NUR 500\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Theoretical Foundations for Nursing Practice (3)
\n<\/b>Historical influences that have impacted upon the development of nursing are explored.\u00a0 Theory-based nursing is emphasized as learners discuss and critically reflect upon the relevance and significance of nursing as an art and science.\u00a0 Philosophical views of selected nurse theorists and their theories are critically examined for application to nursing practice, administration, and research.\u00a0 Nursing theory within the paradigm of people, health, nursing and environment are applied to the practice of nursing and promotion of health, research, moral reasoning, caring and standards of professional nursing.\u00a0 Personal philosophies of nursing are explored and drawn from these theories as learners critically reflect upon their personal values, ongoing learning and transforming practice in the advanced practice role of professional nursing.<\/p>\n
NUR 503\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Advanced Nursing, Health Policy, and the Health Care Systems (3)
\n<\/b>Students learn to evaluate and integrate power, management, and leadership theories in the implementation of advanced nursing practice for culturally diverse communities, families, and individuals within the health care delivery system.\u00a0 Essential tools to facilitate the development of strategies to impact on health care policies and quality management are discussed.\u00a0 The historical and current role of the caring and learned profession of nursing is explored.\u00a0 Trends in the macro system are critically evaluated for their political and social impact on health care delivery systems and the environment.\u00a0 Political implications and the action of the advanced practice nurse as clinician, educator, administrator, leader, manager, change agent, collaborator and consultant are analyzed and researched.\u00a0 The central focus is the development of advanced professional practice.<\/p>\n
NUR 512\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Integrative Therapies (3)
\n<\/b>Concepts of holistic nursing and integrative medicine as they apply to self-care and to client populations are critically examined.\u00a0 Principles of integrative medicine will be presented in comparison to traditional or complementary medical care.\u00a0 Treatment modalities will be introduced within the context of psychoneuroimmunology and quality of evidence available to the practitioner.\u00a0 Complementary and alternative therapies (CAM) will be investigated within the framework of evidence-based practice and care along the full continuum of prevention.<\/p>\n
NUR 513\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clinical Instruction and Evaluation (3)
\n<\/b>This course examines the roles and functions of the clinical nurse educator.\u00a0 This course provides a practical approach to clinical nursing instruction, including the teaching\/learning process with a focus on adult learning theory.\u00a0 Evidence-based teaching and evaluation methodologies and their application to the clinical experiences will be discussed, with emphasis on the process of educating a diverse nursing student body.\u00a0 Trends and issues that impact nursing and contemporary nursing education in clinical practice will be explored.<\/p>\n
NUR 514\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Health Assessment (2)
\n<\/b>Complete health assessment is explored through seminar discussion and laboratory practice.\u00a0 Content focuses on the acquisition of assessment skills of the healthy and ill individual.\u00a0 Prerequisite:\u00a0 Undergraduate health assessment course; registered nurse. (Note:\u00a0 this course will act as a refresher course for those registered nurses whose undergraduate health assessment course was greater than five years ago.)<\/p>\n
<\/b>NUR 522\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Financial Management for Nurses (3)
\n<\/b>Utilizing basic principles of health care economics for fiscal management and budgeting, the learner examines budgets and budgeting, reimbursement and regulations, strategic planning and monitoring, forecasting and decision-making, management information systems, and business plans.\u00a0 Utilization of these principles is then applied to the development of a patient service or organizational service financial plan and\/or budget.<\/p>\n
NUR 524\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Program Planning and Development (2)
\n<\/b>Program planning provides a concise, practical, critically reflective approach to planning, managing, and evaluating health programs within an acute or community based health care delivery system.\u00a0 A variety of theoretical and health system models are applied to program planning.\u00a0 The program planning process is presented with illustrations of how this process provides fiscally sound, sustainable change in a variety of practice and collaborative environments.<\/p>\n
NUR 526\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Legal and Regulatory Issues in Health Care (3)
\n<\/b>Legal\/regulatory issues that impact the advanced professional practice of nursing are examined.\u00a0 The origins of law and the judicial system are explored to appreciate the various legal aspects of the health care delivery system. These include, but are not limited to, state codes, nurse practice acts, licensure, disciplinary bodies, civil liability, malpractice, and other relevant areas, such as ethical codes and standards of practice on nursing and health care. Critical reflection on legal\/regulatory change and the integration of professional nursing standards are utilized to develop and enhance ongoing learning and professional development.<\/p>\n
NUR 531\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Family Theory (2)
\n<\/b>Family theories are explored using research from a multidisciplinary, caring, and culturally diverse approach.\u00a0 A variety of assessment techniques and instruments are introduced and applied to identify family health status, risks, and problems. A theoretical foundation in assessment and planning for family intervention is provided.<\/p>\n
NUR 532\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Educational Leadership (3) NUR 534\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Nurse Educator Role (3) <\/b>NUR 535\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Curriculum Development in Nursing Education (3) NUR 536 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Measurement and Assessment (3) <\/b>NUR 541\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Nursing Leadership Institute:\u00a0 Key Competencies in Long Term Care (3) NUR 542\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Advanced Leadership in Long Term Care NUR 545\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Instructional Methodologies and Design (3) NUR 555\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clinical Pharmacology (3) NUR 560\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Nursing Research Methods (3) NUR 566\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Advanced Health Assessment \u00a0(3) NUR 567\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Advanced Health Assessment Clinical (2) NUR 570\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clinical Pathophysiology (3) <\/b>NUR 572\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Family Health Promotion and Disease Prevention Across the Lifespan (3) NUR 574\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Adult Health Promotion and Disease Prevention (2) NUR 576\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Foundations for Gerontological Health Promotion & Disease Prevention (3) NUR 580\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Beginning Level Family Clinical (2) NUR 582\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Beginning Level Adult Clinical (2) NUR 584\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Beginning Level Gerontological Clinical (2) NUR 591\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Independent Study (Variable credit)<\/b><\/p>\n <\/b>NUR 608\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Health Care Systems Seminar (3) NUR 610\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Nursing Administration Seminar (3) NUR 611\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Nursing Administration Practicum (3) NUR 624\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Grant Proposal Seminar (3) NUR 626\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Thesis or Project (Variable 1-3) NUR 627\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Culminating Seminar for Nurse Administrators (2) NUR 634\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Adult Learning and Development (3) NUR 635\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluation Approaches in Nursing Education (3) NUR 645\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Culminating Internship for Nursing Education (6) <\/b>NUR 652\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Family Primary Health Care I (3) NUR 653\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Adult Primary Health Care I (2) NUR 654\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gerontological Primary Health Care I (3) NUR 658\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Women\u2019s Health Care (2) NUR 659\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gynecological Health Care of the Older Adult (2) NUR 661\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 CAS: Gerontological Health Promotion and Disease (1) <\/b>NUR 662\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 CAS: Gerontological Primary Health Care I (1) <\/b>NUR 663\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 CAS: Gerontological Primary Health Care II (1) <\/b>NUR 667\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gerontological Primary Health Care II (4) NUR 668\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Family Primary Health Care II (4) NUR 669\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Adult Primary Health Care II (3) NUR 670\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Intermediate Level Family Clinical (Variable 1-3) NUR 672\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Intermediate Level Adult Clinical (Variable 1-3) NUR 674\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Intermediate Level Gerontological\u00a0 Clinical (Variable 1-3) NUR 680\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Advanced Level Family Clinical (Variable 1-4) NUR 682\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Advanced Level Adult Clinical (Variable 1-3) NUR 684\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Advanced Level Gerontological Clinical (Variable 1 \u2013 3) <\/b>NUR 685\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Interprofessional Palliative Care (1-3) NUR 692\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Advanced Practice Nurse Culminating Seminar (2) NUR 500\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Theoretical Foundations for Nursing Practice (3) Historical influences that have impacted upon the development of nursing are explored.\u00a0 Theory-based nursing is emphasized as learners discuss and critically reflect upon the relevance and significance of nursing as an art and science.\u00a0 Philosophical views of selected nurse theorists and their theories are critically examined for 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\n<\/b>The advance practice roles of the nursing education leader are explored. Collaboration, research, leadership, change, and professionalism are emphasized as they relate to nursing education and preparing nurse leaders for the 21st<\/sup> century. The influences of changing social conditions, cultural and moral issues, and educational trends are explored and applied to current and future programs in nursing. The significance of faculty development and public service are also of special foci.<\/p>\n
\n<\/b>The nurse educator of the 21st<\/sup> century requires expertise in planning, delivering, and evaluating the outcomes of learning experiences.\u00a0 Learners will explore the roles and responsibilities of nurse educators within academia and institutional settings.\u00a0 The historical role of the nurse educator will be investigated.\u00a0 Key legal and ethical standards that affect the teaching\/learning environment and relationships will be examined.\u00a0 Learning theories, styles, and techniques appropriate to adult learning will be considered as they apply to diverse learning environments and contextual material.\u00a0 Finally, evidence-based interventions and various approaches for evaluating teaching effectiveness will be explored.<\/p>\n
\n<\/b>Curriculum development addresses the many interpretations of curriculum and curriculum design and their meaning within diverse educational settings.\u00a0 Diverse approaches are explored as they apply to the curriculum development process.\u00a0 Modes of inquiry and domains of learning are presented as orientation models for curriculum consideration and development.\u00a0 Issues relevant to education and curriculum are also explored.\u00a0 Educational self analysis through accreditation process and educational standards are examined as they relate to curriculum development.<\/p>\n
\n<\/b>Assessment is a critical feature underlying all educational and clinical interventions. This course exposes the graduate student to the measurement principles, ethical, legal, and social issues involved in psychological testing and to the nature, administration, and interpretation of psychological tests encountered in education and health care settings.<\/p>\n
\n<\/b>Management processes within nursing in long term care will be examined.\u00a0 The students\u2019 knowledge, skill, and disposition are developed by examining the role of the long term care nurse administrator in relation to strategies utilized for professional practice, effective leadership, critical thinking, regulatory oversight, and human resource management.\u00a0 Prerequisite:\u00a0 Permission of instructor.<\/p>\n
\n<\/b>Leaders will examine nurse leadership competencies and apply principle of leadership. Topics include quality improvement, financial management, regulatory compliance, team development and systems management. Emphasis will be placed on concepts utilized to direct and evaluate nurses and health care teams\u2019 performance and the quality of patient care within their facility.<\/p>\n
\n<\/b>Assessment of learning needs, instructional design and implementation of learning experiences are explored in this course.\u00a0 A variety of instructional methodologies and their theoretical foundations are examined.\u00a0 Curriculum development and evidence-based instructional methods will be integrated throughout the course.<\/p>\n
\n<\/b>The focus is on the understanding and the clinical application of the major classes of medications. Disorders, symptoms and diseases affecting people throughout the lifespan are examined from a comprehensive pharmacological management perspective. A variety of patient populations are discussed. Theory and research findings related to current treatment modalities and the complexities of compliance are applied. Foundations of prescriptive practice are discussed. Pre\/Corequisite: NUR 570.<\/p>\n
\n<\/b>The research process for quantitative and qualitative research studies is critically examined.\u00a0 The methods of scientific inquiry, problem identification, use of underlying theories and conceptual models, research design, measurement, and data collection analysis, and ethical considerations are applied to the development of a research proposal.\u00a0 Critical analysis of existing research studies and learner reports are used to further refine the development of research skills.\u00a0 The significance of research findings to practice environments in health care systems, administration, education and ongoing research activities are identified as they relate to evidence based practice in nursing.\u00a0 Critical reflection upon one\u2019s developing role as a professional in advanced practice is explored as it relates to participation and collaboration in research activities within health care systems and communities.<\/p>\n
\n<\/b>Health assessment will focus on the caring and in-depth assessment expertise needed by nurse practitioners:\u00a0 history taking; communication; physical and mental examination; psychological, cultural, and social assessment.\u00a0 Advanced assessment skills needed to develop clinical problem solving, critical reflection, and decision making are introduced. Knowledge from the behavioral and health sciences, nursing theory, and research will be drawn upon to assist the student in formulating therapeutic interventions that will promote, maintain, or restore health for people and communities.\u00a0 Prerequisites:\u00a0 NUR 514 or completion of undergraduate health assessment course within the past 5 years.\u00a0 Pre\/Co-requisites:\u00a0 NUR 500, NUR 570, and NUR 531 for family and gerontology nurse practitioner majors. Co-requisites: NUR 567<\/p>\n
\n<\/b>Data about the assessment, diagnosis, management, and evaluation of common and simple problems facing client populations will be explored through clinical experiences and computer simulations.\u00a0 Students will master advanced assessment skills needed to develop critical reflection and decision making and will demonstrate their clinical and decision making expertise in on-campus laboratory experiences and in faculty supervised clinical experiences in communities of culturally diverse people. (4 hr. laboratory experience per week)\u00a0 Prerequisite(s): NUR 514 or undergraduate health assessment course within the past five years. Pre\/co-requisite(s): NUR 500, NUR 570, and NUR 531 for family and gerontology nurse practitioner majors. Co-requisite(s): NUR 566<\/p>\n
\n<\/b>Identify the physiological basis of common and specific health and disease states encountered in primary care. The focus will be a conceptual approach to the various pathologies that affect patients and form patterns of disease.<\/p>\n
\n<\/b>Health promotion and disease prevention concepts are applied to individuals across the lifespan, families, and community based interventions grounded in theories of growth and development, epidemiology, and social policies that influence the achievement of health. The promotion of health, prevention of illness and identification of the factors that influence risk reduction, self care and healthy life style choices across the health illness continuum of individual clients and the community are emphasized. The roles of the nurse practitioner are explored to enhance the health and well being of clients and their families from a variety of social and cultural backgrounds to ensure the delivery of appropriate, individualized health care. Prerequisites: NUR 500, NUR 566, NUR 567, and NUR 570. Pre\/Co-requisites:\u00a0 NUR 555, NUR 560, NUR 531. Co-requisites: \u00a0NUR 580.<\/p>\n
\n<\/b>Health promotion and disease prevention concepts are applied to individual and community based interventions grounded in theories of growth and development, epidemiology, and social policies that influence the achievement of health.\u00a0 The promotion of health, prevention of illness and identification of the factors that influence risk reduction, self care and healthy life style choices across the health illness continuum of adult clients and the community are emphasized.\u00a0 The roles of the nurse practitioner are explored to enhance the health and well-being of adult clients and their families from a variety of social and cultural backgrounds to ensure the delivery of appropriate, individualized health care.\u00a0 Prerequisites:\u00a0 NUR 500, NUR 566, NUR 567, NUR 570.\u00a0 Co-requisites:\u00a0 NUR 582. Pre\/Co-requisites: NUR 555 and NUR 560.<\/p>\n
\n<\/b>Health promotion and disease prevention concepts are applied to the older adult using both individual and community based interventions that are grounded in theories of growth and development, epidemiology, and social policies that influence the\u00a0achievement of health.\u00a0 The promotion of health, prevention of illness, and identification of the factors that influence risk reduction, self care, and healthy life style choices across the health illness continuum of older adult clients and the community are emphasized.\u00a0 Opportunities to critically reflect on the roles of the nurse practitioner as case manager, educator and collaborator are explored to enhance the health and well being of clients and their families.\u00a0 Ethical and legal issues as well as social and cultural factors are explored to ensure the delivery of appropriate, individualized health care.\u00a0 Prerequisites:\u00a0 NUR 500, NUR 566, NUR 567, BIO 570.\u00a0 Pre\/Corequisites:\u00a0 NUR 555, NUR 560, NUR 531, NUR 584.<\/p>\n
\n<\/b>Clinical experience provides an opportunity to deliver primary care within a community based setting to individuals and families with a variety of diverse cultural health care needs.\u00a0 Focus is on the unique wellness lifestyle and health care problems demonstrated by clients in diverse health care settings.\u00a0 Opportunities to deliver primary care to clients provide the students with challenges to expand their knowledge, skills, and role as a nurse practitioner.\u00a0 The focus of this clinical is to become proficient in obtaining histories and performing physical exams in the clinical setting with minimal supervision. Clinical faculty, in collaboration with preceptors (physicians and\/or nurse practitioners), provide supervision and guidance in the clinical setting as students develop critical thinking abilities with beginning diagnostic decision-making skills.\u00a0 The student will complete 5.5 contact hours per week per credit.\u00a0Prerequisites: NUR 500, NUR 566, NUR 567, NUR 570.\u00a0 Co-requisites: NUR572 . Pre-Co requisites: NUR 531, NUR 555, NUR 560.<\/p>\n
\n<\/b>Clinical experience provides an opportunity to deliver primary care within a community based setting to adults with a variety of diverse cultural health care needs.\u00a0 Focus is on the unique wellness lifestyle and health care problems demonstrated by clients in diverse health care settings.\u00a0 Opportunities to deliver primary care to clients provide the students with challenges to expand their knowledge, skills and role as a nurse practitioner.\u00a0 The focus of this clinical is to become proficient in obtaining histories and performing physical exams in the clinical setting with minimal supervision. Clinical faculty, in collaboration with preceptors (physicians and\/or nurse practitioners), provide supervision and guidance in the clinical setting as students develop clinical thinking abilities with beginning diagnostic decision-making skills. The student will complete 5.5 contact hours per week per credit.\u00a0 Prerequisites:\u00a0 NUR 500, NUR 566, NUR 567, NUR 570.\u00a0 Pre\/Co-requisites: NUR 531, NUR 555, NUR 560. Corequisites: NUR 574.<\/p>\n
\n<\/b>Clinical experience provides an opportunity to deliver primary care within a community based setting to the older adult population with a variety of cross-cultural health care needs.\u00a0 Focus is on the unique wellness lifestyle and health care problems demonstrated by older adult clients in diverse health care settings.\u00a0 Opportunities to deliver primary care to clients provide the students with challenges to expand their knowledge and skills.\u00a0 The focus of this clinical is to become proficient in obtaining histories and performing physical exams in the clinical setting with minimal supervision.\u00a0 The information obtained needs to be accurately documented utilizing SOAP format.\u00a0 Clinical faculty, in collaboration with preceptors (physicians and\/or nurse practitioners), provide guidance in the clinical setting under contract with the School of Nursing and Health Systems.\u00a0 The student will complete 5.5 contact hours per week per credit.\u00a0 Prerequisites:\u00a0 NUR 566, NUR 567, current NYS RN license, current CPR certification, current complete health clearance on file in the SON&HS office.\u00a0 Corequisites:\u00a0 NUR 555, NUR 560, NUR 576.<\/p>\n
\n<\/b>Administrative systems issues within the health care environment are examined.\u00a0 Knowledge, skill and disposition are developed by analyzing economic, regulatory, and information systems within the health care environment.\u00a0 Opportunities are created to critically reflect and analyze the impact of application of health care systems on resource utilization, performance improvement, collaboration, information-handling and achievement of strategic outcomes.\u00a0 Prerequisites:\u00a0 NUR 500, NUR 503, NUR 560, MGT 607, HIM 501.\u00a0 Pre\/Co-requisites:\u00a0 NUR 522, NUR 526, HRM 518, CSC 507.<\/p>\n
\n<\/b>Administrative issues within nursing and the health care environment are examined.\u00a0 Knowledge, skill, and disposition are developed by examining the role of the nurse administrator in relation to strategies utilized for advanced professional practice.\u00a0 Opportunities are created to critically reflect on effective approaches necessary for effective leadership, change management, collaboration, quality improvement, conflict resolution, and resource utilization in culturally diverse environments.\u00a0 Prerequisites:\u00a0 NUR 500, NUR 503, NUR 560, MGT 607. Pre\/Co-requisites:\u00a0 NUR 522, NUR 524, NUR 526, HRM 518, CSC 507.<\/p>\n
\n<\/b>In partnership with a nurse administrator, management and leadership principles are applied in this culminating experience. \u00a0The role of the nurse administrator is assessed and analyzed in relation to professional practice, effective leadership, change management, collaboration, evaluation of the quality, and effectiveness of nursing practice, policy development, and resource utilization.\u00a0 The practicum provides the opportunity for critical reflection on the advanced practice role in nursing administration.\u00a0 Synthesis of management and leadership theoretical principles, practice guidelines and pertinent research are emphasized. \u00a0Occasions exist to demonstrate knowledge, skill, and disposition in administrative practice through the development and implementation of the practicum objectives.\u00a0 Within the framework of the objectives, each learner designs, implements, and evaluates an administrative project. (180 practicum hours are required.)\u00a0 Prerequisites:\u00a0 Current New York Registered Professional Nurse license, current CPR certification, complete health clearance on file.\u00a0 Pre\/Co-requisite:\u00a0 NUR 524, NUR 608, NUR 610, NUR 624.<\/p>\n
\n<\/b>Selection of potential research and project proposals are critically explored for funding.\u00a0 Identification of funding sources and the development of a grant proposal for submission to a potential funding agency is emphasized.\u00a0 Faculty facilitation and seminar provide an interactive learning environment for learners to present their proposals in progress and to obtain critical reviews of their work from all participants.\u00a0 Focus is on the ongoing development of critical analyses skills, participation in scholarly exchanges of ideas, and research utilization within nursing administration, education, and practice.\u00a0 Prerequisites:\u00a0 NUR 500, NUR 560.<\/p>\n
\n<\/b>Student has the option of implementing an approved research or project proposal for up to 3 credits.\u00a0 Prerequisites:\u00a0 NUR 500, CSC 507, NUR 560.<\/p>\n
\n<\/b>The synthesis of health care related theory, research and practice are the emphasis of this culminating experience.\u00a0 Opportunity for collaboration with peers, faculty and mentors is provided as learners develop and participate in research and scholarly activities.\u00a0 Inquiry into scholarly works is explored to further enhance nursing knowledge, applied research in health care delivery, and professional practice.\u00a0 Personal values and beliefs are re-examined as the learner describes one\u2019s transformed view of self and advanced practice as a nurturing professional in nursing.\u00a0 Critical reflection of one\u2019s personal growth and commitment to ongoing professional development is examined within the context of caring and development of professional excellence.\u00a0 Pre\/Co-requisites:\u00a0 NUR 611; Learner must be within 3 credits of graduation at completion of culminating seminar.<\/p>\n
\n<\/b>Students in this course study major theories of adult development as they inform our understanding of student development.\u00a0 Principles of student development are examined as a framework for evidence based nursing education.\u00a0 Students\u2019 explore how adult development occurs, how development or change is assessed, the role of the environment in promoting adult development, and the application of developmental theory to promote adult learning and development.<\/p>\n
\n<\/b>Assessment trends and issues facing nurse educators in practice and educational settings are the focus of this course.\u00a0 Principles of measurement as well as ethical and legal implications are applied within the context of nursing education.\u00a0 Quantitative and qualitative strategies for analyzing learning outcomes and standards for educational evaluation are explored.\u00a0 Benchmarking, accreditation standards, and diverse approaches to program evaluation are explored within the context of nursing, in-service, and education.\u00a0 Prerequisites:\u00a0 NUR 535, NUR 545.\u00a0 Pre\/corequisites:\u00a0 PSY 570.<\/p>\n
\n<\/b>The culminating internship provides educational experiences as a nurse educator.\u00a0 Students design, implement, and evaluate their teaching practicum under the guidance of a nurse educator mentor.\u00a0 The integration of curriculum, instructional, and evaluative theories and skills are expected throughout the experience.\u00a0 Focus is on critical reflection, collaboration, professional role development, and faculty responsibilities as the student engages in the advanced practice role of nurse educator.\u00a0 Prerequisites:\u00a0 NUR 500, NUR 503, NUR 526, NUR 535, NUR 536,PSY 570, NUR 545, NUR 560.\u00a0 Corequisites:\u00a0 NUR 624, NUR 635.<\/p>\n
\n<\/b>Theory, research, and the pathophysiology required to assess, evaluate and manage clients across the lifespan are applied to a variety of problems. Topics addressed include conditions of the eyes, ears, nose, throat; head and neck; dermatology; respiratory, gastrointestinal, and immunological and multi system diseases encountered in the primary care setting.\u00a0 The advanced roles of the nurse practitioner are applied to enhance the health and well being of clients and their families from a variety of socioeconomic and cultural backgrounds.\u00a0 Prerequisites:\u00a0 NUR 572, NUR 580.\u00a0 Pre\/Corequisites:\u00a0 NUR 503, student must be concurrently enrolled in at least one (1) credit of NUR 670.<\/p>\n
\n<\/b>Theory, research, and the pathophysiology required to assess, evaluate and manage adult clients are applied to a variety of problems. Topics addressed include conditions of the eyes, ears, nose throat; head and neck; dermatology; respiratory, gastrointestinal, immunological and multi-system diseases encountered in the primary care setting. The advanced roles of the nurse practitioner are applied to enhance the health and well-being of adult clients and their families from a variety of socioeconomic and cultural backgrounds.\u00a0 Prerequisite(s):\u00a0 NUR 574, NUR 582. Co-requisite(s): at least one (1) credit of NUR 672. Pre\/Co-Requisite(s): NUR 503.<\/p>\n
\n<\/b>Theory, research, and the pathophysiology required to evaluate and manage older adult clients are applied to a variety of problems.\u00a0 Conditions, diseases and communicable diseases of the eyes, ears, nose, throat; head and neck; the skin, hair, nails; respiratory, hematological and immunologic systems encountered in the primary care setting are studied.\u00a0 The advanced roles of nurse practitioner as case manager, educator and consultant are explored to enhance the health and well being of older adult clients and their families from a variety of socioeconomic and cultural backgrounds.\u00a0 Prerequisites:\u00a0 NUR 576, NUR 584.\u00a0 Corequisite:\u00a0 NUR 503\/504A, and at least one (1) credit of NUR 674.<\/p>\n
\n<\/b>Theory, research, and pathophysiology are applied to the holistic evaluation and management of women who experience a variety of acute and chronic health problems throughout their lifespan.\u00a0 Emphasis is on health promotion and disease prevention activities in primary care settings.\u00a0 Basic areas explored are gynecological examinations, disease screenings, management of normal pregnancy, and care of the pregnant woman during prenatal and postpartum visits.\u00a0 Critical reflection will assist the student in exploring the professional roles of case manager, educator, and consultant to enhance the health and well-being of women and their families from a variety of socioeconomic and cultural backgrounds.\u00a0 Prerequisite(s): NUR 574, NUR 582 or NUR 572, NUR 580; Pre\/Co-requisite(s):\u00a0 NUR 503, and either NUR 653 and three (3) credits of NUR 672, or NUR 652 and three (3) credits of NUR 670. Co-requiste(s): At least one credit\u00a0 of\u00a0 NUR 672 or NUR 670<\/p>\n
\n<\/b>Theory, research, and pathophysiology are applied to the evaluation and management of the women who experience a variety of acute and chronic health problems beyond their childbearing years.\u00a0 Emphasis is on health promotion and disease prevention activities in primary care settings.\u00a0 Basic areas explored are gynecological examinations, disease screenings; and the management of acute and chronic health issues of the older adult woman.\u00a0 Critical reflection will assist the student in exploring the advanced roles of case manager, educator, and consultant to enhance the health and well-being of women and their families from a variety of socioeconomic and cultural backgrounds.\u00a0 Prerequisites:\u00a0 NUR 576, NUR 584.\u00a0 Corequisite:\u00a0 NUR 503\/504A, NUR 654 and three credits of NUR 674.<\/p>\n
\n<\/b>This course will focus on the advanced practice role of the Gerontological Nurse Practitioner in health promotion, disease prevention, maintenance of function, and prevention of disability in community dwelling older adults. Elders are viewed within a physical, psychological, social, cultural and spiritual context, and within a family and community environment.<\/p>\n
\n<\/b>Builds on the concepts of health promotion and disease prevention in community dwelling older adults, begins the management of conditions, syndromes and communicable diseases encountered by Gerontological Nurse Practitioners in the primary care setting. Focus is on enhancement of functional ability and optimum health and well being of older adults and their families from a variety of socioeconomic and cultural backgrounds. Prerequisite: NUR 661, permission of dean.<\/p>\n
\n<\/b>Building on the concepts of health promotion and disease prevention in community dwelling older adults, apply theory, research and pathophysiology to advance the management of conditions, syndromes and communicable diseases encountered in the primary care setting. The role of the gerontological nurse practitioner focuses on enhancement of functional ability, optimum health and well being of older adults and their families form a variety of socioeconomic and cultural backgrounds. Prerequisite : NUR 662, permission of dean.<\/p>\n
\n<\/b>The theory, research, and pathophysiology required to evaluate and manage older adult clients with a variety of cardiovascular, peripheral vascular, pulmonary, acute and chronic renal and gastrointestinal, neuromuscular and psychiatric problems, and office emergencies encountered in the primary care setting are addressed.\u00a0 The professional roles of the nurse practitioner as a case manager, educator, and consultant are explored to enhance the health and well being of the older adult clients and their families from a variety of socioeconomic and cultural backgrounds.\u00a0 Prerequisites:\u00a0 NUR 654 and at least one (1) credit of NUR 674.\u00a0 Corequisites:\u00a0 At least two (2) credits of NUR 674.<\/p>\n
\n<\/b>Theory, research and pathophysiology are expanded to assess, evaluate and manage clients across the lifespan with a variety of increasingly complex cardiovascular, peripheral vascular, pulmonary, renal, endocrine, hematology, neuromuscular and psychiatric problems, and office emergencies encountered in the primary care setting are addressed.\u00a0 The professional roles of the nurse practitioner are synthesized to enhance the health and well being of clients and their families from a variety of socioeconomic and cultural backgrounds.\u00a0 Prerequisites:\u00a0 NUR 652 and at least one (1) credit of NUR 670.\u00a0 Co-requisites:\u00a0 At least one (1) credit of NUR 670 or four (4) credits of NUR 680.<\/p>\n
\n<\/b>Theory, research, and pathophysiology are expanded to assess, evaluate and manage adult clients with a variety of increasingly complex cardiovascular, peripheral vascular, pulmonary, renal, endocrine, hematology, neuromuscular, psychiatric problems, and office emergencies encountered in the primary care setting are addressed.\u00a0 The professional roles of the nurse practitioner are synthesized to enhance the health and well-being of adult clients and their families from a variety of socioeconomic and cultural backgrounds.\u00a0 Prerequisites:\u00a0 NUR 653 and at least one (1) credit of NUR 672.\u00a0 Co-requisite(s):\u00a0 NUR 672 or At least\u00a0 or three (3) credits of NUR 682.<\/p>\n
\n<\/b>Increasingly complex clinical experience provides an opportunity to deliver primary care within a community based setting to individuals and families with a variety of diverse cultural health care needs.\u00a0 Focus is on the unique wellness lifestyle and health care problems demonstrated by clients in diverse health care settings.\u00a0 Opportunities to deliver primary care to these clients provide the students with challenges to expand knowledge and skills as well as develop clinical judgment and priority setting.\u00a0 Clinical faculty, in collaboration with preceptors (physicians and\/or nurse practitioners), provide guidance in the clinical setting.\u00a0 This experience will build on skills and knowledge previously obtained at the beginning level.\u00a0 Three credits are required for course completion.\u00a0 The student will complete 5.5 contact hours per week per credit.\u00a0 Prerequisites:\u00a0 NUR 572 & NUR 580. Pre\/Co-requisites:\u00a0 NUR 503. Co-requisites: NUR 652 or NUR 668.<\/p>\n
\n<\/b>Increasingly complex clinical experience provides an opportunity to deliver primary care within a community based setting to adults with a variety of diverse cultural health care needs.\u00a0 Focus is on the unique wellness lifestyle and health care problems demonstrated by clients in diverse health care settings.\u00a0 Opportunities to deliver primary care to these clients provide the students with challenges to expand knowledge and skills as well as develop clinical judgment and priority setting.\u00a0 Clinical faculty, in collaboration with preceptors (physicians and\/or nurse practitioners), provide guidance in the clinical setting. This experience will build on skills and knowledge previously obtained at the beginning level.\u00a0 Three credits are required for course completion.\u00a0 The student will complete 5.5 contact hours per week per credit.\u00a0 Prerequisites: NUR 574, NUR 582. Pre\/Co-requisite(s): NUR 503. Co-requisite(s): NUR 653 & NUR 669.<\/p>\n
\n<\/b>Clinical experience provides an opportunity to deliver primary care within a community based setting to the older adult population with a variety of cross-cultural health care needs.\u00a0 Focus is on the unique wellness lifestyle and health care problems demonstrated by clients in diverse health care settings.\u00a0 Opportunities to deliver primary care to these clients provide the students with challenges to expand their knowledge and skills as well as to explore judgment making and priority setting abilities.\u00a0 Clinical faculty, in collaboration with preceptors (physicians and\/or nurse practitioners), provide guidance in the clinical settings under contract with the School of Nursing and Health Systems.\u00a0 This clinical will build on skills and knowledge previously obtained at the beginning level.\u00a0 Three credits are required for course completion.\u00a0 The student will complete 5.5 contact hours per week per credit.\u00a0 Prerequisites:\u00a0 NUR 584, current NYS RN license, current CPR certification, complete health clearance on file in the SON&HS office.\u00a0 Corequisites:\u00a0 NUR 503\/504A, NUR 654.<\/p>\n
\n<\/b>Advanced clinical experience provides an opportunity to integrate primary care within a community based setting to individuals and families with a variety of diverse cultural health care needs.\u00a0 Focus is on the unique wellness lifestyle and health care problems demonstrated by clients in diverse health care settings.\u00a0 Opportunities to deliver primary care to these increasingly complex clients provide the students with challenges to expand knowledge and skills as well as develop clinical judgment and priority setting.\u00a0 Clinical faculty, in collaboration with preceptors (physicians and\/or nurse practitioners), provide minimal guidance that fosters independence in the clinical setting. The graduate student must have precepted with a master\u2019s prepared nurse practitioner prior to completion of the final clinical.\u00a0 This experience will build on skills and knowledge previously obtained at the beginning and intermediate levels.\u00a0 Four credits are required for course completion.\u00a0 The student will complete 5.5 contact hours per week per credit.\u00a0 Prerequisites:\u00a0 Three (3) credits of NUR 670. Co-requisites: NUR 658, NUR 668 or NUR 692.<\/p>\n
\n<\/b>Advanced clinical experience provides an opportunity to integrate primary care within a community based setting to adults with a variety of diverse cultural health care needs.\u00a0 Focus is on the unique wellness lifestyle and health care problems demonstrated by clients in diverse health care settings.\u00a0 Opportunities to deliver primary care to these increasingly complex clients provide the students with challenges to expand knowledge and skills, as well as develop clinical judgment and priority setting.\u00a0 Clinical faculty, in collaboration with preceptors (physicians and\/or nurse practitioners), provide minimal guidance that fosters independence in the clinical setting. The graduate student must have precepted with a master\u2019s prepared nurse practitioner prior to completion of the final clinical.\u00a0 This experience will build on skills and knowledge previously obtained at the beginning and intermediate levels.\u00a0 Four credits are required for course completion.\u00a0 The student will complete 5.5 contact hours per week per credit.\u00a0 Prerequisites:\u00a0 Three (3) credits of NUR 672.\u00a0 Co-requisite(s): NUR 658, NUR 669 or NUR 692.<\/p>\n
\n<\/b>Clinical experience provides an opportunity to deliver primary care within a community based setting to the older adult population with a variety of cross-cultural health care needs.\u00a0 Focus is on the unique wellness lifestyle and health care problems demonstrated by older adult clients in diverse health care settings.\u00a0 Opportunities to deliver primary care to these clients provide the students with challenges to expand their knowledge and skills as well as to explore judgment making and priority setting abilities. Clinical faculty, in collaboration with preceptors (physicians and\/or nurse practitioners), provide guidance in the clinical settings under contract with the School of Nursing and Health Systems.\u00a0 The graduate student must have precepted with a master\u2019s prepared nurse practitioner prior to completion of the final clinical.\u00a0 This clinical will build on skills and knowledge previously obtained at the beginning and intermediate levels.\u00a0 Four credits are required for course completion. The student will complete 5.5 contact hours per week per credit. Prerequisites:\u00a0 NUR 584 and three (3) credits of NUR 674, current NYS RN license, current CPR certification, complete health clearance on file in the SON&HS office.\u00a0 Corequisites:\u00a0 NUR 659, NUR 667.<\/p>\n
\n<\/b>Care for patients with terminal or incurable conditions across the disciplines is the focus of this course. Therapeutic presence and communication strategies are explored and applied in advanced practice. Emphasis is on an interprofessional approach in palliative care across the lifespan with considerations to contextual, legal, ethical, spiritual, cultural, and personal influences. Current and best practices in advanced practice nursing and medicine will be analyzed for application to plans of care across a variety of healthcare settings. Opportunities will be provided for conversations across the disciplines.<\/p>\n
\n<\/b>Seminar provides opportunity for the students to critically reflect upon personal and professional values. Benner\u2019s Model of Novice to Expert is used as a framework for students to self-examine their ongoing development in clinical proficiency as they advance toward achieving professional excellence.\u00a0 Standards and scope of practice specific to the role of the nurse practitioner are emphasized.\u00a0 Relevant issues related to legal and regulatory constraints within a competitive and challenging health care system are also examined at the local, state, and federal levels.\u00a0Prerequisites:\u00a0 NUR 658; AND<\/b> \u00a0for adult nurse practitioner majors, NUR 653, NUR 672 and at least one (1) credit of NUR 682;\u00a0for family nurse practitioner majors, NUR 652, NUR 670 and at least two (2) credits of NUR 680.\u00a0Co-requisites: at least two (2) credits of NUR 680 or one credit NUR 682.<\/p>\n","protected":false},"excerpt":{"rendered":"