Principles and Application of Evidence for nursing Practice
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.
Concepts of Leadership and Management
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.
Contexts of Health Care-Policy, Finance and Regulatory Environments
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
RN/BS Capstone Course
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.
Comprehensive Health Assessment of the Individual
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.
Comprehensive Nursing Assessment Refresher [elective]
The purpose of this refresher health assessment course is to ensure that students entering Advanced Health Assessment have the necessary psychomotor skills to perform a thorough physical assessment. Students will be evaluated in Advanced Health Assessment on their ability to perform these psychomotor skills accurately and competently. The refresher course provides students an opportunity for practice (without being graded) and to review content in anticipation of the advanced graduate level course.
Bio-psychosocial Health Assessment of the Individual and Family
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.
NUR 371 Management of Care
4 undergraduate credit hours
Prerequisite: NUR 301
Co-requisite: NUR 374 AND NUR 375, OR NUR 377
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
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.
Psychiatric Mental Health Nursing
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
1.5 credit (Didactic 0.5 credit / Laboratory 1.0 credit)
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.
Adult and Home Nursing
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.
Nursing Integration and Transition into Professional Practice
4 credits (2 credits didactic, 2 credits clinical)
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.
Research Principles for Evidence-based Practice 5 credits
Prerequisites: Introductory course in statistics.
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 Writing Workshop
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.
Advanced Physiology and Pathophysiology
4 or 5 credits
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.
Advanced Health Assessment
4 - 6 credits
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.
Evaluation and Management of Common Health Problems of Adults
This course focuses on the evaluation and management of manifestations of common health deviations across the adult lifespan in a variety of settings and across cultures. Bio-psychosocial and pharmacological concepts are applied in formulating differential diagnoses and management plans. Emphasis is placed on developing the advanced practice role in the context of a comprehensive, interdisciplinary approach. This course builds on the advanced assessment concepts and skills in the synthesis of assessment data in order to develop a comprehensive plan of care including appropriate follow-up.
Advanced Pediatric Health Assessment and Care of Well Children and Adolescents
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.
Theoretical Frameworks and Application to nursing Care of 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.
Middle Age and Aging
A development course spanning the middle adult and older adult years. This course focuses on physical, psychological, and social development during the later half of the life cycle. The purpose of this course is to provide an exposure to conceptual frameworks for the identification of health needs of middle-aged and older adults.
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.
Acute Care Nurse Practitioner I
This course is the first in a two-course specialty sequence for Acute Care Nurse Practitioner students. It is designed to build on the concepts of advanced health assessment and the diagnosis and management of common problems in adults. Emphasis is placed on content specific to the specialty areas of critical care, cardiovascular care, and oncology care. Content addressing theory and research is presented that: 1) cross areas of specialization, and 2) is focused within each of the three specialty populations. Both direct patient care and systems oriented advanced practice skills are included. Case examples and clinical experiences are provided in which students are expected to begin to implement the role of ACNPs, with specialty populations across settings.
Acute Care nursing II
This course is the second in a two-course sequence for ACNP students. It is designed to prepare students for advanced practice in the care of acutely ill specialty patients and their families. The course builds off the content from ACNP I. Emphasis is placed on the development of both direct patient care and systems support components of the advanced practice role. A major focus is on the development of leadership abilities within health care systems and interdisciplinary teams. Critical appraisal of how advanced practice nurses affect patient care delivery and health care practices at the institutional, local and national level is undertaken. Content addressing theory and research is presented that 1) cross areas of specialization, and 2) is focused within each of the three specialty populations (critical care, cardiovascular, and oncology). Case examples and clinical experiences are provided that allows students to become increasingly independent in their own clinical practice with respect to critical thinking and problem solving. Emphasis in role development is placed on effecting change and integration of the multiple roles for advanced practice nurses in an interdisciplinary, integrated health system.
Advanced Practicum in the Care of the High-Risk Neonate I
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.
Advanced Practicum in the Care of the High-Risk Neonate II
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.
Advanced Concepts in Child and Adolescent Development
This is an advanced course in child and adolescent development for those individuals who desire to gain greater knowledge and depth in the complex issues surrounding human development. Major theories of child development will provide a framework for the presentation of physical, cognitive, social and emotional development from conception through adolescence. Factors influencing growth and development will be highlighted. Discussion of classic and current studies as they relate to human development will be integrated throughout the course. Emphasis will be placed on developmental assessment and intervention for the health care provider. Course content will also include management strategies for common behavioral problems encountered at various stages of development.
Nursing Care of the High-Risk Neonate
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.
Leadership in Advanced nursing Care of Children and Families
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.
Advanced Care of Children and Families II: Management of Complex Health Problems
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.
Advanced Care of Children and Families III: Leadership in Complex Organizations
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.
Primary Health Care I
Clinical experience, seminars, topical discussions, and case examples provide an opportunity for synthesis and integration in all aspects of primary care nursing. New content relating to the natural history of health and disease within families over time is included. The student broadens her/his perspective of the health care provider role in developing the competence and confidence of professional colleague, advanced clinician, consultant, and leader. Providing primary health care to a specific consumer population over an extended period allows the student to assume and share responsibility and accountability in dealing with broad ongoing consumer health care needs as they occur in the family environment.
Primary Health Care II
This course is a continuation of NUR 444, with seminars, clinical topic discussions, case examples, and clinical practicum. Special emphasis is placed on leadership, teaching and research in the larger community, and on the evaluation of health care services. Emphasis in role development is placed on effecting change and integration of the multiple roles for advanced practice nurses in an interdisciplinary, integrated health system.
Interdisciplinary Care of the Older Adult
The focus of the course is on interdisciplinary care of older adults across the health care continuum. The unique dynamics of geriatric care are explored within the context of the normal aging process. This course includes psychological and sociological, cultural,and developmental issues of older adults. The unique challenges of aging, including financial challenges, are explored. Foundational information necessary for the identification of health needs of older adults is considered. Best practice initiatives are applied in the clinical setting.
Evaluation and Care of the Older Adult
The focus of this course is on health (including mental health) issues of older adults with the emphasis on presentation of illness, diagnostic testing, differential diagnosis, and formulation of a comprehensive management plan. The bio-psychosocial model will be used as a framework to discuss geriatric syndromes and complex chronic illness in older adults. Appropriate gero-pharmacological and non-pharmacological treatment options (including procedures) will be explored. Approaches for comprehensive assessment and evidence based treatments will be highlighted.
Women's Health Care for Primary Care Generalists
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.
Psychopathology and Psychiatric Assessment and Diagnosis through the Lifespan
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.
Individual Psychotherapies Across the Lifespan
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 of Mental Illness and Psychopharmacology Across the Lifespan I
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 of Mental Illness and Psychopharmacology Across the Lifespan II
Pathophysiology and Psychopharmacology of Mental Health Disorders across the Lifespan II offers ani n-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.
Group and Family Psychotherapies Across the Lifespan
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.
Theoretical Frameworks of Advanced Psychiatric Mental Health Nursing Practice
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.
Practicum in Advanced Family Psychiatric/Mental Health Nurse Practitioner Role I
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.
Practicum in Advanced Family Psychiatric/Mental Health Nurse Practitioner Role II
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.
Practicum in Advanced Family Psychiatric/Mental Health Nurse Practitioner Role III
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.
NLX 463 Driving Change in Complex Organizations
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.
Informatics, Process Improvement and Outcome Measurement
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.
Leadership Capstone 4 or 6 credits
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.
Epidemiology and Population Health Research
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.
Global Public Health and Complex Human Emergencies
The Global Public Health and Complex Human Emergencies course offers an introduction to global public health concepts, international health care organizations and selected concepts in global health promotion and disease prevention. The course uses educational resources specifically focused on public health decision-making, health economics, and issues in major topics in international health. It presents strategies for maximizing international information retrieval through the use of the Internet while minimizing time spent searching Web resources. The curriculum employs an evidence-based approach for identifying the health care needs of populations through a review of international epidemiological studies and introduces the theory of Epidemiological Transition. The course will develop health care leaders capable of obtaining health related data about social and cultural environments, and conducting culturally aware needs assessments in foreign populations. Health policy analysis and health care planning for service provision are covered through international case studies.
Politics, Public Health Policy, & Ethics in Leadership
This dynamic course challenges students to critically examine the changing environment in health care and the interface between organized medicine and public policy. The course is designed to be a forum for the discussion of the politics, public policy and ethical issues currently facing the American Health Care System.
The semester begins with “the past” and provides a comprehensive overview of the history and evolution of health care services in our nation and examines the historical nature of the relationship between organized medicine and public health.
Moving to “the present”, students will conduct an analysis of the current structure and financing of health care services. Analytic models will be introduced as a way of examining complex health care issues. Students will be challenged to identify the most current health issues facing our society and then evaluate the ability of the current health care system to respond to these challenges. Working in groups, students will investigate major public health issues, identifying the population most likely to be affected, the health consequences, and the extent of the impact.
Students will identify related health policy and who the ‘key stakeholders' are who need to be involved with designing an effective response.
Finally, the focus of the course shifts to anticipating “the future” of the American health care system, the need for resources, and the policy issues that may arise. Students will be introduced to the concept of the eightfold path for health policy analysis. Students will be provided opportunities to develop and refine research and presentation skills, with emphasis on searching and analyzing the medical literature. At all times, students will be encouraged to use empirical evidence to evaluate existing policies and decision making, design position statements, or propose new health policy.
Fundamentals of Disaster Management
Fundamentals of Disaster Management course provides an opportunity for health care professionals and others in the helping professions (e.g. teachers, administrators, social workers, EMTs), to acquire the knowledge and principles required to facilitate, manage and coordinate prompt and effective management for a wide variety of disaster and/or major incident situations including natural disasters, acts of terrorism, and acts of war as experienced in a civilian population.
The course addresses both internal and external disasters, with a strong emphasis on disaster planning and emergency preparedness. The professional completing this course will be prepared to manage resources and systems in order to meet the needs of victims who have been affected by a disaster or major incident. This course is developed for nurses and other health care professionals as well as for individuals who might be required to respond in the event of a disaster.
Foundations of Leadership and Organizational Behavior
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.
Trends in Health Economics, Policy and Regulation
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.
Ethics and Public Mission in Contemporary Health Systems
In this course, students examine the delivery of health care and wellness services through an integrated delivery system. Emphasis is given to the public mission of health care networks, their constituent organizations, and the flow of populations across system levels. Students examine modes for delivery of health promotion, disease management, and acute care services. They identify access barriers, disparities in health utilization and outcomes, and gaps in service. Students explore critical issues confronting health systems in 21st century society.
Education and Technology for Population Health
This course provides a comprehensive introduction to community health program design by integrating principles of population medicine, community collaboration and mobilization, behavior change, cultural competency, and program evaluation. This course will provide an opportunity for students to work in teams to assess community health needs and design health improvement strategies for different populations through review of recent literature, asynchronous discussions, and class assignments. This course addresses important health issues and problems facing local and national population groups.
Since the World Wide Web has become a basic tool for health care educators, this course will also give you the opportunity to enhance your skills related to the use of computer technology for accessing and applying relevant information to the design of your health promotion projects.
Response to Chemical, Biological & Radiological Emergencies
Response to Chemical, Biological and Radiological Emergencies provides an opportunity for health care professionals and others to acquire the knowledge and principles required to prepare for, manage and coordinate prompt and effective response for a wide variety of chemical (Hazardous materials), biological (Bioterrorism), and radiological situations and emergencies. The course addresses both the unique threat posed by terrorism as well as emergencies resulting from non-terrorist related events, such as industrial emergencies.
The professional completing this course will be prepared to manage resources and systems in order to meet the needs of victims who have been affected by a chemical, biological or radiological incident or emergency. It was also developed for all health care professionals as well as for any individual whose organization might be required to respond in the event of a major public health emergency (e.g. teachers, administrators, social workers, EMTs, fire, police).
Leadership in Clinical nursing
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.
Clinical and Translational Research Design
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.
Human Subjects Recruitment and Protection and Research Ethics
This course will address sampling, recruitment, and follow-up procedures, as well as the protection of human subjects. Content will include preparation and implementation of enrollment protocols, subject eligibility and screening, vulnerable subjects, voluntary informed consent, Institutional Review Board (IRB) regulations, submission and approval, ICH good clinical practice (GCP) guidelines, adverse event monitoring and reporting, NCI data safety and monitoring guidelines and study termination rules. Related topics in bioethics will be addressed throughout the course, including subject compensation, scientific integrity and misconduct, privacy and confidentiality, conflict of interest, and minority participation in research.
Product Development in the Pharmaceutical and Biologics Industry
This course will focus on the process by which drugs, devices, biologics and medical procedures are conceived, developed and tested in clinical trials. The role of industry in facilitating clinical research will be considered. Content incorporates a range of protocols including pharmacological, surgical, clinical, and biomedical interventions. Pertinent topics will include intervention development, manual writing, administration, quality control, fidelity, dosage and dose-finding, adverse effects monitoring, inventory control treatment compliance and adherence, placebo effects, drop-out and ITT protocol, and clinical practice and monitoring. Intervention administration, monitoring, and regulatory policy, including FDA guidelines will be discussed. Various intervention delivery settings will be explored including hospitals, clinics, chronic care facilities, home visits, and communities.
Research Project Management in Complex Organizations
This course will provide knowledge and skills to manage all phases research projects, including project start-up, protocol development, standard operating procedures, documentation, workflow, staff hiring, training and supervision, budget and expenditures, contract management, regulatory guidelines, and project close-out. The course will cover the structure and interactions among academic, corporate, government, and community organizations involved in research, as well as multi-site project management. Translation of clinical research to patients and communities, and leadership skills will also be addressed.
Intervention Administration and Data Collection in Clinical Practice
This course will cover intervention administration, monitoring, regulatory policy, and data management in clinical research. A range of intervention protocols will be considered but behavioral interventions will be highlighted. The development and implementation of interventions including protocol development and administration, quality control, monitoring and oversight will be covered. Data management including sources and methods of data collection, storage, management and reporting strategies will be considered. Database creation and structure, and data warehousing, management, and mining techniques will also be explored. Regulations pertaining to personal health information (PHI) protection and confidentiality as required by HIPAA and other regulatory bodies will be covered. Simple statistical analyses for data monitoring and reporting will also be covered. These topics will be considered in the context of the clinical practice setting.
Epistemology and Concept Design
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.
Epistemology and Theory Construction
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.
Writing and Publishing in the Health Sciences
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.
General Linear Approaches I
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.
General Linear Approaches II
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.
Research Integration and Synthesis
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.
Coping with Physical Illness
This course focuses on the exploration of the utility of psychological theoretical orientations (for example, appraisal, information processing, and social learning theories) to explain coping with physical illness. A seminar format will be used.
Seminar in Theories that Guide Research in High Risk Children and Youth
A one-semester 3 credit graduate level seminar for PhD students and postdoctoral fellows in the area of High Risk Children and Youth (may be appropriate for other graduate level students, by permission of faculty). The seminar will focus on discussion and integration of theories that guide clinical research at the individual, family, and community levels, and is directly applicable to research of children, youth, and families. Human Ecology Theory will be the over arching theory for the seminar. There will be emphasis on other theories that assist researchers in developing models and focus interventions in order to prevent or ameliorate threats to child and family health. Individual level theories will include coping and self- regulation, self-efficacy, behavior change (value expectancy), resilience, cognitive representation, and self-agency theories. Family level theories will include relationship, attachment, separation/individuation, and peer/family theories. Community level theories will include organizational, systems change, community and environmental and cultural effect theories. Seminar material will be discussed in the context of the ongoing research programs of faculty who are using these theories to guide their own research.
Advanced Seminar in Intervention Research for High Risk Children and Youth
A one semester 3-credit graduate level seminar for all Ph.D. students and postdoctoral fellows in the area of High Risk Children and Youth; this seminar may be appropriate for other graduate level students (by permission of faculty). This seminar will focus on effective strategies for the design, implementation, execution, and analysis of significant clinical interventions aimed at the prevention or amelioration of threats to the health of children, youth, and families. Effective intervention research in nursing and other fields will be reviewed with an emphasis on the aspects of those studies that led to effective interventions and success in addressing significant research questions. Included will be design, implementation, measurement, and analysis issues such as: efficacy and effectiveness stages in research, challenges of randomized trials in community settings, establishing fidelity in interventions, selecting effective outcome measures, temporality of measurement, determination of potential for change, the role of moderators and mediators in understanding the process of intervention effectiveness, building cultural sensitivity into intervention research, and cost analyses/effectiveness of interventions. Seminar material will be discussed in the context of the ongoing research programs of faculty where relevant.
Research Using Existing Data
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.
Conducting Research with Older Persons: Methods and Applications
The purpose of this course is to familiarize students with unique and prevalent issues, problems, difficulties, and challenges of conducting health services research with elderly persons, and to provide students with approaches and tools to address those issues and problems in order to successfully conceptualize, plan, carry out, and conduct research on or with the aged. This course will focus almost exclusively on persons age 65 and older, with special attention being paid to the old-old (those age 85 and over), people with cognitive impairment, and residents of nursing homes.
Advanced Seminar on Directions in nursing Home Research
This course is designed to provide an overview of critical practice and policy issues that influence the direction of nursing home research focused on care of the elderly. It includes discussion of nursing home issues within the broader context of long-term care in the United States; categories of research that have influenced care of nursing home residents and public policy; issues of designing and conducting nursing home research; and areas needing further investigation. Readings and assignments are designed to meet the following objectives.
Advanced Seminar on Dementia Research in Older Adults
This course is designed to provide an overview of dementia research related to the advancement of clinical practice. It includes discussion of healthy aging, disease processes that lead to dementia, and issues involved in the care and treatment of cognitively impaired older adults in a variety of settings. Readings and assignments are designed to meet the following objectives.
Basic Qualitative Methods
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.
Advanced Qualitative Research Methods: Qualitative Description
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.
Advanced Qualitative Research Methods: Ethnography
This course builds on prior introductory coursework in basic qualitative methods. The advanced course extends foundational knowledge through opportunities for learners to examine one specific approach in depth as it relates 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.
Processes and strategies for inquiry are examined and practiced within the context of the theoretical underpinnings, and the historical and philosophical perspectives of the ethnographic approach including structural, interpretive, and critical ethnography including feminist ethnography. Specific issues related to the definition of the research problem, sample selection, participant observation, description, analysis, interpretation, and ethnographic writing are experienced by the learner through practical involvement in a self-defined research project.
Advanced Qualitative Research Methods: Grounded Theory
This course builds on prior coursework in or equivalent to NUR 555, an overview and introduction to basic qualitative methods. This advanced course extends foundational knowledge by enabling learners to examine the grounded theory approach in depth and apply this method 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.
The theoretical underpinnings and historical and philosophical perspectives of the grounded theory approach are explored. Processes and strategies for research question development, data collection, and data analysis within grounded theory 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.
Role of the Clinical Researcher
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.
Leading Evidence Based Practice Initiatives
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.
Strategic Planning and Evaluation of Hospital Health Care Delivery Systems
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.
DNP Practicum I
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.
DNP Practicum II
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.
DNP Policy Practicum
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.
DNP Residency & Capstone Project
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.
Statistics for Evidence Based Practice in the Health Sciences
This online course is an introduction to the biostatistical concepts and the skills necessary to interpret data for Evidence-Based Practice (EBP) in the Health Sciences. Topics include an introduction to EBP, variation and variables, levels of data measurement, descriptive statistics and data display, probability, statistical and clinical significance, confidence intervals, statistical power analysis, hypothesis testing, and inferential statistics. Statistical techniques introduced are correlation, chi-square, t-test, odds ratios, relative risk, linear regression and an introduction to one-way analysis of variance.
Pathogenesis of Cardiac Dysrhythmias and ECG Interpretation in Adults
This course is offered as a two part series. The first half of the course will focus on fundamentals of ECG interpretation, moving from the principles of electricity and the heart to normal and common abnormal rhythm interpretation. The second half of the course will include interpretation of 12-lead ECG's and complex rhythm interpretation. Throughout the course, content will include hemodynamic and clinical correlates of the ECG, and treatment options for abnormalities identified via ECG interpretation. Emphasis will be placed on theory and research that supports best-practice. Both sections will provide content that will develop a theoretical understanding and enhance clinical skills for the care of the adult cardiac patient. Based on current standards of practice.
Pathophysiology and Pharmacology Updates for RNs
This hybrid online and seminar course is designed to provide a solid overview of current knowledge about the pathophysiology of commonly seen diseases and related updates in pharmacology. Current physiological thoughts about the basis of disease and pharmacodynamics of newer drugs designed to treat select diseases will be presented and students will apply that information to select clinical scenarios.
Hospice and Palliative Care
Students will explore and identify his/her own beliefs and philosophy surrounding death/dying in our society, and how these beliefs impact on each of us as individuals and health care providers. Students will discuss the hospice philosophy and care structures for end of life patients and families and recognize alternatives from the traditional health care delivery system and how these differences impact on patient and family. Students will demonstrate, through clinical practice, case studies and written assignments, the components of therapeutic communication with patient, family and colleagues on issues related to death/dying. Students will assess and manage pain according to WHO analgesic ladder along with identifying personal, professional and cultural barriers to adequate pain management. Students will discuss major ethical and legal principles, alternate theoretical frameworks and dilemmas and/or conflicts arising from hospice patients, families and professionals regarding end of life care.
Culture, Health, and Diversity
3 credits for UG
This course is designed to help students explore, understand, and appreciate the challenges posed by culturally and ethnically diverse patient populations and to recognize cultural dimensions of problems that occur in health care contexts between health care providers and patients and their families. The goal is to help the learner understand human differences, preferences, biases and stereotypes in order to foster the development of awareness, sensitivity, knowledge, and competence required to provide affirmation of the diversity they encounter in health care institutions and practice situations.
Various theoretical approaches will be explored to assist students in determining how to interact effectively in providing care for their culturally diverse patients and families. Concepts derived from anthropology and cross-cultural research will provide a perspective from which to understand the ways culture can have implications for health and health care.
Nursing and the Humanities
This course is designed to provide the student with an understanding of nursing as it has been portrayed through the visual arts (painting and sculpture, photography, film, television) and literature (novels, plays, short stories, poetry and the news media). A second purpose is to familiarize students with nurses' expressions of nursing through the visual arts and literature. A final purpose of the course is to assist the student to develop personal images of nursing and to begin to express those images through the medium of visual arts or literature.
Nursing Care of People with HIV/AIDS
This course establishes a knowledge base for students to understand and analyze a variety of issues associated with the HIV/AIDS epidemic. A holistic perspective of client issues is used to consider issues regarding HIV-related epidemiology, the provision of interdisciplinary health care, ethical issues, and health service delivery factors. The nursing and health care needs of clients throughout the continuum of HIV/AIDS are addressed. Additional consideration is given to the social and political context as regards nursing's pivotal advocacy role in risk reduction and the promotion, restoration, and maintenance of health for people with HIV/AIDS.
Interdisciplinary Management of Pain
This course is designed to provide the student with an understanding of the multidimensional nature of pain. Students explore assessment and management of pain related to acute disease processes, chronic illness, and cancer, with emphasis on appropriate application of assessment and intervention strategies. Students identify and critically examine research related to interventions for main management. The roles of a variety of health care providers in managing pain are addressed.
This course explores the relationship we have with our environment and how it affects our physical well-being. Students will explore the environmental influences on health, the ways in which individuals and societies create environmental health hazards, and how to reduce them.The following areas will be considered: background of the field and "tools of the trade" (environmental epidemiology and environmental policy and regulation); environmental diseases (microbial agents,radiation, etc.); and applications and domains of environmental health (water and air quality, food safety, and occupational health).
Information Technology for Health care
The goal of this course is to equip the student with an understanding of the underpinnings of information technology. We will cover the basic principles of computer information systems and will illustrate and apply them in the context of health care and health care education applications. We will use the personal computer as a learning model and extrapolate to broader technologies and applications for clinical and administrative delivery of health care, as well as health care education and research.
Pain Management and Palliative Care: A Comprehensive Approach
This elective combines two previous course offerings: The Interdisciplinary Management of Pain and Hospice and Palliative Care. This course is designed to introduce students to one of the fastest growing sub specialties in medicine today, Palliative Care, and to provide a more in depth approach to the multidimensional management of pain. In addition to a thorough exploration of the multifaceted nature of pain and the assessment/management of many different types of pain, other symptoms that challenge care providers caring for those with serious illnesses will also be explored. Emphasis will be placed on development of effective communication skills within the context of a multidisciplinary team, conflict identification and resolution, how to help people examine their goals of care, ethical/legal issues, end of life decision making. How the individual practitioner's own values/cultural context affect our abilities to objectively provide care/support to seriously ill people and their families will also be examined.
Psychiatric Issues in Geriatric Nursing
This course focuses on mental health issues and psychiatric disorders common to older adults. The role of the nurse with this population in a variety of settings and within a family context is explored. Assessment and nursing management of the most common behavioral problems is emphasized. The nursing process is applied to this population by means of case studies, directed projects, and active class participation.
Comprehensive nursing Assessment Refresher
Graduate nurse practitioner students must be able to perform a thorough physical assessment upon an individual, in any practice setting. Advanced Health Assessment builds upon physical examination and history taking skills. The purpose of this refresher health assessment course is to ensure that students entering Advanced Health Assessment have the necessary psychomotor skills to perform a thorough physical assessment. Students will be evaluated in Advanced Health Assessment on their ability to perform these psychomotor skills accurately and competently. The refresher course provides students an opportunity for practice (without being graded) and to review content in anticipation of the advanced graduate level course.
Religious and Spiritual Issues in Health Care
This course is offered for nurses and health care providers in different disciplines, and is designed to explore religious and spiritual responses to health and human suffering. Conducted as a seminar, we examine historical, cultural and social influences on religious and spiritual attitudes, beliefs, and behaviors related to health, illness and healing. The emphasis is on sharpening skills in articulating observations, awareness, and assumptions about health and illness of persons in light of their different faith experiences. Various approaches of different disciplines are reviewed for use in making sensitive and ethical assessments of, and interventions for, the religious and spiritual needs of patients.
Teaching and Learning in Nursing
This course will provide an introduction to the principles of teaching and evaluation strategies. The course will discuss educational theories, teaching strategies, learning activities, and evaluation strategies. Students may select one of two options in either a teaching practicum or web-based teaching experience. Students who select the optional teaching practicum must have access to a group of learners and work with a preceptor in a teaching practicum. Students who select the web-based teaching practicum must have access to a computer and Internet.
Preventative Health Care/Wellness
This course will provide the learner with a solid foundation whereby both primary and secondary prevention strategies can be integrated into the comprehensive care plan for patients. The over arching theme of the course is to disseminate the importance of prevention, screening, and lifestyle modification into the daily care of patients followed by their health care providers.
The outcome of the course will be that the student readily embraces the need for preventive health efforts in our community, accomplished one patient at a time. Our mission as health care providers is to become successful in enabling/ empowering our patients to take better care of themselves which will help them live more productive healthier lives. Ultimately, our nation as a whole will reap the benefits of a healthier population that will draw less upon our already scarce health care resources.
Adolescent Health: Clinical Challenges & Leadership Strategies
This interdisciplinary course is designed to provide masters and doctoral level nursing students with essential information about key issues in adolescent health; clinical issues, systems of care, community-based family-centered services, program administration, public policy, education & research. A weekly series of 3 hour presentations provides an overview of core concepts, current best practices, and illustrations of interdisciplinary applications. Each class session includes a 90 minute clinically focused presentation, followed by a 75 minute session that links critical concepts in interdisciplinary leadership to the clinical topics covered in the course. LEAH trainees engage in clinical practicum that is usually associated with other courses. Up to 1 credit of clinical practicum in adolescent health each semester may be negotiated as part of this course.
Action for Health
Community health improvement initiatives are sponsored by the Center for Rochester's Health for medical, nursing, public health, and River Campus students. These innovative projects allow interdisciplinary teams of students to work with both University faculty and community agency staff on health promotion activities. Project One: Perinatal Network Depression Project: Students will design and conduct a survey to identify cultural differences in the way depression is viewed and will also develop a health education plan to increase awareness about perinatal depression among health care providers and the general population. Project Two: Students in College Against Tobacco (S.C.A.T.): Students will partner with the American Cancer Society to create an anti-tobacco advocacy student group on the U of R campus. The students will explore ways to promote smoke-free dorms, buildings, and events, and encourage cessation programs and services on campus. Project Three: Cardiovascular/Stroke Prevention Project: Students will link to the Monroe County Healthy Living Partnership activities that focus on improving the health status of under-served residents in Rochester by planning and conducting health promotion programs at community sites.