COLLEGE OF NURSING
877 Madison Avenue, Room 620
Memphis, TN 38163
Donna Hathaway, PhD, Dean
Susan Jacob, PhD, Executive Associate Dean
Cheryl Cummings Stegbauer, PhD, Associate Dean for Academic
Programs
Cynthia K. Russell, PhD, Associate Dean for Distributive
Programs
Carolyn Graff, PhD, Assistant Dean for Student Affairs
Carol L. Warren, MBA, Assistant Dean for Faculty Practice
GENERAL INFORMATION
History
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 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
last group of undergraduates graduated December 1997 allowing the College to
focus entirely on graduate education. The faculty set a goal for the College to
offer a clinical doctorate to meet the future needs of the increasingly complex
health care environment in Tennessee and the nation. The first DNSc class
entered July 1999.
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 is to enhance the delivery of nursing care by offering educational opportunities ranging from an entry-level bachelor's degree in nursing, continuing on with the master's degree, and concluding with the doctoral degree. The College of Nursing provides innovative education, patient care, and research programs throughout Tennessee and the Mid South. Most degree programs use state-of-the-art telecommunications and World Wide Web methodology to bring the 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
College
of Nursing Mission Statement
The College of Nursing is an agent of social change whose mission is to prepare
the next generation of nurses for practice, teaching, and research; to seek new
insights into nursing care through critical inquiry; and to provide superb
patient care.
College of Nursing Vision
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.
College of Nursing Values
The College of Nursing core values are:
1. Innovation and excellence in educational programs, clinical research, and advanced practice;
2. Diversity of students, faculty, staff, and clients; and
3. Partnership with students, health care professionals, and the larger community.
College of Nursing Philosophy
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 NursingŐs Social Policy Statement (ANA, 2003), ŇNURSING 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 populationsÓ (p.6). Nursing must provide leadership in influencing the organizational, social, economic, legal, and political factors within the healthcare system and society. ŇThese and other factors affect the cost, access to, and quality of health care and the vitality of the nursing professionÓ (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 clientsŐ 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.
Faculty
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.
Nursing Alumni Association
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.
Upholding the university tradition of recognizing outstanding students, the Nursing Alumni Association annually recognizes students through the Alumni Awards given for outstanding clinical performance.
Alumni serve on several college committees where alumni representation is appropriate and advantageous to the future of the College of Nursing.
Degrees Offered
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 Science (DNSc) degree. The Doctor of Philosophy (PhD) in Nursing degree is offered as a part of the College of Graduate Health Sciences.
The College of Nursing is accredited by the Commission on Collegiate Nursing Education (CCNE).
Honors, Awards, and Scholarships
Honor Society
Beta Theta Chapter-at-Large, Sigma Theta Tau International, the Honor Society of Nursing, was established jointly at UTHSC College of Nursing and the University of Memphis Loewenberg School of Nursing in 1972. 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.
Faculty Award
The Faculty Award is given annually to a graduating student with the highest scholastic average in the class.
The Alumni Award
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.
Elinor F. Reed Award
The Elinor F. Reed Award is presented to a student chosen by a faculty committee for excellence in the care of patients.
Loans and Scholarships
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.
Traineeships
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.
Fees, Expenses, and Financial Assistance
Expenses and Financial Assistance
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, particularly during the practicum. 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.
Graduation Requirements
To be recommended for the degree of Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN) or Doctor of Nursing Science (DNSc), 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.
Admission and Selection
Applicants
to the College of Nursing are advised that information contained in the General
Information section of this Catalog, under the heading General Admission
Requirements, and the Admissions Requirements Booklet (ARB), is applicable to
them. The statement of regulations for classifying applicants as in-state or
out-of-state for purposes of admission and for paying fees and tuition is
available in the UTHSC Office of Enrollment Services.
Admission
Procedures
Applications may be completed online or packets may be obtained from the UTHSC
Office of Enrollment Services:
|
The
University of Tennessee Health Science Center Website: http://www.utmem.edu/admiss/ |
The completed application packet along with transcripts from each college or university attended is returned electronically or by mail to the Office of Enrollment Services.
Only individuals whose application files are complete will be considered
by the Admissions Committee. Preference is given to residents of Tennessee.
Application Deadlines:
January 15: BSN Program
February 1: MSN and DNSc Programs (exception is 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 undergraduate program in nursing at the UTHSC 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:
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:
Bachelor
of Science in Nursing (BSN) Admission Process
Applications may be completed online or packets may be obtained from the UTHSC Office of Enrollment Services. Preference is given to residents of Tennessee.
Minimum Requirements for BSN Admission
The Traditional
Option is for individuals who do not have an earned bachelorŐs degree
in any field and are not graduates of a diploma or associate degree
nursing program.
The applicant must:
1. Submit an application and official transcripts for all college and university work to the UTHSC Office of Enrollment Services.
2. Provide current and relevant documentation of physical, learning, psychological, or other disabilities. Documentation guidelines are available in the Student Academic Support Services (SASS) Office, GEB, room BB9. Students should call 901-448-7746 to schedule an appointment to discuss the accommodation needs as soon as possible to facilitate timely acquisition of appropriate services.
3.
Have successfully completed a minimum of 60 semester
hours of college credit with the prescribed prerequisite courses for
the Traditional Option : General Chemistry with lab – 4 hours;
Human Anatomy and Physiology with lab – 8 hours; Microbiology
with lab – 4 hours; English Composition – 6 hours;
Electives –8 hours; Lifespan Development Psychology – 3
hours; Humanities/The Arts – 6 hours; Mathematics – 3
hours; Nutrition – 3 hours; Psychology – 3 hours;
Sociology or Anthropology – 3 hours; Statistics – 3
hours; Historical Studies – 6 hours (American History required
on high school or college level).
4.
Have a minimum cumulative grade point average (GPA)
of 3.0 on a 4.0 scale. Applicants with cumulative GPAs less than 3.0
generally are not competitive but may submit additional documents for
special consideration that include American College Test (ACT),
Scholastic Aptitude Test (SAT), or Graduate Record Exam (GRE) scores
and/or evidence of outstanding professional leadership.
5.
Submit three (3) recommendation forms. One
recommendation must be from a faculty member or individual who can
address academic ability.
6.
Submit a three-page essay describing why you chose
nursing as a career. The purpose of the essay is to provide the
Admissions Committee insight into the professional goals and
expectations of the applicant and to evaluate written communication
skills.
7.
Hold a current certification in cardiopulmonary
resuscitation or advanced life support prior to and during
enrollment.
8.
Have access to a computer and demonstrate minimum
capabilities for computer literacy.
9.
For foreign applicants, present evidence of
proficiency in English or a minimum score of 550 (earned within two
years prior to application) of the Test of English as a Foreign
Language (TOEFL).
Computation of Cumulative GPA: A cumulative GPA will include all collegiate work.
The
Second Degree Option is for individuals who have an earned bachelorŐs
degree or higher in any field.
The applicant must:
1. Submit an application and official transcripts for all college and university work to the UTHSC Office of Enrollment Services.
2. Provide current and relevant documentation of physical, learning, psychological, or other disabilities. Documentation guidelines are available in the Student Academic Support Services (SASS) Office, GEB, room BB9. Students should call 901-448-7746 to schedule an appointment to discuss the accommodation needs as soon as possible to facilitate timely acquisition of appropriate services.
3.
Have an earned bachelorŐs degree or higher in any
field.
4.
Have successfully completed prescribed prerequisite
science courses: Human
Anatomy and Physiology with lab – 8 hours; Microbiology with
lab – 4 hours.
5.
Have a minimum cumulative grade point average (GPA)
of 3.0 on a 4.0 scale. Applicants with cumulative GPAs less than 3.0
generally are not competitive but may submit additional documents for
special consideration that include American College Test (ACT),
Scholastic Aptitude Test (SAT), or Graduate Record Exam (GRE) scores
and/or evidence of outstanding professional leadership.
6.
Submit three (3) recommendation forms. One
recommendation must be from a faculty member or individual who can
address academic ability.
7.
Submit a three-page essay describing why you chose
nursing as a career. The purpose of the essay is to provide the
Admissions Committee insight into the professional goals and
expectations of the applicant and to evaluate written communication
skills
8.
Hold current certification in cardiopulmonary
resuscitation or advanced life support prior to and during
enrollment.
9.
Have access to a computer and demonstrate minimum
capabilities for computer literacy.
10.
For foreign applicants, present evidence of
proficiency in English or a minimum score of 550 (earned within two
years prior to application) of the Test of English as a Foreign
Language (TOEFL).
Computation of Cumulative GPA: A cumulative GPA will include all collegiate work. Applicants with a bachelorŐs degree will have cumulative GPA calculated to include that bachelorŐs degree and subsequent academic work.
The applicant must:
1. Submit an application and official transcripts for all college and university work to the UTHSC Office of Enrollment Services.
2. Provide current and relevant documentation of physical, learning, psychological, or other disabilities. Documentation guidelines are available in the Student Academic Support Services (SASS) Office, GEB, room BB9. Students should call 901-448-7746 to schedule an appointment to discuss the accommodation needs as soon as possible to facilitate timely acquisition of appropriate services.
3. Have earned a degree from a state approved Associate Degree in Nursing (ADN) program or a diploma from a diploma nursing program.
4. Hold an unencumbered Tennessee RN license or have unencumbered authority to practice as an RN via the multistate privilege.
5.
Have successfully completed a minimum of 60 semester
hours of college credit with the prescribed prerequisite science
courses: Human Anatomy and Physiology with lab – 8 hours;
Microbiology with lab – 4 hours.
6.
Have a minimum cumulative grade point average (GPA)
of 2.5 on a 4.0 scale. Applicants with cumulative GPAs less than 2.5
generally are not competitive but may submit additional documents for
special consideration that include American College Test (ACT),
Scholastic Aptitude Test (SAT), or Graduate Record Exam (GRE) scores
and/or evidence of outstanding professional leadership.
7.
Submit three (3) recommendation forms. One
recommendation must be from a faculty member or individual who can
address academic ability.
8.
Submit a three-page essay describing how a BSN will
assist you in achieving your professional goals. The purpose of the
essay is to provide the Admissions Committee insight into the
professional goals and expectations of the applicant and to evaluate
written communication skills.
9.
Hold a current certification in cardiopulmonary
resuscitation or advanced life support prior to and during
enrollment.
10.
Have access to a computer and demonstrate minimum
capabilities for computer literacy.
11.
For foreign applicants, present evidence of
proficiency in English or a minimum score of 550 (earned within two
years prior to application) of the Test of English as a Foreign
Language (TOEFL).
Computation of Cumulative GPA: A cumulative GPA will include all collegiate work.
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.
BSN Promotion,
Retention and Progression Requirements
These policies govern the progression of students in the BachelorŐs Program.
1. Promotion and graduation require recommendations of the Progressions Committee and endorsement by the Dean.
2.
Consistent with other professional degrees on
campus, promotion requirements are as follows: All students must
demonstrate satisfactory behavior in personal and professional areas
deemed necessary by faculty for academic success and competency in
clinical practice. Such areas may include ability to establish
rapport with clients; ability to work effectively with other members
of the health care team; dependability; judgment; integrity;
initiative; and interest.
3.
To be considered in good academic standing, a
student must maintain a cumulative GPA of 2.0 or better. A student
whose GPA falls below 2.0 may be dismissed.
4.
A student must maintain a minimum semester and
cumulative GPA of 2.0 in order to progress to the subsequent term or
to graduate.
5.
A student must earn a minimum grade of ŇCÓ in every
nursing course. A student who earns a ŇDÓ in nursing courses must
repeat that course and earn the grade of ŇCÓ or better.
6.
Dismissal from the program will result from a
studentŐs earning a grade of ŇFÓ or more than one ŇDÓ in nursing
courses or from serious deficiencies in personal or professional
behavior.
ADMISSIONS PROCESS AND REQUIREMENTS FOR MSN AND DNSc PROGRAMS
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 DNSc program.
Computation of Cumulative
GPA: A cumulative
GPA will include the most recent bachelorŐs program (regardless of
degree major) and all subsequent collegiate work. Applicants without a
bachelorŐs degree and who hold a masterŐs or doctoral degree as their
first academic degree will have cumulative GPA calculated to include
that masterŐs or doctoral degree and subsequent academic work.
Applicants to the MSN and
DNSc programs are offered 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
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 an application to be accepted to the College of
Nursing.
2. Personal
Qualities
A. Interview -
In order to assess the personal qualities of an applicant,
individuals are invited to campus for interviews. Academic achievement, GPA
ranking, previous experience, and written essay are considered in
determining who will be invited to interview. For doctoral programs, match
of applicantsŐ educational goals with faculty programs of practice or
research is an important factor that is assessed in interview.
B. Essay - The
purpose of the essay is to provide the Admissions Committee further
insight into the professional goals, motivation, and expectations of
the applicant and to evaluate written communication skills. Applicants are asked to describe
how the selected program will enhance future roles and activities.
C. References
- Applicants must submit at least three (3) recommendation forms from
graduate prepared nurses or faculty members who can address their
potential or ability for functioning in the advanced practice or
research role (clinical skills, critical thinking, independent
decision making, collaborative skills with other health
professionals, and nursing leadership). Applicants currently enrolled
in a nursing program must submit at least one (1) recommendation from
a faculty member in that program.
MASTERŐS PROGRAM IN NURSING
The College of Nursing offers an accredited program leading to the Master of Science in Nursing (MSN) degree. The program provides the opportunity to:
1. Select an area of clinical specialization,
2. Develop an advanced level of clinical competence for leadership in practice that provides consumers with primary, secondary and/or tertiary categories of health care,
3. Develop a research base for systematic review, testing and evaluation of nursing care actions, their effects and outcomes, and
4. Acquire the foundation for doctoral study.
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 MasterŐs Program, the graduate will be able to:
1. Demonstrate specialty competencies for advanced nursing roles.
2. Provide leadership in health promotion and disease management.
3. Demonstrate the ability to engage in collegial intra- and interdisciplinary relationships in the conduct of advanced practice and research.
4. Evaluate results of interventions using accepted outcome criteria.
5. Apply nationally accepted guidelines and standards in the conduct of advanced nursing practice.
6. Participate in legislative and policy making activities that influence advanced nursing practice.
7. Demonstrate continuing professional development.
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.
MSN Admission Process
Applications may be completed online or packets may be obtained from the UTHSC Office of Enrollment Services. Preference is given to residents of Tennessee.
Minimum Requirements for MSN Admission
The applicant must:
Computation of Cumulative GPA: A cumulative GPA will be the most recent bachelor's program (regardless of degree major) and all subsequent collegiate work. Applicants without a bachelorŐs degree and who hold a masterŐs or doctoral degree as their first academic degree will have cumulative GPA calculated to include that masterŐs or doctoral degree and subsequent academic work.
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) 448-5560.
MSN Promotion, Retention, and Progression Requirements
These policies govern the progression of students in the MSN Program.
1. Promotion and graduation require recommendations of the Progressions Committee and endorsement by the Dean.
2. Consistent with other professional degrees on campus, promotion requirements are as follows: All students must demonstrate satisfactory behavior in personal and professional areas deemed necessary by faculty for academic success and competency in clinical practice. Such areas may include ability to establish rapport with clients; ability to work effectively with other members of the health care team; dependability; judgment; integrity; initiative; and interest.
DOCTOR OF NURSING SCIENCE PROGRAM (DNSc)
The DNSc degree is 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 DNSc 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, 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 DNSc Program, the graduate will be able to:
1. Demonstrate advanced levels of clinical judgment/scholarship in nursing practice.
2. Critically analyze complex clinical situations and practice systems.
3. Evaluate and apply conceptual models, theories, and research in order to improve health care of diverse populations.
4. Systematically investigate a clinically focused area of nursing in order to advance health care.
5. Analyze the social, economic, political, and policy components of health care systems which affect care planning and delivery.
6. Assume leadership roles in the development of clinical practice models, health policy, and standards of care.
7. Integrate professional values and ethical decision-making in advanced nursing practice.
Minimum DNSc Admission Requirements
Applications may be completed online or packets may be obtained from the UTHSC Office of Enrollment Services. Admission to the DNSc Program is competitive. Students who meet only the minimum requirements are not guaranteed admission. Preference is given to residents of Tennessee.
The applicant must:
Computation of Cumulative GPA: A cumulative GPA will be the most recent bachelor's program (regardless of degree major) and all subsequent collegiate work. Applicants without a bachelorŐs degree and who hold a masterŐs or doctoral degree, as their first academic degree, will have cumulative GPA calculated to include that masterŐs or doctoral degree and subsequent academic work.
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.
DNSc Promotion, Retention and Progression Requirements
These policies govern the progression of students in the DNSc Program.
1. Promotion and graduation require recommendation of the Progressions Committee and endorsement by the Dean.
2. Consistent with other professional degrees on campus, promotion requirements are as follows: All students must demonstrate satisfactory behavior in personal and professional areas deemed necessary by faculty for academic success and competency in clinical practice. Such areas may include ability to establish rapport with clients; ability to work effectively with other members of the health care team; dependability; judgment; integrity; initiative; and interest.
3. Any student who earns a ŇDÓ or an ŇFÓ in any course will be dismissed from the program.
4. To be considered in good academic standing, a student must maintain a cumulative GPA of 3.00 or better. A student whose cumulative GPA falls below 3.00 may be dismissed.
5. Dismissal may result from serious deficiencies in personal or professional behavior or from failure to meet stipulated conditions within the designated time period.
6. Students who wish to withdraw from a course must notify the Associate Dean of Academic Programs of the College of Nursing in writing and meet with their advisor. Students who withdraw from a theory or clinical nursing course must also withdraw from corequisite nursing course. A change of status form must be completed as required by the University.
7. Students who receive the grade of No Progress (NP) in N800 Thesis for the second time are not allowed to progress without review and recommendation of the Progression Committee.
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 todayŐs 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:
PhD Admissions
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/).
SPECIAL STUDENTS
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:
1. Individuals whose regular applications are pending or accepted but whose admission is not until next term.
2. Individuals enrolled at other institutions who take courses at UTHSC College of Nursing for credit acceptable to the home institution.
3. Individuals who are registered nurses seeking to continue their development.
4. Individuals who wish to pursue a post-masters or post-doctoral non-degree course of study that leads to eligibility to sit for a certification examination.
Non-Degree
Individuals NOT Seeking Certification
Preparation
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/DNSc degree, subject to approval by the Option Coordinator/Advisor and the Associate Dean of Academic Programs.
Procedure for Processing Non-Degree Student Enrollments
1. The Associate Dean for Academic Programs will determine courses that are appropriate for non-degree students.
2. The Associate Dean for Academic Programs will compile and distribute a list of the course offerings that have been approved to interested applicants along with an abbreviated application form with a deadline for application submission.
3. The applicant will mail the application form to the Office of Academic Programs.
4. The application will be sent to the Office of Enrollment Services by the College of Nursing Office of Academic Programs. The Office of Academic Programs will contact applicants if space is not available.
5. Applicants will complete the regular registration process and pay fees at the established times.
Non-Degree Individuals Seeking Certification
Post Graduate Preparation in Advanced Practice Option
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:
Primary
Care Specialty Areas
Family Nurse Practitioner
Critical
Care Specialty Areas
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 applicantŐs materials are individually evaluated and a specific plan of study developed.
Admission Procedures
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
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.
Academic Standards
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.
Academic Programs and Requirements
Attendance
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.
Honor System
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.
Grading System
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 ŇIÓ (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 ŇIÓ 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 ŇIÓ grade can be changed, however, the student must remove the ŇIÓ by the end of the following semester. Failure to remove the ŇIÓ within the allowed time will result in a grade of ŇFÓ being recorded as the permanent grade.
Appeal Process
The following process for appeal applies to all students:
1. In those instances in which a student elects to appeal any academic action, he/she has the right to request a hearing before the Progressions Committee. Such a request must be filed, in writing, to the chair of the Committee within five (5) calendar days after the original action. At the hearing, the student may present evidence and witnesses on his/her behalf, excluding legal counsel.
1. When a student requests a hearing he/she must appear in person before the Progressions Committee. The faculty of the course(s) at issue will be consulted to determine the nature of the student's difficulty. Each student shall be considered individually by the Committee.
2. Should the student be dissatisfied with the recommendation of the Progressions Committee, he/she may appeal to the Dean by filing a written appeal with the Chancellor within five days of receipt of the DeanŐs action.
Dismissal
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.
Leave of Absence
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 re-admission. Any student who does not maintain continuous enrollment or have an approved leave of absence will be dismissed and must seek readmission.
Re-admission
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 major advisor.
College of Nursing Retesting Policy
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 of Credits - Graduate Program
Transfer hours will be individually considered. After admission, students must request transfer of credits to UTHSC. Courses must be completed with a grade of B or better and accepted by the student's major department in the College of Nursing.
Insurance and CPR Certification
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.
Procedure For Admission To Candidacy For The Master of Science In Nursing
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 sign the application.
The following requirements must be met by the student to become a candidate for the Master of Science in Nursing degree:
1. Successful completion of all pre-requisite courses and a minimum of 18 semester hours of graduate course work.
2. At least a B (3.0) cumulative average on all graduate work. Grades of ŇDÓ and ŇFÓ are not accepted for graduate degree credit, but are counted in computing scholastic average.
3. The student's program of study conforms to the College of Nursing curriculum and the requirements of the particular Option.
4. The student's major advisor certifies that the candidate has successfully completed sufficient graduate courses and has demonstrated ability to do graduate work.
5. Approval by the Dean of the College of Nursing.
CORE PERFORMANCE STANDARDS
Minimum Performance
Standards for Students in the BSN
Program
All students admitted
to the nursing program must meet the
following core performance standards
for admission and progression of BSN
students:
1.
Critical thinking
sufficient for clinical judgment.
2.
Interpersonal abilities
sufficient to interact with
individuals, families, groups, and
populations from a variety of social,
emotional, cultural, and intellectual
backgrounds.
3.
Communication
abilities sufficient for verbal written
interaction with others.
4.
Physical abilities sufficient
to move from room to room, walk in
hallways, maneuver in small spaces and
the strength necessary to lift patients
as needed.
5.
Gross and fine motor
abilities sufficient to provide safe
and effective nursing care.
6.
Auditory ability
sufficient to monitor and assess health
needs.
7. Visual ability sufficient for observation and assessment necessary in nursing care.
8. Tactile ability sufficient for physical assessment and to provide nursing intervention.
Minimum
Performance Standards for Students in
the MSN Programs, Nurse Anesthesia
Option
The applicant will possess the mental, auditory, visual, sensory, strength, manual dexterity, and communication skills to:
1. Perform a systematic and complete history and physical examination on a client;
2. Communicate significant examination findings to other professionals and client/family;
3. Appropriately assess and record subjective and objective findings;
4. Maintain effective relationships and interact appropriately with other professionals and clients/families, demonstrating skills of leadership collaborations and decisiveness;
5. Accurately analyze alterations in functional patterns;
6. Maintain flexibility and emotional stability in response to novel, unique situations and stress;
7. Demonstrate advanced use of the nursing process: develop, implement, educate and counsel clients, prescribe appropriate therapy, demonstrate self care skills and evaluate appropriate plans of action for diagnosed problems;
8. Safely provide airway management and be able to maintain advanced life support systems while operating and interpreting multiple monitoring modalities;
9. Rapidly respond and intervene in emergency situations requiring anesthesia care throughout the spectrum of practice settings;
10. Speak, write and comprehend the English language proficiently;
11. Use computer to word process, email, and access the World Wide Web.
Minimum Performance Standards for Students in the DNSc/MSN Programs, Critical and Acute Care Nurse Practitioner Option/Track
The applicant will possess the mental, auditory, visual, sensory, strength, manual dexterity, and communication skills to:
1. Perform a systematic and complete history and physical examination on a client with complex problems;
2. Communicate significant examination findings to other professionals and client/family;
3. Appropriately record subjective and objective findings;
4. Maintain effective relationships and interact appropriately with other professionals and clients/families, demonstrating skills of leadership collaboration and decisiveness;
5. Accurately analyze alterations in functional patterns;
6. Anticipate potential common, acute, and life-threatening problems encountered in critically ill patients;
7. Maintain flexibility and emotional stability in response to novel and high stress situations;
8. Demonstrate advanced use of the nursing process-assess and diagnose actual and potential health/illness problems; develop, implement, educate and counsel clients, prescribe appropriate therapy, demonstrate self care skills and evaluate appropriate plans of action for diagnosed problems;
9. Identify ethical dilemmas in critical care practice and participate in ethical decision making using a systematic approach;
10. Develop/participate in the development of theory based educational programs for critically ill patients/families and nursing personnel;
11. Analyze/critique critical care research and demonstrate/role model the appropriate integration of research into practice;
12. Speak, write and comprehend the English language proficiently;
13. Use computer to word process, email, and access the World Wide Web.
Minimum Performance Standards for Students in the DNSc/MSN Programs, Family Nurse Practitioner/Neonatal Nurse Practitioner/Psychiatric Family Nurse Practitioner Options/Tracks
The applicant will possess the mental, auditory, visual, sensory, strength, manual dexterity, and communication skills to:
1. Perform a systematic and complete history and physical examination on a client;
2. Communicate significant examination findings to other professionals and client/family;
3. Appropriately record subjective and objective findings;
4. Maintain effective relationships and interact appropriately with other professionals and clients/families, demonstrating skills of leadership, collaboration and decisiveness;
5. Accurately analyze alterations in functional patterns;
6. Anticipate potential common, acute self-limiting, and selected chronic problems;
7. Maintain flexibility and emotional stability in response to novel, unique situations and stress;
8. Demonstrate advanced use of the nursing process-assess and diagnose actual and potential health/illness problems; develop, implement, educate and counsel clients; prescribe appropriate therapy; demonstrate self-care skills; and evaluate appropriate plans of action for diagnosed problems;
9. Develop insight into own emotional functioning to evaluate ability to provide therapeutic intervention for a client;
10. Speak, write and comprehend the English language proficiently;
11. Use computer to word process, email, and access the World Wide Web.
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:
1. Withstand the stress of a rigorous program of education and research;
2. Speak, write and comprehend the English language proficiently;
3. Communicate in a professional manner, establish rapport with clients and colleagues, and to use problem-solving skills effectively;
4. Use computer to word process, email, and access the World Wide Web.
A student may request accommodation through the Office of Student Academic Support Services (SASS) located in the General Education Building (GEB), phone 901-448-5056. This consultation is confidential and will in no way influence your acceptance into the program of nursing.
IF AN APPLICANT HOLDS A BACCALAUREATE DEGREE IN A FIELD OTHER THAN NURSING, THE APPLICANT MAY BE ADMITTED WITH THE REQUIREMENT OF COMPLETION OF PREREQUISITE COURSES PRIOR TO ENROLLING IN THE MSN AND DNSc COURSES.
500 NSG. Health Assessment. An introductory course focusing on the use of health assessment skills necessary for the professional nurse to work with adult clients. Credit: 3 (3-0).
501 NSG. Health Promotion. Health Promotion of communities, aggregates, and individuals is an introductory course that provides a conceptual foundation of baccalaureate level nursing education and prepares the registered nurse with an associate or diploma in nursing to enter master's degree level courses in nursing. This course is designed to introduce the concepts of health, health promotion and disease prevention, systems, epidemiology, and community as client. Course content will focus on community/aggregate assessment and diagnosis, program planning and evaluation, and populations at risk. Students will study health policy and its application to local, regional, and national health care needs. Credit: 3 (3-0).
502 NSG. Professional Nursing Seminar. Professional Nursing Seminar is an introductory course that provides a conceptual foundation of baccalaureate level nursing education and prepares the registered nurse with an associate or diploma in nursing to enter master's degree level courses in nursing. Content and experiences will focus on the following major areas: philosophies and conceptual foundations of nursing; legal, political, and ethical issues in nursing; and leadership and change agent roles. Credit: 3 (3-0).
Course Descriptions – BSN
NSG 507 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).
NSG 503 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).
CHEM 498 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).
NSG 506 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).
PHAR 499 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).
NSG 514 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).
NSG 505 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).
PATH 605 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).
NSG 504 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).
NSG 510 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).
NSG 508 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).
NSG 509 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).
NSG 511 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).
NSG 512 Adult Health Skills. This course focuses on the development of essential technical skills used to provide adult health nursing care. Credit: 1 (0-1).
NSG 513 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).
NSG 516 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).
NSG 517 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).
NSG 515 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).
NSG 519 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 (1-2).
NURS 518 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).
NSG 520 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).
Course
Descriptions - MSN and DNSc
General
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.
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).
821 NSG. Advanced Practice Role Development. The purpose of this course is to facilitate transition into the advanced practice nursing role and to integrate the new functions and activities of the advanced nursing role into the graduate's professional practice. Students will examine standards of advanced practices and professional leadership issues as a basis for advancing a personal philosophy of nursing. Discussions include legal aspects, certification, marketing and negotiations, and practice management. Emphasis is placed on the development and maintenance of practice in underserved areas. 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 DNSc students develop a clinical project. A project proposal will be developed in collaboration with the studentŐs 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: 2 (2-0).
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: 2 (2-0).
926 NSG. Resident Practicum. This course is a synthesis practicum with a practitioner-mentor in the student's area of advanced practice. Co-req: NSG 928.Credit: 6 (0-6).
928 NSG. DNSc Dissertations. DNSc students use the principles of systematic clinical investigation to evaluate a practice issue relevant to their clinical residency. They develop, refine, implement, and disseminate results of a clinical study as approved by their DNSc Committee. A minimum of eight credit hours of DNSc dissertation must be earned prior to graduation. A student enrolled in N928 must maintain continuous enrollment in the course until successful completion and defense of the clinical dissertation. Credit: 4. PREREQUISITES: N 825 Examination of Practice, Selectives. Co-req: NSG 926 Resident Practicum.
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).
Specialty Courses
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 Co-requisites: 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. Corequisite 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. Corequisite 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. Corequisite: 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/Corequisite: 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).
819 PFNP. Psychiatric Clinical Seminar. This course is designed for students entering the Psychiatric Family Nurse Practitioner Option. Performance of psychiatric exams including assessing clients with the DSM-IV and additional assessment measures is stressed. Various methods of recording pertinent findings that meet the legal ethical requirements of the role of the PFNP in the health care system are examined. Students present clients that relate to their clinical practice as a psychiatric family nurse practitioner. Prerequisite/Corequisite: NSG 613. Credit: 1 (1-0).
826 PFNP. Psychiatric Family Nurse Clinical I. This course provides a framework in which the student develops knowledge and clinical judgment of appropriate psychiatric-mental health nursing interventions in advanced practice to promote the health of individuals and groups. Clinical experiences occur in primary care and traditional settings focusing on developing individual and group therapy. Opportunities for integration of psychiatric-mental health nursing with primary care are provided. Students apply the nursing process in implementing and evaluating individual and group theories and current nursing research findings for their relevance to quality primary care to adult clients. Pre or Co-requisites: NSG 613, PFNP 813, Credit. 3 (0-3).
827 PFNP. Psychiatric Family Nurse Clinical II. Advanced levels of specialized psychiatric nursing care and primary care are integrated to address primary care of all age groups and the psychiatric-mental health nursing care of adults. Clinical experiences build on nursing processes related to individual and group theory, therapy, and current research for their relevance to care. Principles from epidemiology are recognized in the delivery of care. Pre or Co-requisites: PFNP 813, PFNP 814, PFNP 826. Credit 2 (0-2).
828 PFNP. Psychiatric Family Nurse Clinical III. This is the third clinical course that provides the framework in which the student develops knowledge and clinical judgment of appropriate psychiatric-mental health nursing interventions in advanced practice to promote the health of individuals, groups, families, and the community. Clinical experiences occur in primary care and traditional psychiatric settings and emphasize the community focused psychiatric mental health care. Opportunities for integration of psychiatric-mental health nursing with the salient concepts from epidemiology, economics, and health care policy are provided. Pre or Co-requisites: PFNP 814, PFNP 815, PFNP 826, PFNP 827, PFNP 833. Credit 2 (0-2).
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).
850 PFNP. Psychiatric Family Nurse Practitioner Clinical Practicum. The practicum experience is a conjoint student-faculty endeavor that allows for further development of the advanced practice role of the psychiatric family nurse practitioner in a psychiatric/primary care clinical area. The practicum focuses on development of advanced practice skills necessary for implementation of the role under the guidance and direction of an experienced practitioner. The nursing practice setting selected provides opportunity for enhancing expertise in provision of psychotherapeutic and primary care and provide a climate for role integration. Students are expected to implement individual, group, and family therapy as appropriate. Opportunities are available to implement individual, systems, and /or mental health consultation. The clinical experience focuses upon application and evaluation of skills required for advanced practice and provision of quality care. Synthesis of the role is actualized through study and practice in the clinical discipline. Pre or Co-requisites: PFNP 828, NSG 833. Credit 4 (0-4).
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 studentŐs 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 patientsŐ 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 patientsŐ 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 patientsŐ 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 (5-0).
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 studentŐs 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 studentŐs 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 studentŐs 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 studentŐs 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 studentŐs ability to achieve proficiency for obstetric, pediatric, neurosurgical, trauma, or cardiac surgical patients. Credit: 7 (0-7).
Nursing Advance Practice Selectives.
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 (2-2)
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 masterŐs 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 masterŐs 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 masterŐs 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 studentŐs 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 studentŐs 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 (2-2).
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).
COLLEGE
OF NURSING FACULTY LISTING
Lanny Coker, DNSc
Assistant Professor
Patricia Cowan, PhD
Assistant Professor
Patricia Cunningham, DNSc
Assistant Professor
Carolyn Graff, PhD
Assistant Professor and Assistant Dean for Student Affairs
Linda Hill, ND
Assistant Professor
Lynn Kirkland, DNSc
Assistant Professor
Leslie McKeon, PhD
Assistant Professor
Jill Detty Oswaks, DNSc
Assistant Professor
Susan Patton, DNSc
Assistant Professor
Muriel Rice, Ph.D.
Assistant Professor
Ann Cashion, PhD
Associate Professor
Margaret Hartig, PhD
Associate Professor
Carol Lockhart, PhD
Associate Professor
Cynthia Russell, PhD
Associate Professor and Assistant Dean for Distributive Programs
Mona Wicks, PhD
Associate Professor
Rebecca Winsett, PhD
Associate Professor
Donna Hathaway, PhD
Dean and Professor
Virginia Betts, JD
Professor
Kay Engelhardt, PhD
Professor
Veronica Engle, PhD
Professor
Dianne Greenhill, EdD
Professor
Susan Jacob, PhD
Professor
Sheila Melander, DSN
Professor
Sarah Mynatt, EdD
Professor
Jim Pruett, PhD
Professor
Cheryl Stegbauer, PhD
Professor and Associate Dean for Academic Programs
Craig Stotts, DrPH
Professor
Carol Thompson, PhD
Professor
Peggy Veeser, EdD
Professor and Director
Michael Carter, DNSc
University Distinguished Professor
Last Updated:
6/24/04