In this course, students explore the transition of the nurse into the advanced nursing specialty role. This course will promote an understanding of how a nurse in an advanced nursing specialty role acclimates to new leadership responsibilities by influencing change, responding to chaos/crisis and managing conflict. The significance of team- building and interdisciplinary collaboration will be explored. Students begin to develop their professional portfolio based on program outcomes. (3 credits)

In this course, students synthesize advanced concepts of pathophysiology, health assessment and pharmacology across the lifespan for the advanced nursing specialty role to complete an accurate health database, including history and holistic assessment, across the lifespan. Physiologic changes, clinical manifestations, and drug therapy are integrated to facilitate critical analysis to support clinical decision-making. Virtual clinical experiences allow for practical application of course theory. (3 credits)

In this course, students apply nursing knowledge with theory and statistical methods to broaden understanding of nursing concepts and nursing outcomes. Measurement principles, descriptive statistics and relationships between variables are explored to better comprehend nursing and nursing phenomena. Using the framework of disparity and risk in a specific population, students apply content on variable association. Reports using statistics to compare groups and measure patient improvement over time are analyzed for implications for patient populations. (3 credits)

In this course, students examine nursing roles in informatics and information technology within the healthcare system. The history, theoretical models, and best practices of nursing informatics are explored. Students investigate ethical, legal, and regulatory standards and workplace policies. Exploration of digital health literacy will be performed. Students examine the consequences of using information and communication technology on the quality of care, efficiency of communications, and connections between the healthcare team, patients, and consumers. (3 credits)

In this course, students investigate the impact of local, regional, national, and global systems and regulations on the safety and ethical quality of care for individuals and diverse populations. The relationship between healthcare economics, health policy, and the complex health system will be explored. Students will examine legislation on current health policies and factors shaping policy development. Students will explore factors of cost containment, resource allocation, risk benefit analysis, quality, advocacy, interprofessional collaboration, and developing and implementing systems solutions in systems-based thinking. (3 credits)

In this course, students explore concepts of population health and social determinants of health. Students will investigate issues that contribute to understanding population health and health inequities. Emphasis is placed upon the analysis of a population health assessment in informing strategies to advance health outcomes. Students will explore population-focused interventions to address health risks and disparities across selected health care delivery settings. Critical analysis of population health concepts and implementation of management strategies in a community-based practice setting will be examined. The practicum experience allows for practical application of course theory. (3 credits)

The purpose of this course is the understanding of research processes and interpretation of statistics to make accurate critical appraisals. Students apply the process of drawing conclusions, finding implications, and making recommendations based on an appraised study. Students learn to judge relative merits of studies in answering particular research questions. Questions of the fit of evidence or theory within an identified agency or institutional setting are explored. (3 credits)
Prerequisites: NUR 502 & NUR 506, or by permission 

Students will synthesize concepts related to research, practice, education and leadership content as well as experiences learned throughout the master’s programs of study. Groups of students will collaboratively complete a group-selected evidence-based project. Emphasis is placed on the process of identifying a nursing problem (PICO [T]), searching and critically appraising the literature with development of a summary matrix table and completing an evidence-based manuscript suitable for publication in a peer-reviewed journal, a poster presentation suitable for delivery at a local, national or regional conference or a webinar presentation. (4 credits)
Prerequisites: Typically taken in the last semester or by permission. 

Teaching-learning principles and holistic adult education theories appropriate for college level students are examined. Learning theory that emphasizes andragogy and its related concepts such as transformational learning, reflective learning and self-directed learning is included. Motivational and personality characteristics for the broader social system are discussed and evaluated as are specific considerations with regard to ethnic, cultural, and other diversity topics. (3 credits)
Prerequisites: NUR 502 or by permission 

This course analyzes teaching strategies and modalities relevant to classroom, online and clinical teaching in nursing education. Fundamental concepts and principles in educational and psychological measurement of learning are explored. (3 credits)
Prerequisites: NUR 502, NUR 506 or by permission 

This course concentrates on curriculum/program development for nursing education. The purposes, functions, design, and implementation of curriculum/program development are examined. Students will be expected to apply previous classroom/experiential learning and research to the exploration of various basic curricula/program designs. (4 credits)
Prerequisites: NUR 502, NUR 506, NUR 530 or by permission. 

Working with a preceptor during 126 contact hours, students have the opportunity to synthesize learning and experiences into strategies and designs for nursing education. Multiple teaching-learning theories, designs, and strategies are used. Included in this practicum is direct contact with students in the classroom and clinical environment for those graduate students with less than three years of teaching experience. For those graduate students with more than three years of teaching experience in both the classroom and clinical environment, practicum experiences expand competencies related to the nurse educator role. (4 credits)
Prerequisites or Co-requisites: All program course work except NUR 550 or by permission.