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 focuses on the role transition to professional nurse as provider of care, manager of care, and member of the profession. The students will explore the history of nursing and how society views the nursing profession. Ethical and legal principles guiding the nursing profession are introduced. The concepts of the Neuman Systems Model as a conceptual framework of nursing practice are investigated. (3 credits) 

• Examine the evolution of professional nursing practice.
• Identify the role of the professional nurse within the global healthcare delivery system.
• Describe the impact historic nursing leaders have on the practice of nursing today.
• Discuss the role of the professional nurse in implementing the Neuman Systems Model in delivering nursing care.
• Summarize the role expectations of the professional nurse.
• Examine the ethical and legal principles guiding professional nursing practice.
• Identify evidence-based guidelines for professional nursing practice.

This course focuses on health assessment skills emphasizing data collection among the five variables of Neuman’s Systems Model. Students will be expected to utilize 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 prevention/interventions to attain, maintain, or retain lines of defense in these clients.  (3 credits)

• Conduct a complete client health history interview.
• Perform a comprehensive holistic client health assessment addressing the developmental stage, educational level and culture of a client.
• Correlate abnormal assessment findings to a health concern in a specific body system.
• Formulate appropriate primary, secondary and tertiary nursing interventions for an identified health concern in the client system based on evidence-based practice guidelines.
• Document the findings of the holistic client assessment in a clear, concise manner.
• Communicate pertinent findings to other members of the interdisciplinary health care team
• Incorporate evidence-based practice guidelines and current nursing research based on scientific principles when conducting an organized comprehensive assessment of the client system.

This course emphasizes the physiological variable and incorporates the psychological, sociocultural, spiritual and developmental variables included in the Neuman's Systems Model. The student will integrate and apply pathophysiological concepts to client care in the development of primary, secondary, and tertiary interventions to attain, maintain and retain the health state. The focus will be on maintaining lines of defense and stressors that penetrate the lines of resistance that cause instability in the client system. Contemporary trends, legal and ethical issues and health promotion concepts pertaining to pathophysiological stressors will be explored. (3 credits)

• 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.
• Synthesize knowledge from nursing and other disciplines in developing primary, secondary and tertiary interventions for culturally diverse individuals.
• Evaluate nursing research using physiological measurements as a basis for evidenced-based practice.
• Enhance professional nursing practice in the roles of advocate, provider, teacher, manager, researcher and leader in the application of pathophysiological principles to nursing care.
• Use nursing theory and biological science theory as a basis for understanding the impact of physiological stressors on the lines of defense and 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 role in predicting the legal/ethical socioeconomic and political implications of various pathophysiological disorders.
• Identify contemporary nursing trends for the treatment of pathophysiological disorders.
• Identify health promotion/disease prevention strategies for selected pathophysiological disorders.

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 introduces biostatistical methodology and applications that can be used to draw practical conclusions regarding empirical data pertaining to nursing and patient care. Concepts, techniques, and methods used in the description and analysis of data and statistical inference are presented. Statistical topics studied include frequency distributions, measures of central tendency (descriptive statistics), statistical graphs and charts, binomial and normal distributions, probability, confidence intervals, ANOVA, hypothesis testing and correlation. (3 credits)

• Analyze data sets using graphs and numerical summaries.
• Select the appropriate measures to use for a particular data set relevant to nursing.
• Differentiate between Type I and Type II errors.
• Apply inferential statistical techniques to decision-making in nursing care.
• Use statistical reasoning to formulate nursing questions in quantitative terms.
• Use probability models to describe the trends and random variation in nursing data sets.

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 practice situations.
• Discuss the impact of organizational culture, mission and philosophy as it relates to the nursing leadership role.
• Formulate strategies to address political, cultural, legal and ethical issues facing nurse leaders within the current health care system.
• Utilize effective communication skills to influence the behaviors of others.
• Implement strategies to motivate others in adapting to changing situations in the health care environment.
• Utilize evidence-based practice in decision making in the role of nurse leader.
• Role model professional behaviors as nurse leaders.
•  Design strategies to enhance the development of self as leader.

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)  

• Demonstrate fiscal responsibility and accountability in the role of the professional nurse.
• Incorporated evidence-based practice in decision making to improve financial viability and cost management of the health care environment.
• Examine the professional nurse role related to financial management, fiscal responsibility, and other economic issues impacting the current health care system.
• Analyze the ways various health care delivery systems meet the needs of diverse clients.
• Identify the nurses’ role in promoting human resource management.
• Synthesize knowledge from nursing, business, and other disciplines to promote financial stability and responsibility.
• Develop an evidence-based business proposal incorporating interdisciplinary collaboration and fiscal responsibility.

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. (4 credits: 3-didactic/1 practicum)

• 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.