Courses
This course covers the broad scope of preconception, prenatal, and postnatal care including theoretical and practical knowledge for the essentially uncomplicated childbearing period. Routine care, risk assessment, and commonly encountered complications will be reviewed with a strong focus on the physiological, social, emotional, and educational components of preconception, prenatal, and postnatal care.
This independent study in PMH is designed to provide an opportunity for students to be mentored in their exploration of a topic of their choice in the area of psychiatry. Students are required to develop a focus for their study, followed by a thesis statement, outline, and literature review. Students may present an annotated literature review or a brief paper (3-5 pages) as their completed project.
This is a year-long elective course sequence required for Behavioral Health Workforce Education Training (BHWET) interns. The purpose of the seminar is to provide students with enriched educational, training and career development opportunities focused on interprofessional practice, assessment of violence and trauma focused cognitive behavioral techniques. Over the course these 3 semesters, students will gain proficiency in evidence-based methods of trauma informed care, understanding the short and long term consequences of violence and other forms of trauma, and assess for the impact of trauma on well-being and rehabilitation. Didactic, experiential, and simulation training will be made available to enhance participation and learning. Students will gain an understanding of the role of the interprofessional behavioral health team and their individual contributions and therapeutic modalities. At the end of the course sequence, students will be prepared to meet behavioral health needs in varied settings across the life span.
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.
This required course is designed to prepare the advanced practice student to provide primary care to individuals through the lifespan. Utilizing lectures and case presentations the role of the FNP in the diagnosis and management of commonly encountered illnesses are studied.
This required course is designed to further develop the role of the advanced practice student, in the provision of primary care to individuals, families, and communities through the life span in a variety of clinical settings. Utilizing case presentations, the role of the FNP in the diagnosis and management of commonly encountered illnesses are studied. A formal clinical presentation will be required.
This course is an introduction to family theory. It introduces the student to a new epistemology, one in which the central concepts stress a view of causality that is circular, rather than linear. Concepts of the family as a system and theoretical models upon which to base clinical practice will be discussed. The course will apply family systems concepts and methods to problems related to health and illness faced by families.
This clinical practice course is designed for students to develop clinical skills in family therapy based on Structural, Bowenian and Multicontextual Family Therapy models. It consists of clinical practice and supervision.
The clinical practicum is designed to prepare the students to provide primary health care for patients, families, and communities in a variety of settings. Initially, the student will obtain complete histories, and perform physical examinations and developmental assessments. Subsequently, the student will focus on the recognition and management of common problems. The clinical experience will familiarize the student with age-appropriate physical, cognitive, and emotional development as well as routine and episodic care. The goal of the practicum is to prepare the students for the delivery of family focused primary care.
This required course is designed to further develop the role of advanced practice student, in the provision of primary care to individuals, families, and communities through the life span in a variety of clinical settings. Utilizing case presentations, the role of the FNP in the diagnosis and management of commonly encountered illnesses are studied. A formal clinical presentation will be required.
Utilizing a background in basic physical assessment, advanced practice nursing students apply the didactic content introduced in N8786 to this clinical practicum. 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. The complete pelvic exam is included. As well as complete male genital exam.
This course focuses on an integrated systems approach, including Structural, Bowenian, and the Multicontextual Frameworks and is designed to assist the student in integrating the theoretical and practical aspects of the systems approach to treating families. The course will review the basic issues involved in psychiatric diagnosis and abnormal psychopathology from a systems perspective. Videotape review, didactic materials, class presentation, and discussion will provide a comprehensive theoretical basis for the understanding and development of more advanced clinical skills.
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 in a variety of mental health settings. Individual plans for guided study will be mapped for each student. Clinical review and discussion of interesting, complex cases from the practice environment will facilitate the students’ development of the knowledge base and skills essential to the role of the psychiatric nurse practitioner.
This course is a continuation of Seminar I. Using the DNP Competencies in Comprehensive Care as the framework, students will analyze clinical decision-making and utilization of evidence for best clinical practices in a variety of mental health settings. Clinical appraisal and critique of challenging cases from the practice environment will facilitate the students’ application of the knowledge base and skills essential to the role of the psychiatric nurse practitioner.
This seminar course is designed to increase the student's understanding of the key concepts, the dynamics, and development of psychotherapy groups. Students are encouraged to explore the theoretical issues inherent in group practice and their relationship to psychiatric nursing theory and practice. Finally, students will address the developmental needs of clients as they relate to the group experience.
One to two patients are assigned according to the student's needs for a learning experience. Students arrange for clinical contact with the assigned patients at least weekly and more often if required. The student is responsible for assessing the biophysical, psychosocial, cultural, cognitive, and spiritual dimensions of the patients and planning appropriate interventions.
One to two (1-2) patients are assigned according to the student's needs for a learning experience. Students arrange for clinical contact with the assigned patients at least weekly and more often if required. The student is responsible for assessing the biophysical, psychosocial, cultural, cognitive and spiritual dimensions of the patients and planning appropriate interventions.
One to two (1-2) clients are assigned according to the student's needs for a learning experience. Students arrange for clinical contact with the assigned clients. Based upon evaluation, the student selects and utilizes appropriate therapeutic interventions that she/he evaluates in terms of the client's responses. The student is responsible to work on termination issues with the client.
The student participates as a leader or co-leader in a psychotherapeutic group of 10-12 sessions. Weekly clinical supervision is focused on group dynamics and development.
This course is designed to integrate foundation skills and strengthen the student’s clinical practice in a variety of psychiatric mental health settings. The seminar will enhance the student practicum experience by exposing the students to a variety of research and practice topics important to the discipline as well as clinical review of interesting complex cases from the practice environment. The student will develop a knowledge base and skills essential to the role of the psychiatric nurse practitioner.
This course is designed to integrate foundation skills and strengthen the student’s clinical practice in a variety of psychiatric mental health settings. The seminar will enhance the student practicum experience by exposing the students to a variety of research and practice topics important to the discipline as well as clinical review of interesting complex cases from the practice environment. The student will develop a knowledge base and skills essential to the role of the psychiatric nurse practitioner.
This course is designed to integrate foundation skills and strengthen the student's clinical practice in a variety of psychiatric mental health settings. The practicum is the first of two consecutive courses. Expectations of the clinical experience are direct patient contact (assessment, diagnosis, and treatment including medication management) and therapeutic interaction with staff, families, and systems. The student will develop a knowledge base and skills essential to the role of the advanced practice psychiatric nurse practitioner. Details of the practicum will be coordinated with the agency by faculty in line with courses objectives, agency objectives, and student education goals.
This course is designed to advance the student's clinical practice with patients in a variety of psychiatric mental health settings. The practicum is the second of two consecutive courses. Expectations of this clinical experience are direct patient contact, therapeutic interaction with staff, families, and systems, as well as medication management. The student will function in the role of the advanced practice psychiatric nurse practitioner. Details of the practicum will be coordinated with the student, preceptor/agency, and faculty based upon course objectives, clinical objectives, and student educational goals.
Seminar in Pediatric Primary Care Nursing I is designed to provide PNP students an academic environment to integrate the Columbia University School Of Nursing (CUSON) DNP competencies into clinical encounters. Students will draw upon current pediatric trends, historytaking and assessment skills, and common diagnoses and apply that knowledge to the clinical encounter format. They will engage in class discussions that will strengthen their ability to apply health promotion into their advanced practice. Students will be expected to facilitate a class dialogue and offer appropriate references.
The clinical practicum is designed to prepare the students to provide primary health care for patients, families, and communities in a variety of settings. Initially, the student will obtain complete histories, perform physical examinations, and developmental assessments. Subsequently, the student will focus on the recognition and management of common problems. The clinical experience will familiarize the student with age-appropriate physical, cognitive, and emotional development as well as routine and episodic care. The goal of the practicum is to prepare the students for the delivery of family focused primary care.
This course builds upon DNP Seminar I with a continuation of focus on clinical decision making and evidence-based practice for the provision of primary care to individuals across the lifespan. Utilizing the clinical encounter format and DNP Competencies in Comprehensive Care as a framework, the student will analyze clinical decisions, appraise and apply evidence for best practice. Case studies derived from clinical experiences that reflect the critical thinking skills needed to diagnosis and manage acute and chronic illness will be presented and critiqued.
This course will provide a continuum to the DNP student. As an additive to DNP Seminar I and II, the course will continue to foster the student’s clinical decision making process while incorporating evidence-based practice for the provision of primary care to individuals across the lifespan. Utilizing the clinical encounter format and DNP Competencies in Comprehensive Care as a framework, the student will analyze clinical decisions, appraise and apply evidence for best practice. Case studies derived from clinical experiences, that reflect the critical thinking skills needed to diagnosis and manage acute and chronic illness will be presented and critiqued.
The goals of this course are to provide students with a knowledge and understanding of clinical pharmacology, pharmacokinetic and pharmacodynamic principles with application to neonatal and pediatric patients. The prevention and treatment of various disease states affecting neonatal and pediatric patients will be explored. This course will review pharmacotherapeutics including appropriate use, therapeutic medication monitoring, adverse medication reactions, precautions and contraindications, and medication safety as it affects the neonatal and pediatric population.
This course provides an opportunity for the scientific inquiry into the use of pharmacologic agents in the advanced nursing care of infants, including fetal and neonatal life, early childhood, and adolescence. Pharmacokinetics, pharmacodynamics, drug use in pregnancy and lactation, pharmacologic agents used in disease prevention and treatment, drug monitoring, and drug safety in the home are explored. The use of herbal and natural remedies while treating disease will be discussed. Proper prescribing and record keeping in accordance with New York and Federal laws are addressed.
This course introduces the advanced student to a systematic approach to critical care. Emphasis is placed on understanding the pathophysiology of various neonatal conditions, including neurological, respiratory, endocrine, renal, cardiovascular, and metabolic.
This is a supervised clinical experience caring for well babies in a well-baby nursery. The course is designed to apply the content from advanced assessment of the neonate. The student should recognize physical, psychological, and developmental problems of the neonate, and begin to develop differential diagnosis. Emphasis will be placed on appropriate patient write-up which should include a complete medical history, physical examination, developing a differential diagnosis for a variety of newborn problems, and developing a plan. Emphasis is placed on understanding the physiologic rationale, utilizing evidence based research in practice, utilizing onsite searches to look up clinical questions, and develop health care plans.
During this first NICU supervised clinical experience, the students will begin to integrate coursework within the clinical setting. Emphasis is placed on beginning skills of physical assessment and developing the management plan. The introduction of technical skills in patient care management, including performance of selected invasive diagnostic/therapeutic procedures, is needed for the student to develop as an NNP. The student will continue to develop in the role as a neonatal nurse practitioner.
This course is an in-depth practicum which allows the NNP student to utilize all previous learning in his/her management of infants at risk. The practicum in neonatal care is designed to provide the student with practice experience to develop skills of assessment, diagnosis, and management of the high risk neonate. The student has the opportunity to integrate and synthesize theory, clinical research, advanced therapeutics, and decision making in this closely supervised precepted experience. It will be an intensive experience in which the student will analyze all available data utilizing evidence-based research, synthesize his/her thinking, implement a plan of care, and evaluate the results. The role of the nurse practitioner is applied in clinical care areas. The student will begin to develop a database of patients to evaluate clinical practice and refine collaborative skills working with the interdisciplinary team throughout the course.
This required course in the PNP program introduces the advanced student to the provision of health care to children with common episodic illnesses. Lectures and seminars provide the student with the knowledge base to recognize and manage common health problems in the pediatric population.
This practicum focuses on the delivery of episodic illness care to children and adolescents in the ambulatory settings and on planning and managing the care of hospitalized children. The Pediatric Clinic is the main clinical setting. Here the student will learn how to assess children with common episodic illnesses, to develop and discuss differential diagnosis, to manage the care of children with minor illnesses, and to work with other health professionals collaboratively. When the illness requires hospitalization, the student will design and implement a plan of care, including discharge plans and teaching. Students utilize their knowledge of common child and adolescent illnesses and the information presented in M6630 and M8670 to assess and develop plans of care for all children and adolescents.
This practicum focuses on the delivery of episodic illness care to children and adolescents in the ambulatory settings; and on planning and managing the care of hospitalized children. The pediatric clinic is the main clinical setting. Here the student will learn how to assess children with common episodic illnesses, to develop and discuss differential diagnosis, to manage the care of children with minor illnesses and to work with other health professionals collaboratively. When the illness requires hospitalization, the will design and implement a plan of care, including discharge plans land teaching. Students utilize their knowledge of common child and adolescent illnesses and the information presented in M6630 and M8670 to assess and develop plans of care for all children and adolescents.
This course provides the foundation for understanding issues and concepts of behavioral pediatrics which are encountered in the community setting. The potential impact of the child's environment, risk and protective factors, and stressors will be included in the content. Behavioral manifestations fall on a continuum from normal to pathological, including developmental appropriate behaviors, developmental variations, problems, and disorders. Lectures provide the student with the knowledge base to recognize, assess, treat, and refer children with behavioral problems. This is one of three required courses for the subspecialty, Behavioral Pediatrics for Advanced Practice Nursing.
Previously 3 credits.
This seminar in Behavioral Pediatrics for Advanced Practice Nursing is designed to provide the graduate student an academic environment in which to share practicum experience and present case studies for discussion with their peers and faculty. In this scholarly forum, 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 is one of three required courses for the subspecialty, Behavioral Pediatrics for Advanced Practice Nursing.
Previously 1 credit.
This practicum focuses on the assessment and management of behavioral disorders in children and adolescents in a variety of community settings. Here the student will develop skills to assess children with behavioral disorders, to formulate a working diagnosis, to design management plans of care, and to collaborate with other health professionals. Students utilize their knowledge of development, environmental factors, family dynamics, and behavioral disorders in the child and adolescent. The student will demonstrate the ability to recognize, assess, treat and refer children with behavioral problems. This is one of three required courses for the subspecialty, Behavioral Pediatrics for Advanced Practice Nursing.
Utilizing a systems approach and a background in basic physical assessment, advanced physical assessment skills are studied. The identification and interpretation of abnormalities in the physical exam are emphasized in depth. The approach to the development of the differential diagnosis is introduced. The goal of this course is to provide the critical thinking necessary for the beginning advanced practice nursing student to analyze history and physical exam data.
This graduate level laboratory course will involve application of advanced health assessment principles and skills for comprehensive examination of adult and older adult clients. Emphasis is placed on physical, psychosocial, and cultural assessments skills that are necessary to develop a comprehensive health assessment. This lab will focus on interviewing and history-taking, advanced physical assessment skills, diagnostic reasoning, and development of a plan of care. The clinical laboratory will emphasize techniques for identifying common normal and abnormal findings and documentation of these findings. Students will engage in actual practice with task trainers, fellow students, and Standardized Patients using simulated patient clinical encounters involving common health problems.
The clinical practicum is designed to prepare the students to provide primary health care in a variety of settings. Initially, the student will obtain complete histories; perform physical examinations, and developmental assessments. Subsequently, the student will focus on the recognition and management of common problems. The clinical experience will familiarize the student with age-appropriate physical, cognitive and emotional development as well as routine and episodic care. The goal of the practicum is to prepare the students for the delivery of family focused primary care.
This course focuses on the continuum of care for breast cancer prevention, screening, diagnosis, and management with attention to medically underserved populations who have disproportionately higher breast cancer morbidity and mortality. The course emphasizes interprofessional learning as medical and nursing students will rotate together through both didactic and clinical experiences. These clinical experiences are precepted by the interprofessional network of breast cancer care providers including, but not limited to, breast cancer care advocates/care coordinators, NPs engaged in breast cancer screening, breast radiologists, NPs and MDs with expertise in oncology, and social workers/psychologists/psychiatrists with expertise in cancer care.
This advanced level course introduces the Advanced Practice Registered Nurse to palliative care from a historical, programmatic, and global perspective. The course will provide opportunities for the exploration of personal values and beliefs related to palliative care.
This course is designed to present an integrative approach to identifying and managing the symptoms of cancer and cancer treatment through the disease continuum. The course will include a focus on aspects related to physical, psychosocial and spiritual issues that impact the lives of the person/family with cancer.
This course provides the opportunity to manage the symptoms of cancer and its treatments with expert supervision and collaboration in the clinical setting. Learning is facilitated by expert clinicians in oncology/hospice/home/long term care areas. Evidence based practice will be promoted in issues related to quality of life, identification and prevention of complications of treatment and patient and caregiver stress.
This advanced level course is designed to prepare Advanced Practice Registered Nurses to offer evidence-based and compassionate palliative care to patients and families throughout the lifespan from birth to end of life and across settings. Attention will be given to health equity.