Nova Southeastern University

This course is a survey course of human physiology including functional anatomy. This course will be presented using an organ system approach and will cover cellular physiology, cardiovascular, renal, respiratory, gastrointestinal, endocrine, reproductive and nervous systems. The course emphasizes the correlation between anatomical structure and function, clinical application, and usage of correct anatomical terminology. Topics include cellular anatomy with an emphasis placed on the structural organization of the integument, musculoskeletal, cardiovascular, respiratory, digestive, renal, reproductive, and nervous systems. Students apply these concepts in the anatomy laboratory setting using resources such as cadaver dissection, radiographs, MRI, CT scans.(4 credit hours: 3 didactic/1 lab)

• Articulate the importance of cell structure, metabolism and dynamics for systemic human physiology.
• Describe and classify the basic categories of human tissue.  Students should be able to characterize epithelia and discuss general integumentary physiology.
• Explain the structure, energetics, mechanism of contraction, and contractile characteristics of skeletal, smooth and cardiac muscle at both the cellular and tissue levels.
• Explain the anatomy and physiological importance of cardiovascular perfusion, cardiovascular innervation, regulation, hemodynamics/cardiac cycle and capillary exchange.
• Describe the composition and function of blood and stages of hemostasis; describe general lymphatic anatomy, and understand the fundamentals of immune function.
• Detail the anatomy of the respiratory system, the physiology of ventilation, arterialization, alveolar exchange, and gas transport.
• Delineate the anatomy and function of the human nervous system at the cellular and systemic levels including neurotransmission, basic cerebral anatomy; and basic motor, sensory, autonomic and reflex pathways in the CNS and peripheral nervous system.
• Describe the anatomy and primary functions of the kidneys and the essential stages in the formation, filtration, secretion and reabsorption of urine.
• Explain the contribution of the endocrine system to the maintenance of systemic homeostasis, including endocrine signaling, hypothalamic-pituitary regulation and the major endocrine systems (e.g. adrenal, thyroid, pancreatic, etc.).
• Understand the principals of reproductive system anatomy and physiology, the genetic and endocrine bases of sex differentiation and the neuroendocrine regulation of sexual development.
• Explain the essentials of gastrointestinal motility, secretion, absorption and digestion.

This course is designed to assist the adult learner make the transition to the university setting and the role of the nursing student. During this course, students will be introduced to skills that facilitate success in achieving their educational goals at NSU. Opportunities for writing and library searches will be provided. Use of technology as a tool for learning and time management are additional skills that will be emphasized. This class will involve active participation in cooperative group activities as well as individualized activities. (3 credits)

• Discuss the role of the nursing student in the university setting
• Demonstrate the ability to write a scholarly paper that meets the APA guidelines.
• Identify tools used by professional nurses to access guidelines for evidence-based practice.
• Identify a system for prioritizing the responsibilities of a nursing student.
• Apply technology tools to enhance learning, increase productivity, and promote creativity.
• Discuss the techniques by which nurses may educate clients and colleagues.

This course introduces the student to the roles of the professional nurse including provider of care, manager of care, advocate, teacher, researcher, leader and member of the profession. The history of nursing and how society views the nursing profession are discussed. The student is introduced to the concepts of the Neuman's Systems Model as a theory of practice, as well as ethical and legal principles, medical terminology, socio-cultural concepts, and political principles guiding the profession. (3 credit hours: 3 didactic/0 clinical)

• Explain the social, political, and economic factors that influenced the rise of professional nursing in the United States.
• Describe the influence of historic nursing leaders of the development of the nursing profession in the United States.
• Discuss the concepts of professional nursing practice as an art and a science using the Neuman's Systems Model.
• Explain the concepts of professionalism, responsibility and accountability of the nurse as an advocate, provider, teacher, manager, researcher, and leader with individuals, families, groups, and communities.
• Differentiate between scope and standards of professional nursing practice.
• Discuss the importance of ethics in today's culturally diverse health care environment.
• Describe the concept of collaboration in the evolving role of the professional nurse as a member of the interdisciplinary team in today's health care delivery system.
• Discuss the significance of professional organizations to the professional nurse.
• Identify basic abbreviations in medical terminology that the professional nurse utilizes in practice today.
• Discuss the impact that changes in the health care system will have on the future practice of nursing.

This course introduces the entry level student to the culture and practice of nursing. It examines the holistic concepts of individuals, environment, health and nursing. It focuses on system variables of an individual including the physiological, psychological, social, cultural, cognitive and spiritual domains. The important themes of primary, secondary, and tertiary prevention-as-intervention modalities; the client system's reaction to interpersonal, intrapersonal and extrapersonal stressors; and critical thinking are integrated throughout the course to prepare the students for practice. Students are introduced to health promotion, the legal and ethical issues, and contemporary trends in health care that impact nursing practice. The course provides fundamental nursing concepts, skills and techniques of nursing practice and a firm foundation for more advanced areas of study.
(6 credits: 3 didactic/3 clinical)

• Describe ways in which the Neuman Systems Model may be used in Identifying client needs in the delivery of nursing care at all levels.
• Relate the five variables of NSM affecting the client responses to intrapersonal, interpersonal and extrapersonal stressors.
• Relate the importance of identification of stressors to the five variables as prevention/interventions for attaining, maintaining and /or retaining the lines of defense and the lines of resistance.
• Discuss the concepts of providing nursing care and the relationship to the five variables of the Neuman Systems model.
• Identify the concepts of providing nursing care as primary, secondary and tertiary preventions/interventions.
• Discuss the practices of infection control in developing primary, secondary and tertiary prevention/interventions.
• Discuss the principles of client safety in developing primary, secondary and tertiary prevention/interventions.
• Identify the components of effective communication when working with culturally diverse clients and their families and other members of the health care team.
• Identify the position of the client and their families, the client responses to stressors and the prevention interventions used in health promotion and maintaining client stability.
• Compare the components of the nursing process to the Neuman Systems Model.
• Apply critical thinking skills in the development of primary, secondary and tertiary prevention/interventions for selected clients.
• Apply the concepts of evidence based practice when performing nursing prevention/interventions for selected clients.
• Demonstrate responsibility and accountability for his/own nursing practice.
• Apply the legal and ethical principles guiding nursing practice in the delivery of care to selected clients.
• Develop a concept map utilizing the Neuman Systems Model as a format for meeting the needs of selected clients.
• Demonstrate the critical elements of primary, secondary and tertiary prevention/interventions in the delivery of nursing care to selected clients.

This course introduces beginning students to the foundational health assessment skills emphasizing data collection among the five variables of Neuman's Systems Model. Students will be expected to utilize beginning assessment skills in identifying pertinent data as it relates to physiological, psychological, sociocultural, spiritual and developmental variables. Students will use this data to identify stressors in assigned clients and develop appropriate primary, secondary and tertiary nursing preventions/interventions to attain, maintain or retain lines of defense with an emphasis on health promotion for these clients. Contemporary trends in nursing practice and legal and ethical issues pertaining to health assessment will be introduced.

• Conduct a client interview addressing the five variables identified in the Neuman Systems Model.
• Explain the concepts of Neuman's Systems Model that promote a therapeutic relationship when performing a health assessment on the client system.
• Document the findings of the holistic client assessment in a clear, concise manner.
• Identify scientific principles when conducting an organized comprehensive assessment of the client system.
• Apply basic clinical skills and knowledge to maintain a safe environment during a holistic assessment of body systems.

This course introduces the student to concepts of pathophysiology - emphasizing the physiological variable - and incorporates the psychological, sociocultural, spiritual and developmental variables included in the Neuman's Systems Model. The student will begin to integrate and apply pathophysiological concepts to client care. The focus will be on stressors that penetrate the lines of resistance and cause instability in the client system. Contemporary trends, legal and ethical issues, and health promotion concepts pertaining to pathophysiological stressors will be introduced. (3 credit hours: 3 didactic/0 lab/clinical)

• Assume individual responsibility and accountability in the role of provider of care and manager of care in the application of pathophysiological mechanisms of disease to client care.
• Enhance professional nursing practice in the roles of advocate, provider, teacher, in the application of pathophysiological principles to nursing care.
• Use nursing theory, concepts and biological science theory as a basis for understanding the impact of physiological stressors on the lines of defense and lines of resistance.
• Facilitate health care delivery to clients of diverse cultures utilizing effective communication, problem solving, and collaboration through application of physiological concepts.
• Evaluate the professional nurse's role in predicting the legal/ethical socioeconomic and political implications of various pathophysiological disorders.
• Identify health promotion/disease prevention strategies for selected pathophysiological disorders.
• Evaluate nursing research using physiological measurements as a basis for evidence-based practice.
• Identify contemporary trends in nursing practice for the treatment of pathophysiological disorders.

This course introduces the entry-level nursing student to problem solving and critical thinking strategies needed for safe decision making in the delivery of nursing care. Using patient scenarios and/or case studies, students will apply the nursing process to determine nursing care necessary for safe practice. (1 credit: 1 didactic/ 0 clinical)

• Apply the RACE model to critical thinking.
• Determine key information from a presented patient care scenario.
• Review pertinent information to determine possible solutions for delivery of safe nursing care.
• Employ critical thinking skills when solving patient care scenarios.

This course integrates nursing theory and practice using the nursing process and the Neuman Systems Model to promote health restoration and preservation after penetration of the lines of resistance. The focus is on adults and older adults experiencing medical surgical stressors affecting physiological, psychological, sociocultural, spiritual and developmental stability. Contemporary trends, legal and ethical issues, and health promotion will be discussed. Topics covered include adult development and illness, perioperative nursing, and care of adults experiencing stressors of selected body systems. This course will include both a clinical and didactic component. (6 credits: 3 didactic/3 clinical)

• Examine selected alterations in immune, gastrointestinal, endocrine, renal, integumentary and hematological functions.
• Apply pathophysiological and pharmacological knowledge in caring for persons with selected alterations in immune, gastrointestinal, endocrine, renal, integumentary, hematological functions.
• Demonstrate assessment skills which focus on priority health needs of adults with selected alterations in immune, gastrointestinal, endocrine, renal, integumentary, hematological functions.
• Implement safe, appropriate theoretical and/or research based nursing health preventions/interventions for persons with selected alterations in immune, gastrointestinal, endocrine, renal, integumentary and hematological functions.
• Demonstrate the ability to plan, organize, evaluate, and modify identified health preventions/interventions for persons with selected alterations in immune, gastrointestinal, endocrine, renal, integumentary and hematological functions.
• Use effective communication skills in providing appropriate health preventions/interventions to persons with selected alterations in immune, gastrointestinal, endocrine, renal, integumentary and hematological functions.
• Coordinate care with other health care providers involved in the multi-disciplinary team to implement appropriate health preventions/interventions for individuals with selected alterations in immune, gastrointestinal, endocrine, renal, integumentary and hematological functions.
• Synthesize data from clinical information sources and literature to formulate an appropriate health preventions/interventions plan of care for individuals with alterations in immune, gastrointestinal, endocrine, renal, integumentary and hematological functions.
• Implement culturally competent health preventions/interventions for persons from differing cultures with alterations in immune, gastrointestinal, endocrine, renal, integumentary and hematological functions.
• Identify selected ethical and economic issues related to nursing care of adults with selected alterations in immune, gastrointestinal, endocrine, renal, integumentary functions and hematological functions.
• Apply legal and ethical principles and professional standards in provision and evaluation of own nursing care of adults with selected alterations in immune, gastrointestinal, endocrine, renal, integumentary and hematological functions.
• Recognize developmental and gender differences in health care prevention/intervention needs of adults with selected alterations in immune, gastrointestinal, endocrine, renal, integumentary and hematological functions.

This course focuses on the basic principles of pharmacology and therapeutics necessary for nursing practice throughout the lifespan. Concepts of drug efficacy, pharmacokinetics, mechanism of action and drug interaction will be examined as they apply to primary, secondary, and tertiary prevention to assist clients to retain, attain or maintain optimal system stability. Contemporary trends in administration and delivery of pharmacological therapies will be addressed. Emphasis will be placed on the pharmacological action of drugs on specific organ systems. (3 credit hours: 3 didactic/0 lab/clinical)

• Explain the pharmacokinetics and pharmacodynamics of specific categories of drugs.
• Assume individual responsibility and accountability in the role of provider of care and manager of care in the administration of pharmacological treatments.
• Apply pharmacological knowledge in caring for clients with alterations in health and wellness with respect to the five variables of Neuman's Systems Model.
• Identify safe, appropriate nursing pharmacological preventions/interventions for clients with respect to the five variables of Neuman's Systems Model.
• Explain the relationship between intrapersonal, interpersonal and extrapersonal stressors, pharmacological agents and the responsibilities of the nurse as manager and coordinator of client care.
• Analyze the body's responses in terms of the lines of resistance and lines of defense to specific categories of drugs commonly administered to clients with respect to the five variables of Neuman's Systems Model,
• Evaluate nursing research on pharmacological treatments as a basis for evidenced-based practice.
• Apply legal and ethical principles and professional standards in provision and evaluation of nursing pharmacological preventions/interventions with respect to the five variables of Neuman's Systems Model.
• Formulate a teaching/health promotion plan based the pharmacological needs of a client with respect to the five variables of Neuman's Systems Model.

This course applies basic principles of pharmacology and therapeutics necessary for nursing practice throughout the lifespan to specific client disorders. Concepts of drug efficacy, pharmacokinetics, mechanism of action and drug interaction will be examined as they apply to primary, secondary and tertiary prevention to assist clients to retain, attain or maintain optimal system stability. Contemporary trends in administration and delivery of pharmacological therapies will be addressed. Emphasis will be placed on the pharmacological action of drugs on specific organ systems. Medications used in the treatment of cardiovascular, respiratory, neurological, and musculoskeletal disorders will be explored. (2 credits: 2 didactic/0 clinical)

• Explain the pharmacokinetics and pharmacodynamics of specific categories of drugs.
• Assume individual responsibility and accountability in the role of provider of care and manager of care in the administration of pharmacological treatments.
• Apply pharmacological knowledge in caring for clients with alterations in health and wellness with respect to the five variables of Neuman's Systems Model.
• Identify safe, appropriate nursing pharmacological preventions/interventions for clients with respect to the five variables of Neuman's Systems Model.
• Explain the relationship between intrapersonal, interpersonal and extrapersonal stressors, pharmacological agents and the responsibilities of the nurse as manager and coordinator of client care.
• Analyze the body's responses in terms of the lines of resistance and lines of defense to specific categories of drugs commonly administered to clients with respect to the five variables of Neuman's Systems Model,
• Evaluate nursing research on pharmacological treatments as a basis for evidenced-based practice.
• Apply legal and ethical principles and professional standards in provision and evaluation of nursing pharmacological preventions/interventions with respect to the five variables of Neuman's Systems Model.
• Formulate a teaching/health promotion plan based the pharmacological needs of a client with respect to the five variables of Neuman's Systems Model.

This course integrates nursing theory and practice using the nursing process and the Neuman Systems Model to promote health restoration and preservation after penetration of the lines of resistance. The focus is on adults and older adults experiencing medical surgical stressors affecting physiological, psychological, sociocultural, spiritual, and developmental stability. Contemporary trends, legal and ethical issues, and health promotion will be discussed. Topics covered include physiological, psychological, spiritual and developmental responses to complex stressors of selected body systems. This course will include both a clinical and didactic component. (6 credits: 3 didactic/3 clinical)

• Examine selected alterations in musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural and neurological functions oncological disorders.
• Apply pathophysiological and pharmacological knowledge in caring for persons with selected alterations in musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural and neurological functions and oncological disorders.
• Demonstrate assessment skills which focus on priority health needs of adults with selected alterations in musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural and neurological functions and oncological disorders.
• Implement safe, appropriate theoretical and/or research based nursing health preventions/interventions for persons with selected alterations in musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural and neurological function oncological and disorders.
• Demonstrate the ability to plan, organize, evaluate, and modify identified health preventions/interventions for persons with selected alterations in musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural and neurological functions and oncological disorders.
• Use effective communication skills in providing appropriate health preventions/interventions to persons with selected alterations in musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural and neurological functions and oncological disorders.
• Coordinate care with other health care providers involved in the multi-disciplinary team to implement appropriate health preventions/interventions for musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural and neurological functions and oncological disorders.
• Synthesize data from clinical information sources and literature to formulate an appropriate health preventions/interventions plan of care for individuals with alterations in musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural and neurological functions and oncological disorders.
• Implement culturally competent health preventions/interventions for persons from differing cultures with alterations in immune, gastrointestinal, endocrine, renal, integumentary and hematological functions and oncological disorders.
• Identify selected ethical and economic issues related to nursing care of adults with selected alterations in musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural and neurological functions and oncological disorders.
• Apply legal and ethical principles and professional standards in provision and evaluation of own nursing care of adults with selected alterations musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural and neurological functions and oncological disorders.
• Recognize developmental and gender differences in health care prevention/intervention needs of adults with selected alterations in musculoskeletal, respiratory, cardiovascular, peripheral vascular, sensorineural neurological functions and oncological disorders.

This course builds upon previously learned mathematical skills needed to calculate pharmacological dosages for medication administration in the clinical setting. Students are taught dimensional analysis as the appropriate problem solving method to ensure safe medication administration to clients. Concepts included in this course include accurate calculation of oral and parenteral dosages and intravenous drip rates. (2 credits: 2 didactic/0 clinical)

• Applies mathematical concepts in medication calculation.
• Utilizes dimensional analysis to calculate oral and parenteral medication dosages and intravenous drip rates.
• Correctly interprets information from a medication label in calculating appropriate medication dosages.

This course focuses on the acquisition, evaluation, use, and interpretation of information designed to link Neuman's Systems Model as a foundation for nursing practice. Selected behavioral, social, and physical science theories impacting nursing practice will be explored as a basis for understanding self and others as individuals, families, groups and communities. Contemporary trends in theory development will be introduced. (3 credits)

• Relate concepts of nursing science and nursing philosophy to theory development in nursing.
• Apply selected nursing, sociological, behavioral, biomedical, learning, health promotion, and family theories in developing nursing interventions.
• Apply concepts from selected nursing, sociological, behavioral, biomedical, learning, health promotion, and family theories in assessing the nursing roles of advocate, provider, teacher, manager, researcher, and teacher.
• Analyze the relationship of selected nursing, sociological, behavioral, biomedical, learning, health promotion, and family theories in evidence-based practices in nursing.
• Justify the selection of nursing, sociological, behavioral, biomedical, learning, health promotion, and family theories used as a foundation in planning primary, secondary, and tertiary nursing interventions for culturally diverse individuals, families, groups, or populations.

This course integrates nursing theory and evidence-based practice using the nursing process and Neuman's Systems Model to provide primary, secondary and tertiary prevention/intervention to women, children and families with emphasis on child-bearing and family-centered developmentally supportive care in a variety of settings. Students will develop and implement nursing care for the pregnant individual, children, and families synthesizing theoretical and empirical knowledge of the arts, sciences, humanities, and nursing discipline while recognizing the influences of historical, ethical, technical, and legal aspects of nursing's current and evolving practice. Contemporary trends in family and women's health will be discussed. The legal and ethical issues pertaining to women, children and families will be explored. This course will include both a clinical and didactic component. (5 credits: 3 didactic/2 clinical)

• Adapt communication skills to interact with children, childbearing and childrearing families within the community that are in need of complex health care.
• Utilize critical thinking to make decisions based on evidence-based practice to facilitate the care of children, childbearing and childrearing families experiencing intrapersonal, interpersonal and extrapersonal stressors to the five variables of Neuman’s System Model.
• Integrate nursing knowledge and concepts from the arts, the sciences, and humanities in assisting children, childbearing and childrearing families to attain, maintain or retain optimal levels of wellness.
• Adapt assessment skills to determine the physiological, psychological, sociocultural, spiritual and developmental needs of members of the childbearing and childrearing families.
• Identify physiological effects of high risk pregnancy and birth on the client and families and their impact on the psychological, sociocultural, spiritual and developmental variables.
• Identify and discuss selected health deviations of the childbearing cycle and the adolescent, mature and substance abuser client.
• Adapt clinical skills, based on sound rationale and evidence-based practice to meet the identified needs of the members of the childbearing, childrearing families and children experiencing intrapersonal, interpersonal and extrapersonal stressors.
• Demonstrate the ability to be a provider of care, manager of care and client advocate when working with high risk children and childrearing families experiencing intrapersonal, interpersonal and extrapersonal stressors.
• Using Neuman’s Systems Model to notify primary, secondary and tertiary prevention/interventions to meet educational needs of children and childrearing families experiencing intrapersonal, interpersonal and extrapersonal stressors.
• Utilize evidence-based practice and approved standards of care in providing competent nursing prevention/interventions for all members of the childbearing and childrearing families.
• Demonstrate the ability to plan, organize, modify and evaluate identified health prevention/interventions for all the members of childbearing and childrearing families experiencing intrapersonal, interpersonal and extrapersonal stressors.
• Communicate and coordinate care with other health care providers involved in the multidisciplinary team to implement appropriate health prevention/interventions for all members of the childrearing and childbearing families.
• Display knowledgeable caring behaviors when working with all the members of childbearing and childrearing families experiencing intrapersonal, interpersonal and extrapersonal stressors.
• Implement culturally competent health preventions/interventions for all members of the childbearing and childrearing families experiencing intrapersonal, interpersonal and extrapersonal stressors.
• Identify selected ethical, economic and social justice issues related to nursing care of the members of childrearing and childbearing families experiencing intrapersonal, interpersonal and extrapersonal stressors.
• Apply legal and ethical principles and professional standards in provision and the evaluation of own nursing care of children and members of childbearing and childrearing families experiencing intrapersonal, interpersonal and extrapersonal stressors.

Introduces concepts of critical analysis and outcomes research. Students will analyze the scientific merit of quantitative and qualitative research reports with an emphasis on application to and implication for evidence based nursing practice in as it relates to primary, secondary and tertiary preventions. (3 credits)

• Discuss the importance of nursing research for the professional nurse in the role of provider of care, manager of care, and member of the profession.
• Explore potential research problems pertinent to cultural diverse individuals, families, groups and communities in a variety of settings.
• Recognize research designs for both qualitative and quantitative research.
• Evaluate the professional nurse's role in the critiquing of research as it relates to situations impacting the current health care environment.
• Identify nursing research, which could be used to support EBP and enhance the professional nursing practice roles of advocate, provider, teacher, manager, researcher, and leader.
• Identify potential conflicts between ethics and research.
• Explore areas of research collaboration with other health care disciplines.

This course explores contemporary trends in health care delivery system and professional nursing practice. Students will integrate knowledge from previous courses further exploring health care system quality and safety, evidenced-based practice, technology, informatics, and the nurse's role in today's healthcare delivery system. This course examines the relationships between quality of care, cost of care, and safety as well as the regulatory effects on patient care and cost. Students will develop skills to address relevant issues within today's health care delivery system. Trends in healthcare informatics are explored and the effects of nursing informatics on communication and safety will be analyzed. (3 credits)

• Analyze historical, social, and political trends impacting the nursing profession and the contemporary healthcare delivery system.
• Identify forces driving change in the contemporary healthcare environment.
• Examine factors contributing to medical errors and evidence-based methods for the prevention of medical errors.
• Value the need for evidence-based practice and continuous improvement in clinical practice.
• Explain the importance of quality improvement to the nurse, patient, organization, and healthcare delivery system.
• Analyze the effects of communication on patient-centered care, interdisciplinary collaboration, and safety.
• Explain the use of technology to enhance and promote safe patient care, educate patients and consumers, evaluate healthcare delivery, and enhance the nurse's knowledge base.
• Promote the role of the nurse in the contemporary healthcare environment.

This course applies nursing theory and evidence-based practice using physiological, psychological, sociocultural, spiritual and developmental theories to develop primary, secondary and tertiary interventions to attain and maintain optimal mental health across the life span. The focus is on designing nursing strategies that support the flexible lines of defense and strengthen the lines of resistance reducing symptomatology following a reaction to stressors. Contemporary trends in treatment and mental health promotion will be emphasized. The legal and ethical issues pertaining to intrapersonal, interpersonal, and extrapersonal stressors of the psychological variable will be discussed. Students will also reflect on their own behaviors and methods of communication. This course will include both a clinical and didactic component . (4 credits: 3 didactic/1 clinical)

• Examine selected alterations in mental health functioning.
• Apply psychopathological and pharmacological knowledge in caring for persons with selected alterations in mental health functioning.
• Demonstrate assessment skills which focus on priority health needs of children and adults with selected alterations in mental health functioning.
• Implement safe, appropriate theoretical and/or research based nursing health preventions/interventions for persons with selected alterations in mental health functioning.
• Demonstrate the ability to plan, organize, evaluate, and modify identified health preventions/interventions for persons with selected alterations in mental health functioning.
• Use effective communication skills in providing appropriate health  preventions/interventions to persons with selected alterations in mental health functioning.
• Incorporate ethical, moral, and legal values related to professional nursing roles designed to meet current and emerging health needs to persons with selected alterations in mental health functioning.
• Demonstrates (verbally and in writing) the willingness to evaluate own thoughts, feelings, strengths, and limitations as they relate to providing care to persons with selected alterations in mental health functioning.

This course provides the foundation for developing and using Neuman's Systems Model in planning and implementing primary, secondary and tertiary levels of prevention for at-risk aggregates and communities. It focuses on the process of conceptualizing individuals, families, groups and communities within their environments. Students will learn to facilitate health care delivery to aggregates in communities of diverse cultures using effective communication, negotiation, problem solving skills, and collaboration with the interdisciplinary health care team and members of the community. Students will demonstrate an ability to evaluate health and wellness within primary, secondary, and tertiary levels of prevention utilizing Neuman's System Model and principles of evidence-based practice. Contemporary trends in community-based nursing practice will be discussed. Students will also examine the economic, sociocultural, legal and ethical influences on community-based nursing practice. (6 credits: 3 didactic/3 clinical)

Synthesize knowledge from previous nursing courses, concepts of epidemiology, and biostatistics in the assessment, planning and management of disease and the development of health promotion, risk reduction and disease prevention interventions.

• Apply knowledge of environmental health, global health and human diversity issues in assessing the public health of a community.
• Evaluate the impact of public policy and budget considerations in the planning and development health promotion and disease prevention interventions.
• Facilitate health care delivery to clients, aggregates and populations utilizing effective communication, problem solving, and collaboration and conflict resolution strategies.

This course will focus on providing students with a fundamental understanding of human genetics and its role in pathophysiology, diagnosis and management of disease. Students will be introduced to basic concepts in human genetics that contribute to an understanding of nursing or related health care problems, as well as apply knowledge of inheritance and immunogenetics in predicting the possible effect of genetics on disease processes. This course will also discuss the ethical, social, political and economic impact of selected genetic diseases, DNA-based genetic diagnosis, and gene therapy. (2 credits)

• Discuss the impact genetics and genomics related issues have on nursing research.
• Explain the mechanisms of genetic transmission.
• Recognize the importance of family history and genetic pedigree as necessary nursing assessment tools.
• Identify ways that nurses can assist individuals, families, groups and communities in risk assessment for genetic disorders.
• Formulate a teaching plan for individuals, families, groups and communities with identified risk factors for the development of a genetically transmitted disorder.

This theory-based nursing course is designed to assist the nursing student in focusing on basic concepts that relate to leadership; management; and working with individuals, families, groups, and communities in providing nursing care. Using Neuman's Systems Model, students will view the collective staff as a client system and assess the intrapersonal, interpersonal and extrapersonal stressors that may impact the functioning of the nursing unit. The legal and ethical issues regarding delegation, risk management, and client care will be discussed. Contemporary trends in leadership and management theories will be explored. (3 credits)

• Apply selected leadership and management theories to nursing administration situations involving individuals, families groups and communities.
• Identify legal and ethical issues affecting nurse leaders and managers within the current health care system.
• Utilize appropriate communication skills as a nurse leader and manager with individuals, families, groups and communities.
• Design strategies to motivate staff in adapting to changing situations in the health care environment.
• Discuss the impact of organizational culture, mission and philosophy on the nurse manager.
• Outline methods to assist staff with time management techniques when working with individuals, families, groups and communities.
• Explain the nurse manager's role in recruiting and selecting staff, staff development education, enhancing employee performance, conducting performance appraisals, absenteeism and turnover, and collective bargaining.
• Explain the nurse manager's role in quality improvement and risk management and conflict management.
• Identify ways in which a nurse manager can foster an environment for nursing research

This course integrates nursing theory and practice based on the Neuman's Systems Model with an emphasis on secondary and tertiary intervention. The focus is on adults and older adults experiencing acute and chronic multisystem stressors affecting physiological, psychological, sociocultural, spiritual and developmental stability. Students will apply previously learned theoretical concepts and critical care skills in complex settings. Contemporary trends, legal and ethical issues, and health promotion will be emphasized as it pertains to the care of clients with multiple needs. This course will include both a clinical and didactic component. (5 credits: 3 didactic/2 clinical)

• Examine selected alterations in all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Apply pathophysiological and pharmacological knowledge in caring for persons with selected alterations all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Demonstrate assessment skills which focus on priority health needs of adults with selected alterations in all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Implement safe, appropriate theoretical and/or research based nursing health preventions/interventions for persons with selected alterations in all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Demonstrate the ability to plan, organize, evaluate, and modify identified health preventions/interventions for persons with selected alterations all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Use effective communication skills in providing appropriate health preventions/interventions to persons with selected alterations in all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Coordinate care with other health care providers involved in the multi-disciplinary team to implement appropriate health preventions/interventions for individuals with selected alterations in all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Synthesize data from clinical information sources and literature to formulate an appropriate health preventions/interventions plan of care for individuals with alterations in all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Implement culturally competent health preventions/interventions for persons from differing cultures with alterations in all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Identify selected ethical and economic issues related to nursing care of adults with selected alterations in all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Apply legal and ethical principles and professional standards in provision and evaluation of own nursing care of adults with selected alterations in all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.
• Recognize developmental and gender differences in health care prevention/intervention needs of adults with selected alterations all physiologic systems requiring complex secondary and tertiary nursing prevention/interventions.

This Web-enhanced course examines the financial environment of the health services industry and how it affects today's nurse manager role. Students examine the principles of financial accounting and budgeting. This course presents the concepts of cost and revenue, basic vocabulary, processes, functions and reports commonly seen in health care environments, including types of budgets; considerations for and the utilization of human and material resources. (3 credits)

• Assume fiscal responsibility and accountability in the role of the professional nurse as provider of care, manager of care, and member of the profession.
• Evaluate literature and research for improving financial viability and cost management of the health care environment.
• Evaluate the professional nurse role related to the financial management, fiscal responsibility, and other economic issues impacting the current health care system.
• Facilitate health care delivery to diverse clients utilizing sound fiscal and financial management strategies that include collaboration with members of various institutional departments.
• Enhance professional nursing fiscal responsibility acting the role advocate, provider, teacher, mentor, manager, researcher, and leader.
• Synthesize knowledge from nursing, business, and other disciplines to promote financial stability and responsibility using primary, secondary, tertiary prevention.

This seminar/clinical capstone course synthesizes all previously learned knowledge, integrating the concepts of physiological, psychological, sociocultural, developmental, and spiritual variables as they pertain to client care. The student will focus on the synthesis and integration of complex concepts of nursing knowledge related to clinical practice and leadership and management skills. Within the seminar setting, students will apply Neuman's Systems model to identify client stressors and discuss ways to develop primary, secondary, and tertiary prevention/intervention strategies to attain, maintain and retain stability within client care systems. Students will apply leadership skills and client care management theories in delegating, supervising, and evaluating other members of the health care team. The student will work with a registered nurse preceptor and other members of the health care team. (6 credits: 2 didactic/4 clinical)

• Apply Neuman's Systems Model when planning and implementing care for a designated group of clients.
• Demonstrate an ability to set appropriate priorities in delegating and supervising team members.
• Utilize the nursing process when delegating and supervising team members.
• Evaluate documentation by team members.
• Utilize critical thinking in setting priorities for care in a complex client situation.
• Delegate appropriately to team members according to skill levels, agency policies and Nurse Practice Act regulations.
• Utilize appropriate communication skills as a nurse leader and manager with clients, families, co-workers, physicians, and other health team members.
• Design strategies to maintain open lines of communication and positive relationships with co-workers physicians, and other health team members.
• Demonstrate an ability to communicate effectively with health team members.
• Maintain a positive working relationship with other team members.
• Identify client learning needs.
• Implement and document client teaching.
• Utilize a multidisciplinary approach for implementing discharge planning and client teaching.
• Include family members and significant others in client teaching.
• Evaluate the effectiveness of the nursing team.
• Utilized evidence based practice in to monitor continuous quality improvement.
• Identify conflict when it occurs in the clinical setting.
• Utilize appropriate conflict management techniques as needed.
• Integrate content learned in all previously required nursing and non-nursing courses through review and analysis of selected client care situations