Courses

Nurse-Midwifery services provide intensive clinical experience in all areas of nurse-midwifery practice. Direct student teaching is provided by nurse-midwifery preceptors affiliated with the program.

Didactic presents an understanding of the process of labor, birthing, and immediate postpartum and how this impacts on the mother and baby from a midwifery perspective. Specific focus centers on the midwifery management process, particularly for the normal, with differential diagnosis to determine when intervention/consultation is necessary. Birthing management will be viewed in a variety of settings and cultures. Practical skills for assessment and management will be taught. The course will provide mastery of the core competencies required by ACNM.

Clinical practice includes nurse-midwifery management of the care of the normal intrapartum woman/ newborn/ family and collaboration and/or referral for complex management. Experience on the postpartum ward and in newborn care is obtained in this clinical rotation when intrapartum patients are not available.

Clinical skills preparation is essential before a student enters clinical practicum. A variety of skills relevant to antepartum, well woman gynecology, and intrapartum care are taught and then practiced in simulation settings and peer practice.

Clinical skills preparation is essential before a student enters clinical practicum. A variety of skills relevant to intrapartum, newborn, and postpartum care are taught and then practiced in simulation settings and peer practice.

This diagnosis and management course will focus on each physiologic system and include unique characteristics relevant to midwifery care throughout the lifespan. Complex health concerns will be included in the context of consultation, collaborative management and/or referral to specialists. The course will reinforce appropriate standards and scope of midwifery practice with a critical analysis of social and political influences on health care including the effects of racism and gender bias on a person’s health.

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 reproductive 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 nurse midwife.

This course explores complex issues when a woman's health is potentially challenged. It teaches appropriate screening and assessment for a range of health issues that will be encountered in health settings. The course will enable nurse-midwives and nurse-practitioners to identify when consultation, collaborative management, or referral to specialists is needed. It reviews scope of practice issues and how to maintain continuity of care, in culturally appropriate forms, when specialized management is needed.

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 the inpatient setting. 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 nurse midwife.

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 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 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.

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 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.

This is one of two consecutive seminars designed to introduce the DNP student to the fundamental principles of pediatric primary care. The focus of this course is the development and application of critical thinking, clinical reasoning, and introduction of the CUSON DNP Competencies as essential components of the PNP role. Utilizing case   scenarios representing pediatric acute and chronic disease processes students will begin to analyze clinical decisions and apply evidence for best practice.  

This, the second of two consecutive seminars, is designed to integrate knowledge from Fundamentals of Comprehensive Primary Care I along with corresponding pediatric courses into clinical application.  Students will analyze clinical decisions, develop differential diagnosis, and apply evidence for best practice through the use of case scenarios representing pediatric acute and chronic disease processes.

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.