Donna Hathaway, Ph.D., Dean
Susan Jacob,
Ph.D., Executive Associate Dean
Cheryl Cummings Stegbauer, Ph.D., Associate Dean for Academic Programs
Cynthia K. Russell, Ph.D., Associate Dean for Distributive Programs
James M. Pruett, Ph.D., Assistant Dean for Student Affairs
Carol Warren Blakemore, MBA, Assistant Dean for Faculty Practice
The College of Nursing is an autonomous unit of The University of Tennessee Health Science Center (UTHSC) and has a history dating back to 1898. The first public hospital in Memphis was established by an act of the Tennessee Legislature in 1829. Twelve years later, this small hospital meant for river travelers was replaced with a facility that was used as a military hospital during the American Civil War. It later became the Memphis City Hospital.
Memphis Training School for Nurses was chartered September 28, 1887, at a time when nursing education in the United States was still in its infancy. It was one of the first schools of nursing in the South and was the first in the Mid-South. In December 1887, the school accepted its first student, Lena Clark Angevine, who is now known as Tennessee’s pioneer nurse. In 1898, a new city hospital along with the Nursing School of the Memphis City Hospital opened at 860 Madison Avenue, and the Memphis Training School for Nurses closed.
The medical staff of the hospital petitioned the Mayor to appoint Mrs. Lena Angevine Warner Superintendent of Nurses at the new nursing school. In 1913, the hospital became the teaching center of the College of Medicine of the University of Tennessee. In 1920, the Memphis General Hospital became a University hospital by contractual agreement when the University of Tennessee College of Medicine accepted responsibility for the medical care of the patients. In 1926, the University of Tennessee School of Nursing was created, and on November 9, 1926, The City of Memphis and The University of Tennessee entered into a contract governing the operation of the Memphis General Hospital by the College of Medicine. The University began operation of the School of Nursing in June 1927. In July 1949, the School of Nursing became an autonomous unit within the University.
In September 1950, the newly established Baccalaureate in Nursing (BSN) Program admitted 26 students. In 1972, the Master's program was developed and admitted students for the 1973 summer quarter. The PhD in Nursing began August 1988. The BSN program was held in abeyance in December 1997 allowing the College to focus entirely on graduate education. This focus provided the opportunity for development of the practice doctorate to meet future needs of an increasingly complex health care environment in Tennessee and the nation. The first students in the practice doctorate entered July 1999. The Doctor of Nursing Science (DNSc) degree designation for the practice doctorate transitioned to the Doctor of Nursing Practice (DNP) in 2005, in accordance with national trends.
In August 2003, the UTHSC and Methodist Healthcare of Memphis announced a unique partnership between the health system and the university’s College of Nursing. The purpose of this partnership was to enhance delivery of nursing care by offering the full range of educational opportunities in nursing including an entry-level bachelor's degree in nursing, continuing with the master's degree, and concluding with the doctoral degree. Students entered College of Nursing programs at all levels of nursing education (BSN, MSN, DNP, and PhD) in July 2005.
The College of Nursing provides innovative education, patient care, and research programs throughout Tennessee and the Mid South. Most degree programs in the College use state-of-the-art telecommunications and World Wide Web methodology to bring nursing education to students in East Tennessee, rural West Tennessee, and across the nation. The faculty and staff deliver cutting-edge clinical services in many different locations. The faculty and students bring the science of caring to the daily lives of their patients. The internationally renowned research programs of the faculty advance the frontiers of knowledge in several areas.
Information taken from: From Diploma to Doctorate: 100 Years Of Nursing Education by E. Dianne Greenhill, RN, BS, EdD, Professor Emeritus
The College of Nursing is an agent of social change whose mission is to prepare nurse leaders for excellence today and tomorrow.
The College of Nursing will be a leader in serving diverse students and clients in dynamic health care systems through innovative and state of the art education, research, and practice.
The College of Nursing core values are:
The philosophy of the College of Nursing is consistent with the goals and mission of UTHSC.
The College philosophy focuses upon the nature of the PERSON, ENVIRONMENT, HEALTH, and NURSING. The faculty believes that the PERSON is a unique integrated being that is continuously evolving. Each person has the right to participate in making decisions that affect his/her health and to accept or refuse health care within the context of safety to society.
The faculty views ENVIRONMENT as all conditions influencing the life and development of the person. The health of individuals, families, and communities is affected by these conditions.
HEALTH is viewed as a dynamic state arising from a process of continuous change in the person and environment. The faculty views the promotion, maintenance, and restoration of health as a complex phenomenon involving the shared responsibility of the person, health care providers, and society. Faculty view nursing as stated in the second edition of Nursing’s Social Policy Statement (ANA, 2003), “ NURSING is the protection, promotion and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response and advocacy in the care of individuals, families, communities, and populations” (p.6). Nursing must provide leadership in influencing the organizational, social, economic, legal, and political factors within the healthcare system and society. “These and other factors affect the cost, access to, and quality of health care and the vitality of the nursing profession” (p.6).
Professional nursing is a science and an art. The science of nursing requires that nurses study, explore, and research nursing and related knowledge areas. From these areas nurses develop and test nursing theories for the improvement of nursing practice and health care. The art of nursing requires that nurses use knowledge gained from the humanities, arts, and sciences as the foundation for acceptance and appreciation of clients’ values. Nursing care requires sensitivity as well as critical, logical, and analytical thinking to effect changes in clients and the health care system.
EDUCATION for professional nursing practice includes a sound theoretical knowledge base to support experiential learning. The faculty believes that the educational process facilitates continuing personal and professional growth. The intent of the educational programs is to focus on the learner with active participation of the student in the learning process. Education is a life-long process with the commitment of the learner to establish patterns of continued inquiry.
In addition to the full-time and part-time faculty of the College of Nursing, faculty from other Colleges on campus teach in the College of Nursing. The faculty selects, instructs, examines and promotes students in the college; it organizes and maintains the curriculum in consultation with and with the consent of the Dean. The campus directory should be consulted for a list of faculty and faculty rank.
The UTHSC College of Nursing Alumni Association represents more than 4,500 graduates and is an integral part of The University of Tennessee National Alumni Association. With the partnership between Methodist Healthcare of Memphis and the UTHSC College of Nursing, almost 4,000 graduates from the Methodist School of Nursing will join the College of Nursing Alumni to participate in the Nursing Alumni Association activities.
Alumni serve on several college committees where alumni representation is appropriate and advantageous to the future of the College of Nursing.
The College of Nursing offers programs that lead to the Bachelor of Science in Nursing (BSN) degree, Master of Science in Nursing (MSN) degree and the Doctor of Nursing Practice (DNP) degree. The Doctor of Philosophy (PhD) in Nursing degree is offered as a part of the College of Graduate Health Sciences.
The master’s degree program in nursing at UTHSC is accredited by the Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington, DC 20036, (202) 887-6791.
The Beta Theta Chapter of Sigma Theta Tau International, the Honor Society of Nursing, was established at UTHSC College of Nursing in 1972. Beta Theta Chapter-at-Large was established jointly at UTHSC College of Nursing and the University of Memphis Loewenberg School of Nursing in 1988. Purposes of the Society are to recognize superior achievement and the development of leadership qualities, to foster high professional standards, encourage creative work, and to strengthen commitments to the ideals and purposes of the profession. Students are eligible for membership consideration.
The Faculty Award is given annually to a graduating student with the highest scholastic average in the class.
The Alumni Award is presented by the Alumni Association of the UTHSC College of Nursing to a graduate student who has displayed genuine enthusiasm for learning and nursing in addition to superior skill in providing patient care and an outstanding ability to interact with peers, patients, and staff.
The Elinor F. Reed Award is presented to a student chosen by a faculty committee for excellence in the care of patients.
Students in the College of Nursing are eligible for loans and scholarship awards from various sources. Traineeships are available to students through the Professional Nurses Traineeship Program. A limited number of scholarships are sponsored by philanthropic organizations. For more information contact the UTHSC Financial Aid Office.
Faculty Minority Scholarship. The Faculty Minority Scholarship was established and is funded by the faculty practice. This scholarship is awarded to a minority applicant to the College of Nursing based on the applicant’s merit and financial need.
Sigma Theta Tau International Scholarship. The Beta Theta Chapter-At-Large awards scholarships to qualified nurses or nursing students. These awards recognize outstanding scholarship that will advance knowledge in the area of nursing science and practice. Applications should be made to Beta Theta Chapter-At-Large.
Professional Nurse Traineeships. The Professional Nurse Traineeships provide some financial assistance in the payment of tuition and fees to eligible full-time nursing students in a practice option. Preference is given to individuals who are residents of health professional shortage areas as designated under section 332 of the Public Health Service Act. Once accepted into the College of Nursing, application for Traineeships is made by completing a Free Application for Federal Student Aid (FAFSA).
Primary Care Education Traineeships. The Memphis Veterans Affairs Medical Center provides Primary Care Education Traineeships for medical residents and associated health trainees. Known as the PRIME program, funds are provided to foster the development of primary and managed care training and to foster education in team care in the primary and managed care setting. A call for applications is made during the summer/fall term of each year.
In addition to regular fees, students may expect other expenditures for developing professional libraries; for continuation of licensure to practice nursing; for membership in professional organizations; for equipment such as a computer and software, tape recorders, tapes, name tags, and laboratory coats, stethoscope and diagnostic kit; and for travel maintenance. For financial aid information, contact the UTHSC Financial Aid Office.
Applicants in need of supplementary financial assistance should seek information and applications for such assistance from their current employers, service clubs, and professional organizations. Limited loans and scholarships are available. There are also a limited number of federal nursing traineeships available each year for students. To apply for these loans, scholarships, or traineeships, students must complete a Free Application for Federal Student Aid (FAFSA) which is available online or through the UTHSC Financial Aid Office.
To be recommended for the degree of Bachelor of Science in Nursing (BSN), a candidate must have completed satisfactorily the prescribed curriculum with a grade point average of 2.0 or above, must have discharged all financial obligations to the University, and have demonstrated a level of professionalism acceptable to the College of Nursing faculty.
To be recommended for the degree of Master of Science in Nursing (MSN) or Doctor of Nursing Practice (DNP), a candidate must have completed satisfactorily the prescribed curriculum with a grade point average of 3.0 or above, must have discharged all financial obligations to the University, and have demonstrated a level of professionalism acceptable to the College of Nursing faculty.
Attendance at graduation is mandatory for all College of Nursing graduates.
Applicants to the College of Nursing are advised that information contained both in the the UTHSC Admissions Requirements Booklet (ARB) and the General Admission Requirements stated in the General Information section of this Catalog are applicable to them. The statement of regulations for classifying applicants as in-state or out-ofstate for purposes of admission and for paying fees and tuition is available in the UTHSC Office of Enrollment Services.
Applications may be completed online or packets may be obtained from the UTHSC
Office of Enrollment Services:
The University of Tennessee Health Science Center
Office of Enrollment Services
910 Madison Ave, Suite 525
Memphis, TN 38163
(901) 448-5560
Website: http://www.utmem.edu/admiss/
The completed application packet along with transcripts from each college or university attended must be returned electronically or by mail to the Office of Enrollment Services in order for an application file to be complete.
Only individuals whose application files are complete will be considered by the Admissions Committee. Preference is given to residents of Tennessee.
Application Deadline means that all application materials (completed application, references, official transcripts, and any pertinent test scores) must be received by the UTHSC Office of Enrollment Services no later than the published deadline.
January 15: BSN Program February 1: MSN and DNP Programs (exception: Nurse Anesthesia Option) September 1: MSN Program, Nurse Anesthesia Option
Notification: Applicants will be advised of the disposition of their applications as soon as possible. For the February 1 application deadline, the majority of interviews will be conducted the first week in March. For the September 1 application deadline, the majority of interviews will be conducted during the first two weeks in October.
The UTHSC undergraduate program in nursing culminates in a Bachelor of Science in Nursing (BSN) degree. Students enroll on a full-time basis. The College of Nursing offers three options that lead to a student earning a BSN degree.
The options are:
1. Traditional BSN Option: The Traditional BSN Option is a 16-month, Web-enhanced program of study for individuals who have not earned a bachelor’s degree in any field. The Traditional BSN is intended for transfer students who have completed 60 or more semester hours of bachelor’s coursework at other colleges/universities, including the specified prerequisite courses.
Note: “Web-enhanced” means that significant portions of the academic program may be available through the Web, but that other parts of the program require the physical presence of the student. “Online” means that a significant number of the courses are offered through the Web.
The baccalaureate degree is the first professional degree in nursing. It provides the basis for beginning professional practice as a generalist and the foundation for graduate preparation in nursing. Learning in the undergraduate nursing program is directed toward the study of scientific rationale underlying nursing care and the development of critical thinking skills.
Upon completion of the BSN Program, the graduate will be able to:
Applications may be completed online or packets may be obtained from the UTHSC Office of Enrollment Services. Preference is given to residents of Tennessee.
The Traditional Option is for individuals who do not have an earned bachelor’s degree in any field and are not graduates of a diploma or associate degree nursing program.
The applicant must:
The Second Degree Option is for individuals who have an earned bachelor’s degree or higher in any field.
The applicant must:
RN-BSN Option is for registered nurses who have an earned diploma or associate degree in nursing.
The applicant must:
11.Present evidence of proficiency in English (if foreign) by submitting verification of a minimum score of 550 on the Test of English as a Foreign Language (TOEFL) earned within two years prior to application
12. Complete a successful criminal background check prior to matriculation; background checks may be repeated during the student’s program of study.
The College of Nursing, as a part of the UT system, is a state supported institution and gives priority to Tennessee residents; however, non-residents may be considered. Questions regarding residency status should be addressed to the UTHSC Assistant Director of Enrollment Services, Suite 525, 910 Madison Avenue, (901) 448-5560.
These policies govern the progression of students in the Bachelor’s Program.
There are two major areas considered in admissions decisions: (1) Academic Preparation and Achievement; and (2) Personal Qualities as assessed from personal interviews, recommendations, and the written essay.
1. Academic Preparation and Achievement Applicants must have a minimum GPA of 3.0 on a 4.0 scale to be considered for admission to the MSN or DNP program.
Computation of Cumulative GPA: A cumulative GPA will include the most recent bachelor’s program (regardless of degree major) and all subsequent collegiate work. Applicants without a bachelor’s degree who hold a master’s or doctoral degree as their first academic degree will have cumulative GPA calculated to include that master’s or doctoral degree and subsequent academic work.
Applicants to the MSN and DNP programs are considered for admission to their selected specialty options within the College of Nursing. The total number of students admitted to the College will vary depending on the number of positions available in each specialty option. Additionally, applicants may be more or less competitive within an option based on previous performance in selected course work. Faculty in the Nurse Anesthesia Option, for example, review applicant performance in basic sciences in addition to the cumulative GPA necessary for application.
2. Personal Qualities The applicant’s personal qualities are assessed in three ways: (1) through an essay,
The College of Nursing offers an accredited program leading to the Master of Science in Nursing (MSN) degree. The program provides the opportunity to:
All students are enrolled in a common core of nursing theory and research courses. Each student selects a clinical area of concentration and follows the prescribed nursing courses in the area of the student’s choice. Courses of study are offered in Critical and Acute Care Nurse Practitioner, Family Nurse Practitioner, Neonatal Nurse Practitioner, Nurse Anesthesia, and Nursing Administration.
Upon completion of the Master’s Program, the graduate will be able to:
The graduate program in nursing requires at least three semesters of full-time study. The Nurse Anesthesia Option requires five semesters of full-time study. All degree requirements for the Master of Science in Nursing must be completed within five years of the date of initial enrollment. The minimum credit hour requirement for graduation is variable depending on the clinical course of study.
For specific information about areas of concentration available and the curriculum patterns, please contact the Office of the Assistant Dean for Student Affairs at (901) 448-6125.
Applications may be completed online or packets may be obtained from the UTHSC Office of Enrollment Services. Preference is given to residents of Tennessee.
The applicant must:
include Graduate Record Exam (GRE) score and/or evidence of outstanding professional leadership. Note: The cumulative GPA calculation will be based on the applicant’s most recent bachelor’s degree (regardless of degree major) and all subsequent collegiate work. Applicants without a bachelor’s degree who hold a master’s or doctoral degree as their first academic degree will have their cumulative GPA calculated based on that master’s or doctoral degree and subsequent academic work.
11.Present evidence of proficiency in English (if foreign) by submitting evidence of a minimum score of 550 on the Test of English as a Foreign Language (TOEFL) earned within two years prior to application.
12. Complete a successful criminal background check prior to matriculation; background checks may be repeated during the student’s program of study.
Applicants meeting admission criteria must participate in an interview for the purpose of evaluating communication and decision-making skills; educational goals; and current leadership, scholarship, practice roles and activities. Match of applicants’ educational goals with faculty programs of practice is an important factor that is assessed in the interview.
The College of Nursing, as a part of the University of Tennessee system, is a state supported institution and gives priority to Tennessee residents; however, non-residents may be considered. Questions regarding residency status should be addressed to the Assistant Director of Enrollment Services, Suite 525, 910 Madison Avenue, (901) 4485560.
These policies govern the progression of students in the MSN Program.
The DNP degree represents the culmination of a three-year course of study that prepares graduates for advanced levels of nursing practice. Emphasis is placed on nursing care that is based upon philosophical, ethical, and scientific principles. The first two to three terms of the curriculum mirror the MSN program, and students focus on acquisition of knowledge and skills in a chosen area of advanced practice. Years two and three provide additional course work in supporting areas and in clinical practice. The last year is devoted substantially to a residency preparing the DNP student in an area of advanced nursing practice and refining abilities to examine and evaluate nursing practice through a research utilization project.
In addition to the advanced clinical practice series, all students enroll in core courses focusing on concepts essential for analysis and evaluation of practice outcomes such as epidemiology, biostatistics, health and policy issues, health economics, philosophy of science, clinical research utilization, and health care quality improvement, health information management, and leadership. Each student selects an area for scholarly examination of internal and external factors that influence nursing care in his/her clinical area. This process guides the student in identification and evaluation of practice issues. Students collaborate with expert clinicians in their specialty areas.
Upon completion of the DNP Program, the graduate will be able to:
Applications may be completed online or packets may be obtained from the UTHSC Office of Enrollment Services. Admission to the DNP Program is competitive. Students who meet only the minimum requirements are not guaranteed admission. Preference is given to residents of Tennessee.
The applicant must:
subsequent collegiate work. Applicants without a bachelor’s degree who hold a master’s or doctoral degree as their first academic degree will have their cumulative GPA calculated based on that master’s or doctoral degree and subsequent academic work.
Applicants meeting admission criteria must participate in an interview for the purpose of evaluating communication and decision-making skills; educational goals; and current leadership, scholarship, practice roles and activities. Match of applicants’ educational goals with faculty programs of practice is an important factor that is assessed in interview.
The College of Nursing, as a part of the UT system, is a state supported institution and gives priority to Tennessee residents; however, non-residents may be considered. Questions regarding residency status should be addressed to the UTHSC Assistant Director of Enrollment Services, Suite 525, 910 Madison Avenue, (901) 448-5560.
These policies govern the progression of students in the DNP Program.
The PhD in Nursing emphasizes the critical evaluation of existing knowledge through hands-on-research preceptorships backed by rigorous coursework. Upon entering the PhD program, students become immersed in clinical research that develops and tests concepts of nursing care. Students completing the program take their place among today’s foremost nursing research scientists and scholars.
The UT PhD program began in the fall of 1988 and is offered by the College of Nursing in Memphis and Knoxville as a part of their respective Graduate Schools. The PhD program concentrates on theories and models of nursing and intense research mentorship with accomplished faculty researchers. Faculty work with students on an individual basis to design a program of learning experiences and directed research that will assure successful preparation for a career as a scientist in clinical nursing research.
Upon completion of the PhD Program, the graduate will be able to:
Graduates of accredited institutions are eligible to apply for admission to the PhD program in the College of Graduate Health Sciences. Information regarding admission criteria, application process, and course descriptions can be found under the UTHSC College of Graduate Health Sciences in the Catalog, and the UTHSC Home Page (http:/ /www.utmem.edu/).
The Doctor of Nursing Practice - Doctor of Philosophy (DNP-PhD) Program provides highly motivated and qualified students with an integrated advanced clinical and research program of study leading to a combined DNP/PhD degree. This program combines the existing DNP and PhD nursing programs, which are based in the College of Nursing and College of Graduate Health Sciences, respectively. Unlike the traditional DNP program, the first three and final two semesters of the DNP/PhD program focus on developing students’ ability to conduct clinical research. Thus, students do not enroll in clinical specialty courses until the fourth term of the program. The total time to graduation varies and depends on the student’s background. Students must be accepted to the College of Nursing DNP program to be considered for admission to the DNP/PhD Program.
Policies and Procedures for Non-Degree Student Classification
The College of Nursing has a non-degree graduate student classification for those individuals who are not candidates for a degree but who wish to take courses for credit.
The non-degree classification is tailored to meet the needs of a variety of individuals including:
Individuals who wish to enroll under the non-degree student classification will complete an abbreviated application form that is available from the College of Nursing, Office of Academic Affairs. Individuals desiring to take graduate courses must hold a Baccalaureate or higher degree, meet course prerequisites, and declare this on the application. No test scores, transcripts, letters of evaluation, or admission committee approval will be required. Applications will be sent to the College of Nursing, and forms will be forwarded for processing from the college to the Office of Enrollment Services. The student must register and pay fees to the Cashier on the official date of registration for that term.
Only selected courses are available to non-degree individuals, and enrollment is limited to available space within a course. Non-degree students are required to fulfill the same course requirements as regular students and are subject to all academic rules and regulations as outlined in the UTHSC CenterScope. Students enrolling in graduate courses must earn a grade of B or better in any course taken. Any coursework taken as a non-degree student will be on the student’s UT transcript, is considered during the admission process, and is included in the graduate GPA. Students may not repeat a course to improve a grade.
At the time of admission to non-degree student status, no commitment is stated or implied concerning subsequent admission to the graduate nursing programs. If admission to a degree program is desired at a later time, a non-degree student must make separate application and satisfy the admission requirements of the degree program to which admission is sought.
A maximum of 12 semester hours taken as a special student in the College of Nursing may be applied to the MSN/DNP degree, subject to approval by the Option Coordinator/ Advisor and the Associate Dean of Academic Programs.
This option offers an opportunity for nurses holding a masters (MS or MSN) or doctoral degree in nursing to gain additional education that can lead to national certification in an advanced practice specialty. Nurses may apply to the following specialty areas of post-masters/post-doctoral study leading to preparation for national certification:
Family Nurse Practitioner
Critical and Acute Care Nurse Practitioner Neonatal Nurse Practitioner Nurse Anesthesia
Requirements for national certification are determined by the specific certifying agency. Generally, there are classroom and clinical instruction requirements and some certifying agencies have additional practice requirements. Faculty strive to assure that all the educational requirements are met, but since these are subject to change, the applicant should consult the certifying agency. Each applicant’s materials are individually evaluated and a specific plan of study developed.
An application packet for post-masters/post doctoral study can be obtained from:
The University of Tennessee
Health Science Center
College of Nursing, Office of Student Affairs
877 Madison Avenue, Suite 637
Memphis, TN 38163
(901) 448-6125
Website: http://www.utmem.edu/nursing
The completed application packet along with transcripts from each college or university attended should be returned to the above address. Admission will vary depending on the number of positions available in each specialty area. Priority may be given to degree-seeking students.
The admission requirements are consistent with the criteria for admission to the professional colleges of UTHSC. Academic standards include admission process, admission requirements, and all policies governing the progression and graduation of students.
The educational programs at UTHSC have been developed by the faculty and staff of these colleges to provide students with the information and experiences necessary to become practicing professionals. All students are expected to attend the various educational opportunities provided for them by the college or school in which they are enrolled. Attendance is required at some of the educational experiences such as laboratories and related instruction, clinical activities, and small group conferences. In the College of Nursing, attendance is mandatory for all laboratories and clinical experiences.
All coursework is conducted under the Honor System that is in operation for all students at UTHSC. The Honor System is administered by the students in the College of Nursing through an elected Honor Council. Details of the Honor Code are found in the CenterScope.
The faculty evaluates the academic achievement, acquisition of skills, and attitudes of nursing students and uses the marks of A, B, C, D, F, WP, WF, and I, in all official reports. In certain instances, some courses may be graded on a PASS/FAIL basis.
The letters WP or WF are recorded to indicate pass or failure in those instances in which a student withdraws from a course before completing the work.
The designation of “I” (incomplete) will be used when a student is unable to complete the course at the regular time because of a reason acceptable to the course coordinator. In such cases, arrangements will be made by the coordinator for the student to complete the course requirements, and the grade of “I” will then be replaced by whatever grade the course coordinator considers the student to have earned. It is the responsibility of the student to work with the course coordinator in determining under what circumstances the “I” grade can be changed, however, the student must remove the “I” by the end of the following semester. Failure to remove the “I” within the allowed time will result in a grade of “F” being recorded as the permanent grade.
The following process for appeal applies to all students:
In addition to dismissal for academic failure or unprofessional conduct, the faculty and administration of the College reserve the right to dismiss any student for unethical or illegal conduct. All students are expected to adhere to the principles of the American Nurses Association Code for Nurses with Interpretative Statements and to the Honor Code for the campus of UTHSC.
Students who wish to withdraw or find that they cannot continue in the regular curriculum should contact the Office of Academic Programs. Students are required to register for course work each semester once they have been admitted. Any student who is unable to register for a semester must obtain a change of status form from the Office of Academic Programs. This completed form is filed in the Office of Academic Programs. A request for leave of absence is subject to approval of the Dean. The student should be aware that requests for leave of absence may be denied, requiring the student to seek readmission. Any student who does not maintain continuous enrollment or have an approved leave of absence will be dismissed and must seek readmission.
Students who withdraw or are dismissed from the College may request re-admission. Request for re-admission must be in writing and should be addressed to the Dean of the College of Nursing. Request for re-admission is acted upon by the Dean in consultation with appropriate administrators and faculty committees. If re-admission is granted, the placement in the program and remaining requirements will be specified by the Associate Dean for Academic Programs and the student’s Major Advisor.
No student will be given the opportunity to repeat an examination in a course to improve his/her grade after the final grade has been assigned. Any retesting must occur before the final course grade is granted.
Transfer hours will be considered on an individual basis. After admission, students must request transfer of credits to UTHSC. Only courses completed with a grade of B or better and accepted by the student’s major department in the College of Nursing will be considered for transfer credit.
All clinical agencies that provide clinical laboratories for the College of Nursing students require professional liability insurance and current certification in cardiopulmonary resuscitation. Therefore, College of Nursing students enrolled in any courses will be automatically assessed a fee to cover liability insurance. Proof of current CPR certification according to standards of the American Heart Association or the American Red Cross is also required.
Each student is responsible for filing an application for admission to candidacy in the Office of Academic Programs. Admission to candidacy must be granted prior to the date of graduation. The primary purpose of admission to candidacy is a review of the candidate’s course work to determine if the student has demonstrated the ability to do graduate work. The student’s Major Advisor and the Associate Dean for Academic Programs must sign the application.
The following requirements must be met by the student to become a candidate for the Master of Science in Nursing degree:
All students admitted to the nursing program must meet the following core performance standards for admission and progression of BSN students:
The applicant will possess the mental, auditory, visual, sensory, strength, manual dexterity, and communication skills to:
The applicant will possess the mental, auditory, visual, sensory, strength, manual dexterity, and communication skills to:
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The applicant will possess the mental, auditory, visual, sensory, strength, manual dexterity, and communication skills to:
Minimum Performance Standards for Students in the PhD in Nursing Program
The applicant will possess the mental, auditory, visual, sensory, strength, manual dexterity, and communication skills to:
A student may request accommodation through the Office of Student Academic Support Services (SASS) located in the General Education Building (GEB), phone (901) 4485056. This consultation is confidential and will in no way influence your acceptance into the program of nursing.
IF AN RN APPLICANT HOLDS A BACCALAUREATE DEGREE IN A FIELD OTHER THAN NURSING, THE APPLICANT MAY BE ADMITTED WITH THE REQUIREMENT OF COMPLETION OF THREE (3) PREREQUISITE COURSES* PRIOR TO ENROLLING IN THE MSN AND DNP COURSES.
* 503 NSG. Health Assessment; 510 NSG. Professional Issues; 515 NSG. Health of Populations
844 IP. Interprofessional Health Practice. Interprofessional Health Practice provides a framework for all health professional students to discover the benefits of a practice that actively engages all health professions. The course will focus on the role and scope of practice of various health professions, how teams function and the benefits of teamwork, and effective patterns of communication and collaboration among health care team members. Credit: 3(3-0). (Credit awarded at the end of the course which runs the entire length of the student’s program).
498 CHEM. Clinical Biochemistry. This course focuses on biochemical principles as they relate to the practice of nursing. Biochemistry of acid-base balance, fluid and electrolytes, metabolism, hormones, and membrane transport systems will be examined. Biochemical laboratory analysis is described for specimens commonly tested in managing patient care. Credit: 3 (3-0).
499 PHAR. Pharmacology. This course builds a basic foundation of pharmacology, focusing on major drug classifications, their actions and side effects. Emphasis is on basic pharmacology and pharmacotherapeutics. Credit: 3 (3-0).
605 PATH. Advanced Pathology. Study of the etiologies and processes of human biological responses to actual and potential injury in contrast to normal. The focus is on the underlying physiological and pathophysiological mechanisms of disease states, and the scientific rationale for seeking, selecting, and interpreting physiological data. Age specific considerations are presented. Credit: 3 (3-0).
503 NSG. Health Assessment. This course prepares the student to perform a holistic assessment of diverse clients across the lifespan. Skills addressed that are needed for the systematic assessment of health status include critical thinking, interviewing, obtaining a health history, performance of a physical examination, and documentation. Credit: 3 (2-1).
504 NSG. Introduction to Professional Practice. This course focuses on concepts, skills and techniques foundational for professional nursing practice. Students are provided opportunities to apply critical thinking skills to explore professional values, nursing process and the professional nursing role. Credit: 3 (2-1).
505 NSG. Informatics for Health Care. This course provides an overview of healthcare information technology and computer science systems to prepare students to effectively and efficiently use technology for the identification, collection, processing, and management of data/information. Legal, ethical, cultural, economic, and social factors that affect healthcare information technology are explored. Credit: 2 (2-0).
506 NSG. Mental Health. This course provides the theoretical and clinical foundation for providing safe, effective, patient-centered, evidence-based, culturally competent nursing care to individuals, groups and families experiencing mental health challenges. The course focuses on therapeutic communication as an integral component of the nursing process. Legal, ethical, cultural, economic, and social factors that affect the mental health of individuals, families, groups, and populations are explored. Credit: 5 (3-2).
507 NSG. Genetics. This course provides a foundation for understanding and applying genetic knowledge within the clinical setting. Legal, ethical, cultural, economic, and social factors that affect the field of human genetics are explored. Credit: 1 (1-0).
508 NSG. Pediatric and Adolescent Health. This course provides the theoretical and clinical foundation for providing safe, effective, patient- centered, evidence- based, and culturally competent nursing care to children and adolescents. Developmental aspects associated with preventive care and health promotion of children and adolescents along the wellness-illness continuum are examined. Legal, ethical, cultural, economic, and social factors that affect child and adolescent health are explored. Credit: 3 (2-1).
509 NSG. Reproductive Health. This course provides the theoretical and clinical foundation for providing safe, effective, patient-centered, evidence-based, and culturally competent reproductive health care to women and their families. Nursing care of pregnant women, infants, and their families during a normal pregnancy will be the primary focus of the course. Legal, ethical, cultural, economic, and social factors that affect reproductive health are examined. Credit: 3 (2-1).
510 NSG. Professional Issues. This course examines historical and current issues that affect the profession. Students also explore the role of nursing theory in the continued development of professional nursing. Credit: 2 (2-0).
511 NSG. Adult Health and Gerontological Nursing. This course provides the theoretical and clinical foundation for providing safe, effective patient- centered, evidence-based, and culturally competent nursing care to patients throughout the adult years. This course focuses on promotion of health and function, management of illness, and advocating for health care goals. Legal, ethical, cultural, economic, and social factors that affect the health of adults across the lifespan are examined. Credit: 6 (3-3).
512 NSG. Adult Health Skills. This course focuses on the development of essential technical skills used to provide adult health nursing care. Credit: 1 (0-1).
513 NSG. Clinical Anatomy. This course provides knowledge of gross anatomical structures and the related general function of major organ systems and selected microscopic tissues. Credit: 3 (2-1).
514 NSG. Introduction to Evidence Based Practice. This course focuses on the research method and the role of the professional nurse in critiquing and utilizing nursing research literature. Research as it relates to health care and clinical nursing practice is examined. Credit: 3 (3-0).
515 NSG. Health of Populations. This course provides the theoretical and clinical foundation for providing safe, effective, community-focused, evidence-based, and culturally competent nursing care to populations. The course focuses on community health assessment, community health planning, and community health education. Legal, ethical, cultural, economic, and social factors that affect the process of health promotion and disease prevention are examined. Credit: 5 (3-2).
516 NSG. Acute Care. This course provides the theoretical and clinical foundation for providing safe, effective patient- centered, evidence-based, and culturally competent nursing care to patients in the acute care setting. This course focuses on medical and surgical management of illness and injury, and advocating for health care goals. Legal, ethical, cultural, economic, and social factors that affect the health of adults across the lifespan are examined. Credit: 5 (3-2).
517 NSG. Acute Care Skills. This course focuses on the development of essential technical skills used to provide nursing care in the acute care setting. Credit: 1 (0-1)
518 NSG. Leadership. This course focuses on the basic concepts and theories of open systems and outcomes at the patient, organization, and health care levels, as they apply to nursing leadership and beginning management roles. Leadership, organization and management practices, and their impact on nurses, healthcare delivery systems, and patient outcomes are emphasized. Legal, ethical, cultural, economic, and social factors that affect and are affected by the quality of leadership are examined. Credit: 2 (2-0).
519 NSG. Internship. The clinical internship provides the opportunity, within a select area of interest, to facilitate role transition and lifelong learning. Emphasis will be on integration and application of knowledge and skills from previous course work in order to demonstrate the ability to design, provide, coordinate, and manage safe, effective, patient-centered, evidence-based, and culturally competent nursing care. Credit: 3 (12).
520 NSG. Role Transition. This course focuses on the role development of the professional nurse. Professional nursing roles and interdisciplinary team collaboration will be addressed. Legal, ethical, cultural, economic, and social factors affecting professional nursing roles are examined. Credit: 3 (3-0).
611 BIOE. Biostatistics for the Health Sciences. This is an elementary course in statistical methods, applied to nursing problems. Statistical analysis dominates research, and students’ knowledge of statistical procedures and terminology can benefit them in understanding research articles to keep abreast of new information in their area of expertise and performing their own research studies. Credit: 2 (2-0).
613 NSG. Interviewing and Counseling. This course focuses on increasing the knowledge and skills in communication that are essential to effective helping in the multiple roles of advanced nursing practice. Content includes major communication theories and research, the establishment and maintenance of effective interpersonal relationships, and counseling and interviewing strategies. Students participate in experiential exercises using the presented strategies. Credit: 2 (2-0).
712 BIOE. Epidemiology. This course offers the basic principles of epidemiology. Credit: 3 (3-0).
811 HSA. Fundamentals of Health Policy. This course provides an introduction to the field of health policy, primarily health policy in the United States. This is a survey course taught through collaboration of the faculties of the Colleges of Medicine, Nursing, Pharmacy, Allied Health, and Social Work in order to explore health policy issues from a multidisciplinary perspective. Students are expected to learn theories, methods, and skills needed for policy development and analysis and to apply those skills to selected health issues. Credit: 3 (3-0).
814 NSG. Biostatistics. This course will introduce and apply biostatistical concepts important to advanced nursing practice and research. Credit: 3 (3-0).
818 NSG. Roles of Advanced Nursing Practice. This course focuses on examining role theory as it relates to advanced practice. The content includes a comparison of advanced practice nursing roles as well as requirements for and regulation of these roles. The course fosters understanding of the principles, personal, and cultural values, and beliefs that provide a framework for advanced nursing practice; it provides students the opportunity to explore personal values and analyze how these values shape professional practice. Credit: 1 (1-0).
823 NSG. Physical Diagnosis. This course builds on the assessment skills learned in an undergraduate level health assessment course. The course is designed to help the students develop and apply their knowledge through the acquisition of skills that may be used in both primary and acute care settings. This course will acquaint the student with common health problems including emotional illnesses that are most frequently encountered in health care settings. Emphasis is placed on recognition of signs and symptoms associated with common health problems, psychosocial and cultural variations, differentiation between normal and pathological findings, critical thinking necessary for clinical diagnostic reasoning and risk assessment. Course content and clinical experiences provide learning opportunities in the following conceptual areas: communication, history taking, system specific symptoms including emotional illness, physical assessment, age related anatomical-physiological changes, pathology, laboratory skills, EKG, X-ray interpretation and recording in the problem oriented format. Pre or Co-requisites: Health Assessment, Demonstration of skills for a Screening Physical Exam on an Adult. Credit: 3 (1-2).
825 NSG. Examination of Practice. This course explores various methodologies used to critically examine clinical practice. Work from previous courses will also be integrated as DNP students develop a clinical project. A project proposal will be developed in collaboration with the student’s committee to examine issues/needs present in a selected practice site. Students will consider the broader context of the selected health care system and the implications of project implementation. The application of research process and the theoretical basis for quality improvement measures will guide project development. Prerequisites: BIOE 712, HSA 877, BIOE 611. Credit: 3 (3-0).
826 NSG. Methods in Epidemiology. This course will introduce the student to the most common analytic methods in epidemiology. Students will learn how to design epidemiologic studies, to choose appropriate research designs, and to utilize common statistical tests. Emphasis will be placed on case control studies, cohort studies, and the use of multivariate and logistic regression. Prerequisites: BIOE 712 Principles of Epidemiology or equivalent. Credit: 3 (3-0).
834 NSG. Professional Role Development. The purpose of this course is to facilitate transition into the advanced practice nursing role. Students will examine standards of advanced practice and professional leadership issues as a basis for advancing a personal philosophy of nursing. Content includes analysis of factors that contribute, constrain, and politically affect the advanced practice of nursing. Professional, cultural ethical, legislative, and regulatory associations are discussed. Emphasis is placed on the development and maintenance of practice, including certification, marketing, contract negotiations, and practice management. Prerequisite/Concurrent: N818, Clinical Specialty courses. Credit: 3 (3-0).
835 NSG. Foundations for Evidence-Based Clinical Practice. This is the first course in a series of two courses that provides the foundation and methods for evidence-based clinical practice (EBCP). This course addresses basic theory and the research method and analyzes the relationship of theory to research. Credit: 3 (3-0).
836 NSG. Methods for Evidence-Based Clinical Practice. This is the second course in a series of two courses that provides the foundation and methods for evidence-based clinical practice (EBCP). This course addresses scientific methods for EBCP and the application of scientific methods to a clinical problem. Prerequisite: N835. Credit: 3 (3-0).
869 NSG. Integrated Model of Forensic Nursing. This course presents core concepts, standards of practice, and emerging issues of forensic nursing in a holistic model that integrates concepts of forensic science, public health and psychiatric mental health in an historical, political, and social context. Content will include analysis of the roles, advanced nursing skills, ethical decision-making, and cultural competence required of forensic nurses caring for victims of injury and/or perpetrators of crime across the life span. Credit: 2 (2-0).
877 HSA. Health Care Economics. Unique nature of health care as an economic good; health care market and its participants, including patients, physicians, and hospitals; financing and delivery of personal health care in the United States and other countries. Credit: 3 (3-0).
914 NSG. Leadership in Healthcare. This course is designed to critically examine organizational and leadership concepts and theories in relation to advanced nursing practice in current and emerging health care delivery systems. Management processes and resources relative to nursing practice in a variety of health care settings, such as strategic planning fiscal management, and performance appraisal will be discussed. Principles of organizational structure and function will provide the foundation for developing and analyzing organizational philosophy, culture, and communications strategies. Mechanisms for asserting power, influence, and conflict resolution techniques appropriately will be discussed. Credit: 3 (3-0).
916 NSG. Concept and Theory Analysis. This course focuses on the process of concept analysis, and it’s application to clinical practice. Nursing theories, and concepts from nursing theories and clinical practice will be analyzed and critiqued. Credit: 3 (3-0).
917 NSG. Advanced Practice Selectives. This series of electives will be tailored to the goals and needs of the students. These courses provide depth in a particular aspect of advanced practice and the theoretical and clinical content specific to that area. Credit: 4 (2-2) (minimum total credits = 12 hrs.).
924 NSG. Diversity and Social Issues in Health Care. This course helps students to develop an understanding of and appreciation for human diversity in health and illness with the goal of assuring the delivery of culturally competent health care. Varied learning experiences will be provided to develop students’ knowledge about the diverse subculture factors (e.g. ethnicity, race, religion, gender, and age) that influence human behavior. Credit: 3 (3-0).
926 NSG. Resident Practicum. This course is a synthesis practicum with a practitioner-mentor in the student’s area of advanced practice. .Credit: 6 (0-6).
936 NSG. Resident Practicum. This course is a synthesis practicum with a practitioner-mentor in the student’s area of advanced practice. Credit: 6 (0-6).
605 PATH. Advanced Pathology. Study of the etiologies and processes of human biological responses to actual and potential injury in contrast to normal. The focus is on the underlying physiological and pathophysiological mechanisms of disease states, and the scientific rationale for seeking, selecting, and interpreting physiological data also regarding age specific considerations. Credit: 3 (3-0).
816 PHAR. Pharmacology I. This course provides an overview of the major drug classifications, actions, and side effects. For each group of drugs discussed, lectures will provide overviews of 1) basic pharmacokinetics and dynamics, 2) adverse effects and drug interactions, and 3) special considerations in drug therapy for clients across the lifespan. Credit: 3 (3-0).
825 PHAR. Pharmacology II: Neonatal NP. This course builds on Pharmacology I and provides additional knowledge basic to the advanced practice of neonatal nursing. Content specific to advanced pharmacology within specialty areas will be presented in modular format. Prerequisite: PHAR 816. Credit: 3 (3-0).
826 PHAR. Pharmacology II. This course builds on Pharmacology I and provides additional knowledge basic to advanced practice nurses in primary care. Content specific to advanced pharmacology within specialty areas will be presented in modular format. Prerequisite: PHAR 816. Credit: 3 (3-0).
828. PHAR. Pharmacology II: Anesthesia. This course provides an in-depth study of the pharmacology of anesthetic agents and drugs currently used in human medicine. This course focuses on the impact of drugs on anesthesia practice. Credit: 4 (4-0).
946 NSG. Residency Project. DNP students evaluate a practice issue identified in their residency site to improve practice for individuals, groups, or communities. Students disseminate project results. Prerequisites: N825 Examination of Practice, NAPS courses. Credit: 3 (3-0).
931 NSG. Individual, Group and Family Patterns. This course addresses advanced psychiatric nursing practice, processes and strategies. Foci of the course are the study of human life processes and the varying patterns that are developed in the physical, behavioral, mental, emotional, cultural and spiritual aspects of persons across the lifespan, families and groups. Philosophical, historical and theoretical contributions to the understanding of individual growth and development of patterns, family and group phenomena are emphasized. Interventions and techniques based on the nursing assessment and specific selected theoretical perspectives are delineated. Health promotion and disease prevention are examined. Pre or co-requisite: NAPS 865. Credit: 5 (3-2).
869 NSG. Integrated Model of Forensic Nursing. This course presents core concepts, standards of practice, and emerging issues of forensic nursing in a holistic model that integrates concepts of forensic science, public health and psychiatric mental health in an historical, political, and social context. Content will include analysis of the roles, advanced nursing skills, ethical decision making, and cultural competence required of forensic nurses caring for victims of injury and/or perpetrators of crime across the life span. Credit: 2 (2-0).
930 NSG. Biological Treatments for Psychiatric Disorders. Current molecular, developmental and environmental perspectives are examined considering inherited and acquired vulnerabilities to mental illness. Disruptions leading to mental illness are studied from a broad overview of balanced and functional brain anatomy and physiology. Psychopharmacological and other biological therapies for mental illnesses based on current science and practice standards are detailed with emphasis on optimal outcomes and primary, secondary and tertiary prevention. The responsibilities and contributions of the advanced practice nurse as expert clinician are emphasized. Credit: 3 (3 -0).
960 NSG. Directed Study. A course designed to provide the doctoral student with the opportunity to undertake additional guided study, research, and/or practice experience in an area of the student’s choice under faculty supervision. The student will develop course outcomes in consultation with faculty. Credit: Variable.
839 NSG. Management of Psychiatric Mental Health Problems. This course builds upon the knowledge in the Psychiatric/Mental Health Nursing Option to develop a framework of knowledge, skills, and experience to care for individuals, families and groups with complex psychiatric-mental health problems and promote mental health within our society. The focus is the conceptualization of theory-based advanced psychiatric nursing practice with individuals, families, and groups. Theory underlying the practice of consultation as an indirect-care modality of the psychiatric nursing specialty is included. Factors influencing consultation such as the community, continuing education, and the mental health development of consultation, liaison service, crisis intervention, inter-disciplinary and intra-disciplinary consultation services, and primary, secondary and tertiary prevention are examined. Clinical is included in the residency practicum. Pre or co-requisites: NAPS 865 Assessment & Management of Psychiatric Mental Health Problems, NSG... Individual,Group, & Family Patterns, NSG 926 Resident Practicum. Credit: 3 (3-0).
921 NSG. PMH Seminar. This course focuses on current research and issues in mental health care for the advanced practice psychiatric nurse. Literature that addresses psychiatric care is used to keep providers abreast of cutting edge information and treatment for mental health disorders in a variety of settings. Integration of mental health care into selected primary care conditions and diagnoses is addressed. Credit: 1 (1-0).
930 NSG. Biological Treatments for Psychiatric Disorders. Current molecular, developmental and environmental perspectives are examined considering inherited and acquired vulnerabilities to mental illness. Disruptions leading to mental illness are studied from a broad overview of balanced and functional brain anatomy and physiology. Psychopharmacological and other biological therapies for mental illnesses based on current science and practice standards are detailed with emphasis on optimal outcomes and primary, secondary, and tertiary prevention. The responsibilities and contributions of the advanced practice nurse as expert clinician are emphasized. Credit: 3 (3-0).
660 FNP. Directed Study. An elective course designed to provide the student with the opportunity to undertake additional guided study and/or clinical experience in an area of nursing of the student’s choice not otherwise available in the curriculum. Credit: 1 to
3.
816 FNP. Primary Care Nursing I: Family Health. This course is the first of two-advanced practice nursing courses focusing on specialization, expansion, and advancement of research based knowledge and skills related to the advanced practice of nursing in primary care. Emphasis is on the initial development of a knowledge base necessary for clinical decision-making and the beginning definition of a model of practice with the family as the unit of service. Needs of families in rural or urban medically underserved areas are important components of the course. Pre or Co-requisites: FNP 817, PHARM 816, NSG 823. Credit: 4 (4-0).
817 FNP. Primary Care Clinical I. One of a series of courses preparing the student to provide health care to families with emphasis on urban and rural medically underserved. This clinical course is designed to integrate the nursing process learned in the basic baccalaureate program with the theory and practice necessary for the family nurse specialist to provide primary health care. Emphasis is on defining a model of nursing practice with the family as a unit of service. Emphasis is on defining a model of nursing practice with the family as a unit of service. This course provides the experience necessary to help the student develop knowledge, clinical judgment and appropriate medical and nursing interventions to promote the health of individuals and families. This clinical rotation includes management of common problems of children, common gynecological problems of women and selected chronic and self-limiting diseases of adults. The focus ranges from health and disease prevention to diagnosis and management of selected acute and chronic problems commonly found in the Delta Region. This clinical rotation includes management of common problems of children and selected chronic and self-limiting diseases of adults. Experience with the primary health care needs of special populations is also part of the nursing practice. Pre or Corequisites: NSG 835, FNP 816, NSG 823, PHARM 816. Credit: 3 (0-3).
826 FNP. Primary Care Nursing II: Family Health. This is the second of two advanced practice nursing courses focusing on specialization, expansion, and advancement of the theory and research based knowledge and skills related to functioning as an advanced practice nurse in a primary care setting. Emphasis is on the continuing development of a knowledge base necessary for clinical decision making and the beginning refinements of a model of practice with the family as the unit of service. Needs of families in rural or urban medically underserved areas are important components of the course. Pre or Co-requisites: FNP 816, FNP 827, PATH 605, PHARM 816. Credit: 4 (4-0).
827 FNP. Primary Care Clinical II. This is the second of two advanced practice nursing courses focusing on development of the advanced practice knowledge and skills required to provide primary care services to families, particularly those in rural and urban medically underserved areas. Emphasis is on the continuing development of a knowledge base necessary for clinical decision making (based on critical thinking and diagnostic reasoning), with the family as the unit of service. Pre or Co-requisites: FNP 817, FNP 826. Credit: 5 (0-5).
850 FNP. Primary Care Clinical Role Practicum: Family Nurse Practitioner Clinical Specialization. The practicum experience focuses on the refined development of role preparation as a Primary Care Nurse Practitioner in a family practice setting, preferably rural. It provides an in depth practice experience under the guidance and direction of an experienced practitioner. Use of preceptors in role preparation will be negotiated and the student will formulate specific objectives with the preceptor for the clinical practice. The practice areas selected will provide the climate for role integration. Analysis of the role is actualized through study and practice in the clinical discipline. Credit: 4 (0-4).
660 NNP. Directed Study. An elective course designed to provide the student with the opportunity to undertake additional guided study and/or clinical experience in an area of nursing of the student’s choice not otherwise available in the curriculum. Credit: 1 to
3.
811 NNP. Theoretical Basis of Neonatal Physiology. The structure and function of neonatal organ systems are presented. Neonatal physiology is related to the ways in which the newborn infant meets his basic needs. The influence of biological development on fetal and neonatal physiologic function and attainment of basic needs is considered. Credit: 4 (4-0).
818 NNP. Neonatal Nursing I: Pathology & Management. This is the first of two courses focusing on specialization, expansion, and advancement of research-based knowledge and skills related to the advanced practice of nursing in neonatal care. Emphasis is on the development of a knowledge base necessary for clinical decision-making and the definition of a model of practice with the neonate and the family as the unit of service. Credit: 4 (4-0).
828 NNP. Neonatal Nursing II: Pathophysiology & Management. This is the second course focusing on specialization, expansion, and advancement of research-based knowledge and skills related to the advanced, practice of nursing in neonatal care. Emphasis is on the continued development of a knowledge base necessary for clinical decision-making and the definition of a model of practice with the neonate and the family as the unit of service. Credit: 4 (4-0).
826 NNP. Neonatal Assessment. This course focuses on comprehensive assessment and clinical management of the normal and low risk newborn that is the foundation for clinical decision making required by the NNP advanced practice role. The theoretical base for assessment is emphasized at the beginning of the course. Clinical experience provides the student with opportunities to develop neonatal assessment skills, manage the term and low-risk neonate under supervision of the NNP, and provide discharge teaching for the parents. Credit: 4 (1-3).
827 NNP. Neonatal Nursing Clinical. NNP 818 is a co-requisite with NNP 827. It is a series of courses preparing the student to provide health care to the high-risk neonate. This clinical course provides the necessary experience to help the student develop knowledge, clinical judgment and appropriate intervention to promote the health of sick neonates. Emphasis of therapeutic management is placed upon early diagnosis, prompt treatment, and disability limitation. This clinical course includes management of selected common problems of the newborn infant. Credit: 4 (0-4).
850 NNP. Clinical Practicum. The practicum experience focuses on the refined development of role preparation as a Neonatal Nurse Practitioner in a neonatal intensive care setting. It will provide and in-depth practical experience under the guidance and direction of an experienced practitioner. Use of preceptors in clinical practice will be utilized. The practice area will provide opportunity for enhancing the student’s area of clinical expertise in the neonatal intensive care setting and provide the climate for role integration. Analysis of the role is actualized through study and practice in the clinical discipline. Credit: 4 (0-4).
660 CANP. Directed Study. An elective course designed to provide the student with the opportunity to undertake additional guided study, research, and/or clinical experience in an area of nursing of the student’s choice not otherwise available in the curriculum. Credit: 1 to 3.
811 CANP. Critical and Acute Care I: Management of Episodic/Chronic Health Problems in Critical and Acute Care Settings. This advanced practice course focuses on the care of clients-families frequently encountered in critical and acute care settings. Content includes the diagnosis and management of episodic and chronic illness, the technological assessments/diagnostic tests used to provide care in this population, the function of NP in critical and acute care settings, documentation practices and requirements, and institutional factors that influence advanced practice. Particular attention is given to providing theory and research-based comprehensive and collaborative care that takes into consideration health quality, costs, and outcomes. Consideration is also given to the sociocultural and biophysical factors that influence client-family outcomes. Pre or Co-requisites: NSG 823, CANP 812. Credit: 2 (2-0).
812 CANP. Critical and Acute Care Clinical I: Management of Episodic/Chronic Health Problems in Critical and Acute Care Settings. This course is a co-requisite for Critical and Acute Care I and provides the opportunity to implement didactic content. Students will be assigned to a preceptor based in the clinical agency or NP faculty. The student will co-manage a client case load with the NP preceptor, complete client assessments, and develop problem lists, management plans, and orders to present to the preceptor and in interdisciplinary conferences. Emphasis will be placed on cardiopulmonary problems. Students will develop psychomotor skills necessary for invasive procedures during supervised laboratory sessions and observe or participate in clinical procedures completed by the medical team or preceptor. Practical experience interpreting lab and diagnostic tests will be provided using case simulations and supervised clinical experience. Pre or Co-requisites: NSG 823, CANP 813. Credit: 3 (0-3).
813 CANP. Diagnostic Reasoning & Advanced Therapeutics. This course provides a foundation for the use of diagnostic reasoning and advanced therapeutics in the critical and acute care settings. Diagnosis and therapeutics in the emergency situations are emphasized. Pre or Co-requisites: NSG 823. Credit: 2 (2-0).
821 CANP. Critical and Acute Care II: Management of Episodic/Chronic Health Problems in Critical and Acute Care Settings. This course expands upon the content presented in Acute Care I. Greater emphasis is placed upon the collaborative management of clients who require more sophisticated technological interventions and resource utilization. The influence of technology on client-family outcomes, health care costs, and health care quality will be addressed. Seminar discussions will include the ethical dilemmas associated with the advanced nursing care of these clients. Pre or Co-requisites: CANP 811, CANP 812. Credit: 4 (4-0).
822 CANP. Critical and Acute Care Clinical II: Episodic/Chronic Health Problems in Critical and Acute Care Settings. This course is a co-requisite Critical and Acute Care II and provides the opportunity to implement didactic content. Students will work collaboratively with an assigned preceptor and multidisciplinary health care team. Students will continue to co-manage a client case load with the NP preceptor, complete client assessments, and develop problem lists, management plans, and orders to present to the preceptor and interdisciplinary team. Students will develop collaborative plans that take into consideration current standards of care, quality, costs, outcomes, and client family biopsychosocial and cultural needs. In addition, students will manage clients with increasingly complex needs. Students will discuss the theoretical and research basis for strategies selected to manage clients-families with their preceptor and medical team. Students will also continue to refine psychomotor skills necessary for invasive procedures and perform invasive and other psychomotor skills under supervision. Pre or Co-requisites: CANP 821, CANP 812. Credit: 4 (0-4).
850 CANP. Critical and Acute Care Practicum: Management of Episodic/Chronic Health Problems in Critical and Acute Care Settings. This is the final clinical course and provides the opportunity to synthesize prior didactic content and clinical content. The practice areas selected will provide the climate for role integration. Students will work collaboratively with a preceptor and multidisciplinary health care team. Students will continue to co-manage a client case load with the preceptor, complete client assessments, and develop problem lists, management plans, and orders to present to the preceptor and interdisciplinary team. Students will develop collaborative plans that take into consideration current standards of care, quality, costs, outcomes, and client-family biopsychosocial and cultural needs. In addition, students will manage clients with the full range of complex needs. Students will discuss the theoretical and research basis for strategies selected to manage clients-families with their preceptor and medical team. Students will also continue to refine psychomotor skills necessary for invasive procedures and perform invasive and other psychomotor skills under supervision. Pre or Co-requisites: CANP 821, CANP 822. Credit: 4 (0-4).
812 MSN. Acute Care Quality Improvement. This course addresses the value of continuous quality improvement to the client/family, organization, and community. The process of insuring improved client outcomes in an acute care setting will be explicated. This course integrates current technology in continuous quality improvement data entry and analysis. Credit: 1(1-0).
821 MSN. Medical/Surgical Clinical I. This course focuses on developing skills in quality management initiatives, negotiation, conflict resolution, change management, organizational cultural assessment and consultation in an acute care setting outside the student’s current practice site. Clinical assessment and diagnostic reasoning skills will be utilized to plan care for clients and families. Co-requisite MSN 822. Credit: 3 (0-3).
822 MSN. Medical/Surgical I. This course provides the foundation for developing advanced practice professional behavior including negotiation, conflict resolution, change management, consultation, and professional etiquette. Organizational culture factors that influence health care delivery are presented. This course also provides a forum for scholarly presentation and implementation of scholarly critique. Co-requisite MSN 821. Credit: 2 (2-0).
832 MSN. Medical/Surgical II. The focus of this course is care of clients with the most frequent hospital admitting diagnoses. Synthesis of literature, teaching/learning theory, consultation, and critique are emphasized. Prerequisite MSN 821, MSN 822. Credit: 2 (2-0).
825 MSN. Medical/Surgical Clinical II. This course focuses on developing skills in contract negotiation, organizational culture assessment, consultation, and needs assessment in an acute care setting outside of the student’s current practice site. Clinical assessment, diagnostic reasoning, realistic standards of practice, management strategies, and resource allocation are used to plan care for clients and families. Strategies in committee development and operation will also be applied. Prerequisite/Concurrent: MSN 832. Credit: 4 (0-4).
826 MSN. Medical/Surgical III. This course focuses on literature synthesis and integration into advanced nursing practice for two acute care populations. Diagnostic reasoning, standards of practice, and multidisciplinary management strategies will be examined regarding the allocation and utilization of resources that assist patient’s transition from hospital to home environments. Prerequisite/Concurrent: MSN 832, MSN 825. Co-requisite: MSN 829. Credit: 4 (4-0).
829 MSN. Medical/Surgical Clinical III. This course focuses on developing clinical expertise in assisting client’s transition from the hospital to home environments. Clinical assessment, diagnostic reasoning, realistic standards of practice, in two acute care populations. Strategies in advocating for clients in an organizational culture will be analyzed. Prerequisite/Co-requisite: MSN 825, MSN 826, MSN 832. Credit: 6 (0-6).
813 PFNP. Individual and Group Patterns. This course addresses advanced psychiatric nursing practice, processes, and strategies. Foci of the course are the study of human life processes and the varying patterns that are developed in the physical, behavioral, mental, emotional, cultural, and spiritual aspects of persons and groups. Philosophical, historical, and theoretical contributions to the understanding of individual growth and development of patterns, and group phenomena are emphasized. Interventions and techniques based on the nursing assessment and specific selected theoretical perspectives are delineated. Pre or Co-requisites: NSG 613, PFNP 826, FNP 816. Credit: 2 (2-0).
814 PFNP. Individual and Group Therapies. The focus of the course is the conceptualization of theory-bases advanced psychiatric practice with individual and groups. A process model for devising intervention strategies which considers cultural issues, emotional structures, functioning levels, psychological and mental health patterns and behavioral manifestations of health and illness is emphasized. Advanced levels of specialized nursing interventions are directed to mental health needs and primary health care needs of individuals of all ages and with selected groups. Pre or Co-requisites: PFNP 813, PFNP 827, PFNP 828. Credit: 2 (2-0).
815 PFNP. Family Therapy. The emphasis of the course is the theoretical basis for intervention with families with a variety of health problems. The focus of the course is the role of the psychiatric family nurse practitioner/clinical specialist in delivering care to the family unit as client. Levels of prevention in family care are emphasized. Concepts from family communications theory, family systems theory, crisis theory, family development, coping and adaptation are discussed. The clinical experiences provide opportunities to function as family therapist or co-therapist under faculty and peer-group supervision. Pre or Co requisites: PFNP 813, PFNP 814. Credit: 3 (2-1).
833 PFNP. Specialty Consultation. The course focuses on theory underlying the practice of consultation as an indirect-care modality of the specialty. Included are factors influencing consultation, including the community, continuing education, the mental health development of consultation, liaison service, crisis intervention, interdisciplinary and interdisciplinary consultation services, and primary prevention. Supervision of consultation experience is provided. Prerequisite: PFNP 815. Credit: 4 (2-2).
660 PFNP. Directed Study. An elective course designed to provide the student with the opportunity to undertake additional guided study and/or clinical experience in an area of nursing of the student’s choice not otherwise available in the curriculum. Credit: 1-3.
660 ANES. Directed Study. An elective course designed to provide the student with the opportunity to undertake guided study and/or clinical experience in the area of nursing or the student’s choice not otherwise available in the curriculum. Credit: 1-3.
814 ANAT.APN Anatomy. This course provides a foundation in histology, gross anatomy, and clinical anatomy for basic science, procedures, and the delivery of anesthesia care. This course focuses on anatomy at the micro- and macro-cellular level through the inclusion of laboratory experiences. Credit: 4 (3-1).
821 PATH. Cardiovascular - Pathophysiology. This course is an overview of the cardiovascular anatomy, physiology, and pathophysiology. Anesthetic implications and techniques for the client with co-existing cardiac disease will be discussed. Prerequisite: ANES 811. Credit: 2 (2-0).
831 PATH. Neuro - Pathophysiology. This course involves a review of neuroanesthesia with an emphasis on anatomy, physiology, and pathophysiology. Lecture and discussion are focused on consideration of specific anesthetic implications associated with the various neuropathologies. Appropriate anesthetic management techniques and potential complications are discussed. Prerequisite: ANES 811. Credit: 2 (2-0).
821 ANES. Regional Anesthesia. This course focuses on advanced preparation for the administration and management of regional anesthesia. Credit: 2 (2-0).
823 ANES. Anesthetic Management for Obstetrics and Pediatrics. This course provides an overview of the anesthetic implications associated with the obstetrical and pediatric patient. Normal and abnormal pathophysiological changes of the parturient will be discussed. Management of epidural and spinal anesthesia in the laboring parturient will be examined. Management of the pediatric patient will focus on the anatomic, physiologic, and pathophysiological differences of patients from infancy through childhood. Credit: 3 (3-0).
832 ANES. Anesthesia Clinical Science III. This is the third course in a series of clinical courses that provides for progressive, guided instruction and supervision of the safe administration of anesthetics in the clinical setting. This course provides the opportunity for the student to administer anesthesia for general types of surgical procedures and/or specialty types of surgical procedures such as obstetrics. Weekly clinical conferences and case discussions are used to assist the student in conceptualizing, analyzing and evaluating various anesthesia nursing strategies as they are related to patients’ specific needs. Credit: 2 (0-2).
842 ANES. Anesthesia Clinical Science IV. This is the continuation in a series of clinical courses that provides for progressive, guided instruction and supervision of the safe administration of anesthetics and the clinical management of patients undergoing anesthesia. This specific course provides additional clinical experiences in the administration of anesthesia in the general and/or specialty areas of anesthesiology. Weekly clinical conferences and case discussions are used to assist the student in conceptualizing, analyzing and evaluating various anesthesia nursing strategies as they are related to patients’ specific needs. Credit: 2 (0-2).
852 ANES. Anesthesia Clinical Science V. This is the continuation in a series of clinical courses that provides for progressive, guided instruction and supervision of the safe administration of anesthetics and the clinical management of patients undergoing anesthesia. This specific course provides additional clinical experiences in the administration of anesthesia and/or specialty areas of anesthesiology. Weekly clinical conferences and case discussions are used to assist the student in conceptualizing, analyzing and evaluating various anesthesia nursing strategies as they are related to patients’ specific needs. Credit: 2 (0-2).
866 ANES. Medical Physical Sciences for Anesthesia. This course provides a foundation of basic science principles for the delivery of anesthesia care, physiology and pharmacology. This course focuses on chemical and physical principles applicable to the practice of anesthesia. Credit: 3 (3-0).
867 ANES. Physiology/Pathology. This course provides a learning opportunity for the nurse anesthesia student to develop and incorporate knowledge of human normal and abnormal physiology in the management of differing pathological states. This course focuses on physiology and pathology at the micro- and macro-cellular levels. Credit: 5 (5-0).
868 ANES. Principles of Anesthesia Practice I. This course is the foundational course for nurse anesthesia practice. This course focuses on the application of theoretical basic sciences to anesthesia practice. Students will formulate anesthetic care plans based on the framework of basic sciences, pharmacology, and standards of practice. Credit: 5 (50).
869 ANES. Principles of Anesthesia Practice II. This course is for the examination of clinical consequences of abnormal physiology on anesthetic management in relation to patient co-morbidities and surgical procedures. This course focuses on the implementation and evaluation of appropriate anesthesia procedures relative to patient status, including co-morbidities and the surgical procedures. Students will evaluate care delivery in a simulated clinical laboratory environment. Credit: 6 (5-1).
870 ANES. Principles of Anesthesia Practice III. This course is for the examination of clinical consequences of abnormal physiology on anesthetic management states within the specialty areas of anesthesia and surgery. This course focuses on the specialty areas of anesthesia and surgery. Students will formulate anesthetic care plans based on the framework of basic sciences, pharmacology, and standards of practice. Credit: 2 (2-0).
871 ANES. Anesthesia Practicum A. This introductory level course is to integrate didactic knowledge based on the framework of basic sciences, pharmacology and standards of practice with basic practical application in nurse anesthesia. This course focuses on the student’s ability to achieve a level of proficiency with PS I and II patients. Credit: 6 (0-6).
872 ANES. Anesthesia Practicum B. This course provides a clinical opportunity for the intermediate student nurse anesthetist to incorporate and integrate knowledge, skills, and objectives to a more comprehensive range of patients. The focus of this course is on the student’s ability to achieve proficiency with PS I, IE, II, IIE, and III, IIIE patients. Credit: 7 (0-7).
873 ANES. Anesthesia Practicum C. This course provides a clinical opportunity for the student nurse anesthetist to incorporate and integrate knowledge, skills, and objectives to a more comprehensive range of patients. This course focuses on the student’s ability to achieve a level of proficiency with PS IV, IVE, V, and VE patients. Credit: 7 (0-7).
874 ANES. Specialty Practicum A. This is the first in a series of two courses as a clinical experience for the student nurse anesthetist who has demonstrated successful completion of Anesthesia Practicum A for incorporation and integration of knowledge, skills, and objectives to the five specialty areas of anesthesia and surgery. The focus of this course is on the student’s ability to achieve proficiency for obstetric, pediatric, neurosurgical, trauma, or cardiac surgical patients. Credit: 7 (0-7).
875 ANES. Specialty Practicum B. This is the second in a series of two courses as a clinical experience for the student nurse anesthetist who has demonstrated successful completion of Specialty Practicum A for incorporation and integration of knowledge, skills, and objectives to the five specialty areas of anesthesia and surgery. This course focuses on the student’s ability to achieve proficiency for obstetric, pediatric, neurosurgical, trauma, or cardiac surgical patients. Credit: 7 (0-7).
811 NAPS. Women’s Health. The focus of this course is on gender-specific health care for women across the life span and from diverse populations. Theoretical and research literature will be used to examine factors that predispose women to specific health needs, health problems, and health care outcomes. Current and future health care will be examined in terms of legal, ethical, political and health policy issues. Health promotion, disease prevention, and health care interventions will be examined in order to formulate and test advanced practice standards in general health care of women. For persons with selected backgrounds, this is one of a series of three courses that, with a residency in woman’s health, may be used to meet the requirements for certification as a Woman’s Health Nurse Practitioner. Credit: 4 (2-2).
812 NAPS. Women’s Reproductive Health. Reproductive health care of women across the life span and from diverse populations will be addressed. Specific emphasis will be give prior to, during, and after pregnancy. Theoretical and research literature will be used to examine factors that predispose women to specific reproductive health needs, health problems, and health care outcomes. Current and future health care will be examined in terms of legal, ethical, political and health policy issues. Health promotion, disease prevention, and health care interventions will be examined in order to formulate and test advanced practice standards in reproductive health care. For persons with selected backgrounds, this is one of a series of three courses that, with a residency in woman’s health, may be used to meet the requirements for certification as a Woman’s Health Nurse Practitioner (WHNP). Credit: 4 (2-2).
821 NAPS. Gynecologic Health. Gynecologic health care of women across the life span and from diverse populations will be addressed. Theoretical and research literature will be used to examine factors that predispose women to specific gynecologic health needs, health problems, and health care outcomes. Current and future health care will be examined in terms of legal, ethical, political and health policy issues. Health promotion, disease prevention, and health care interventions will be examined in order to formulate and test advanced practice standards in gynecologic health care. For persons with selected backgrounds, this is one of a series of three courses that, with a residency in woman’s health, may be used to meet the requirements for certification as a Woman’s Health Nurse Practitioner (WHNP). Credit: 4 (2-2).
813 NAPS. PNP I: Primary Care of Children. This is the first in a series of three courses that prepare students for certification as a pediatric nurse practitioner. This course may also be taken with permission of the instructor for students who desire advanced clinical preparation in a select area of primary care of children. The course is designed to provide a theoretical & clinical base for defining a model of pediatric nursing practice in primary care. Care of the child is viewed in terms of primary and secondary prevention and assisting the child and family to an optimal level of wellness. Major developmental theories will be reviewed with an age-related focus on assessment of normal stages, tasks, and needs of specific age groups. Emphasis will be placed on anticipatory guidance for parents accompanying each stage, and the role of the nurse in promoting a healthy life style and developmental outcomes. Students explore developmental theories and review selected health and developmental assessment tools for use in clinical practice. Credit: 4 (2-2).
823 NAPS. PNP II: Common Childhood Illness. This course is the second in series of three courses that prepare the student for certification as a pediatric nurse practitioner. This course may also be taken with permission of the instructor for students who desire advanced clinical preparation in a select area of common childhood illness. This course focuses on the scientific knowledge and research base necessary for advanced practice with children and their families. Emphasis will be placed on the development of expert knowledge in primary care of children with common childhood illnesses and will use a variety of concepts, theories and research findings to develop a practice model for implementation and evaluation. Credit: 4 (2-2).
833 NAPS. PNP III: Chronic Illness. This is the third in a series of three courses that prepare students for certification as a pediatric nurse practitioner. This course may also be taken with permission of the instructor for students who desire advanced clinical preparation in a select area of chronic illness. This course focuses on the scientific knowledge and research base necessary for advanced practice with children and their families. Emphasis will be placed on the development of expert knowledge in primary care of children with chronic conditions and will use a variety of concepts, theories and research findings to develop a practice model for implementation and evaluation. Credit: 4 (2-2).
822 NAPS. College Health. The focus of this course is on the theoretical and clinical content specific to college health. Theoretical and research literature will be used to examine factors that predispose students to specific health needs, health problems and health outcomes. Current and future health care will be examined in terms of legal, ethical, political and health policy issues. Health promotion, disease prevention and health care interventions will be examined in order to formulate and test advanced practice standards in college health. Credit: 4 (2-2).
824 NAPS. Occupational Health. The focus of this course is on the theoretical and clinical content specific to occupational health. Theoretical and research literature will be used to examine factors that predispose employees to specific health needs, health problems and health outcomes. Current and future health care will be examined in terms of legal, ethical, political and health policy issues. Health promotion, disease prevention and health care interventions will be examined in order to formulate and test advanced practice standards in occupational health. Credit: 4 (2-2).
845 NAPS. Nursing Administration I. The focus of this course is on the theoretical and clinical content specific to the administration and management of nursing delivery systems in health care organizations. Theoretical and research literature will be used to examine current issues in nursing administration. Selected nursing delivery systems will be analyzed through literature review, discussions, interviews, and learning experiences in practice settings. Credit: 4 (2-2).
846 NAPS. Nursing Administration II. The focus of this course is on the theoretical and clinical content specific to the administration and management of health care organizations. Theoretical and research literature will be used to examine current issues in health care administration. Selected health care delivery systems will be analyzed through literature review, discussions, interviews, and selected learning experiences in practice settings. Credit: 4 (2-2).
847 NAPS. Nursing Administration III. The focus of this course is on the theoretical and clinical content specific to an administration and management area selected by the student with the approval of faculty. Theoretical and research literature will be used to examine current issues in the selected area of nursing or health care administration. The selected area or concept will be analyzed through literature review, discussions, interviews, and selected learning experiences in practice settings. Credit: 4 (2-2).
852 NAPS. Chronic Health Problems. Chronic health problems and family, social, economic and functional implications will be addressed in order to examine health care delivery and to make recommendations for the delivery of advanced nursing practice. Theoretical and research literature will be used to address demographic, socioeconomic, cultural, family and other conditions and their effect on persons with selected chronic health problems. Secondary and tertiary disease prevention and interventions for selected chronic health problems will be examined in order to formulate and test advanced practice standards of care. This course may be repeated up to three times. Credit: 4 (22).
814 NAPS. Integration of Psychiatric/Mental Health Nursing in Health Care. The purpose of this course is to address integration of the advanced practice psychiatric/ mental health nursing care into health care. Mental health needs are examined in a broad context including family, community, society, and the political and economic forces that relate to health care. Theoretical and research literature is used to examine current issues in the integration of psychiatric/mental health care by health care providers. Integrative delivery systems for psychiatric/mental health care for selected populations are analyzed through literature review, discussions, interviews, and learning experiences in practice settings to identify major influences in the delivery of psychiatric/mental health care. Credit: 4 (2-2).
848 NAPS. Gerontology: Common Health Problems. Common health problems and functional implications in the aging process will be addressed in order to examine health care delivery and social implications of aging and to make recommendations for the delivery of advanced nursing practice. Theoretical and research literature will be used to address demographic, socioeconomic, cultural, family, and other conditions and their effect on older adults with selected common health problems. Secondary and tertiary disease prevention and interventions for selected common health problems will be examined in order to formulate and test advanced practice standards of care. Credit: 4 (2-2).
849 NAPS. Gerontology: Frail Older Adults. Health problems and functional implications for frail older adults will be addressed in order to examine health care delivery and social implications of aging and to make recommendations for the delivery of advanced nursing practice. Theoretical and research literature will be used to address demographic, socioeconomic, cultural, family and other conditions and their effect on frail older adults in the community and in the nursing home. Health promotion, primary, secondary, and tertiary disease prevention and interventions for selected health problems of frail older adults will be examined in order to formulate and test advanced practice standards of care. Credit: 4 (2-2).
851 NAPS. Gerontology: Well Older Adults. Normal aging changes and functional implications of the aging process will be addressed in order to examine health care delivery and social implications of aging and to make recommendations for the delivery of advanced nursing practice. Theoretical and research literature will be used to address demographic, socioeconomic, cultural, family and other conditions that predispose older adults to selected health problems. Health promotion, disease prevention and interventions for selected health problems will be examined in order to formulate and test advanced practice standards of care. Credit: 4 (2-2).
853 NAPS. Evaluation: Psychiatric/Mental Health Care. This course focuses on the theoretical and clinical content specific to a well-defined area in the delivery of psychiatric/mental health care. The problem area is analyzed using the research and theoretical literature, practice in the area, and other means of inquiry. Strategies for implementing and evaluating change appropriate for the area of study are reviewed for their applicability. The utility of these strategies is analyzed from multiple perspectives (economic, patient, health care provider, legal/ethical issues, significance, etc). Clinical practice may occur in a variety of settings related to the area in psychiatric/mental health nursing studied. Credit: 4 (2-2).
854 NAPS. Management of Selected Psychiatric/Mental Health Problems. This course is designed to build on the previous knowledge and experiences of the student integrating mental health/psychiatric nursing in a selected health care delivery system. Content focuses on the management of selected psychiatric/mental health problems and the issues and theories related to clinical practice that influence the delivery of psychiatric/mental health nursing care. Strategies for care are further analyzed using the available standards and guidelines for practice and the research and theoretical literature. Recommendations for change in clinical practice are developed based on the analysis. Clinical practice occurs in health care settings providing services to clients with the selected psychiatric/mental health problems of interest. Credit: 4 (2-2).
815 NAPS. Anesthesia. This course examines the basic anesthetic principles associated with the broad practice of anesthesia. The theoretical components of the coursework will be related to the specialty area of anesthesia. Credit: 4 (2-2).
816 NAPS. Obstetrical Anesthesia. This course is the first in a series of two practice selectives that focuses on the practice of obstetrical anesthesia. The course examines the effectiveness of the specialty within the practice and explores common clinical issues related to the practice of obstetrical anesthesia. Credit: 4 (2-2).
817 NAPS. Advanced Obstetrical Anesthesia. This course is the second in a series of two practice selectives focusing on the practice of obstetrical anesthesia. This course will examine complex clinical practice issues of obstetrical anesthesia. In addition, the course will discuss the effectiveness of healthcare system policies on the current practice of obstetrical anesthesia. Credit: 4 (2-2).
818 NAPS. Cardiovascular Anesthesia. This course is the first in a series of two practice selectives that focuses on the practice of cardiovascular anesthesia. The course examines the effectiveness of the specialty within the practice and explores common clinical issues related to the practice of cardiovascular anesthesia. Credit: 4 (2-2).
819 NAPS. Advanced Cardiovascular Anesthesia. This course is the second in a series of two practice selectives focusing on the practice of cardiovascular anesthesia. This course will examine complex clinical practice issues of cardiovascular anesthesia. In addition, the course will discuss the effectiveness of healthcare system policies on the current practice of cardiovascular anesthesia. Credit: 4 (2-2).
825 NAPS. Neuro Anesthesia. This course is the first in a series of two practice selectives that focuses on the practice of neuro anesthesia. The course examines the effectiveness of the specialty within the practice and explores common clinical issues related to the practice of neuro anesthesia. Credit: 4 (2-2).
826 NAPS. Advanced Neuro Anesthesia. This course is the second in a series of two practice selectives focusing on the practice of neuro anesthesia. This course will examine complex clinical practice issues of neuro anesthesia. In addition, the course will discuss the effectiveness of healthcare system policies on the current practice of neuro anesthesia. Credit: 4 (2-2).
827 NAPS. Pediatric Anesthesia. This course is the first in a series of two practice selectives that focuses on the practice of pediatric anesthesia. The course examines the effectiveness of the specialty within the practice and explores common clinical issues related to the practice of pediatric anesthesia. Credit: 4 (2-2).
828 NAPS. Advanced Pediatric Anesthesia. This course is the second in a series of two practice selectives focusing on the practice of pediatric anesthesia. This course will examine complex clinical practice issues of pediatric anesthesia. In addition, the course will discuss the effectiveness of healthcare system policies on the current practice of pediatric anesthesia. Credit: 4 (2-2).
829 NAPS. Geriatric Anesthesia. This course is the first in a series of two practice selectives that focuses on the practice of geriatric anesthesia. The course examines the effectiveness of the specialty within the practice and explores common clinical issues related to the practice of geriatric anesthesia. Credit: 4 (2-2).
831 NAPS. Advanced Geriatric Anesthesia. This course is the second in a series of two practice selectives focusing on the practice of geriatric anesthesia. This course will examine complex clinical practice issues of geriatric anesthesia. In addition, the course will discuss the effectiveness of healthcare system policies on the current practice of geriatric anesthesia. Credit: 4 (2-2).
832 NAPS. Forensic Nursing. The focus of this course is on the practice of forensic nursing. The course examines the advanced practice nurse role, common clinical issues, and implementation of care standards in the practice of forensic nursing. This selective builds on nurse practitioner or clinical nurse specialist preparation. Credit: 4 (2-2).
834 NAPS. Rural Anesthesia. This course is the first in a series of two practice selectives that focuses on the practice of rural anesthesia. The course examines the effectiveness of the specialty within the practice and explores common clinical issues related to the practice of rural anesthesia. Credit: 4 (2-2).
835 NAPS. Advanced Rural Anesthesia. This course is the second in a series of two practice selectives focusing on the practice of rural anesthesia. This course will examine complex clinical practice issues of rural anesthesia. In addition, the course will discuss the effectiveness of healthcare system policies on the current practice of rural anesthesia. Credit: 4(2-2).
836 NAPS. Outpatient Anesthesia. This course is the first in a series of two practice selectives that focuses on the practice of outpatient anesthesia. The course examines the effectiveness of the specialty within the practice and explores common clinical issues related to the practice of outpatient anesthesia. Credit: 4(2-2).
837 NAPS. Advanced Outpatient Anesthesia. This course is the second in a series of two practice selectives focusing on the practice of outpatient anesthesia. This course will examine complex clinical practice issues of outpatient anesthesia. In addition, the course will discuss the effectiveness of healthcare system policies on the current practice of outpatient anesthesia. Credit: 4(2-2).
838 NAPS. Pain Management. This course is the first in a series of two practice selectives that focuses on the practice of pain management in anesthesia. The course examines the effectiveness of the specialty within the practice and explores common clinical issues related to the practice of pain management in anesthesia. Credit: 4 (2-2).
839 NAPS. Advanced Pain Management. This course is the second in a series of two practice selectives focusing on the practice of pain management in anesthesia. This course will examine complex clinical practice issues of pain management. In addition, the course will discuss the effectiveness of healthcare system policies on the current practice of pain management in anesthesia. Credit: 4 (2-2).
841 NAPS. Trauma Anesthesia. This course is the first in a series of two practice selectives that focuses on the practice of trauma anesthesia. The course examines the effectiveness of the specialty within the practice and explores common clinical issues related to the practice of trauma anesthesia. Credit: 4 (2-2).
842 NAPS. Advanced Trauma Anesthesia. This course is the second in a series of two practice selectives focusing on the practice of trauma anesthesia. This course will examine complex clinical practice issues of trauma anesthesia. In addition, the course will discuss the effectiveness of healthcare system policies on the current practice of trauma anesthesia. Credit: 4 (2-2).
843 NAPS. General Practice of Anesthesia. This course is the first in a series of two practice selectives that focuses on the general practice of anesthesia. The course examines the effectiveness of the specialty within the practice and explores common clinical issues related to the general practice of anesthesia. Credit: 4 (2-2).
844 NAPS. Advanced General Practice of Anesthesia. This course is the second in a series of two practice selectives focusing on the general practice of anesthesia. This course will examine complex clinical practice issues of the general practice of anesthesia. In addition, the course will discuss the effectiveness of healthcare system policies on the current general practice of anesthesia. Credit: 4 (2-2).
855 NAPS. Cardiovascular Health in the Neonate. Neonatal health care outcomes specifically related to cardiovascular health will be addressed. Theoretical and research literature will be used to examine factors that predispose neonates to specific cardiovascular health needs and problems. Current and future health care delivery will be examined in terms of legal, ethical, political, and health policy issues. Health promotion, disease prevention, and health care interventions will be examined in order to formulate and test advanced practice standards in neonatal health care. This selective builds on master’s preparation as a Neonatal Nurse Practitioner (NNP). Credit: 4 (2-2).
856 NAPS. Infectious Diseases in the Neonate. Neonatal health care outcomes specifically related to infectious diseases will be addressed. Theoretical and research literature will be used to examine factors that predispose neonates to specific problems related to infectious diseases. Current and future health care will be examined in terms of legal, ethical, political, and health policy issues. Health promotion, disease prevention, and health care interventions will be examined in order to formulate and test advanced practice standards in neonatal health care. This selective builds on master’s preparation as a Neonatal Nurse Practitioner (NNP). Credit: 4 (2-2).
857 NAPS. Risk Factors for Neonatal Health. Neonatal health care outcomes specifically related to the prenatal/perinatal period will be addressed. Theoretical and research literature will be used to examine factors that predispose neonates to specific health needs and problems. Current and future health care delivery will be examined in terms of legal, ethical, political, and health policy issues. Health promotion, disease prevention, and health care interventions will be examined in order to formulate and test advanced practice standards in neonatal health care. This selective builds on master’s preparation as a Neonatal Nurse Practitioner (NNP). Credit: 4 (2-2).
858 NAPS. Acute Hypertension Management. The focus of this course is on the management of acute hypertension. The course examines the advanced practice nurse role, common clinical issues, and implementation of care standards in the practice of managing acute hypertension. This selective builds on nurse practitioner or clinical nurse specialist preparation. Credit: 4 (2-2).
859 NAPS. Trauma Nursing. The focus of this course is on the practice of trauma nursing. The course examines the advanced practice nurse role, common clinical issues, and implementation of care standards in the practice of trauma nursing. This selective builds on nurse practitioner or clinical nurse specialist preparation. Credit: 4 (2-2).
861 NAPS. Acute Care Quality Assurance. The course focuses on acute care quality assurance nursing. The course examines the advanced practice nurse role, common clinical issues, and implementation of care standards in the acute care setting. This selective builds on nurse practitioner or clinical nurse specialist preparation. Credit: 4 (2-2).
862 NAPS. Acute Surgical Nursing. The focus of this course is on the practice of acute surgical nursing. The course examines the advanced practice nurse role, common clinical issues, and implementation of care standards in the practice of acute surgical nursing. This selective builds on nurse practitioner or clinical nurse specialist preparation. Credit: 4 (2-2).
863 NAPS. Acute Care Nursing. The focus of this course is acute care nursing. From within this broad framework, the student will choose a focus of study that will involve the advanced practice nurse role, common clinical issues, and implementation of care standards in the practice of acute care nursing. This selective builds on the student’s preparation as an advanced practice nurse.
864 NAPS. Public Health. The focus of this course is public health. From within this broad framework, the student will choose a focus of study that will involve population and/or aggregate focused nursing practice. Historical and current scientific literature will be used to determine the scope of practice, evaluation of community needs, development of appropriate interventions, and methods for evaluating the results. Legal, social, ethical, political, and health policy implications will be analyzed.
865 NAPS. Assessment Management of Psychiatric/Mental Health Problems. This course is the first in a series that are designed for students entering the Psychiatric/ Mental Health Nursing Option and develops a framework of knowledge, skills, and experience to care for individual and groups with complex psychiatric-mental health problems and promote mental health within our society. The course builds on the student’s knowledge and experiences as a nurse practitioner, expanding the scope of nursing practice to those at risk or in need of psychiatric/mental health services. Clinical experiences with individuals and groups occur in primary care and/or traditional mental health settings and focus on recognition and assessment of mental disorders and mental health problems based on DSM-IV (TM) criteria, evidence-based guidelines and literature, scope and standards of advanced level psychiatric mental health nursing practice, theories of counseling and psychotherapy, and developmental theory. Students master documentation methods that meet the legal-ethical requirements of the role of the Advanced Practice Nurse-Psychiatric Mental Health in the health care system. Credit: 4 (2-2).
866 NAPS. Management of Psychiatric Mental Health Problems. This course builds upon previous content in the Psychiatric/Mental Health Nursing Option to develop a framework of knowledge, skills, and experience to care for individuals and groups with complex psychiatric-mental health problems and promote mental health within our society. The focus is the conceptualization of theory based advanced psychiatric nursing practice with individuals and groups. Clinical experiences with individuals across the age continuum occur in primary care and/or traditional mental health settings, applying evidence-based guidelines using clinical judgment, scope and standards of advanced level psychiatric mental health nursing practice, theories of counseling and psychotherapy, developmental theory and pharmacological interventions. Credit: 4 (22).
867 NAPS. Injury-Prevention and Treatment Applied to Individuals. This course focuses on the biopsychosocial effects of injury and the culturally competent methods of prevention and treatment applied to individuals, both as victims and offenders, as well as their families, across the life span. Credit: 4 (2-2).
868 NAPS. Injury-Prevention and Treatment Applied to Populations. This course will continue to focus on models of prevention of injury populations within the context of environment and culture. Social, cultural, economic, political, and policy components which contribute to injury of vulnerable populations across the lifespan will be systematically examined in order to generate models of intervention. On completion of the course, the student will be prepared to select the focus of research for the resident practicum and dissertation. Credit: 4 (2-2).
871 NAPS. Primary Care Nursing. The focus of this course is primary care nursing. From within this broad framework, the student will choose a focus of study that will involve the advanced practice nurse role, common clinical issues, and implementation of care standards in the practice of primary care nursing. This selective builds on the student’s preparation as an advanced practice nurse. Credit: 4 (2-2).
870 NAPS. Acute Care Nurse Practitioner. The focus of this course is the care of adult clients/families frequently encountered in the critical and acute care setting by the acute care nurse practitioner. Content includes the acute care nurse practitioner role, common clinical issues, and implementation of care standards in the practice of acute care nursing. This selective builds on the student’s preparation as an advanced practice nurse. Credit: 4(2-2).
Virginia Betts, JD Professor
Michael Carter, DNSc University Distinguished Professor
Veronica Engle, PhD Professor
Dianne Greenhill, EdD Professor
Donna Hathaway, PhD Professor and Dean
Susan Jacob, PhD Professor
Sheila Melander, DSN Professor
Sarah Mynatt, EdD Professor
James Pruett, PhD Professor and Assistant Dean for Student Affairs
Cynthia Russell, PhD Professor and Assistant Dean for Distributive Programs
Cheryl Stegbauer, PhD Professor and Associate Dean for Academic Programs
Craig Stotts, DrPH Professor
Carol Thompson, PhD Professor
Peggy Veeser, EdD Professor and Director
Mona Wicks, PhD Professor
Ann Cashion, PhD Associate Professor and Chair, Acute Care
Margaret Hartig, PhD Associate Professor and Chair, Primary
Care
Carol Lockhart, PhD Associate Professor
Ernestine Small, EdD Associate Professor
Rebecca Winsett, PhD Associate Professor
Jacqueline Burchum, DNSc Assistant Professor
Lanny Coker, DNSc Assistant Professor
Patricia Cowan, PhD Assistant Professor
Patricia Cunningham, DNSc Assistant Professor
Carolyn Driscoll, PhD Assistant Professor
Carolyn Graff, PhD Assistant Professor
Lynn Kirkland, DNSc Assistant Professor