Courses

A triad model for comprehensive learning is utilized within the Adult-Gerontology Nurse Practitioner program, consisting of a didactic component, clinical practicum component, and a practicum seminar component. Diagnosis and Management in Primary Care Across the Adult Lifespan I, II, and III consists of the didactic portion of this triad, where the student will grow longitudinally by increasing their synthesis and depth of knowledge across three semesters. Using a systems approach, this course will emphasize the importance of current health promotion, disease prevention, and screening guidelines, and will extensively study the differential diagnosis and comprehensive healthcare management of integrated physical and mental health problems as they affect individuals across the adult lifespan. For each physical system studied, the role of the Advanced Practice Nurse (APN), evaluation techniques (including recommended tests of choice and screening tools), diagnostic findings (for prevention, as well as diagnosis and management), and multi-modal management tools specific to adolescents (as defined by the state board of nursing), young adults, adults, and geriatric populations will be highlighted. Emphasis will be placed on the age-specific biopsychosocial (including cultural and ethnic competencies) variables influencing those health problems and behaviors, and barriers to health promotion and disease prevention, which are most likely to present, and most amenable to management in a primary care setting.

The clinical practicum   is designed to develop clinical proficiency of the adult-gerontology primary care nurse practitioner student.    The clinical practicum is designed to prepare the students to provide primary health care focusing on health maintenance.

This course focuses on the development of a fundamental knowledge base for the assessment, diagnosis, and management of patients presenting for sexual and reproductive healthcare in primary care settings. Topics include the most common sexual and reproductive health maintenance issues and challenges across the life cycle. This course include an overview of deviations from sexual and reproductive well-being that are within the scope of practice of the advanced practice nurse practitioner and identifies conditions that require collaborative management and/or referral. A simulation lab session concurrent to the course enhances and grounds the didactic experience.

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 focuses on the essential technology and procedures utilized in the management of the critically ill that is inherent to the role of this nurse practitioner. During laboratory/clinical experiences psychomotor skills and the use of advanced technologies for the nurse practitioner will be developed along with the skill of oral/written presentation of select patients.

Individualized, guided learning experiences at the graduate level in a selected area of concentration. The area of concentration selected should reflect both the role of the clinical specialist / nurse practitioner and the student’s specific interests. Proposed work must be outlined prior to registration and agreed upon by both faculty and student. A project report is required.

The student is introduced to the signs, symptoms and DSM-5 classification of psychiatric disorders across the lifespan. Special emphasis is placed upon the ability of the student to conduct and record a comprehensive psychiatric evaluation to American Psychiatric Association (APA) standards in conjunction with instruction provided in the clinical practicum.

This practicum is designed to provide an opportunity for students to learn how to interview psychiatric patients in order to formulate and record a comprehensive psychiatric evaluation.

Clinical Seminar in Adult-Gerontology Acute Care is designed to provide the AG-ACNP student an academic environment in which the students share their practicum experience and present case studies and journal articles for discussion with their peers. In this scholarly forum, the students are expected to present selected cases from their practicum in an organize forma. The students are expected to facilitate a class dialogue and offer appropriate references.

This course will provide an opportunity for the student to synthesize and integrate the knowledge obtained in Diagnosis and Management of the Acutely Ill Adult II. This is the second clinical practicum for the student to evaluate and manage adult patients in an acute care setting. Students will be expected to demonstrate their ability to evaluate and manage the patient through the techniques of history taking, physical examination, medical decision-making, coordination of appropriate care using a holistic approach, and collaboration with the medical team. The student should demonstrate progressive independence in the management of patients.

Clinical Seminar in Adult-Gerontology Acute Care is designed to provide the AG-ACNP student an academic environment in which the students share their practicum experience and present case studies and journal articles 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 will provide an opportunity to synthesize and integrate the advanced practice knowledge and skills acquired through all previous didactic and clinical coursework.  Students will be expected to do clinical case presentations, manage a group of patients of varying diagnoses and variability of acuity, and practice with increasing independence in the acute care advanced practice role. 

Credits increased from 4 to 5, effective Spring 2021.

Clinical Seminar in Adult-Gerontology Acute Care is designed to provide the AG-ACNP student an academic environment in which the students share their practicum experience and present case studies and journal articles for discussion with their peers. In this scholarly forum, the students are expected to present selected cases from their practicum in an organize forma. The students are expected to facilitate a class dialogue and offer appropriate references.

This course will provide an opportunity to synthesize and integrate the advanced practice knowledge and skills acquired through all previous didactic and clinical coursework.  Students will be expected to do clinical case presentations, manage a group of patients of varying diagnoses and variability of acuity, and practice with increasing independence in the acute care advanced practice role. (Previously offered for 4 credits.)

This course engages the advanced practice student in the basics of diagnostic radiology and point-of-care radiologic assessment necessary for today’s practitioner. The course offers the advanced practice student the opportunity to understand the process for selecting appropriate imaging modalities, and also challenges the student to develop novice-level competence in the interpretation of select diagnostic imaging of adults. 

This course will examine the professional role of the nurse anesthetist through discussions and writings/presentations. Current topics in health care delivery, reimbursement, politics, and policy as they relate to nurse anesthesia will be emphasized.

This course will provide an opportunity to synthesize and integrate the advanced practice knowledge and skills acquired through previous didactic and clinical coursework.  The focus is on modeling the processes of knowledge acquisition and evaluation, clinical inference, and clinical decision-making that the ACNP will employ once in independent practice.  The role of the ACNP will be explored with regard to ethical issues, legal implications of practice, professionalism, board certification, and licensure. This course should be taken concurrently with the integration practicum course 8823.

The professional role of the nurse anesthesiologist will be examined through discussions, writings, and presentations. Standards of care, patient safety, and legal considerations will be emphasized. Cultural humility will be emphasized via discussions, presentations, and readings to better understand patient identities and cultures while including an emphasis on social and cultural health disparities as it relates to the practice of anesthesiology.

This course focuses on the complex nature of common coexisting diseases and their influence on safe delivery of nurse anesthesia care in the perioperative period.  Throughout this coure, learners will evaluate information obtained during physical and psychological assessment, review patient data and preoperative testing, and synthesize knowledge to formulate safe, individualized, perioperative anesthesia management plans for patients. Cultural humility will be incorporated into care plans to develop anesthetic management individualized to patient identities and cultures while including an emphasis on social and cultural health disparities.

This course is an advanced course for regional anesthesia. It will  cover discussion and demonstration of neuraxial anesthesia, peripheral nerve blocks, and pain management theory and techniques. Pharmacology regarding local anesthetics will be reviewed. Practice and demonstration in the Skills Labs are an integral part of this course.

This course will be based on the nurse anesthesia resident (NAR) functioning in simulated anesthesia crisis scenarios. The NAR  will complete assignments, which will focus on crisis management in the perioperative setting. A thorough review of crisis resource management and debriefing skills will be discussed. Each NAR will participate in high-fidelity simulation and debriefing exercises to prepare them for independent management in the clinical setting after graduation.  

This is the first of five clinical residencies that provide the opportunity for nurse anesthesiology residents (NARs) to integrate theory into practice within the clinical setting. NARs move along a continuum from healthy adults to patients with multi-system failures. The focus is on perioperative theory transfer, the development of assessment skills, and the developmental implementation and evaluation of an individualized anesthesia care plan. Cultural humility will be incorporated into care plans to develop anesthetic management individualized to patient identities and cultures while including an emphasis on social and cultural health disparities. Patient interviews and teaching are integral to this process. Basic principles of decision-making are emphasized throughout. Mastery of the Nurse Anesthesia Residency I objectives is required by the end of this residency. Practice settings include operating rooms, emergency rooms, and off-site locations including but not limited to diagnostic and interventional suites. CRNA or physician anesthesiologist preceptors serve as facilitators of learning. Clinical conferences and professional meetings help to reinforce and enhance learning.

Clinical experiences provide the opportunity for students to integrate theoretical basis of practice within the clinical setting. Students move along a continuum from healthy adults and children to patients with multi-system failures. The focus is on perioperative theory transfer, development of assessment skills, and the implementation and evaluation of a plan of care. Patient interviews and teaching are integral to the process. Basic principles of decision making are emphasized throughout. Mastery to the specific level of competency is required within a specific time framework. Practice settings include operating rooms, emergency rooms, and diagnostic suites. CRNA faculty members act as facilitators of learning. Clinical conferences and professional meetings help to reinforce and evaluate learning. This is the second of four required residencies.