This course provides an introduction to evidence-based practice and the critical appraisal of best evidence literature. Students learn to formulate clinical questions in answerable format, search for and identify best evidence, and appraise that evidence for rigor and applicability to the clinical problem. Best evidence consists of pre-appraised individual studies and overviews. Basic principles of scientific inquiry, quantitative and qualitative research methods and research ethics are introduced in the context of clinically relevant research.
RN/BS Transition: Reflective Professional Practice
This is the first course in the RN/BS completion program. The focus of the course is on reflective practice and providing students with the conceptual basis and tools to be successful in the program. Personal values, philosophy and goals are examined as part of the process of creating a professional portfolio to document accomplishments to date. Content includes: historical, ethical, legal and theoretical foundations of nursing, social justice and diversity, and professional nursing issues and trends. In addition, students are introduced to foundations of information technology and applications to professional nursing practice. Students will be taught to employ search strategies for retrieval of scientific literature to support evidence based practice.
The purpose of the optional variable credit component of the course is to use a self-reflective process to document college level learning which students have achieved through past personal and professional experiences. The Kolb model of experiential learning is used to help students demonstrate prior learning and to document this learning in measurable ways that may translate into elective credits within a program of study. Students can petition for 1-4 additional elective credits which are awarded upon completion of variable credit petitions documenting learning outcomes.
This course provides an introduction to the fundamental principles of leadership and management pertinent to health care. Students will explore the interrelated processes of thinking systematically, developing reflective judgment, and exercising leadership. Competencies necessary to succeed in a nursing leadership role in complex organizations are analyzed and applied to clinical scenarios. Students utilize self-reflection to assess their own leadership potential and apply concepts through discussions and class assignments. A field study component enables them to observe a nurse in an established leadership role and participate in a performance improvement project.
This course examines the changing context of health care systems, strategies to affect health care policy decisions which shape those systems, and an overview of decision-making processes used by professional nurses at the individual and population levels. Sociocultural, ethical, economic and political issues affecting the access, delivery and utilization of health care services are examined. Appropriate professional nursing roles and ethical decision-making models are explored which give meaning to health care and clinical nursing leadership within complex health care systems.
The course uses a synthesis of public health theory, epidemiology, theories of health promotion, and nursing theory to enable students to identify health concerns and promote health and wellness in selected communities, while emphasizing diversity. The impact of current practices, policies, and laws on community health will be addressed. Issues in population health over the lifespan will be explored, such as environmental health, emerging infectious diseases, vulnerable populations, chronic illness, and global health care. How to acquire and analyze data for health promotion and disease prevention will be included. Online modules in Emergency and Disaster Preparedness and a field study with a vulnerable population and preventive health care project are part of the course.NUR 357
This capstone course is designed to allow the student to focus on the synthesis of knowledge acquired throughout the curriculum. Special emphasis is placed on the implementation of a safety, performance improvement or change project in response to identification of needs/problems in a selected health-care setting. The major assignment includes completion of a project identified by the student in NUR 354 or NUR 356. Professional role development and career planning are also addressed to facilitate career transition.
This course builds on the bio-psychosocial sciences and focuses on techniques of history taking and physical examination in a cross-cultural context. Using a systems approach, focused and comprehensive assessments of essentially well clients throughout the lifespan are addressed. Students will describe findings and differentiate normal from atypical or abnormal. Diagnostic reasoning skills are developed through analysis of the assessment data. A laboratory/clinical experience provides opportunities for students to integrate communication, assessment and problem-solving skills with fundamental nursing care procedures.
This hybrid online course builds on previous courses in the bio-psychosocial sciences and focuses on techniques of history taking and physical examination in a cross-cultural context. Using a systems approach, focused and comprehensive assessments of essentially well clients throughout the lifespan are addressed. Students will describe findings and differentiate normal from atypical or abnormal. This course also focuses on the assessment of family violence, cultural and spiritual beliefs as they pertain to the meaning of health and illness, and End-of-Life (EOL) assessment for individuals and families. Students will explore the concepts of health promotion and risk reduction of major conditions, utilizing teaching strategies to address patient and family educational needs. Diagnostic reasoning and critical thinking skills are developed through analysis of the assessment data. A laboratory/clinical experience provide opportunities for students to integrate communication, assessment and problem-solving skills.
This course focuses on the physiologic changes that occur as a result of disease processes, the clinical manifestations indicative of altered health and the drug therapy used to treat or effect these disease processes. The course integrates anatomy, chemistry, microbiology, physiology, and pharmacology and focuses on their application to clinical practice.
This course prepares nurses to assume leadership roles by designing, managing, coordinating, and evaluating care in health care delivery systems. Content focuses on the role of the nurse leader in the care of populations and groups; planning and effecting change, quality improvement, securing and managing financial and human resources, developing effective teams and work groups, and utilizing informatics and other technology. Issues related to health service provision are examined including health care systems, population health programs, nursing case management, legal issues relative to nursing management, and selected professional concerns. This course includes clinical experience in clinical nursing leadership, case management, and other service delivery units.
Therapeutic Interventions I is a clinical nursing course. This course focuses on acquisition of fundamental nursing skills. It is designed to also provide the student the opportunity to incorporate concepts and skills learned in Health Assessment in Health and Illness. It provides the student with a foundation for delivering therapeutic nursing care and interventions to individuals, families, and groups from diverse populations. In this course, the student will apply this learning in various practice settings to care for diverse consumers including individuals and families desiring health promotion as well as those experiencing alterations in health.
This course examines nursing through three conceptual lenses: what nursing is, what nurses do, and what nurses do in relation to others. An historical and theoretical perspective of nursing will be used to present these conceptual areas with application to current and emerging nursing practice.
The student learns to utilize the nursing process to provide and evaluate care for individuals and families in the childbirth and child-rearing stages of life. The student also learns about nursing role development as a collaborative interdisciplinary team member. This course provides nurses with a basic understanding of childbearing and pediatric nursing principles in a variety of clinical settings. Students are introduced to current research, theory, and biological foundations of childbirth and child rearing. The course content incorporates the American Nurses Association Standards of Practice, current treatment modalities, and legal implications of caring for pregnancy women and children. Throughout the course, the role of the obstetrical and pediatric nurse is examined as the nursing process is applied to the care of patients bearing and raising children. Clinical experiences are coordinated in a variety of settings and offer students the opportunity to engage with clients and to interact with interdisciplinary teams in providing.
The course provides nurses with a basic understanding of psychiatric and mental health nursing principles in a variety of clinical settings. Students are introduced to current research, theory, and biological foundations of mental disease and mental illness. The course content incorporates the American Nurses Association Standards for Practice, current treatment modalities, and legal implications of caring for mentally ill clients. Throughout the course, the role of the psychiatric nurse is examined as the nursing process is applied to the care of patients with psychiatric-mental health needs. Clinical experiences are coordinated in a variety of settings and offer students the opportunity to engage with clients and to interact with interdisciplinary teams in providing care.
Therapeutic Interventions II is a laboratory based nursing course. This course focuses on the acquisition of complex nursing skills. It is designed to provide students a laboratory opportunity for delivering therapeutic nursing care and interventions to individuals that is applied to patients in concurrent or subsequent clinical specialty courses.
The student learns to utilize the nursing process to provide and evaluate culturally sensitive care for individuals and families experiencing adult health problems across diverse settings including home. The student also learns about nursing role development as a collaborative interdisciplinary team member. Students apply principles of evidence-based care in planning, providing, and evaluating patient care outcomes. Clinical experiences are coordinated in a variety of settings and offer students the opportunity to engage with clients and interdisciplinary health care members to provide care across the health continuum.
This course provides nurses and nursing students with basic information about the influences of genetics on human health and illness. Students will gain practice in applying important tools for effective genetic nursing practice. Students will learn about basic genetic science/ molecular concepts, the ethical and social implications of genetic information, commonly used genetic tests, genetic history taking, and pedigree construction and will become experienced in the use of professional and client-based resources to support evidence based health care and life-long learning in applied human genetics.
This capstone course is designed to allow the student to focus on the synthesis of knowledge acquired throughout the curriculum and the enactment of the professional nurse role in a concentrated practicum.
This is the first of two courses in the master's nurse practitioner program that are designed to prepare advanced practice nurses to apply evidence to practice. This course focuses on: a) theoretical, methodological, and statistical concepts used in the development, implementation and evaluation of clinical research; and b) the foundations of evidence-based practice. Emphasis is placed on the process of developing clinical questions, the process of obtaining and appraising best evidence, and the application and evaluation of that evidence to the care of individuals.
The purpose of this course is to help students gain proficiency in writing. It will provide graduate students with the essential tools for scholarly writing. Rules of grammar, punctuation, format and composition will be reviewed and practiced. Styles of composition will be analyzed and applied in writing exercises. The importance of focused presentation of ideas, and clarity and progression of thought will be emphasized.
Ethics and Public Policy in the Health Care System
This foundational course provides an overview of the structure, regulation, and financing of the health care system in the United States. nursing's past and present contributions and its potential to shape future health care are evaluated. Contemporary health care and policy issues are examined using concepts and principles of planned change, ethical decision-making, the policy process, and policy analysis.
A study of those physiological and pathophysiological processes that are a basis for advanced nursing practice. The focus is on regulatory mechanisms that maintain homeostasis and the clinical problems that arise in the pathophysiological state. Content is based on theories from physiologic and immunologic research. This course is offered with varying credit and consists of (Unit I) cell physiology and immunology; (Unit II) neurophysiology and endocrinology; (Unit III) cardiovascular and respiratory physiology; and (Unit IV) renal and gastrointestinal physiology.
This graduate level course provides the theoretical and clinical foundation for advanced comprehensive assessment of the health status of individuals and families. Building on undergraduate preparation, principles of complex interviewing and history taking, diagnostic reasoning, and advanced physical, psychosocial, cultural, developmental, and environmental assessment are presented. From a functional and developmental base, the course will emphasize techniques for discrimination and analysis of common abnormal findings, the process of differential diagnosis, and methods for presentation of findings. Theoretical contexts of health promotion will be discussed and applied to clinical findings. This course will include laboratory modules for specialty skill instruction.
This course focuses on promoting students’ critical thinking and decision making as they gain skills in evaluating and managing common health complaints in patients across the adult-older adult lifespan, which includes older adolescents, young adults, middle-aged adults, older adults, and frail elders. Students have the opportunity to integrate advanced assessment concepts as they apply biopsychosocial and pharmacological concepts to formulate differential diagnoses and management plans for various patient populations. Coursework focuses on developing the advanced practice role within the context of a comprehensive and interprofessional approach to patient care.
This graduate level course provides the theoretical and clinical foundation for advanced comprehensive pediatric health assessment. Students will develop the necessary expertise to provide primary health care to well children and adolescents. Students will gain experience interviewing pediatric clients and their families and providing relevant anticipatory guidance, using age-appropriate techniques. Students will engage in health teaching regarding common pediatric health care concerns, including the provision of nutritional and breast feeding advice, immunization guidance, promotion of healthy habits, safety promotion and injury prevention, and the management of common child behavioral issues. In addition, students will apply health and developmental screening techniques, and conduct age- appropriate physical examinations of infants, children and adolescents. Emphasis will be placed on the identification of normal and abnormal findings, as well as assessment of growth and development. Diagnostic reasoning analysis using the techniques of inspection, palpation, percussion and auscultation will be applied to all body systems, and the process of differential diagnosis will be developed. Course content will support students' clinical experience in the provision of primary health care to well infants, children, adolescents, and their families.
This course examines theoretical frameworks relevant to the family nursing interventions. The family in health and illness and the impact of transitions, crises, and stressful events on families are explored. Clinical situations with families are examined and analyzed in the light of theory and concepts. Students examine their own beliefs and family life experiences as these relate to family nursing.
This course provides nurse practitioner students with a laboratory/ simulation experience that allows for skill acquisition of common clinical practice procedures and evaluation of commonly performed clinical tests. Students in the Primary Care programs (AGPCNP and FNP) and Acute Care NP program (AGACNP) are eligible to take this course following their initial clinical course (NUR 411). Prior familiarity with basic cardiac rhythm interpretation is expected.
This is an advanced course in pharmacology that includes: (Unit I) 1 credit of pharmacokinetics, pharmacodynamics, and interpretation of New York state and federal laws and regulations pertaining to prescribing drugs and record keeping; and (Unit II) 2 credits of pharmacotherapeutics and clinical decision making in drug management for the advanced practice of nursing.
This course is the first in a two-course sequence for Adult Gerontology Acute Care Nurse Practitioner (AGACNP) students. The course builds on the concepts of advanced health assessment and the diagnosis and management of common problems across the adult-older adult-spectrum. Content focuses on the care of adults-older adults who have acute, critical, and/or complex care needs. Content addresses the foundations of acute and critical care that cross all areas of specialization. Clinical experiences and a variety of teaching-learning methods are utilized. Role development content emphasizes integration of the multiple roles for advanced practice nurses in an interdisciplinary, rapidly-changing health system. Students are expected to begin to implement the role of AGACNPs across care settings.
This course is the second in a two-course sequence for AGACNP students. It is designed to prepare students for advanced practice in the care of adults and older-adults with acute, critical, and complex illnesses. The course is a continuation of NUR 424: AGACNP I. Content addresses the multiple specialty areas encountered in acute, critical, and complex care, both in direct care and system support roles. Clinical experiences and a variety of teaching-learning methods are utilized to allow students to become increasingly independent in their own clinical practice with respect to critical thinking and problem solving. By end of the course, the student will have developed entry-level competency in advanced practice nursing of adults and older adults with acute, critical, and complex health care needs.
This is the first of two advanced clinical practicums designed to prepare students for leadership roles in the advanced nursing care of high-risk infants and their families within a culturally diverse society. The course has two major components: a) beginning development of leadership skills; and b) assessment and management strategies with high-risk infants experiencing increasingly complex illnesses. By the end of this practicum, students will be able to plan, implement, and evaluate strategies and programs for promoting optimal outcomes for high-risk infants, who are experiencing increasingly complex illnesses, and their families.
This is the second of two advanced clinical practicums designed to prepare students for leadership roles in the advanced nursing care of high-risk infants and their families within a culturally diverse society. The course has two major components. The first is the further development of leadership and health care management skills, with special emphasis on integrated delivery systems, managed care, interdisciplinary team building, and case management. The second is on the development of competency in advanced practice nursing with high-risk infants, who are experiencing increasingly complex illnesses, and their families.
This course provides didactic content in the nursing care of high-risk neonates. Course emphases are on assessment and intervention strategies for infants requiring intensive care. The course also addresses content necessary to deliver comprehensive indirect care for this population of infants, such as discharge planning and provisions for follow-up care.
This is the first in a sequence of three clinical courses designed to prepare students for leadership roles in the advanced nursing care of children and families within a culturally diverse society. Emphasis will be placed on assessment and management strategies with children and adolescents who are well or who are experiencing minor health problems commonly encountered in primary care settings. Course content will be guided by a variety of theoretical and empirical perspectives relevant to clinical practice. Students will develop physical and psychosocial assessment and intervention skills specific to the pediatric population, using a diagnostic reasoning process. Clinical practice sites will include a variety of primary care settings.
This is the second of three clinical courses designed to prepare students for advanced nursing care of children and families within a culturally diverse society. The course has two major emphases: beginning development of leadership and health management skills, and development of competency in assessment and intervention strategies for children experiencing increasingly complex health, social and/or behavioral problems, and their families. Nursing, developmental, family systems, role, organizational, leadership and other theoretical frameworks are used to examine the impact of complex health problems on children, families and society. Students also use these foundations to build abilities to plan, implement and evaluate strategies and programs for promoting optimal outcomes for children and families experiencing acute or chronic illness or disability.
This is third of three clinical courses designed to prepare students for leadership roles in the advanced nursing care of children and families within the context of a culturally diverse society and complex health care systems. The course has two major emphases. The first is on further development of leadership and health care management skills, with special emphasis on integrated delivery systems, managed care, reimbursement structures, interdisciplinary team building, and case management from both a community and population perspective. The focus in this area of emphasis is on developing skills for independence in indirect care, and on overcoming systems barriers as a change agent in health care for children and their families. The second emphasis is on development of competency in advanced nursing practice with children and adolescents who are experiencing the most complex health conditions, and their families.
In this course clinical experience, seminars, and topical discussions provide an opportunity for synthesis and integration in all aspects of care for the advanced practice primary care nurse practitioner (NP). Content relating to the natural history of health and disease across the adult lifespan (older adolescence through frail older adults) is explored. Students will acquire an expanded perspective of the NP’s role as a skilled clinician, professional colleague, consultant, and leader. The provision of primary care to patients over an extended period of time allows the student to share in the responsibility and accountability of clinical practice while attending to the needs of individuals, families, communities, and organizations.
This course is a continuation of NUR 444,Adult-Gerontology Primary Care I, with seminars, clinical topic discussions, case examples, and clinical practicum. Special emphasis is placed on advanced application of the domains of theory, evidence-based practice, ethics, and public policy to the clinical evaluation and management of patients along the full lifespan, for FNP students, and the adult-older adult spectrum, for the AGPCNP student. Content specifically focused on care of older adults is included and builds on content offered in the previous clinical courses.
This course is designed to prepare primary care students for advanced practice in the reproductive health care of women. The course focuses on the management of the most commonly encountered obstetric and gynecologic health care needs for the healthy woman throughout her adolescent and adult years, with the explicit understanding that the woman is an active partner in her own care. The course emphasizes consideration of each woman's health within the unique context of her physical, interpersonal, and sociocultural environments and encourages analysis of resources and deficits for health from both the individual and health systems perspective. Critical synthesis of research for application to practice is stressed.
This is a foundational course that provides the graduate student with a bio-psychosocial framework for the practice of psychiatric mental health nursing. Students will develop advanced knowledge of current theories related to the etiology and classification of adult personality development and psychopathology. Personality development is conceptualized as an evolutionary lifespan process arising from the continual interaction of person with environment. Personality patterns are depicted along a continuum ranging from adaptive to maladaptive, and are identified and explored through case examples. Students will be able to apply psychological and physical assessment knowledge and skills to determine functional and/or organic causes of alteration in bio-psychosocial functioning. They will begin to develop a perspective of the role of the advanced practice nurse and will develop the initial skills required for this role.
This course is a systematic exploration of the theory and evidence-based practice of providing psychotherapy for specific disorders and age groups across the lifespan. This course builds upon the student’s knowledge of psychosocial development, mental health assessment, and psychopathology. Therapy models, derived from various theoretical frameworks, are applied to cases examples. The process of the psychotherapeutic relationship is examined. Attention is given to the cultural, ethical, legal, and public policy implications of providing psychotherapy for individuals of various ages and cultural backgrounds. This course is taught primarily on-line.
Pathophysiology and Psychopharmacology of Mental Health Disorders across the Lifespan I offers an in-depth investigation of the neurobiological basis of major psychiatric illnesses for individuals across the lifespan. This foundational course is the first of two courses that allows the student to apply knowledge of pathophysiology, pharmacokinetics, and pharmacodynamics to design, analyze and evaluate pharmacological treatment regimes informed by research evidence and best practice guidelines. Content in this course focuses on common mental health issues across the lifespan,e.g autism. attention deficit hyperactivity disorder,anxiety and mood disorders. This course is taught primarily online.
Pathophysiology and Psychopharmacology of Mental Health Disorders across the Lifespan II offers an in-depth investigation of then euro biological basis of major psychiatric illnesses for individuals across the lifespan. This is the second of two courses that allows the student to apply knowledge of pathophysiology. pharmacokinetics,and pharmacodynamics to design,analyze and evaluate pharmacological treatment regimes informed by research evidence and best practice guidelines. Content in this course focuses on more complex mental health issues across the lifespan,e.g. thought disorders. substance abuse and impulse control disorders. This course is taught primarily online.
This course provides the theoretical basis for the understanding and implementation of group and family psychotherapy. Consumers will include the family as client as well as the group and/or family as the context of care for the individual client. Students will develop an advanced knowledge of current theories and practice modalities related to the practice of group and family psychotherapy and will develop the skills required of a psychiatric nurse practitioner.
This is a foundational course that introduces students to theoretical frameworks that will be applied throughout their graduate coursework in psychiatric mental health nursing. Students develop an appreciation for the importance of theory and how it is applied in advanced psychiatric mental health nursing practice. Theories that explain personality development and human behavior, the etiology of psychopathology, and mechanisms of therapeutic change associated with major schools of psychotherapy are examined. Students gain experience in applying and analyzing theories based on research evidence and relevance to advanced practice psychiatric nursing.
This course provides students with a forum to synthesize knowledge acquired throughout the curriculum, and facilitates role and skill development for advanced family psychiatric mental health nursing practice With individuals across the lifespan and their families from diverse cultures. The purpose of this practicum is to equip students With the skills to enact the role of thefts Nurse Practitioner through the integration of content across the curriculum Students apply knowledge of psychopathologies. differentiating normal from abnormal development and psychosocial functioning throughout the lie span. Culturally sensitive approaches and knowledge of cultural diversity are applied in processes of assessment, differential diagnoses,psycho education, and beginning treatment planning. Students recognize and intervene with clients and families with or at risk for common psychiatric emergencies. preserving their dignity and confidentiality The importance of understanding one's emotional responses to others is applied to processes of therapeutic relationship development Clinical practicum seminars facilitate the integration of theory with clinical practice. Case presentations and role - plays are utilized as integral components of seminar discussions. Students will incorporate evidence-based resources in evaluating clinical performance and case presentations.
This course provides students with a forum to synthesize knowledge acquired throughout the curriculum and facilitates role and skill development for advanced FPMH nursing practice with Individuals across the lifespan and their families. Students will build on prior knowledge while using current evidence to apply psychotherapeutic modalities and pychopharmacology in comprehensive treatment planning for individuals across the lifespan. Students provide client and family psychoeducalion regarding evidence-based treatments and partner with clients and families in treatment planning with sensitivity to cultural issues. Students integrate legal and ethical considerations in clinical decision-making Clinical practicum seminars facilitate the Integration of theory with precepted clinical practice case pes en tat ions and role-plays are utilized as Integral components of seminar discussions Students incorporate evidence base resources In evaluating clinical performance and case presentations.
This course provides students with a forum to synthesize knowledge acquired throughout the curriculum and facilitates role and skill development for the advanced FPMH nursing practice for individuals across the lifespan and their families. Students build on prior life span competencies to Include: applying family, systems. and organizational theories In facilitating team processes. Students Will Identify opportunities for interdisciplinary collaboration, referral and consultation, recognizing system issues, and identifying influences of organization al culture on quality of care Students Integrate legal and ethical considerations In clinical decision-making students explore the Influence of public policy and develop plans for advocating for organizational and system change to promote quality outcomes within a continuum of mental health services. The seminar format will facilitate the integration of theory with precepted clinical practice. Case presentations and rote-plays are utilized as integral components of seminar discussions. Students incorporate evidenced based resources in evaluating clinical performance and case presentation.
In this course students will explore physiological, pathophysiological, and pharmacologic processes to prepare nurses for roles in leadership and education. Students will learn key physiologic concepts of homeostasis, regulatory mechanisms, protein function, and cellular physiology. Students will then learn about pathophysiology and pharmacologic management of common diseases that occur in the major body systems.
The course focuses on assessment of patients at an advanced level, building on undergraduate health assessment competencies, and provides the theoretical and clinical foundation for comprehensive assessment of the health status of individuals and families across the lifespan. Learners will also begin to explore teaching and supporting health assessment findings of undergraduate students and RNs in clinical practice. Building on undergraduate assessment preparation, principles of interviewing and history-taking, and advanced physical, psychosocial, cultural, developmental, and environmental assessments are presented. Strategies for health promotion are discussed and applied to clinical findings. The course includes supervised laboratory sessions for specialty skill practice and supervised teaching experiences for demonstration of skills and clinical teaching.
In this course students will learn how to design, evaluate, and revise curricula and courses using a variety of theories and methods. Students will also learn to apply leadership and organizational change theories to implement curricular change. Students will explore the relationships between curriculum development, program evaluation, and accreditation.
This course will provide students with the opportunity to design, interpret, and evaluate student learning in clinical and academic settings. Students will learn assessment methods appropriate to different settings encountered by nurse educators, including the classroom, clinical settings, and online. Students will learn to evaluate assessment measures using a variety of psychometric tests. Current, ethical, legal and social/policy implications of assessment will be explored. Students will also analyze the role of assessment in program evaluation and accreditation.
This course focuses on the skills necessary to lead complex organizations and builds upon the practical application of the leadership principles and theories taught in earlier courses. Students explore and apply strategies for coaching, team building, and leading change within organizations. Students learn how to create and deploy strategy to successfully guide high performing teams in driving change. The course utilizes a highly interactive, mixed-method format that examines concepts and builds skills through team projects, class discussions, problem-solving, case studies, and role-playing. Students also have the opportunity to meet with and observe current health care business leaders from a variety of organizations.
This course prepares students for practice in organizations characterized by automation, performance improvement, outcome measurement and public transparency. Course content addresses information technology and application; work process design and improvement; and outcome targeting and measurement. Students meet with designated information technology professionals who demonstrate relevant computer applications and highlight their organizational value. They gain experience in linking organizational objectives to performance indicators and acquire skill in the design and implementation of models through which to evaluate outcomes against performance indicators.
This course represents the second health communication component of the Leadership in Health Care Systems master's program, focusing on producing health care leaders with highly developed communication skills; both verbal, written, and in the technical media. Topics for discussion include the design and use of information systems in a health care context, re-engineering of health care organizations and patient-focused operations, strategic decision-making in health care operations, understanding the concept of value as a strategic goal, creating value in health care markets, exploring integration in health care, and finally, utilizing the tools and principles of negotiation in the design of health care initiatives. Working in their cohort groups and under the supervision of an administrative preceptor, students will negotiate and conduct a major administrative project.
This course represents the research component of the Leadership in Health Care Systems Master's Program and will prepare students with advanced research competencies. This course focuses on: a) theoretical, methodological, and statistical concepts used in the development and evaluation of population-based health programs and services; and b) the foundations of epidemiology and population-based practice. Emphasis is placed on application of epidemiological strategies to planning and evaluation of population-based health initiatives and decision-making in organizational leadership including searching for and determining the best evidence to guide program planning. This course also provides an in-depth coverage of the quantitative methodological issues associated with population based concepts, causes, and distribution of disease. It will define epidemiologic terms, provide an overview of the ways to determine the causes of disease, introduce methods used to describe diseases in populations, and apply epidemiologic principles to the evaluation of preventive and therapeutic interventions.
This course provides fundamental content in leadership and organizational behavior to assist students in individual leadership development and organizational awareness. Students explore leadership styles, behaviors and traits required to create and maintain high levels of individual and organizational performance. Leadership roles are examined from individual, interpersonal, group and organizational perspectives, with an emphasis on effective communication. This course also provides students with a philosophical and theoretical framework of leadership by examining historical and contemporary theories, models and leadership styles. Students explore leadership effectiveness and its relationship to issues of power, influence, persuasion, motivation, employee performance and ethical decision-making. The course utilizes a highly interactive, mixed-method format that examines concepts and builds skills through team projects, class discussions, problem-solving, case studies, and role-playing. Students also have the opportunity to meet with and observe current health care business leaders from a variety of organizations.
In this course, students examine major developments in the evolution of national health policy, financing and regulation. They explore historical, social, political and economic trends in the evolution of the nation’s health delivery paradigm. Students analyze the impact of economic, political and regulatory forces on health care financing, access and utilization. Students explore prominent models of 21st century health care financing and consider the viability of public support of health care delivery. of They examine the nature of the country’s current health ‘crisis’ and assess major proposals for crisis abatement.
This course introduces students to the role and responsibilities of a clinical nurse leader (CNL). Leadership skills are discussed within the broader framework of system change and quality improvement. The emphasis is on working with interdisciplinary teams to create and shape effective health care delivery systems responsive to the needs of individuals and families.
This course serves as an ‘intellectual forum’ in which graduate students explore complexities inherent in organizational leadership. The Colloquium features a focal topic each week, selected to highlight leadership challenges encountered in organizational settings. Visiting lecturers, renowned for their outstanding leadership ability, offer prepared commentary on the topic. Lecturers are drawn from the University, corporations, business alliances, health and human service agencies and Rochester’s legislative delegation. After each Colloquium session, students prepare individually written statements of practice principles culled from the discussion. At the end of the semester, students submit a “Compendium of Leadership Principles” in satisfaction of a Colloquium requirement.
This course will prepare clinical research coordinators to successfully implement and manage a range of clinical and translational research designs. Requirements and design elements of research projects will be reviewed within the context of scientific rigor, study integrity and internal validity. Randomized clinical trials, a variety of quasi-experimental designs, cohort (prospective and retrospective), factorial, cross-over, case-control, and other selected designs will be reviewed. In addition, community participatory research and translational models will be examined. Research reporting guidelines for these study designs (e.g., CONSORT statement for RCTs) will also be covered. Simple statistical methods associated with the various research designs will be reviewed.
This course examines the epistemological debates about science in current nursing literature. These debates reflect different ways of knowing and arise out of different philosophical traditions, such as rationalism, empiricism, and pragmatism. An understanding of these debates informs the discussion about the nature of science and theory. The process of theory construction is examined from logical, deductive and inductive approaches. The inter-relationships between concepts, constructs and variables are explicated for considering how study designs for generating and testing theory are developed.
This course examines epistemology debates about science in current nursing literature. The debates reflect different ways of knowing and arise out of different philosophical traditions such as phenomenology, hermeneutics, post-structuralism and critical theory. An understanding about these debates informs the discussion about the nature of science and methodological approaches to generating knowledge in nursing. Students will apply knowledge gained about the process of theory construction to a specific area of interest in nursing science.
This course is designed to provide an overview of the interrelationship among philosophy of science, nursing theory, research methods, and selected domains of research in nursing practice and health services delivery. The domains are selected to emphasize and study the development of programs of nursing research that are cumulative. Interrelationships among nursing theory and research and that of other disciplines are explored. Assignments are designed to assist students in exploring these interrelationships in an area of personal interest.
The primary focus of this course is to prepare students to successfully disseminate research findings in the form of published articles in peer-reviewed scientific journals. This course will provide students with both scholarly and practical knowledge on writing and publishing scientific manuscripts. It will cover the publishing process as well as techniques for writing clear and well-organized manuscripts and ethical issues involving manuscript preparation and publication.
This course provides discussion and application of descriptive and inferential statistics, correlation and regression, analysis of variance, and non-parametric and distribution free statistics.
This course covers basic principles of research design primarily, but not exclusively, from the standpoint of evaluating planned interventions with human subjects. The topics covered include the analysis of causal relationships; threats to validity; experimental, quasi-experimental, relational and descriptive designs. Considerable attention will be given to hypothesis formulation, sampling design, statistical power, control and comparison groups, stratification and factorial designs, measurement design, and the analysis of data and interpretation of results.
This course presents advanced techniques for the statistical analysis of multiple quantitative variables. These techniques are particularly applicable to the complex research designs characteristic of studies of nursing problems and other behavioral science questions. Building on General Linear Analysis I, topics include multiple regression, structural equations, logistic analysis and multivariate techniques. The emphasis is practical, with a focus on the analysis of actual data.
This course is a continuation of the quantitative approach to nursing research begun in NUR 511 (Research Design). The emphasis of the course material is on the principles of measurement and their application to problems in nursing research. There will also be a strong emphasis on data analysis, using existing data sets and widely available software packages, with sharing of printouts and interpretation of findings. The format will follow that of a seminar rather than lectures. Students are to present case studies and evaluate instruments.
The course is intended to be both methodological and substantive. The operationalization of constructs and applications in relevant study designs will be the main focus. A "peer review" approach of balancing strong points and weak points is followed. We hope to create a "work in progress" atmosphere.
The course will provide students an opportunity to integrate material from courses in cognate areas, research methods, statistics, and clinical nursing research against the context of environmental, professional, and ethical realities. Issues examined include protection of and access to subjects for research, collaborative roles, and publications. Learning experiences include examination of published research and reviews of research, presentations of preliminary plans for a research project, preparation of grant application using NIH guidelines, and peer review of applications.
The goal of the course is to learn to evaluate existing data, conduct data analysis using a large dataset, and understand issues in developing research programs using existing data. The topics and issues examined include sources and advantages and disadvantages of existing data, the process of obtaining data, appraisal and use of existing data, and conceptual, methodological, and statistical considerations. Statistical methods including multilevel modeling and analysis of complex survey data are also introduced.
In this course, qualitative research is described as a cover term for a variety of research traditions originating within anthropology and sociology which are epistemologically and methodologically similar. The relevance of these approaches to advancement of knowledge and practice in the fields of education and the health sciences is explored. There is an emphasis on the essential inseparability of theory and research that is expressed by the treatment of methodology as a process and not as manipulation of a set of given research techniques. Examples of research that are representative of different qualitative approaches are analyzed in terms of structure, substance and practical utility. This analysis also provides the context within which specific technical issues on how to conduct given types of research are most appropriately addressed. The place of qualitative research in scientific inquiry is viewed from an historical perspective, and the position taken is that qualitative approaches should be given more consideration in practice related research.
This course builds on prior coursework in or equivalent to NUR555, an overview and introduction to basic qualitative methods. This advanced course extends foundational knowledge by enabling learners to examine in depth qualitative descriptive design and the analytic technique of content analysis and apply these to their own practice-related research. . This course is one of a series of seminars on qualitative methods topics offered periodically based on student interest.
Qualitative description is the most commonly used approach to qualitative research but has only recently been labeled and described. The origins and historical and philosophical placement of qualitative description are explored. Processes and strategies for research question development, data collection, and data analysis are examined and practiced. Specific technical issues related to the definition of the research problem, sample selection, data gathering, analysis, interpretation, and reporting are experienced by the learner through hands-on involvement in a student-defined research project.
Drawing on presentations from researchers in the School of nursing, students are provided with the opportunity to consider their future career trajectories. Presenters will discuss the interplay between clinical practice questions and the research approaches being used to address these knowledge needs. Presentations are designed to help students to conceptualize their own research questions, driven by their "need to know" in order to provide evidence-based care.
This course covers basic principles of research design as well as ethical considerations in conducting research with human subjects. A variety of designs will be reviewed including randomized clinical trials, quasi-experimental designs, cohort (prospective and retrospective), factorial, cross-over and case-control. In addition, community participatory research and translational models will be examined. Requirements and design elements to maintain scientific rigor and study integrity, specifically internal and external validity, construct and statistical conclusion validity are integral components of the course. Statistical methods for these study designs will be reviewed.
The purpose of this course is to prepare nursing leaders for designing and implementing evidence based practice initiatives (e.g. performance improvement, clinical research) for purposes of improving the quality of care for patients, populations and communities in diverse health care settings across the continuum of care. Structures and processes that influence health systems are examined in light of economic, political and regulatory priorities. Methodologies to implement evidence based initiatives will be analyzed and strategies to sustain success are explored for their usefulness across the continuum of care. The responsibility of the DNP prepared nurse to use evidence based initiatives in affecting public policy is investigated.
This course is designed to strengthen students’ analytic skills in evaluating the effects of interprofessional collaboration on health care team and microsystem performance, patient safety, and quality improvement. Students synthesize information from a broad interdisciplinary literature base to assess and evaluate barriers and facilitators to interprofessional collaboration for patient-centered care. The effectiveness of interventions designed to improve such collaboration is explored and analyzed. Students are expected to critically examine their experiences as interprofessional team members and leaders in clinical practice.
This course provides students with the skills necessary for measuring and monitoring outcomes of individuals and organizations within diverse health care systems. Administrative, organizational, systems, and evaluation theories are examined for application to health care strategic planning and decision-making activities. Applied research and theory-derived evaluation methods are used to explore student-identified questions of relevance to health delivery systems.
This course provides students with direct exposure to public and private sector roles in health policy development and experience advising policy makers about health care issues. It promotes critical thinking, leadership, and advocacy skills required to initiate health policy development and change in a variety of health care settings.
This course provides students with learning experiences in a variety of clinical settings tailored to the student’s identified area of specialization. Such experiences are intended to support students in the analysis, application, and evaluation of knowledge gained through foundational DNP course work in clinical practice. Bi-weekly faculty led seminars are designed to assist students to reflect on best practice approaches and their consequences and generate solutions for creatively dealing with barriers that interfere with the delivery of equitable, evidence-based, patient-centered care.
This course builds on the DNP Practicum I by continuing to provide students with learning experiences in a variety of clinical settings tailored to the student’s identified area of specialization. The application and integration of knowledge gained through foundational DNP coursework continues with emphasis on the use of information systems and technology to support and improve health care system functioning and care delivery. Bi-weekly faculty led seminars are designed to assist students to reflect on best practice approaches and their consequences and generate solutions for creatively dealing with barriers that interfere with the delivery of equitable, evidence-based, patient-centered care.
Building on course content in NLX 468 (Politics, Public Policy, & Ethics in Leadership), this practicum provides students with direct exposure to public and private sector roles in health policy development and experience advising policy makers about health care issues.
Building upon prior practicum experiences, the DNP residency is an end-of program practice immersion experience to foster continued knowledge assimilation for advanced specialty practice at a high degree of complexity. Bi-weekly faculty led seminars are designed to assist students to reflect on best practice approaches and their consequences and generate solutions for creatively dealing with barriers that interfere with the delivery of equitable, evidence-based, patient-centered care. Independent work with a mentor will culminate in completion of the DNP Capstone Project.
The purpose of the Dissertation Workshop is to help students who have completed their coursework to sustain momentum in completion of doctoral program requirements. It provides a regular, organized opportunity, with faculty guidance, to present work in progress on the part II Qualifying Examination and/or dissertation and to receive feedback from faculty and doctoral students who are at similar or different stages of their doctoral program. Research topics relevant to students' ongoing research are identified and discussed, e.g., examining issues of research ethics, responding to peer evaluations of applications for funding (“pink sheets”), working with an interdisciplinary research team.