Quantitative procedures including descriptive and inferential statistics, non-parametric approaches to data, and parametric analyses. Selected research designs are explored. Analytic techniques are applied for use in selected research designs in health sciences research. Cross listed with CLTR 5020.

Examination of qualitative and quantitative methods of primary research employed to answer questions in nursing practice. Concepts include patient safety and quality principles, quality/process improvement, and evidence-based practice processes. Emphasis is on problem identification; design principles; and accessing, analyzing, disseminating and applying research for evidence-based practice.

The focus of this course includes use of evidence-based practice (EBP) processes for individual patient management aligned with advanced nursing practice expectations and Standard of Care. Emphasis is on clinical problem identification, accessing, analyzing, and applying primary and select secondary source literature and clinical practice guideline findings to facilitate quality, safe, and individual patient care management.

This course is designed for nurses preparing for advanced nursing practice roles across varying population foci. Concepts will include advanced human physiology, pathophysiology, and common clinical manifestations. A body-systems framework will be used.

Principles and techniques of advanced health assessment across the life span are examined and practiced.

Grounded in theory and evidence, this initial didactic clinical course focuses on developing critical thinking skills and evidenced-based practice processes to achieve primary care nurse practitioner core competencies and domains and standards of clinical primary care. The emphasis is on health promotion, disease prevention, risk reduction, and assessment, diagnosis and management of common health problems while considering context for populations, including individuals, families, and communities, specific to the adult-gerontology primary care and family nurse practitioners.

Grounded in theory and evidence, this didactic clinical course focuses on application of critical thinking skills necessary and evidence-based practice processes to achieve primary care nurse practitioner core competencies and domains and standards of clinical primary care. The emphasis is on health promotion and maintenance, and assessment, diagnosis and management of common and chronic health problems while considering context for populations, including individuals, families, and communities, specific to the adult-gerontology primary care and family nurse practitioners.

Initial clinical practicum and seminar focusing on developing critical thinking and psychomotor clinical skills necessary to cultivate advanced practice nursing core competencies and domains in a clinical practice setting. The emphasis is on considering context while providing health promotion, disease prevention, risk reduction, and clinical assessment, diagnosis and management of common health problems for populations, including individuals, families, and communities, specific to the adult-gerontology acute care, adult-gerontology primary care, and family nurse practitioner. The role of the nurse practitioner in the current healthcare system is examined. Credits include seminar and 16 hours of clinical per week (240hr/semester).

Grounded in theory and evidence, this didactic clinical course focuses on integration of critical thinking skills necessary to achieve advanced practice nursing core competencies and domains. The emphasis is on health promotion and maintenance, and primary care assessment, diagnosis and management of common and co-morbid health conditions while considering context for populations, including individuals, families, and communities, specific to the adult-gerontology primary care and family nurse practitioner. Taken by all students in adult-gerontology primary care and family nurse practitioner tracks. A grade of B (83%) or higher in this course is required to progress to the next level.

Grounded in theory and evidence, this didactic clinical course focuses on synthesis of critical thinking skills necessary to achieve advanced practice nursing core competencies and domains. The emphasis is on health promotion and maintenance, and primary care assessment, diagnosis and management of more complex and co-morbid health conditions while considering context for populations, including individuals, families, and communities, specific to the adult-gerontology primary care and family nurse practitioner. Taken by all students in adult-gerontology primary care and family nurse practitioner tracks. A grade of B (83%) or higher in this course is required to graduate.

The focus of this course on health promotion/disease prevention and clinical diagnosis and management of management of childbearing women and children. In addition, common acute and chronic health problems will be addressed.

Clinical Practicum and seminar course that focuses on integration of critical thinking and psychomotor skills necessary to achieve advanced practice nursing core competencies and domains in the primary care clinical setting. Integrates content and clinical experiences from all previous primary care didactic and practicum courses with an emphasis on considering context while providing health promotion and maintenance, and assessment, diagnosis and management of common and co-morbid health problems among populations, including individuals, families, and communities, specific to the family nurse practitioner. Credits include seminar and 16 hours of clinical per week (240hr/semester). Taken by all students in the family nurse practitioner track. A grade of B (83%) or higher in this course is required to progress to the next level.

Clinical practicum and seminar course that focuses on synthesizing critical thinking and psychomotor skills necessary to achieve advanced practice nursing core competencies and domains in the primary care clinical setting. Synthesizes content and clinical experiences from all previous primary care didactic and practicum courses with an emphasis on considering context while providing health promotion and maintenance, and assessment, diagnosis and management of more complex and co-morbid health problems among populations, including individuals, families, and communities, specific to the family nurse practitioner. Credits include seminar and 16 hours of clinical per week (240hr/semester). Taken by all students in the family nurse practitioner track. A grade of B (83%) or higher in this course is required to progress to the next level.

This course emphasizes pharmacodynamics and pharmacokinetics required for appropriate evidence-based pharmacotherapeutic management in primary care.

Encompasses elements of needs assessment, statistics, research methods/design, and epidemiology/populations health serving as the foundation for subsequent development of clinical scholarship.

Exploration of theories applicable to the healthcare delivery system. Emphasis is on an in-depth examination of concepts and theories appropriate for practice change projects.

Development of skills in the translation, application, and evaluation of research, with an emphasis on evidenced-based practice. Skills in the integration of knowledge from diverse sources and disciplines and its application to solve clinical problems and improve health outcomes.

Assessment and diagnosis of organizations, facilitation of system-wide change, development of political skill for change, engagement in the process of quality and performance improvement methodologies, and application of leadership theory within organizations.

Evaluation and use of information systems/technology and patient care technology supportive of clinical and administrative decision-making relevant to patient care, care systems, and quality improvement.

The first of three residency and seminar courses, this course requires the student to complete a nursing practicum in the specialty area of their choice with hours as necessary for total of 1,000 post-BSN. Students must complete a doctoral residency and participate in seminars. Students develop individual objectives to support their identified DNP project, and, in collaboration with the agency, preceptor and DNP project committee, plan their DNP project.