Course Listings

501b, Issues in Nursing. 1.5 credit hours. The exploration of selected personal and professional issues affecting the ability of a nurse to deliver professional nursing care. Content includes the history of nursing, as well as ethical, legal, cultural, and other policy-related aspects of nursing practice. Required for all students in the prespecialty year. S. Cohen.

503, Biomedical Foundations of Health and Disease. 6 credit hours. 503 is offered in the fall/spring terms of the first GEPN year. Lectures focus on the basic scientific principles of physiology and include an introduction to pathophysiology. Anatomical, biochemical, and developmental features are involved in discussion of the inseparable structural-functional relations within the human body. Topics include physiology, biochemistry, immunology, genetics, introductory embryology, and microbiology. In addition, the course addresses topics introduced in 516a and 517a, Medical-Surgical Nursing. Required course for all students in the prespecialty year. W. Zawalich.

505b, Seminar in Pathophysiology. 2 credit hours. Didactic sessions focus on the synthesis and application of concepts related to pathophysiology and the treatment of disease. Required for all students in the prespecialty year. Two hours per week. W. Zawalich and guest faculty.

507b, Nutrition in Clinical Practice. 1.5 credit hours. This course provides instruction in those aspects of nutrition fundamental to clinical practice, and the care and counseling of patients. Included are lectures and discussions on diet and health promotion, chronic diseases, weight regulation, eating disorders, pregnancy and early development, and more. The course also addresses behavior modification and effective counseling techniques, and the determinants of human dietary behavior. The population and planetary impacts of nutrition are considered, including malnutrition, nutritional excess, nutrition programs and policies, and resource utilization. Required for all students in the prespecialty year. D. Katz.

509, Introduction to Drug Therapy. 3 credit hours. This lecture course focuses on the appropriate clinical use of drugs. Emphasis is placed on pharmacology, side effects, pharmacokinetics, drug interactions, and the therapeutic use of medications. Required for all students in the prespecialty year. Integrated throughout the curriculum in the prespecialty year. L. Meland.

511a, Fundamentals of Human Anatomy. 2 credit hours. The effective assessment, diagnosis, and management of disease depend on knowledge of the structures of human beings. This introductory course reviews and discusses the structure and function of the major body systems. The aim of this course is to provide clinically relevant anatomical information that will form the basis of clinical reasoning in the coming months. Attempts are made to correlate anatomical knowledge with clinical presentation both in the classroom and in the laboratory. Required for all students in the prespecialty year. Elective for all other students. L. Pellico, coordinator; S. Kapadia, W. Stewart.

512c, Clinical Practice in Community Health Nursing. 3 credit hours. Community health nurses provide preventive, therapeutic, rehabilitation, and hospice services. The clinical experience focuses on the delivery of these health services in community organizations, domestically or internationally. Nursing responsibility for caseload management offers an opportunity to interact with other members of the interdisciplinary health care team. A community-as-partner assessment and diagnosis project, which culminates in identification of a community health problem and potential solutions, augments core clinical practice. All students are required to present their community projects at a poster session at the beginning of the following fall term. In addition, students at remote sites meet with the course coordinator at a time to be announced in the fall of the following term. This course is graded on a Pass/Fail basis only. Required for all students in the prespecialty year. J. Shellman.

513c, Seminar in Community Health Nursing and Public Health. 2 credit hours. Sessions explore the multidisciplinary theoretical foundations that are the basis for community health nursing practice. Topics include history of community health nursing and public health science; structure and function of federal, state, and local health organizations; funding mechanisms for community health care; epidemiological and biostatistical indicators of community health; methods of family and community analyses. Required for all students in the prespecialty year. J. Shellman.

514b or c, Clinical Practice in Maternal-Newborn Nursing. 2.6 credit hours. This course focuses on clinical practice essential to nursing care of childbearing families. Clinical settings include hospital and ambulatory care. This course is graded on a Pass/Fail basis only. Required for all students in the prespecialty year. M. Beal.

515b or c, Seminar in Maternal-Newborn Nursing. 2 credit hours. This course presents theory essential to the provision of nursing care of childbearing families. Application of the nursing process as it relates to the promotion, maintenance, and restoration of health is emphasized. Required for all students in the prespecialty year. M. Beal.

516a, Clinical Practice in Medical-Surgical Nursing. 4 credit hours. This course focuses on the scientific principles, psychomotor techniques, and communication skills fundamental to nursing practice. Sociocultural variations influencing patient care are introduced. Faculty guide small groups of students in individually planned clinical experiences that provide opportunities to use the nursing process in caring for the hospitalized adult with selected pathophysiological problems. Experience also includes weekly clinical conferences and selected observational experiences. This course is graded on a Pass/Fail basis only. Required for all students in the prespecialty year. Clinical experience twelve hours per week. L. Pellico.

517a, Seminar in Medical-Surgical Nursing. 4 credit hours. This course focuses on the dynamic relationship between physical and psychosocial responses to pathophysiological problems occurring in the hospitalized adult. Application of the nursing process as it relates to the promotion, maintenance, and restoration of health is emphasized. Required for all students in the prespecialty year. Four hours per week. L. Pellico.

518b or c, Clinical Practice in Pediatric Nursing. 2.6 credit hours. Utilizing a family-centered approach, this course provides clinical experience in identifying and assessing children’s physiological and developmental needs, and planning, implementing, and evaluating a plan of nursing care to meet the needs of a particular child and his/her family in health care settings. Students have opportunities to use principles of growth and development, knowledge of the child’s physical and emotional responses to illness, and principles of pediatric medicine and surgery in caring for children and their families. The student gains skill and knowledge in the nursing role and an appreciation for using research findings in practice. Collaboration with other health professionals is emphasized. This course is graded on a Pass/Fail basis only. Required for all students in the prespecialty year. C. Connolly.

519b or c, Seminar in Pediatric Nursing. 2 credit hours. This course focuses on children’s responses to health and illness. Emphasis is placed on growth and development, health and wellness promotion, and the adaptations of children and their families to illness. Application of the nursing process as it relates to the promotion, maintenance, and restoration of health is emphasized. Required for all students in the prespecialty year. C. Connolly.

520b, Clinical Practice in Psychiatric–Mental Health Nursing. 2.6 credit hours. The overall goal of this course in combination with 521b is to introduce students to the theory and practice of psychiatric nursing in order to facilitate an understanding of abnormal behavior and the nursing care of patients with this behavior. The course focuses on understanding psychiatric disorders and changes in patient behavior over a period of time, assessing symptoms and functional ability of psychiatric patients, using oneself therapeutically in nurse-patient interactions, and appreciating the contributions of other disciplines to patient care and management. This course is graded on a Pass/Fail basis only. Required for all students in the prespecialty year. Sixteen hours per week, first half of spring term. R. Krauss.

521b, Seminar in Psychiatric–Mental Health Nursing. 2 credit hours. In combination with 520b, this seminar provides students with the foundations of psychopathology within the framework of mental health and mental illness. Biopsychosocial theories of human behavior are presented as they relate to function, alteration, and/or disruption of mental processes. Content includes the assessment, theoretical explanation, and treatment of symptoms directly related to patient behavior. Current knowledge related to nursing care, psychiatric treatment, and psychosocial rehabilitation of identified mentally ill adults and various cultural and social aspects of mental illness is emphasized. Required for all students in the prespecialty year. Three hours per week, first half of spring term. D. Olsen.

525a/b, Research Methods for Clinical Nursing Research. 2 credit hours in the fall term and 1 credit hour in the spring term. This yearlong course in research methods provides the student with the basic skills and knowledge to evaluate research and to develop research plans. Topics include purposes and types of research, study designs, sampling, measurement, and data collection strategies. Seminars in the spring term provide the student with exposure to the process of identifying clinical research problems, critically reviewing pertinent literature, and formulating a scholarly praxis prospectus. Required in the first year of specialization. Two hours per week in the fall term and one hour per week in the spring term. Students who elect to do a master’s thesis for their praxis may elect to receive 2 credits in the spring term. M. Swartz, A. Williams.

527a, Statistics for Nursing Management, Policy, and Leadership. 2 credit hours. This course provides students with an introduction to statistical techniques most commonly used in the areas of nursing management and policy. Both descriptive and inferential statistics are addressed. The first part of the course focuses on descriptive and simple bivariate statistics—including measures of central tendency, frequency distributions, t-tests, ANOVA, and chi-square tests—whereby students actively apply the techniques to data. The second part of the course focuses on conceptualization of more complex multivariate statistical tests (linear, logistic, and Poisson regression, and repeated measures analyses). Throughout the course emphasis is on the interpretation and evaluation of statistical tests within the context of published articles in order to maximize evidence-based practice. This is intended to be an introductory course for nurses, and accessible to individuals with little or no prior exposure to statistics. This course is required of all students in the Nursing Management, Policy, and Leadership Specialty; open to others with permission of the instructor. Web-based learning and four on-campus sessions. K. Fennie.

529a, Statistics for Clinical Nursing Research. 2 credit hours. This course presents the descriptive and inferential techniques most commonly used in nursing studies. The emphasis is on the conceptualization of the technique and the ability to select the appropriate technique to answer a research question or test a hypothesis. Computational skills are presented where appropriate in order to have a basic understanding of a given technique. The course also offers an introduction to computer analysis of data. Lectures, data analysis assignments, and examinations. Required in the first year of specialization. Three hours per week. M. Funk.

533a, Advanced Pathophysiology. 3 credit hours. This course provides students with advanced physiologic and pathophysiologic concepts central to understanding maintenance of health and the prevention and management of disease across the life span. Content on cellular function, genetics, immunology, inflammation, infection, and stress and adaptation provides the framework on which further specialty content knowledge is built. Current research, case studies, and application to advanced nursing practice are highlighted. Required for all master’s students. Three hours per week. TBA.

550a, Clinical Applications for Advanced Health Assessment. 0.4 credit hours. This course provides the adult, family, gerontological, psychiatric–primary care, and women’s health nurse practitioner student the opportunity to explore and apply skills obtained in 554a. Through direct patient interaction, the student hones health history and physical exam skills and develops critical thinking utilizing clinical decision-making skills necessary to provide competent and safe patient care. S. Molony.

554a, Advanced Health Assessment across the Life Span. 3.4–3.9 credit hours. This course is designed to cover the comprehensive history-taking and advanced physical examination requisite of advanced nursing practice/midwifery. Through lecture and laboratory sessions, students learn evidence-based assessment techniques, culturally responsive assessment data collection, application of appropriate technology in health assessment and practice comprehensive health histories and physical examinations on each other and/or in the simulation laboratory. Normal and abnormal variations across the life span are presented. Required for students during the first year of specialization in the Adult, Family, Gerontological, and Women’s Health Primary Care, Psychiatric– Mental Health Nurse Practitioner, Nurse Midwifery, Adult Advanced Practice Nursing, and Pediatric Nurse Practitioner programs. L. Neal-Boylan.

555b, Common Health Problems of the Older Adult. 3 credit hours. This didactic course focuses on health promotion, disease and disability prevention, and the differential diagnosis and management of common health problems in the gerontological client across acute care, long-term care, and primary care settings. Additionally, the role of the gerontological nurse practitioner in the comprehensive management of chronic illness is explored. Required for all gerontological nurse practitioner, adult/gerontological practitioner, and post master’s gerontological nurse practitioner students. Prerequisite: successful completion of 550, 554, 525a, and 723a. Three hours per week. S. Molony.

556b, Clinical Practice for Adult, Family, Women’s Health, Gerontological, and Oncology Nurse Practitioners. 3.2–5.8 credit hours. Course content includes clinical practice in health assessment and the provision of primary and focused health care. Students meet weekly for a one-and-one-half-hour clinical conference that is held concurrently with clinical practice. Clinical conference serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. This course is required for students in the first year of specialization as adult, family, gerontological, adult/ gerontological, women’s health, and oncology nurse practitioners and is open to psychiatric–primary care track students with permission of the instructor. This course requires that the student successfully complete all required courses in the fall term of the first specialty year. I. Alexander, S. Molony, D. Viens.

557a, Primary Care Problems of Adults I. 2 credit hours. This is the first term of four didactic courses designed to enable students to develop the necessary knowledge base and problem-solving skills for primary care practice as nurse practitioners. The first half of the course focuses on health promotion and disease prevention concepts and strategies. The second half of the course focuses on the diagnosis and management of common health problems seen in primary care. Two hours per week. K. Koenig.

557b, Primary Care Problems of Adults I. 2 credit hours. This course is a continuation of 557a and the second of four didactic courses structured to enable students to gain the problem-solving and clinical strategies necessary for primary care practice as nurse practitioners. Classes focus on health promotion, disease prevention, differential diagnosis, and management of common health problems in adults and adolescents. Required for students in the first year of specialization as adult, family, gerontological, women’s health, oncology, and psychiatric–mental health nurse practitioners (Primary Care concentration). Prerequisite: successful completion of 554a and 557a. Two hours per week. K. Koenig.

559b, Adult Development: A Life Span Perspective. 1 credit hour. Human development from adolescence through late adulthood is considered by applying theoretical perspectives to selected examples from literature and life experience. Seminars focus on developmental theory and its application to developmental transitions and alterations in health during adolescence and adulthood. Required for all adult and family nurse practitioner students. Open to others with permission of the instructor. Two hours per week for eight weeks. K. Koenig.

561a, Health Policy and Politics. 3 credit hours. This course provides students with in-depth knowledge of the politics of American health policy, focusing on access to, cost of, and quality of health care. The underlying assumption is that understanding the politics of policy making enables nurses and others to participate effectively in the health policy process, improve the health care delivery system, and thereby contribute to enhancement of patient outcomes. The course covers major concepts of health policy, nursing advocacy, and the policy process, with an emphasis on legislative and regulatory issues, health care financing, managed care, covering the uninsured, and legal issues affecting nursing practice. Students apply their knowledge of these topics to in-depth analysis of an issue related to their practice. Required for all students in the nursing management, policy, and leadership specialty; available to others with permission of the instructor. Web-based instruction with monthly on-campus sessions. S. Cohen.

[562b, Clinical Practice in Women’s Health Care. 4 credit hours. The focus of this practicum is management of gynecologic health care needs for women within the context of their lives, approached from the clinical perspective. This course concentrates on the application of physiologic, developmental, psychosocial, and cultural theories to clinical decision making, focusing on family planning and gynecologic health issues for women. Required for all women’s health nurse practitioner students in the first year of specialization. Eight hours per week of practice required. Didactic and clinical conference two hours weekly. This course is to be taken concurrently with 551b, and requires successful completion of the prerequisites 550a and 554a. Successful completion of this course is a prerequisite for enrollment in 721a and 752a. I. Alexander, C. Kaplan.]

563a, Quality Improvement and Patient Safety. 3 credit hours. This course provides the student with a comprehensive understanding of the field of patient safety and its relationship to overall improvement in the quality of health care. The course explores principles of creating and leading a high-reliability health care system focused on patient safety. A particular emphasis is placed on leadership characteristics essential to creating and sustaining a culture of safety within the health care organization. Web-based format with monthly on-campus sessions. Required for all students in the nursing management, policy, and leadership specialty; available to others with permission of the instructor. K. Eaton.

565b, Leadership in Health Care Organizations. [Course description pending Curriculum Committee approval.] Nursing Management, Policy and Leadership faculty.

567a, Uses of Data in Decision Making. 2 credit hours. This course provides content needed to understand, access, mine, and create data for clinical, operational, and financial decision making. Lectures, workshops, and remote access assignments form the basis for learning data elements and structures of administrative databases, data analytic strategies, and the relationship between data and decision making. Combination of four on-site sessions with online teaching; total equivalent to thirty class hours. Required of all students in the nursing management, policy, and leadership specialty; available to others with permission of the instructor. D. Diers, J. Bozzo, J. Rimar, B. McCloskey, and guests.

569a, Principles and Analysis of Health Care Ethics. 3 credit hours. Students are introduced to two major theories of health care ethics: (1) principlism, including respect for autonomy, beneficence, non-maleficence, and justice, and (2) the ethics of care. The ethical theories are applied to clinical cases and health policy analysis through online discussion. Students learn to analyze clinical cases and policy by discerning pertinent facts, discerning distinctions, assessing social context and values, assessing decision-making procedure determining lines of authority, and defining specific questions. The ethical theories and methods are then applied to selected current issues in health care including end-of-life care, resource allocation, noncompliance, and privacy. Required of all students in the nursing management, policy, and leadership specialty; available to others with permission of the instructor. D. Olsen.

575a, Cultural Diversity in Health Care. 1 credit hour. This two-day workshop/seminar focuses on the concepts of culture and ethnicity and their effect on health beliefs and practices within the context of health care delivery. Diversity, vulnerability, and health disparities are also examined in relation to culture and ethnicity. Cultural assessments of individual health care providers and health care systems are presented and cultural competency defined and described. The Office of Minority Health National Standards for Cultural and Linguistically Appropriate Services provides the criterion for cultural competency. Required of all students in the nursing management, policy, and leadership specialty; available to others with permission of the instructor. Web-based instruction with monthly on-campus sessions. G. Melkus.

577b, Health Care Financial Management. 3 credit hours. This course provides students with an introduction to accounting and finance and has been designed to provide a broad managerial overview of these topics within the context of nursing. Through both online exercises and problem sets, accounting and finance theories and tools are applied to common decision-making situations experienced by nurse managers. This is intended to be an introductory course for nurses and accessible to individuals with no prior exposure to accounting or finance. This course is required for all students in the nursing management, policy, and leadership specialty; open to others with permission of the instructor. Web-based learning and monthly on-campus sessions. E. Bradley.

578b, Introductory Clinical Practice for Nursing Management, Policy, and Leadership. 2 credit hours. This course is designed to provide future nurse leaders with clinical experience designed to synthesize and apply theory and principles from the didactic portion of 579b. With an emphasis on quality improvement and patient safety in health care delivery and policy settings, students engage in projects to implement evidence-based practices in health care delivery and develop a foundation for leadership practice. Individually modified course objectives, supervised experiences, Web-based discussion boards, and written clinical logs are methods used to facilitate learning. This course is graded on a Pass/Fail basis only. Required of all students in the nursing management, policy, and leadership specialty. Concurrent enrollment in 579b required. Prequisites: 561a, 563a. Web-based instruction with monthly on-campus sessions. NMPL faculty.

579b, Research Methods for NMPL. 2 credit hours. The purpose of this course is to provide future nurse leaders with a toolkit of effective, scientifically supported strategies for improving the quality of health care. With an emphasis on quality improvement and patient safety in health care delivery and policy settings, students evaluate the quality of scientific evidence available to support selection and use of nursing and management practices, develop effective strategies to translate evidence into practice, and apply evidence to health policies in public and private sectors. Required of all students in the nursing management, policy, and leadership specialty. Concurrent enrollment in 578b required. Web-based instruction with monthly on-campus sessions. NMPL faculty.

580a, Well Woman Care and Gynecology. 5 credit hours. This course focuses on the provision of reproductive-based health care to non-pregnant women across the life span. Through regularly scheduled lectures, seminars, clinical conferences, and supervised clinical practice, students learn and apply principles of primary care, contraception, and office gynecology. The clinical component of this course begins the fourth week of the term. This course is required for Women’s Health Nurse Practitioner and Nurse- Midwifery students in the first year of specialization. This course is a prerequisite for 580b. M. E. Rousseau, B. Hackley.

580b, Introduction to Antepartum Care. 5 credit hours. Students are introduced to nurse-midwifery practice. This course is devoted to the theory and practice of antepartum care and fetal assessment. Students apply learning in supervised clinical practice. Required for all nurse-midwifery students in the first year of specialization. H. Reynolds.

581a, Professional Issues and Leadership. 2 credit hours. This course is an introduction to the profession of nurse-midwifery and midwifery; to the national professional organization, the American College of Nurse-Midwives (ACNM); and to public policy and programs affecting the health care of women, mothers, and infants. Students review the history of the profession and gain a working knowledge of practice development, coding, insurance issues, risk management, quality assurance, and peer review; clinical ethics; midwifery research, and nurse-midwifery evaluation and effectiveness literature; the structure and function of the ACNM, ACNM documents, and credentialing; the nurse-midwifery role, its functions, leadership, policy development, and interdisciplinary team relationships; Title V and other programs that affect the health care of women and infants, their current legislative base, and implementation as public policy; and international midwifery and the Safe Motherhood Initiative. Discussion focuses on current issues, trends, and possible future directions for women and maternal-infant health care policy and programs, and for the profession. The course prepares students to participate knowledgeably in local, regional, national, and international midwifery meetings and activities of the ACNM, in legislative and policy initiatives for health care of women and others and infants, and to accept responsibility inherent in the profession. Required for all students in the nurse-midwifery specialty. M. Goff.

582b, Introduction to Intrapartum Care. 5 credit hours. The course is devoted to introducing theory, skills, and management of intrapartum, postpartum, and transitional care of the newborn through lecture, case studies, and supervised clinical practice. Students have clinical experience in labor, birth, and postpartum care, as well as in the transitional care of the normal newborn. This course runs concurrently with 580b. Required for all nurse-midwifery students in the first year of specialization. M. Goff.

583a, Nurse-Midwifery Primary Care. 2 credit hours. This course introduces nurse-midwifery students to the concepts of health promotion and screening, as well as to the primary care management of selected common health conditions affecting women. Required for all nurse-midwifery students in the first year of specialization. Two hours per week. B. Hackley.

607b, Pathophysiology and Management of Common Adult Clinical Problems I. 4 credit hours. This course provides a basis for predicting vulnerability for common clinical problems (cardiovascular, respiratory, hematologic, and immunologic) that occur as a result of illness or outcome of treatment. Assessment, management, and evaluation are emphasized. Normal physiology, pathophysiology, and pharmacological management of these conditions are included. Required for all acute care nurse practitioner and cardiovascular clinical nurse specialist students in the first year of specialization. Prerequisite: successful completion of 609a. Four hours per week. Adult Advanced Practice Nursing faculty.

609a, Assessment of the Acutely and Critically Ill Client. 1 credit hour. This course provides comprehensive content necessary in the assessment of the acutely or critically ill patient. Emphasis is on examination of the cardiovascular and respiratory systems, based on complex interpretations from laboratory and technical findings. The electrocardiographic (ECG) components of the course may be taken as an elective by students in any specialty who have an interest in ECG interpretation. Required for all acute care nurse practitioner and cardiovascular clinical nurse specialist students in the first term of specialization. One hour per week. D. Chyun.

610a, Advanced Assessment. 0.6 credit hours. Practicum concentrates on development of a systematic methodology of identifying patients’ needs for health care. History taking, physical examination, diagnostic studies and interpretation, analysis of medical and nursing diagnoses, and documentation form the basis of this first clinical course. Selected clinical problems of patients in the acute care setting are studied in the context of case conferences. Physical diagnosis rounds with physician or nurse practitioner preceptorship are included. Required for all clinical nurse specialist, acute care nurse practitioner, and oncology nurse practitioner students in the first year of specialization. Prerequisite: successful completion of 554a skills tests. Seven hours per week for eight weeks. J. Coviello.

611b, Conceptual Basis of Nursing Practice. 1.5 credit hours. Through the discussion of concepts and theories in nursing and other disciplines, this course facilitates formation of a conceptual basis for advancing knowledge and practice. Required for all adult advanced practice nursing clinical nurse specialist, acute care nurse practitioner, and oncology nurse practitioner students in the first year of specialization. One and one-half hours per week. T. Knobf.

612b, Advanced Specialty Practicum I. 4.3 credit hours. This practicum provides students with direct care experience with their special population (acute care, cardiovascular, oncology). The focus of the practicum is on assessment and subsequent management of selected problems for a caseload of patients in acute, ambulatory, and/or long-term settings. During clinical conferences students present cases, formulate clinical diagnoses, and discuss management strategies for patients within their elected special population. Required for all students in the first year of specialization. Prerequisite: successful completion of 554a, 609a, and 610a. Thirteen hours of clinical per week. J. Coviello, T. Knobf.

615a/b, Principles and Practice of Oncology. 2 credit hours per term. This course provides comprehensive core content focusing on concepts of illness, health-promotion, and decision making. Emphasis is on assessment, diagnosis, and management of common clinical problems. Diagnosis and management of these common clinical problems are examined within the context of the acute, ambulatory, and/or long-term setting. Required for all oncology clinical nurse specialist and nurse practitioner students. Two hours per week. R. McCorkle.

625b, Children with Chronic Conditions/Disabilities and Their Families. 1.5 credit hours. This course provides students with a forum to discuss theoretical concepts of illness in relation to a family-centered model of care for children and adolescents with a chronic condition/disability and their families. Relevant issues and such topics as service delivery, financing of care, and legislative and health policy issues are explored. Emphasis is placed on the role of advanced practice nursing in the provision of health care for children and adolescents with a chronic condition. Required for all pediatric nurse practitioner students in the first year of specialization. Open to others with permission of the instructor. One and one-half hours per week. S. Santacroce.

[630a, Pediatric Health Assessment. 1.5 credit hours. Development of skills and knowledge in physical and developmental assessment of children. Interviewing, collecting a health data base, problem-oriented records, and physical examination are taught in lecture, skills laboratory, clinical conference, and self-study modes. A lab fee is assessed for this course. Lectures, clinical conference, and skills laboratory run for ten hours per week for seven weeks. Required for all pediatric and child psychiatric–mental health nurse practitioner students. M. Meadows-Oliver, coordinator; P. Ryan-Krause. Not offered fall term 2007.]

632a/b, Primary Care of Children I. 2 credit hours per term. This course provides clinical experience in well-child care and management of common pediatric problems with infants and children in primary care settings. Precepted experience begins second half of first term and continues through second term of the first year of specialization. Required for all pediatric nurse practitioner students. Students have 4.5 hours of clinical practice, six additional four-hour observation sessions with practitioners in the community, and five sessions in the newborn nursery. This course is graded on a Pass/Fail basis only. A one-hour clinical seminar runs for eight weeks in the fall and fifteen weeks in the spring. Prerequisite: successful completion of 630a. M. Meadows-Oliver.

633a, Health Promotion in Infants and Children. 2 credit hours. This lecture course is designed to introduce the student to the primary care of children from infancy through preadolescence. Concepts and theories related to well-child care are explored. Clinical applications of the theories and principles of preventive and optimal health care are emphasized. Required for all pediatric nurse practitioner and family nurse practitioner students in the first year of specialization. Open to others with permission of the instructor. Two hours per week. P. Jackson Allen.

635b, Management of Common Pediatric Problems. 2 credit hours. The data base, clinical course, and management of common pediatric problems in primary care form the content for this course required for all pediatric nurse practitioner and family nurse practitioner students in the first year of specialization. Open to others with permission of the instructor. Lectures, case conferences. Two hours per week. N. Banasiak.

637a, Child Development. 1.5 credit hours. This course is designed to give an overview of social-emotional, cognitive, physical, moral, and language development in children from infancy through adolescence. Emphasis is placed upon understanding development in individual, familial, sociocultural, and environmental contexts. Issues of particular significance to the health care provider are stressed. Required for all pediatric nurse practitioner, family nurse practitioner, and child psychiatric–mental health students in the first year of specialization. Open to others with permission of the instructor. One and one-half hours per week. L. Sadler.

640a or b, Clinical Practice in the Primary Care of Adolescents. 0.7 credit hours. Designed to aid the student in gaining elementary skills in the assessment of adolescent development, both physiological and psychological; in the recognition and management of deviations from normal development and health status; and in intermediate-level skill in the care of adolescents, including health promotion and education. Required for all pediatric nurse practitioner students, second term first year or first term second year of specialization. Five hours per week for six weeks. A. Moriarty Daley.

641b, Primary Care of Adolescents. 1.5 credit hours. Designed to provide the student with a conceptual model for viewing normal psychological and physiological adolescent development, an understanding of the clinical relevance of basic deviations from normal development, and an understanding of the diagnosis and clinical care of adolescents in primary care settings. Required for all pediatric and adult, family, and women’s health nurse practitioner students in the first year of specialization. Open to others with permission of the instructor. One and one-half hours per week. A. Moriarty Daley.

656a/b, Specialty Practicum in Psychiatric–Mental Health Nursing. 3 credit hours per term. Clinical experiences enable students to integrate knowledge derived from courses and readings with that obtained from the study of their own nursing practice. Experiences include supervised clinical work with clients in various stages of development across the life span in inpatient and outpatient settings. Individual supervision is offered in assessment, crisis intervention, case management, brief therapy, individual therapy, family therapy, group therapy, and the use of medications. The supervisory conferences focus on the clinician-patient relationship, the application of theories to clinical practice, and the life-span issues affecting mental health and illness. Two terms required for all psychiatric nursing students in the first year of specialization. Nine hours per week including one hour of clinical conference. V. Hamrin, coordinator.

657a, Mental Health Assessment across the Life Span. 2 credit hours. This course provides students with the concepts and skills necessary to conduct the mental health evaluation of individuals at all points of the life span. Students learn to collect data guided by the principles of general health screening, DSM IV, therapeutic interviewing, and comprehensive history taking. A multi-explanation framework is used to conceptualize case formulation and the examination of differential diagnoses. Health screening emphasizes risks to the psychiatric population, and physical conditions and genetic background in relation to mental health. Major components of mental health assessment are interviewing techniques, mental status examinations, psychosocial developmental history, family history, and sociocultural influences. Specific evaluation techniques for substance use and abuse, sexual dysfunction, developmental stage, and risk for dangerousness are included. Laboratory and clinical assignments will be used to complement lecture material. Required for all psychiatric–mental health nursing students in the first year of specialization. Open to others with permission of the instructor. One and one-half hours per week; laboratory work is one and one-half hours per week (equivalent to .5 credits). S. Talley, J. Iennaco.

658a/b/c, Specialty Practicum in Psychiatric–Mental Health Nursing and Primary Care. 2 credit hours in fall term, 4 credit hours in spring term, and 2 credit hours in summer term. This clinical course provides students in the primary care concentration with direct care experience of individuals with serious and persistent mental illness (SPMI) and the opportunity to develop psychiatric expertise, primary care skills, and clinical judgement. The focus of the practicum is on comprehensive assessment and management of adults with SPMI in acute and ambulatory psychiatric settings. Emphasis is on co-morbid conditions that are prevalent among individuals with SPMI and behaviors that may exacerbate those conditions. Preceptors provide individual supervision in the clinical setting. Clinical conferences focus on the process of clinical reasoning through the case presentation method, including formulation of clinical diagnoses, and discussion of management strategies. Professional role development of the advanced practice psychiatric nurse focuses on the nurse-patient relationship and the interaction of nurse, patient, and environmental factors. Required for all psychiatric nurse practitioner/clinical nurse specialist students in the primary care concentration in the first year of specialization. Six hours per week in the fall term, twelve hours per week in spring term, and a minimum of 90 total clinical hours in summer term. V. Hamrin, coordinator.

659a, Personality Theory and Adult Development. 1.5 credit hours. Biological, social, cultural, and psychological influences on personality and adult development are identified. Theoretical perspectives for understanding personality and development in adulthood are surveyed in relation to clinical mental health practice. Biologic, social, psychodynamic, relational, existential, and cognitive perspectives are reviewed. Perspectives are examined critically combining current and classic literature with an emphasis on integration. This material is then used to explore the concept and phenomena of personality disorder and provides the background for the examination of psychiatric disorders, as identified in DSM IV and examined in 659b. Required for all psychiatric–mental health nursing students in the first year of specialization. Open to others with permission of the instructor. One and one-half hours per week. D. Olsen.

659b, Psychopathology and Human Behavior. 2 credit hours. This course examines psychopathology and the diagnosis of psychiatric disorders across the life span as guided by DSM IV nosology. The examination integrates influences on personality and development including biologic, familial, social, and cultural factors. Theories of personality and development are integrated into the understanding of mental disorders. These include psychodynamic, relational, and cognitive perspectives. Required for all psychiatric–mental health nursing students in the second year of specialization. Open to others with permission of the instructor. Two hours per week. D. Olsen.

661b, Models of Treatment. 1.5 credit hours. This course builds on 657a, Mental Health Assessment across the Life Span. It is designed to assist the student in comprehensive treatment planning and understanding the dynamics of the therapeutic relationship in implementing interventions. Students utilize models of care specifically suited to individual patients and patient problems identified in advanced psychiatric nursing practice. Course content is arranged in four sections: treatment planning, therapeutic contracting; directive/problem-focused models of care; psychodynamic/evocative models of care; biologic models of care. Required for all psychiatric clinical nurse specialist students in the first year of specialization. One and one-half hours per week. D. Fasula.

663a, Child Development Psychopathology and Treatment. 2 credit hours. This course reviews the major childhood disorders; examining epidemiology, risk factors, taxonomy, assessment issues specific to children and adolescents, use of rating scales, as well as evidence-based child-specific treatments. Individual therapy, cognitive-behavioral therapy, family based interventions, psychopharmacological interventions as well as the integration of combined treatments. Required for child and adolescent psychiatric nursing students. Open to others with permission of the instructors. V. Hamrin, L. Scahill.

704a/b/c, Master’s Independent Study. This elective study is initiated by the student and negotiated with faculty. The purpose is to allow in-depth pursuit of individual areas of interest and/or practice. A written proposal must be submitted and signed by the student, the faculty member(s), and the appropriate specialty director. Credit varies according to the terms of the contract.

713b (EMD 557b), Public Health Issues in HIV/AIDS. 2 credit hours. This is an elective introductory broad-based course for students of all levels interested in the HIV/AIDS epidemic. The course covers pathogenesis, clinical care, natural history of infection, laboratory testing, transmission, and prevention of HIV/AIDS, and is designed to give students a general, comprehensive understanding of HIV/AIDS issues. The course is recommended for students beginning work in public health or HIV/AIDS, or for those who wish to expand their specialized knowledge of HIV/AIDS. Offered through the Department of Epidemiology and Public Health. Two hours per week. K. Khoshnood.

715a, Mindfulness-Based Stress Reduction Program. 1.5 credit hours. This elective eight-week course offers intensive training in mindfulness meditation: tuning into the breath, and learning to experience life more fully, one moment at a time. There is instruction in the body scan, hatha yoga, awareness of breathing meditation, walking meditation, and eating meditation, as well as mindfulness of interpersonal communication and other activities of daily life. The primary goal of the course is to develop a daily meditation practice in order to handle personal, academic, and professional stress more effectively. The secondary goal of the course is to explore the use of mindfulness meditation in the health care system. Two hours per week, one six-hour daylong session on a weekend. Open to all graduate and professional students at Yale. Not available for audit. B. Roth.

717, The Contexts of Care. 3 credit hours. Advanced practice nursing occurs in contexts that inevitably influence practice. This course provides students an integrative experience in applying organizational, operational, financial, ethical, and policy concepts to care. The course utilizes actual cases for analysis of the contextual basis of practice in combination with assigned reading, experiential learning, lectures, and Web-based instruction. The cases highlight various concepts that provide the infrastructure of the health care environment, including organizational leadership and culture; ethics; health care relationships; risk and liability; data management and utilization; access, quality, and coverage; credentialing; and inter- and intraprofessional issues. Required in the final year of specialization for all students. J. Krauss, coordinator; S. Cohen, D. Olsen.

721a/b, Scholarly Inquiry Praxis. No credits. The praxis, designed to be completed in the final year of specialization, is designed to provide an opportunity to integrate knowledge of nursing management, the health care environment, leadership, and scholarly inquiry in the study of an important clinical problem. It is recommended that the prospectus, submitted as the final product of the small group seminar portion of 525b, be approved by the end of September in the final year. The absolute deadline for an approved prospectus is the end of the first term (December) of the final year. A grade of at least Pass must be received in 721a prior to enrollment in 721b. Students must successfully complete both 721a and 721b in order to graduate. Required for all master’s students. Faculty.

723a (HPA 592a), Concepts and Principles of Aging. 1.5 credit hours. This elective course is designed as a multidisciplinary course that introduces students to the major concepts and principles of gerontology and to a variety of biopsychosocial theories on aging. Delivery systems of care for the elderly are explored along with the current social policy initiatives as they relate to the elderly. Research initiatives are discussed and students are urged to explore issues of eldercare in their own specialty/discipline as well as in related disciplines. Required for gerontological nurse practitioner and adult/gerontological nurse practitioner students. One and one-half hours per week. M. Wallace.

725b, Health Care Ethics. 1.5 credit hours. Students are introduced to major ethical theories and their application in health care ethics. Theoretical perspectives and their application to practice are discussed and different methods of analyzing ethical dilemmas in clinical practice are reviewed. International and multicultural perspectives in bioethics are introduced. There is an application of the principles of autonomy, beneficence, nonmaleficence, and justice to clinical case studies. Specific topics include, but are not limited to, informed consent, provider-patient relations, dilemmas at the end of life, and health care reform. Students learn to apply ethical principles to clinical practice, policy formation, and research. One and one-half hours per week. D. Olsen.

726, Practicum in Clinical Ethics. 1.3 credit hours per term. Students participate in 120 hours of clinical ethics under the guidance of a nurse with advanced knowledge and experience in the field and who is actively engaged in ethical consultation or evaluation of clinical situations. Emphasis is on gathering data from multiple sources involved in an ethical dilemma; mediating ethical disputes; investigating human rights abuses; reporting the results of mediation or investigation to institutions or authorities; ethical analysis of institutional policy; facilitating the discussion of ethics among providers, patients, and the lay public; and educational presentation of topics or cases in clinical ethics. Students participate in a monthly clinical conference. Prerequisite: successful completion of 725b, or permission of the instructor. Required for students in the Health Care Ethics concentration. Four hours per week. D. Olsen.

727a, Analysis of Issues in Health Care Ethics. 1.5 credit hours. In this course students learn to develop and critique positions and arguments in health care ethics by developing a topic of interest into a formal paper. Papers are written through a process of mutual critique in order to develop arguments while simultaneously analyzing the work of others. Prerequisite: successful completion of 725b, or permission of the instructor. One and one-half hours per week. D. Olsen.

733b (REL 977b), Living with Dying. 1.5–3.0 credit hours. This course develops students’ cultural and gender awareness, understanding, and competencies in creating environments to relieve suffering for individuals and their families who have experienced a death or are caring for someone who is dying. Emphasis is on nonpharmacologic interventions to relieve suffering, including spiritual, interpersonal, and sociocultural. The course is structured with the premise that relief from suffering, meaning, and transcendence at the end of life are best achieved and understood through the interpersonal use of narrative techniques, like storytelling, to facilitate communication. One and one-half hours per week. R. McCorkle.

[735b, Environment and Health. 1.5 credit hours. The environment is a major determinant of health. To promote environmental health, we must understand environmental health problems in a comprehensive way, reaching from physiological research on health effects of toxic agents to actions which people may take, individually and collectively, to reduce their risks of adverse health effects. This course utilizes an integrative model for environmental health research incorporating four domains: physiology, vulnerability, epistemology, and health protection. Discussions include issues of environmental justice and implications for public health policy. 1.5 hours per week. J. Dixon. Not offered spring term 2008.]

737a, Nursing, Health, and Social Welfare in American History. 1.5 credit hours. This course uses history as a prism through which to examine the relationship between nursing and social reform in the United States between 1860 and 1992. Though chronology, names, dates, and facts are important and are stressed when appropriate, the purpose of the course is not to review a comprehensive narrative of what happened when. Rather, its goal is to explore themes related to change and reform throughout nursing’s history, both chronologically as well as thematically. Specifically, the course focuses on the ways in which nurses have challenged and/or collaborated with prevailing social structures and ideologies across time and the results of those efforts. The course also considers the many variables (including race, ethnicity, class, and gender) that influenced particular events in which nursing played a role. One and one-half hours per week. Offered every other year. C. Connolly.

751a, Antepartum Care for WHNPs. 3 credit hours. This course focuses on antepartum care and management. The focus is on appropriate assessment for evaluation of pregnant women, safe, complete, and client-focused prenatal care, and management of common obstetrical problems. Required for all women’s health nurse practitioner track final-year students. Prerequisite: completion of all first-year specialty courses required under the full-time plan of study. Three hours per week. C. Kaplan.

752a, Advanced Clinical Practice in Women’s Health Care. 4 credit hours. The focus of this practicum is comprehensive management of health care needs specific to women within the context of their lives from the clinical perspective. This course concentrates on the application of physiologic, developmental, psychosocial, and cultural theories to advanced clinical decision making focusing on reproductive and developmental health issues for women. Required in the final year for all students enrolled in the women’s health nurse practitioner track. Eight hours per week of practice required. Didactic and clinical conference two hours per week. C. Kaplan.

752b, Advanced Clinical Practice in Women’s Health Care. 3.2 credit hours. The focus of this practicum is comprehensive management of health care needs specific to women within the context of their lives from the clinical perspective. This course concentrates on the application of physiologic, developmental, psychosocial, and cultural theories to advanced clinical decision making. In this term the focus is on diseases specific to or more commonly seen in women within a multidisciplinary viewpoint incorporating both allopathic and complementary approaches. Required in the final year for all students enrolled in the women’s health nurse practitioner track. Eight hours per week of practice required. Clinical conference one and one-half hours weekly. C. Kaplan.

753b, Advanced Concepts in Women’s Health Care. 1.5 credit hours. This course focuses on topics that examine women’s health care in the context of their lives from theoretical and clinical perspectives. Issues that confront women and their health care providers are discussed from a multidisciplinary viewpoint incorporating both allopathic and complementary approaches for management. This is an advanced course focusing on management of medical conditions that disproportionately affect women or have unique presentation or manifestations in women from menarche across the life cycle within the context of socio-cultural environments—interpersonal, family, and community. Required for all women’s health nurse practitioner track final-year students. Prerequisite: successful completion of 751a, 752a, 756a, and 757a. I. Alexander.

756a, Advanced Clinical Practice for Adult, Family, Gerontological, and Women’s Health Nurse Practitioners. 3.2–5.8 credit hours. Course content builds on the clinical skills developed in 556b by giving students the opportunity to develop the nursing skills, clinical judgment, and patient management strategies necessary to manage common acute and chronic health care problems. Students meet weekly for a one-and-one-half hour clinical conference that is held concurrently with clinical practice. Clinical conference serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. This course is required for students in the second year of specialization as adult, family, gerontological, adult/gerontological, and women’s health nurse practitioners. Open to psychiatric–primary care track students with permission of the faculty. This course requires that the student successfully complete all required courses in the first specialty year. I. Alexander, S. Langerman, S. Molony, D. Viens.

756b, Advanced Clinical Practice for Adult, Family, Gerontological, and Women’s Health Nurse Practitioners. 3.2–5.8 credit hours. Course content builds on the experiences gained in 756a, and provides students further opportunity to develop advanced nursing skills, clinical judgment, and patient management strategies necessary to manage common acute and chronic health care problems. Students meet weekly for a one-and-one-half hour clinical conference that is held concurrently with clinical practice. Clinical conference serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. This course is required for students in the final term of specialization as adult, family, gerontological, adult/gerontological, and women’s health nurse practitioners. Open to psychiatric–primary care track students with permission of the faculty. This course requires that the student successfully completes all required courses in the fall term of the second specialty year. I. Alexander, S. Molony, D. Viens.

757a, Primary Care Problems of Adults II. 2 credit hours. This course is a continuation of 557a/b focusing on the differential diagnosis and management of more complex adult and adolescent health problems. The ongoing primary care management of chronic illness is emphasized. Required for adult, family, gerontological, women’s health, and psychiatric–mental health nurse practitioner students in the final year. Prerequisite: successful completion of 556b (adult and family nurse practitioner students only) and 557a/b. Two hours per week. D. Viens.

757b, Primary Care Problems of Adults II. 2 credit hours. This course is a continuation of 757a. Lectures focus on assessment and management of chronic illness, highlighting management of patients with co-morbid diseases. Required for adult, family, gerontological, women’s health, and psychiatric–mental health nurse practitioner students in the final year. Prerequisite: successful completion of 756a (adult, family, gerontological, and women’s health nurse practitioners only) and 757a. Two hours per week. D. Viens.

768a/b, Clinical Practice in Diabetes Care and Management. 1.65 credit hours per term. This yearlong course in diabetes care and management focuses on comprehensive management of a caseload of diabetes patients in students’ elected program of clinical specialization. The Albert Einstein Diabetes Research and Training Center and Yale-New Haven Hospital diabetes specialty, endocrine specialty practices, and primary care clinics serve as clinical practice sites. Required in the final year of study for all students in the Diabetes Care concentration. Four hours per week, plus one hour per week of clinical conference. V. Jefferson.

769a, Advanced Concepts and Principles of Diabetes Care. 2 credit hours. This seminar focuses on the concepts and principles of diabetes managed care based on the American Diabetes Association Standards of Care (2006). It includes principles of primary care (screening, early detection, intervention, patient education), secondary care principles related to diabetes management, tertiary care related to complications, various treatment modalities, patient education, and self-care. These concepts and principles of care are presented relative to type of diabetes (Type 1, Type 2, gestational and pregnancy, and secondary), age, developmental stage, duration of disease, and ethnicity. A multidisciplinary approach to care issues is emphasized, incorporating the contributions of other disciplines in the collaborative management of diabetes. Important aspects of living with a chronic illness such as the psychologicial, social, occupational, and economic are also emphasized. Required in the final year of study for all students in the Diabetes Care concentration. Open to others with permission of the instructor. Two hours per week. G. Melkus.

780a, Advanced Midwifery Care. 6 credit hours. Students continue clinical experience in antepartum, intrapartum, postpartum gynecology, and primary care areas, extending their abilities through lectures, seminars, and study to provide care in more complicated clinical situations. All students are required to become certified in neonatal resuscitation through the American Academy of Pediatrics course. Required for all nurse-midwifery students in the final year of specialization. M. Stone-Godena.

780b, Integration. 9 credit hours. This course is a clinical preceptorship in nurse-midwifery. Students are assigned to a clinical preceptor for clinical experience in all areas of nurse-midwifery practice. This module is designed to pull together all areas of nurse-midwifery practice to enable students to experience full-scope care through a blending of all previous program objectives and skills. The goal is for the student to be a safe, competent beginning-level practitioner at the end of the module. Seminars are designed to augment the transitional role from student to nurse-midwife. This course is graded on a Pass/Fail basis only. Required for all nurse-midwifery students in the final year of specialization. S. Gottlieb.

802a/b, Advanced Clinical Practicum for Acute Care Nurse Practitioners. 8.3 credit hours per term. This yearlong practicum provides students with clinical experience in data gathering techniques, diagnostic reasoning, management of acute and chronic health problems, application of technology in patient care, consultation and collaboration, and health promotion and risk factor modification. The differential diagnosis and treatment of complex health problems commonly seen in acutely ill, hospitalized adults is stressed. The focus is on those acute illnesses with a predictable course and established treatment approaches. Students have the opportunity to manage a caseload of patients from admission through discharge, as well as follow patients on an outpatient basis. A one-hour weekly clinical conference addresses acute care clinical issues through the case presentation method. Required for all acute care nurse practitioner students in the final year of specialization. Precepted by nurse practitioners and physicians. Prerequisite: successful completion of 607b, 612b, and 807a (for 802b). Twenty-four hours per week in an acute care setting in the fall and spring terms. D. Buonocore.

803a/b, Oncology Symptom Management. 2 credit hours per term. The content of this course focuses on symptom experience and common clinical problems of adults with cancer. Common health problems of adults are integrated with common symptoms associated with cancer and cancer treatment, emphasizing assessment, differential diagnosis, and management. Required for oncology clinical nurse specialist and oncology nurse practitioner students in the final year of specialization. Prerequisite: successful completion of 615a/b, and 803a to continue with 803b. Two hours per week. M. Cooley.

804a/b, Clinical Practicum for Oncology Nurse Practitioners. 5.3 credit hours per term. The goal of this practicum is to prepare students to comprehensively manage a caseload of adults with cancer. Emphasis is on prediction of high incidence clinical problems, refinement of clinical reasoning in assessment, differential diagnosis, and formulation of management strategies. The practice sites provide opportunities to understand cancer care along the continuum, develop clinical leadership skills, provide continuity of care across settings, and deliver high quality supportive care to patients and families. Prerequisites: successful completion of 554a and 556b, and 804a to continue with 804b. Required for oncology nurse practitioner students in the final year of specialization. Fifteen hours per week of clinical practice, plus one hour per week of clinical conference. M. Knobf.

805a, Cancer Pharmacology. 1.5 credit hours. This course provides essential knowledge for the pharmacologic management of the adult with cancer. Content includes pharmacologic management of the disease, supportive therapies, and medication safety in cancer patients. Treatment indications, side effects, polypharmacy issues, and acute and long term toxicities are emphasized. Required for oncology clinical nurse specialist and oncology nurse practitioner students in the final year of specialization. One and one-half hour per week. M. Knobf.

807a, Pathophysiology and Management of Common Adult Clinical Problems II. 4 credit hours. This course provides a basis for predicting vulnerability for common clinical problems (endocrine, neurological, gastrointestinal, and renal) that occur as a result of illness or outcome of treatment. Assessment, management, and evaluation are emphasized. Normal physiology, pathophysiology, and pharmacological management of these conditions are included. Required for all acute care nurse practitioner students in the final year of specialization. Prerequisite: successful completion of 609a. Four hours per week. Adult Advanced Practice Nursing faculty.

810a/c, Advanced Specialty Practicum II. 4.3 credit hours. The focus of this practicum is comprehensive management of a caseload of patients with students’ elected special populations (cardiovascular, oncology). Emphasis is on prediction of common patient problems, formulation of management protocols, and generation of research questions. The practice sites in acute, ambulatory, and/or long-term settings provide an opportunity to observe system problems and develop clinical leadership strategies. Required for all clinical nurse specialist students in the final year of specialization. Acute care nurse practitioner students must take 810c during the summer following 612b, unless they can demonstrate experience in caring for critically ill patients managed with complex technological interventions. Prerequisite: successful completion of 612b. Twelve hours of clinical practice plus one hour of clinical conference per week. D. Chyun.

812b, Advanced Specialty Practicum III. 4.3 credit hours. This practicum focuses on the implementation of the advanced practice role. Emphasis is on management of care for specialty patient populations in acute, ambulatory, and/or long-term settings through collaboration, consultation, and strategies for change in health care systems. Required for all clinical nurse specialist students in the final year of specialization. Prerequisite: successful completion of 810a. Twelve hours of clinical practice plus one hour of clinical conference per week. D. Chyun.

817b, Professional Practice Issues for Adult Advanced Practice Nurses. 2 credit hours. This course is designed to develop the adult advanced practice nurse’s transition to the professional role. The course explores theoretical and practical considerations underlying the multiple roles of the AAPN—teacher, researcher, advocate, clinician, consultant, collaborator, and system manager. Topics to be addressed include reimbursement, change theory, consultation, ethical decision making, end-of-life issues, professional liability, and case management. Required for all adult advanced practice nursing students in the final year of specialization. Two hours per week for fifteen weeks. D. Chyun.

819b, Health Promotion and Disease Prevention in the Adult Continuum. 1.5 credit hours. The focus of this course is to explore primary care issues and management throughout the adult continuum. Class content introduces students to the priority areas of the national health agenda regarding health promotion, risk screening, and disease prevention in adults. National clinical practice guidelines are explored in concert with the national health agenda. This course further socializes the student to the role of advanced practice nurse as primary care provider. Required for all clinical nurse specialist, and acute care nurse practitioner students in the final year of specialization. One and one-half hours per week. J. Coviello.

825a, Advanced Practice in Early Care and School Health. 1.0 credit hours. This seminar provides a forum for discussion and analysis of the advanced practice nursing (APN) role in early care and school settings from infancy through high school. Building on concepts and skills in primary care practice, the seminar explores the role of the APN in health promotion and disease management within early care and educational settings in coordination with other systems of care, such as primary and specialty care, and families. Topics specific to these settings include role development; models of health care delivery and consultation; care of children/adolescents with chronic illnesses and special health care needs; legal issues; and early care and educational system structure. Federal, state, and local legislation as well as policies governing health care in these settings are included. Required in the final year of study for all pediatric nurse practitioner students. One and one-half hours per week for ten weeks, fall term. A. Crowley.

826a/b, Clinical Practice in School Health. 1.7 credit hours per term. This clinical course is designed to provide an opportunity to develop an advanced practice nursing role in the school setting. Experience is in a school-based or early care clinic where the student provides primary and episodic care to the client population, participates in health education, as well as consults and collaborates with other health and education personnel in the school and community. Required for all pediatric nurse practitioner students (one term only for students in the chronic illness concentration). Four and one-half hours of clinical practice and one-half hour of clinical conference per week. I. Becerra-Ortiz.

827a, Pathophysiology and Advanced Management of Chronic Health Conditions in Children and Adolescents. 2 credit hours. This course focuses on the pathophysiology and advanced management of pediatric chronic health conditions across settings. Utilizing a systems approach, pathophysiology is reviewed, and selected prototype chronic conditions and their interventions and management are discussed. Required for all pediatric nurse practitioner students in the final year of specialization. Open to others with permission of the instructor. Two hours per week. A. Clements.

828a/b, Advanced Nursing Practice with Chronically Ill Children across Settings. 3 credit hours per term. This clinical course offers experience in providing advanced nursing care to populations of chronically ill children and their families across settings: clinic, hospital, home, school, and community. Students have the opportunity to provide direct nursing care to children and families; consult with agency staff and other professionals; and educate children, families, and staff as appropriate. Students are guided in their understanding of child/family problems and challenges with regard to illness management and demonstrate their ability to assess, plan for, and meet the primary care and specialty needs of the child as appropriate to the setting. Required for all pediatric nurse practitioner (chronic illness care concentration) students in the final year of specialization. Eight hours per week, plus one hour of clinical conference per week, fall and spring terms. S. Santacroce.

830a/b, Primary Care of Children II. 2 credit hours per term. This course provides clinical experience in advanced pediatric primary care and management, including work with complex families. The student provides health care for children over the course of the year in the Primary Care Center, Yale-New Haven Hospital, and at selected pediatric primary care sites in the community. Required for all pediatric nurse practitioner students in the final year of specialization. Four and one-half hours clinical practice per week and one and one-half hours of clinical conference per week. Prerequisite: successful completion of 632a/b. N. Banasiak.

833a/b, Advanced Management of Pediatric Problems in the Primary Care Setting. 2 credit hours per term. This seminar provides a forum for discussion of the management of pediatric problems. Analyses of complex pediatric problems are the basis for discussion by students, faculty, and guest lecturers. Required for all pediatric and family nurse practitioner students in the final year of specialization. Two hours per week. P. Ryan-Krause.

834a or b, Specialty Pediatric Clinical Practice. 1.7 credit hours. This clinical practicum provides students with the opportunity to gain additional knowledge and experience in specialty practice areas with relevance to pediatric primary care. Required for all pediatric nurse practitioner students in either fall or spring of the final year of specialization, with the exception of those students in the Chronic Illness Care Concentration. Students are expected to be in specialty practice four and one-half hours per week for the fifteen-week term and to participate in clinical conference the equivalent of one-half hour per week. This course is graded on a Pass/Fail basis only. P. Jackson Allen.

840a/b, Advanced Practice in Adolescent Health Care. Course credits variable. The purpose of this advanced clinical experience is to provide the student who wishes to specialize in adolescent health care with advanced clinical practice with adolescent mothers and their children. The clinical practice is designed to allow expansion of abilities as a nurse practitioner in a specialized care setting as a health educator and liaison for adolescent parents in the high school. Prerequisites: 632, 633a, 640a or b, and 641b. Course hours vary. L. Sadler.

845a, Pediatric Pharmacology. 1 credit hour. The course content focuses on principles of drug therapy, mechanisms of action, and selection of pharmaceutical agents in pediatric clinical practice. Emphasis is on commonly used drugs in pediatrics. Required for all pediatric nurse practitioner students in the second year of specialization. Open to others with permission of the instructor. One and one-half hours per week for ten weeks. A. Crowley.

849b, Family Patterns and Systems Relevant to Health Care. 1.5 credit hours. This course provides theoretical perspectives on family patterns and structure, family development, family stress and coping, and contextual variables that influence the health of the family and individual. Application of these perspectives is explored in terms of the management of health care and illness in families across the life span. Techniques in assessment of family functioning, vulnerabilities, and strengths are presented from clinical and research perspectives. Selected family problems are analyzed within theoretical, clinical, and policy perspectives. Required for all pediatric nurse practitioner, family nurse practitioner, and adult nurse practitioner students. Open to others with permission of the instructor. Prerequisites include all 600-level or first-year specialty nurse practitioner courses. One and one-half hours per week. A. Crowley.

850a/b/c, Advanced Psychiatric–Mental Health Nursing Practice. Minimum 4 credit hours fall term and 3 credit hours spring term. The aim of the final practicum is to promote development of leadership skills required for professional practice at the clinical nurse specialist level. Emphasis includes building upon first-year clinical skills to include group and/or family treatment methods and refinement of individual psychotherapy techniques for a select population; identification of opportunities for or actual provision of indirect care through such activities as consultation, supervision, or education; understanding the influence of organizational structures and systems issues on the delivery of services to clients. Students elect to focus their clinical experience on women, children, and families; the psychiatric consultation liaison nursing role with the medically ill population; adults with psychiatric disabilities; or the gerontological population. Required for all psychiatric–mental health nursing students in the final year of specialization. A minimum of twelve hours of clinical practice is required fall term, and nine hours spring term, including one hour of clinical conference. A summer course is offered for post master’s certificate students. V. Hamrin, coordinator.

851b, Seminar in Psychiatric–Mental Health Nursing: Theoretical and Evidence-Based Perspectives. 1.5 credit hours. This seminar is designed for all final-year psychiatric–mental health specialty students. The provision of mental health services is determined by many factors including policy, public demand, ideas among general practitioners and mental health professionals, and the financial pressures of purchasers and providers of services. These groups often have widely disparate views about the nature of mental disorders and their most appropriate interventions. The assumption underlying this seminar is that mental health services should be fundamentally theoretical and evidence-based. Discussion addresses what constitutes the best available evidence to clarify decision making with regard to a variety of psychiatric disorders. Required for all students in the final year of specialization. One and one-half hours per week. J. Iennaco.

852a/b, Advanced Psychiatric–Mental Health and Primary Care Nursing Practice. 4 credit hours per term. This advanced clinical course provides comprehensive content on concepts of illness, health promotion, and decision making and further development and refinement of primary care skills and clinical judgment. Nurse practitioner preceptors assist students in their clinical development. Clinical emphasis is on assessment, diagnosis, and management of common problems in individuals with serious and persistent mental illness. Diagnosis and management of common clinical problems are examined within the context of the acute, ambulatory, and/or long-term settings. Required for all psychiatric nurse practitioner students in the final year of specialization. A minimum of twelve hours per week of clinical practice is required, including one hour of clinical conference. V. Hamrin, coordinator.

[853b, Specialty Didactic: The Gerontological Client/Mental Health and Aging. 2 credit hours. This course provides an overview of mental health and aging, building on related content of psychiatric–mental health, gerontological, and medical-surgical nursing courses. Mental health assessment and intervention ranging from psychosocial and developmental concerns to psychiatric disorders commonly encountered in the elderly are discussed. Mental health strategies and psychotherapeutic interventions are examined in relation to theories of aging, coping/adaptation, and pertinent concepts like self-esteem as they relate to this population. Teaching methods include lecture/discussion, case analysis, and role-play. Advanced practice roles in nursing care of the elderly are emphasized. Required for all psychiatric nursing students pursuing a specialization in geriatric–mental health nursing, and gerontological nurse practitioner students. Open to other students with permission of the instructor. Two hours per week. S. Talley. Not offered spring term 2008.]

855b, Group Psychotherapy Seminar. 1 credit hour. This course examines models of group psychotherapy. Emphasis is placed on the application of theory to the clinical realities of groups and families encountered in various inpatient and outpatient settings. Course content covers determination of treatment choices through critical thinking informed by assessments; cultural, ethical, and legal considerations; comparison of pertinent models; and knowledge of basic concepts of group psychotherapy, as well as relevant literature and research. This course offers the opportunity for students to have a task group experience to examine group norms, leadership, communication patterns, roles, subgroups, and stages of group development according to Yaloni’s theory. One hour per week. V. Hamrin.

859b, Clinical Psychopharmacology. 1.5 credit hours. Lectures focus on principles of psychopharmacological treatment, mechanisms of action, and selection of pharmacological agents used to treat psychiatric disorders across the life span. Required for all psychiatric–mental health nursing program students in the first year of study. Open to others with permission of the instructor. One and one-half hours per week. S. Talley.

865a, Family Psychotherapy Seminar. 1 credit hour. This course examines the major conceptual frameworks of family therapy, including comparison of family models and basic concepts underlying an understanding of family systems. Family development issues across the life span are addressed. Emphasis is placed on the application of theory to the clinical realities of families encountered in various inpatient and outpatient settings. Course content covers selection of appropriate family treatment modalities that take into account the cultural, ethical, and legal issues that have impact on family life. One hour per week. V. Hamrin.

869c, Psychiatric Issues in the Primary Care Setting. 1 credit hour. This course focuses on the assessment, recognition, and treatment of psychiatric symptoms and diagnoses in nonpsychiatric settings. A biopsychosocial perspective is used to conceptualize case formulation and differential diagnosis. Focus is on synthesis of physical, psychological, biological, and social data in order to complete a comprehensive psychiatric evaluation and treatment plan. Required along with 658c in the summer following the first specialty year for all students electing the psychiatric–mental health nurse practitioner option. A total of fifteen hours of classroom seminar. S. Talley.

871b, Neurobiology and Mental Illness. 1.5 credit hours. This course reviews the anatomy and function of the human brain. To illustrate the organizational plan of the human brain, several lectures focus on neurotransmitter pathways. The students’ understanding of brain anatomy and function is augmented by a review of neuroimaging techniques, brain development, and genetics. These findings are applied to neuropsychiatric disorders such as Parkinson’s disease, schizophrenia, anxiety disorders, depression, bipolar disorder, Tourette syndrome, and attention-deficit hyperactivity disorder. The course aims to build a basic understanding of the neurobiological underpinnings of mental disorders and to apply these principles to the assessment and clinical care of patients with mental disorders. Strongly recommended to be taken before or with 859b, Clinical Psychopharmacology. Open to others with permission of the instructor. L. Scahill.

873a, Human Resource Management. 3 credit hours. This Web-based course provides an overview of contemporary human resource management in the health care setting. Particular emphasis is given to current approaches and evidence regarding the development and design of human resource programs that meet the needs of diverse employees, teams, and settings. Students evaluate the evidence, theories, and strategies for multidisciplinary teams in a variety of clinical settings. The intersection among human resource policies, safety, and quality outcomes is explored with a particular emphasis on the role of nursing leadership in human resource management. Required of all students in Nursing Management, Policy, and Leadership specialty. Open to others with permission of the instructor. M. Bettigole.

875a, Key Concepts in Role Development. 1 credit hour. This course introduces students to role theory and its application to leadership in nursing. The course includes examination of narratives of nurse leaders and their leadership roles. Nurse leaders provide real-life dilemmas of leadership. Students conduct a self-assessment of role readiness for career goals and develop a plan to attain identified leadership and management skills. Topics include group leadership, entering organizations, authority, responsibility, communication, decision making, self-awareness, and cultural sensitivity. Course is taught in two half-day seminars (three hours each) and guided Web-based learning. Required for all students in the Nursing Management, Policy, and Leadership specialty. Available to others with instructor’s permission. B. Morse.

895b, Clinical Pharmacology. 2 credit hours. This course is designed to prepare students in pharmacological action of drugs while applying the principles of pharmaco-kinetics and pharmacodynamics. This is done within the context of understanding physiologic and psychosocial variables and the need to adapt pharmacotherapeutic nursing interventions to the individual client. Following initial content on general principles, some of the most common clinical indications and considerations for prescribing are addressed. Teaching strategies include lectures, readings, and online material. Required for all students in their second year of specialization, except Clinical Nurse Specialist students. Prerequisites: successful completion of all required first-year course work in the full-time plan of study. Two hours per week. S. Molony.

897a or b, Specialty Care Clinical Pharmacology. 1 credit hour. This course is designed to prepare students to clinically apply pharmacotherapeutics from an advanced practice nursing approach in their specialty practice. Through a series of selected case studies, students learn how to identify the correct pharmaceutical agent(s) for therapy and to develop plans to monitor the results for effectiveness and safety in a variety of advanced practice nursing clinical settings. This course is taken concurrently with or in terms following 895b, Clinical Pharmacology. Required for all students in 895b except pediatric nurse practitioner, psychiatric–mental health nurse practitioner, and oncology nurse practitioner students. One hour per week. YSN faculty.

901a, Methods for Nursing Research. This advanced course in research methods provides an opportunity to evaluate various research designs used to investigate problems of importance to nursing and nursing care. Emphasis is placed on the inter-relationships of the clinical problem, state of knowledge, and study design. The goal is to facilitate appropriate methodological decision making. The primary focus is on quantitative approaches. Required of all students in the doctoral program. Open to master’s students with permission of the instructor. Three hours per week. J. Dixon.

903a, Measurement of Clinical Variables. This course focuses on theories of measurement, and on reliability and validity of research instruments—with emphasis on interaction of conceptual, methodological, and pragmatic considerations. An integration of seminar, lecture, and experiential modalities is employed. This course is required of second-year students in the doctoral program and is also open to advanced graduate students in other schools of the University. Three hours per week. J. Dixon.

904a/b/c, Doctoral Independent Study. This elective is initiated by the student and negotiated with faculty. The purpose is to allow in-depth pursuit of individual areas of interest and/or practice. A written proposal must be submitted and signed by the student, the faculty member(s), and the program chairperson. Doctoral program faculty.

905b, Creating Method: Issues in Nursing Research. This doctoral seminar explores the “cutting edge” of methodological development in nursing research, through illustration of how methodological perspectives are conceptualized and systematically analyzed. The focus is on areas in which research leaders have not achieved consensus, areas in which existing consensus may be challenged, and areas of newly recognized needs for which appropriate methodology has not been developed. Special issues related to validity and threats to validity in clinical research and the experiences of participants in these studies are addressed. Three hours per week. J. Dixon.

907, Dissertation Seminar. This required doctoral course provides the student with advanced study and direction in research leading to development of the dissertation proposal and completion of the dissertation. Students are guided in the application of fundamentals of scientific writing and criticism. Meets every other week for two hours over the full academic year. Required of all doctoral students. Prerequisites: completion of the first year of doctoral study or the equivalent, and 901a. Co-requisite: 903a. L. Scahill.

909a, Philosophy of Science. Consideration of central questions about the nature of scientific theory and practice, including what makes a discipline a science, whether science discovers the objective truth about the world, how and why scientific theories change over time, to what extent observation and experiment determine which theories we accept, what constitutes a good scientific explanation, what laws of nature are, and whether physics has a special status compared to other sciences. Required of all doctoral students. Two hours per week lecture and two hours every other week discussion group for nursing doctoral students. J. North, B. Guthrie.

911a/b, Doctoral Research Practicum. This course focuses on the development of the doctoral student’s research skills under the direction of a mentor. The theory component focuses on the overview of the research process, while the mentored research practicum emphasizes collaboration between mentor and student in the development of specific research skills. Required of all students for the first two years of doctoral study. Course is graded on a Pass/Fail basis only. One hour every other week. M. Funk.

913a, Conceptual Basis for Nursing Science. This course examines the nature of scientific knowledge and the development of the conceptual underpinnings of nursing science. The contribution to nursing science of various approaches to knowledge synthesis and theory development is emphasized. Specific approaches to concept/theory development and analysis are examined. Students are expected to complete a formal analysis of a concept or theory of interest to them. Required for all doctoral students. Three hours per week. R. Whittemore.

917b, Advanced Statistics for Clinical Nursing Research. This course covers selected topics related to multivariate statistical techniques commonly employed in nursing studies chosen from among analysis of variance, multiple regression, mixed models, logistic regression, poisson regression, factor analysis, structural equations modeling, and survival analysis. The emphasis is on attaining a conceptual understanding of these statistical techniques and associated models, selecting appropriate technique(s) for a given clinical research problem, conducting computer-assisted data analyses, and correctly expressing the results of such analyses. Computing assignments related to course topics are completed, primarily using the Statistical Analysis System SAS®, with written reports summarizing generated results. Class sessions meet for three and one-half hours each week. Elective for master’s students and required for doctoral students. Prerequisite: successful completion of 529a. Doctoral students may waive 529a by examination. K. Fennie.

919a, Introduction to Computer-Assisted Data Management and Analysis. 1 credit hour. This course introduces students to the fundamentals of data management and statistical analysis. It complements 529a for those students taking it concurrently and prepares students for 917b. The course is laboratory-based. Class consists primarily of computing demonstrations and occasional lecture by the instructor, followed by student practice with instructor assistance. The course emphasizes using programming language in SAS®. However, the menu-driven user interfaces in SAS®, SPSS®, n-Query®, MS Excel®, and MS ACCESS® also are covered. This course is elective for master’s students and required for doctoral students. Prerequisite: successful completion of, or concurrent enrolment in, 529a or permission of instructor. K. Fennie.

[921b, Seminar on Research in Care of Patients with Diabetes. This seminar focuses on the current state of the science in research on care of patients with diabetes mellitus and builds on knowledge gained in clinical courses in diabetes management. Specific attention is paid to issues related to interventions with high risk cultural and ethnic groups. Research from nursing, medicine, and the social sciences is discussed by leaders in the field. Prerequisites: 769a and 901a, or the equivalent. Two hours per week. Offered every other year. R. Whittemore, G. Melkus. Not offered spring term 2008.].

[923a, Current Issues in Cardiovascular Nursing Research. In this elective course students examine current issues in cardiovascular nursing research. Topics vary each year to reflect the current state of the science. Prerequisite: clinical background in cardiovascular nursing and doctoral level standing. Open to others with permission of the instructors. Two hours every other week and thirty hours at the Scientific Sessions of the American Heart Association Annual Convention. Offered every other year. D. Chyun, M. Funk. Not offered fall term 2007.]

925b, Qualitative Research in Nursing. This course introduces the student to major approaches to qualitative research. Selected topics related to the design, conduct, and reporting of qualitative research are addressed. Emphasis is placed on the appropriate use of qualitative methods and differences across qualitative approaches. The course includes first-hand experience with data collection and analysis. Offered every other year. L. Sadler.

[927b, Seminar on Research in Care of People with Cancer or at Risk for Cancer and Their Families. This seminar focuses on current state of the science research in the care of people with cancer, or at risk for cancer, and their families. Specific attention is paid to factors associated with quality of life, such as symptoms, functional status, and affect; and high risk groups, such as family history, ethnicity, and socioeconomic class. Research from nursing, medicine, and the social sciences is discussed. Two hours per week. R. McCorkle. Not offered spring term 2008.]

929b, Ethical Conduct of Clinical Research. This course introduces major concepts in the ethical conduct of clinical research from the perspective of the advanced practice nurse and the nurse-researcher. National and international ethical codes for research and regulatory requirements are reviewed. Emphasis is placed on the protection of vulnerable populations and community-based research, including inter-national research. Required for all doctoral students. Open to others with permission of the instructor. One hour per week. A. Williams.

[941b, Methods for Health Services Research and Policy. 3 credits. The primary focus in this course is on methods for evaluating the effectiveness, efficiency, and equity of health services delivery. Approaches to measuring the relevant structure, process, and outcome variables that can be used to address effectiveness, efficiency, and equity issues are presented. Throughout the course, linkages are made between specific health care policies and the related health services research. Three hours per week. Faculty. Not offered spring term 2008.]

943a, Conceptual Basis for the Study of Self- and Family Illness Management. This course examines major conceptualizations of illness and self- and family management and the research supporting these conceptualizations. Emphasis is placed on linkages between illness self-management and related concepts such as self-efficacy and coping. Contributions of personal and family background factors, socio-cultural influences, health care providers, and systems are explored in the context of self-management of illness. Required for doctoral students. Three hours per week. G. Melkus.

943b, Methodological Issues in the Study of Management of Health and Illness. This seminar focuses on research methods necessary for the understanding, development, and testing of interventions in the management of health and illness. Content includes the use of qualitative, family, and survey approaches to understand the factors associated with management of health and illness and addresses the application of these approaches to both the individual and the family as a unit of study. Prerequisite: successful completion of 943a. Required of all doctoral students and postdoctoral fellows in the Research Training Program in Self- and Family Management. Course is open to others by consent of the instructors. Three hours per week. M. Grey, R. Whittemore.

[961a, Contemporary Issues in Health Policy and Politics. This course focuses on the structural variables that affect the processes and outcomes of care. It is based on several premises. First, health policy at the national, state, and local levels of governments influences access to, cost of, and quality of health care. Second, understanding structural variables (delivery systems, populations at risk, and environment) that shape health care delivery enhances understanding of process and outcome variables. Third, clinicians and researchers need to be able to analyze health policy and communicate their recommendations effectively to policy makers. Finally, an understanding of the structural variables in comparative context enhances understanding of global health issues. Required of all doctoral students and open to others by permission of the instructor. Three hours per week. S. Cohen. Not offered fall term 2007.]

991a/b/c, Dissertation Advisement. 10 credit hours minimum. This course begins in the third year and continues until completion of the degree. Graded as Pass/Fail. If a grade of Fail is received, no credit is given. Required for all D.N.Sc. students. Doctoral program faculty.

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