health maintenance. The clinical experience will familiarize the student with age-appropriate physical, cognitive and emotional development, routine well and episodic care as well as identifying social determinants of health and health disparities in primary care.
This course will introduce the DNP student to clinical decision making and evidence-based practice for the provision of primary care to individuals across the lifespan. Utilizing the case narrative format and DNP Competencies as a framework, the student will analyze clinical decisions and apply evidence for best practice. Case studies derived from complimentary practicum that reflect the critical thinking skills needed to diagnose and manage acute and chronic illness will be presented and critiqued.
The clinical practicum is designed to assist the student in the application of the principles of primary care learned in Diagnosis and Management I. The student is prepared to provide primary health care for patients, across the lifespan, in an outpatient setting. This course will focus on health care maintenance, diagnosis and management of commonly encountered illnesses in primary care.
This seminar course is designed to further develop the role of the DNP student in the provision of care to vulnerable individuals, families within their communities in various clinical settings. Using the DNP Competencies in Comprehensive Care as the framework, students will analyze clinical decision-making and utilize evidence for best clinical practices. Through case presentation the student will discuss multiple expressions of chronic physical and mental illness commonly seen in community settings. The focus will be placed on populations seen routinely in the community who are at risk for various complications that may lead to impairment and disability.
The clinical practicum builds upon knowledge obtained in Diagnosis and Management II. This practicum is designed to expand the role of the nurse practitioner student to provide primary care to complex patients, families and communities, in an outpatient settings across the lifespan. The goal of the practicum is to prepare the students for the delivery of comprehensive primary care. The practicum focuses on chronic physical and mental illness causing various complications.
This seminar is designed to further develop the role of the DNP student, in the provision of care to individuals and families, with complex, chronic, comorbid, advanced or terminal illness through the lifespan across clinical settings. Using iterative case narrative writing, critical thinking and action in practice will be described. Using the DNP Competencies in Comprehensive Care as the framework, students will analyze clinical decision-making and utilize evidence for best clinical practices. In depth reflection and analysis, synthesis, critical appraisal and application of evidence will be highlighted.
This clinical course is designed to further develop the role of the student to provide care to individuals with complex, comorbid, advanced, or terminal illness and their families across care settings.
This course will provide instructions (and simulated practice) of health assessment procedures for transgender patients relevant to the anatomy that is present, regardless of gender presentation, and without assumptions as to anatomy or identity. Instruction in sensitive history taking will be reviewed to understand the myriad and individualized changes and characteristics in the context of hormone administration and surgical intervention.
This course includes an overview of pubertal suppression, hormone therapy, gender affirming surgical care, sexual health and fertility, as well as writing letters of support, and care planning for surgery. Learners will analyze and discuss ethical dilemmas often faced by providers and transgender patients in the access and provision of health care.
This course includes in-depth readings, discussions and treatment interventions for clinicians to gain knowledge in the three general areas of mental health that transgender clients often seek treatment. These three areas include: exploration of gender identity and may include preparation and assessment for various gender affirming treatments and procedures, coming out and social transitions, and general mental health issues, possibly unrelated to gender identity. Learners will analyze and discuss ethical dilemmas often faced by providers and transgender patients in the access and provision of health care.
Learners will work with practitioners who treat transgender patients. Learners will be required to complete 120 hours of supervised clinical practice working with transgender patients. The clinical placements will be identified in accordance to with nurse practitioner specialty focus. Assistance will be given in identifying appropriate clinical placement sites.
This course is a special topics course intended to run simultaneously with the clinical practicum. Guest speakers who are experts in specific health concerns and issues of transgender patients will offer current best practices. Discussions regarding the treatment of transgender patients in the learners’ practice locations will also be discussed. Legal, ethical and moral issues will be incorporated in the discussions.
Students will participate in weekly complex case discussions and work together on treatment interventions and care planning. The course will include several simulations that will allow students to manage individuals over evolving case studies. They will also attend a seminar on special topics given by experts in the field of transgender health.
This course will present Family Systems Theory as it applies to families across the lifespan. It will apply the concepts of Family Systems Theory to the understanding and assessment of the family life cycle from a multi-generation and multi-cultural perspective. The conceptual framework will assist the clinician in the provision of family-centered primary care.
This course is designed to introduce the student to the role of the nurse practitioner as a provider of community centered family primary care. The focus will be on health maintenance and illness prevention.
Through didactic and simulation lab sessions, this course provides the student with knowledge and clinical skills for physical and pelvic assessment of individuals across the reproductive lifespan. Foundational concepts of autonomy, empowerment, equity, justice and respect are emphasized to foster the development of skills needed to perform person-centered, physical and pelvic assessment
This simulation course engages the AG-ACNP student in a variety of controlled practicum scenarios. The course offers the AG-ACNP student a simulated clinical environment and allows for integration of previous didactic and clinical knowledge to develop complex decision making skills
This graduate course will focus on health service systems.Students will study the theories, competencies, and concepts of management and leadership. Furthermore students will examine the leadership role related to quality and safety in complex health service delivery systems, the management theories and concepts such as interprofessional communication, teamwork, delegation and supervision.The core role competencies for the nurse leader frame the course activities.
Students will work with their faculty advisor and hospital preceptor to implement their individual quality improvement project developed in N7060.Furthermore, students will apply and synthesize the theories, competencies, and concepts of the Advanced Clinical Management and Leadership program.This will be demonstrated through assignments and experiences with precepted nurse leaders. The process will allow the student to take part in summative assessment on work done throughout the program.
This course is designed to provide the student with tools and techniques to assess organizational readiness for innovations and / or process change and to manage redesign and / or information system technology projects. Students will learn a five-stage framework for project management, i.e., from idea generation through maintenance. Students will also learn software needed to support the various project phases.
This course provides a practical opportunity for students to explore in greater depth the process of clinical teaching. Course work may involve development of a special teaching project for nursing students or for a particular group of patients/clients; it may involve working with clinical faculty in supervising students or groups of patients/clients.
The goals of this course are to provide students with a knowledge and understanding of the actions of drugs in order to enable them to use therapeutic agents in a rational and responsible manner in patients. Initially, basic principles of pharmacology will be reviewed (from N5375 course), including absorption, distribution, metabolism, and excretion of drugs by the body. Drug-receptor interactions will also be presented and illustrated with appropriate examples. The focus of these lectures will be case-based whenever possible to demonstrate the therapeutic application of these pharmacologic principles and how this translates into efficacy and potential toxicity.
A comprehensive study of the pharmacokinetics and pharmacodynamics of concurrent drug therapy and their anesthetic implications.
This course provides an overview of anesthetics, adjuvants, and critical care medications commonly used in anesthesia practice with emphasis on application of theoretical foundations.
This course provides an overview of anesthetics, adjuvants and critical care medications commonly used in anesthesia practice with an emphasis on the application of theoretical foundations as it applies to the patient. Cultural humility will be incorporated when developing medication management individualized to patient identities and cultures while including an emphasis on social and cultural health disparities. The course will also provide a systems approach to pathophysiology and the pharmacotherapeutic agents used to treat specific disease states with an emphasis on their impact in anesthesia practice.
This course provides an in-depth presentation of psychopharmacology, building on a knowledge base of pharmacology and neuroanatomy and a biopsychosocial approach to understanding mental illness. The effects and side effects of psychotropic medication used in the treatment of psychiatric disorders across the life cycle will be discussed. The issues of prescribing and coordinating multiple medications with potential interactions will be considered.
This course provides a continuation of the exploration of psychopharmacology, reviewing the basics of pharmacology, neuroanatomy and a biopsychosocial approach to understanding mental illness. The effects and side effects of psychotropic medication used in the treatment of psychiatric disorders across the lifespan will be further explored and applied to the students’ clinical case examples. The issues that accompany prescribing and coordinating multiple medications, along with potential interactions will be discussed, with the emphasis on treating complex comorbidities.
This course presents analyses of health service delivery and management issues from an international perspective. It presents a systematic comparative analysis of the evolution, administrative structure, finance, and provision of health and health care services in underdeveloped countries, developing countries, other developed countries, and the U.S. Equity/inequity and the influence of globalization will be explored. Health and illness will be dealt with as well as statistical, historic, economic, and socio-cultural phenomena. Important differences rooted in culture, ethnicity, social, economic, and political factors will be examined. Such analysis should assist one to understand the nature of a health system in one country and to identify limitations and opportunities to change it.
This didactic course will introduce students to the scientific, regulatory and practice issues related to herbs, nutraceuticals and supplements (HNS). The use of HNS is typically a self-initiated process rather than practitioner initiated, presenting unique challenges in terms of safety and regulatory issues to both consumers and practitioners. This course will provide students with the foundation to communicate and to advise patients in a culturally sensitive manner, on the appropriate use of HNS.
This course is designed to build upon prior pharmacologic study to address advanced concepts in the clinical management of psychiatric symptoms. Students will critically analyze psychotropic interventions including but not limited to mechanisms of action, indications of use, dosing, side effects, drug-drug interactions, contraindications, and patient education. The use of psychotropic agents and complementary alternative medicine in relation to possible differential diagnoses is considered. Appropriate treatment across the patient lifespan, concurrent pathophysiology, chronic and acute medical conditions, multicultural influences, political and socioeconomic circumstances are also addressed.