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. One and one-half hours per week. P. Minarik.

503, Biomedical Science. 5 credit hours. 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 immunology, genetics, and embryology. Required for all students in the prespecialty year. Four hours per week, fall term; two hours per week through the middle of spring term. 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. One and one-half hours per week. 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. G. Morrow.

511a, Fundamentals of Human Anatomy. 2 credit hours. The effective assessment, diagnosis, and management of diseases depend on knowledge of the structures involved. This introductory course reviews and discusses the structure and function of the major body systems. Attempts are made to correlate this 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. One hour of lecture and three hours of lab per week. L. Pellico, coordinator; S. Kapadia, J. Sokolow, W. Stewart, D. Zinn.

512c, Clinical Practice in Community Health Nursing. 3 credit hours. Community health nurses provide preventive, therapeutic, and rehabilitation services in a variety of community settings. This practicum focuses on the delivery of these health services in national and international community organizations. Nursing responsibility for caseload management offers opportunity to interact with other members of the interdisciplinary health care team. Selected observational experiences augment core clinical practice. Required for all students in the prespecialty year. Forty hours per week, last half of summer term. Graduate Entry Prespecialty in Nursing faculty.

513c, Seminar in Community Health Nursing and Public Health. 2.4 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. Last half of summer term. Graduate Entry Prespecialty in Nursing faculty.

514b, 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. Required for all students in the prespecialty year. Sixteen hours per week, second half of spring term and first half of summer term. M. Beal.

515b, Seminar in Maternal-Newborn Nursing. 1.5 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. One and one-half hours per week, second half of spring term and first half of summer term. 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 observations. 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 of 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, 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. Required for all students in the prespecialty year. Sixteen hours per week clinical practice and conferences, second half of spring term or first half of summer term. C. Connolly, P. Violano.

519b, Seminar in Pediatric Nursing. 1.5 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. One and one-half hours per week, second half of spring term or first half of summer term. C. Connolly, M. Corjulo.

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. Required for all students in the prespecialty year. Sixteen hours per week, first half of spring term. M.A. Starkes, P. Harris.

521b, Seminar in Psychiatric–Mental Health Nursing. 1.7 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 and one-half 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; 3 credit hours 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 provide the student with exposure to the process of identifying clinical research problems, critically reviewing pertinent literature, and formulating a research prospectus. Required in the first year of spe-cialization. Two hours per week fall term and three hours per week spring term. R. Whittemore.

529a, Statistics for Clinical Nursing Research. 3 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.

550a, Clinical Applications for Advanced Health Assessment. 0.4 credit hours. This course provides the AFGWH nurse practitioner student the opportunity to explore and apply skills obtained in Advanced Health Assessment. Through direct patient interaction, the student gathers comprehensive and system-specific health histories and performs comprehensive and system-specific physical examinations in order to hone data-gathering skills. Adult, Family, Gerontological, and Women’s Health Primary Care faculty.

552a, Newborn Assessment and Primary Care for Family Nurse Practitioners. 0.9 credit hours. This course presents theoretical and clinical knowledge relevant to the assessment and care of the neonate and the child-bearing family during the perinatal period. Standards of health care are presented and some common problems of the neonate are reviewed. Particular attention is given to the role of the primary provider in assessment, management, referral, and evaluation processes. The anatomy and physiology of the newborn (including the transition to extracorporeal life), and pharmacokinetics and pharmacotherapeutics of common medications used in the perinatal period are reviewed. Theoretical components of the transition to parenthood and of parent-infant interactions, which provide a framework for practice, are examined. The course includes a two-session clinical experience in the newborn nursery. Emphasis is placed on completing a perinatal history and conducting the physical newborn examination. The didactic portion of this course is identical to first eight weeks of Nursing 639a. Students are also encouraged to attend any of the lectures given in the last seven weeks of 639a. These cover complications in the newborn period. K. Koenig.

553a, Concepts in Women’s Health Care. 1 credit hour. This course focuses on topics that examine women’s health care in the context of their lives from theoretical and pragmatic perspectives. Issues that confront women and their health care providers are discussed from a multidisciplinary viewpoint. Required for all Women’s Health Nurse Practitioner Track students during the first year of specialization. Two hours every other week. I. Alexander.

554a, Advanced Health Assessment. 2.9 credit hours. This course is designed to cover the comprehensive history taking and advanced physical examination requisite of advanced nursing practice. Through lecture and laboratory sessions, students practice comprehensive health history taking and advanced physical assessment skills on each other. 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, and the Adult Advanced Practice Nursing programs. D. Viens, K. Stemler, co-coordinators.

555b, Common Health Problems of the Older Adult. 1.5 credit hours. This didactic course focuses on 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. One and one-half hours per week. C. Auerhahn.

556b, Clinical Practice for Adult Nurse Practitioners. Minimum 3 credit hours. Clinical experience in the differential diagnosis and management of common adult problems. Eight to twelve hours per week in a primary care setting for fifteen weeks in the spring term. A one-hour weekly clinical conference addresses adult clinical issues. Required for students in the first year of specialization as adult, family, and oncology nurse practitioners. Precepted by nurse practitioners. Prerequisite: successful completion of 554a and 557a. Adult, Family, Gerontological, and Women’s Health Primary Care faculty.

557a/b, Primary Care Problems of Adults I. 2 credit hours per term. Didactic sessions focus on the differential diagnosis and management of common health problems in adults and adolescents. Begins during fall term and continues for remainder of year. 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 to continue with 557b. Two hours per week. C. Auerhahn.

558b, Clinical Practice for Family Nurse Practitioners. 1.3 credit hours. Clinical practice in child health assessment and the provision of primary health care. Focuses upon family-centered well-child care and the differentiation of normal from abnormal findings. Four hours per week during spring term are spent in an ambulatory pediatric or family practice setting. Group clinical conferences are scheduled periodically throughout the term. Required for students in the first year of specialization as family nurse practitioners. Prerequisite: successful completion of 554a, 557a, 633a, and 637a. Adult, Family, Gerontological, and Women’s Health Primary Care faculty.

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, family, and women’s health nurse practitioner students. Open to others with permission of the instructor. One hour per week. I. Alexander.

560b, Clinical Practice for Gerontological Nurse Practitioners I. 3–4 credit hours. Course content includes clinical practice in health assessment and the provision of primary health care to a geriatric population. A one and one-half hour clinical conference will be 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 Gerontological nurse practitioners. The prerequisites for this course include successful completion of all required courses for the specialty. C. Auerhahn.

571a, 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. Teaching strategies include seminars and online material. Required for all students in their second year of specialization. Two hours per week. Faculty TBD.

573a 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 or the semester following 571a, Clinical Pharmacology. Required for all students in 571a except psychiatric–mental health nurse practitioner and oncology nurse practitioner students. One hour per week. Faculty TBD.

580a, Primary Care of Women: Antepartum Care. 5 credit hours. Students are introduced to nurse-midwifery practice. The first term 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.

580b, Primary Care of Women: Well Woman Care. 5 credit hours. Ambulatory care is extended to the care of nonpregnant women. Through regularly scheduled lectures, seminars, and supervised clinical practice students learn and apply principles of primary care, family planning, and office gynecology. A lab fee is assessed for this course. Required for all nurse-midwifery students in the first year of specialization. B. Hackley, M.E. Rousseau.

581b, Professional Issues and Leadership. 3 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. L. Ament, H. Varney Burst.

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, delivery, and postpartum care, as well as in the transitional care of the normal newborn. Required of all nurse-midwifery students in the first year of specialization. S. Vedam.

583a, Introduction to 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. Four hours per week. Adult Advanced Practice Nursing faculty.

609a, Assessment of the Acutely and Critically Ill Client. 1.5 credit hours. 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. Required for all acute care nurse practitioner and cardiovascular clinical nurse specialist students in the first term of specialization. The first seven weeks of the course may be taken for 0.7 credit hours as an elective by students in any specialty who have an interest in electrocardiographic (ECG) interpretation. One and one-half hours 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 hospitalized patients in the acute care setting are studied in the context of case conferences. Physical diagnosis rounds with physician preceptorship are included. Required for all clinical nurse specialist, acute care nurse practitioner, and oncology nurse practitioner students in the first year of specialization. Seven hours per week for eight weeks. J. Coviello.

611a, Conceptual Basis of Nursing Practice. 2 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. Two hours per week. M. Knobf.

612b, Advanced Specialty Practicum I. 3–4 credit hours. This practicum provides students with direct care experience with their special population (cardiovascular, gerontological, 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. Nine hours per week for acute care nurse practitioner students; twelve hours per week for clinical nurse specialist and acute care nurse practitioner students. J. Coviello, M. Knobf.

615a/b, Principles and Practice of Adult Specialty Care. 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. M. Knobf.

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 skill and knowledge in physical and developmental assessment of children. Interviewing, collecting a data base, problem-oriented records, and physical examination are taught in lecture, seminar, and self-study modes. A lab fee is assessed for this course. First half of first term of specialization. Required for all pediatric and child psychiatric–mental health nurse practitioner students. Ten hours per week for seven weeks. M. Meadows, coordinator.

632, Primary Care of Children I. 4 credit hours. 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. Beginning in the eighth week of the fall term, five hours of clinical practice and one hour of clinical conference per week. Six additional six-hour observation sessions with practitioners in the community. M. Meadows and Pediatric Nurse Practitioner faculty.

633a, Health Promotion in Children. 1.5 credit hours. This lecture/seminar 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. One and one-half hours per week. P. Jackson Allen.

634a or b, Perinatal Clinical Practice. 0.5 credit hours. This clinical practicum provides experience in newborn care in a variety of settings. It is based on precepted experience in newborn nurseries and individual observation sessions in specialty sites. Interviewing, newborn examination, and parent counseling are emphasized. Required for all pediatric nurse practitioner students in the first year of specialization. Three hours per week for seven weeks either fall or spring term. A. Crowley.

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. Lectures, case conferences. Two hours per week. N. Banasiak and selected guests.

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.

639a, Primary Care of the Newborn. 1.5 credit hours. This course presents theoretical and clinical knowledge relative to the care of the neonate and the childbearing family during the perinatal period. Standards of health care are presented. Theoretical components of the transition to parenthood and of parent-infant interactions that provide a framework for practice are examined. Required for all pediatric nurse practitioner and nurse-midwifery students in the first year of specialization. Open to family nurse practitioner students. One and one-half hours per week. M. Swartz.

640a or b, Clinical Practice in the Primary Care of Adolescents. 0.5 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 caretaking process of the adolescent patient, including health promotion and education. Required for all pediatric nurse practitioner students, second term first year or first term second year of specialization. Four 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, adult, and family 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. S. Talley, 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. Required for all psychiatric–mental health nursing students in the first year of specialization. Open to others with permission of the instructor. Two hours per week. S. Talley.

658b/c, Specialty Practicum in Psychiatric–Mental Health Nursing and Primary Care. 4 credit hours per term. This clinical course provides students with direct care experience of individuals with serious and persistent mental illness (SPMI) and the opportunity to develop 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 students in the first year of specialization. Twelve hours per week in spring term and a minimum of 180 total clinical hours in summer term. S. Talley, 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 first 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. Psychiatric–Mental Health Nursing faculty.

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. Offered from November to March. L. Scahill, V. Hamrin.

700a/b, Child Care Health Consultation. 1 credit hour per term. This elective clinical course provides pediatric nurse practitioner and family nurse practitioner students with the opportunity to gain knowledge and experience in child care health consultation. The course provides a forum for examining health and developmental issues of young children in early care and education settings, the evolving role of the advanced practice nurse child care health consultant, and opportunities for health promotion and family intervention, as well as policy implications. Open to pediatric nurse practitioner and family nurse practitioner students in the final year of specialization. Open to others with permission of the instructor. Two hours per week in a child care setting and two hours every other week of clinical conference. A. Crowley.

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.

[709a, Legal Issues in Nursing Practice. 1 credit hour. This elective course provides the student with information about the legal regulation of advanced nursing practice and about selected clinical practice situations. Readings include cases, statutes, and regulations from the legal literature as well as articles from the fields of law, medicine, and nursing. Instruction in the use of the law library is provided. Two hours per week for eight weeks. S. Cohn. Not offered fall term 2003.]

713a (EMD 557a), 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/b, Stress Reduction and Relaxation. 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. Course content is the same for both terms. 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.

717a, The Contexts of Care I. 2 credit hours. This course provides students an integrative experience in applying organizational, operational, financial, and policy contexts of practice. The course combines experiential learning with lectures and Web-based instruction. Three modules define the course content: organizational diagnosis and group relations (taught in a one-day intensive session); operations management and finance; and health policy. Required in the final year of specialization for all students. J. Krauss, coordinator; S. Cohen, B. Nelson.

717b, The Contexts of Care II. 2 credit hours. Nursing as advanced practice and as management occurs in contexts that inevitably influence practice. In this course, actual cases are used for analysis of the practice contexts, which include organizational structure, reengineering, managed care, data systems, inter- and intraprofessional issues, politics, finance, planning, regulation, ethics, law, and the courts. Opportunities for nursing to extend practice into new forms and environments are discussed as the new contexts for care. Cases are supplemented by lectures and assigned readings. Required in the final year of specialization for all students. Two hours per week. L. Ament, coordinator; L. Ament, E. Gustafson, B. Nelson, L. Price.

719a (HPA 564a, MGT 659a), Integrated Clinical/Financial Information Management. 2 credit hours. No matter what the regulatory or payment environment is, management of health care delivery systems depends upon data. This elective course provides theory of information management and applications using real data. The course uses a powerful local resource, the work of the Resource Information Management System (RIMS) at Yale–New Haven Hospital, as the basis for learning about the clinical, financial, operational, and technical inputs to a management information system. The uses and applications of information in planning, developing, operating, negotiating, and evaluating health care service is stressed. Recommended for nursing management and policy students, management students at the Department of Epidemiology and Public Health, and School of Management students interested in health care management. Open to others with permission of the instructors. Two hours per week. D. Diers, S. Allegretto.

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. K. Knafl, coordinator.

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. C. Auerhahn.

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.

[726a/b, 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, Health Care Ethics, or permission of the instructor. Required for students in the Health Care Ethics concentration. Four hours per week. D. Olsen. Not offered 2003–2004.]

[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, Health Care Ethics, or permission of the instructor. One and one-half hours per week. D. Olsen. Not offered fall term 2003.]

[729b, Alternative and Complementary Therapies. 1 credit hour. Alternative and complementary therapies are medical interventions not usually taught in medical or nursing schools and are not generally available in U.S. hospitals. Despite the fact that such therapies as herbs, vitamins, meditation, massage, acupuncture, and therapeutic touch are usually paid for by consumers, approximately one in three adults in the United States used such treatments in 1990. Neither advocates nor opponents can afford to remain ignorant of the growing body of literature on the clinical and cost effectiveness of these therapies. This elective course offers the opportunity to examine the literature and to discuss the clinical implications of published studies. One hour per week. L. Pellico, P. Potter. Not offered spring term 2004.]

[731a, Spirituality in Health Care. 1.5 credit hours. A growing number of Americans report that they pray daily and that they want their health care providers to pray with them and for them. This elective course addresses this trend by providing an introduction to the spiritual dimension of caring. Issues of health and illness, curing and caring, the power of belief, and the spiritual healing practices of major religious traditions are examined. The course has a multicultural and interdisciplinary focus and provides an introduction to spiritual assessment in health care settings. One and one-half hours per week. Not offered fall term 2003.]

733b (REL 977b), Living with Dying. 1.5 credit hours. Advances in treatment and technology have transformed the clinical course of many terminal illnesses. A growing number of people with terminal illness are living longer than ever before. Home care, shorter length of stay, and restrictions on admissions because of managed care have become a health care delivery reality for individuals with even the most serious illnesses. Health care providers need a comprehensive understanding of the individual and family experiences across an illness trajectory as clients adapt to living with disease and the possibility of death. This course develops practitioners’ cultural and gender awareness, understanding, and competencies in creating environments to relieve suffering for individuals and their families across settings. 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.

751a, Antepartum Care. 3 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. Specific areas of focus include antepartum care and psychosocial aspects of health issues for women in the United States. The course is divided into two sections. The first section deals with social and cultural issues and the context of care for women. The second section focuses on antepartum care and management. Required for all Women’s Health Nurse Practitioner Track final-year students. I. Alexander.

752a/b, Clinical Practice in Women’s Health Care. 3.2 credit hours per term. The focus of this practicum is comprehensive management of health care needs specific to women within the context of their lives. The course concentrates on the application of physiologic, developmental, psychosocial, and cultural theories to advanced clinical decision making. The fall term focuses on reproductive and developmental health issues for women. The spring term is a continuation of the fall term course and focuses on diseases specific to or more commonly seen in women within a multidisciplinary context 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 clinical practice required. Clinical conference one and one-half hours per week. I. Alexander, S. Gottlieb.

754a/b, Supplemental Adult Clinical Practice. Minimum 1.3 credit hours per term. This clinical practicum provides students with the opportunity to gain knowledge and experience in a specialty practice beyond that which is provided in primary care. Examples of practice areas are AIDS, occupational health, and women’s health problems. Required for all adult nurse practitioner students in the fall and spring of the final year of specialization, with the exception of those students electing the Family Nurse Practitioner track, Women’s Health Care track, or Adult and Gerontological Nurse Practitioner track. A minimum of four hours of clinical practice per week. K. Koenig.

756a/b, Advanced Clinical Practice for Adult Nurse Practitioners. Minimum 3 credit hours per term. This practicum provides the opportunity for further development and refinement of primary care skills and clinical judgment. Nurse practitioner and physician preceptors assist students in their clinical development. Clinical conferences focus on the process of clinical reasoning through the case presentation method. Required for adult, family, and women’s health nurse practitioner students in the final year of specialization. A minimum of eight hours of clinical practice per week. Clinical conference one and one-half hours per week. Prerequisite: Successful completion of 556b. Adult, Family, Gerontological, and Women’s Health Primary Care faculty.

757a/b, Primary Care Problems of Adults II. 2 credit hours per term. A continuation of 557a/b. Lectures focus on the differential diagnosis and management of common ambulatory adult and adolescent health problems. Required for adult, family, women’s health, and psychiatric–mental health nurse practitioner students in the final year of specialization. Prerequisite: Successful completion of 556b (adult and family nurse practitioner students only) and 557a/b. Two hours per week. D. Viens.

758a/b, Advanced Clinical Practice for Family Nurse Practitioners. Minimum 1.3 credit hours per term. This practicum provides the opportunity for further development and refinement of primary care skills and clinical judgment with children and adolescents in the context of a family. Nurse practitioner and physician preceptors assist students in their clinical development. Required for family nurse practitioner students in the final year of specialization. Four hours per week of clinical practice are spent in a pediatric or family practice setting. A group clinical conference is scheduled periodically throughout the year. Prerequisite: successful completion of 558b. Adult, Family, Gerontological, and Women’s Health Primary Care faculty.

760a/b, Clinical Practice for Gerontological Nurse Practitioners II and III. 3–4 credit hours. This practicum provides students with the opportunity to develop the nursing skills, clinical judgment, and patient management strategies necessary to meet the primary health care needs of the geriatric population. Weekly clinical practice of 12 hours (GNP) or 8 hours (AGNP) is required in the final year of study. Clinical conference serves as a forum for students to present and discuss clinical cases, and explore some of the issues pertinent to advanced practice nursing. Clinical practice sites are determined by course faculty and are settings where a nurse practitioner and/or a physician preceptor assists the student in accomplishing course objectives. C. Auerhahn.

765a/b (HPA 575a,b, Internal Medicine 196), Advanced Concepts in Home Care. 2 credit hours per term. This course focuses on topics that address the current issues in the field of home health care practice. Home care is examined from the perspective of its place within a changing health care delivery system. Issues that confront both the clinician and the manager in home care practice are discussed from a multispecialty perspective. Required for all home care concentration students. Open to final-year students in other specialty programs and others with permission of the instructor. Two hours per week. Not offered 2003–2004.]

[767a/b, Home Care Case Seminar. 1 credit hour per term. This course focuses on examination of case studies derived from complex situations in the home care setting. Case study analysis draws upon concepts from management theory, policy, clinical care, and ethics. Emphasis is placed on deriving strategies for managing in the current home care environment. Students present cases from a number of perspectives including the client, family, community, and staff. Required for all home care concentration students. Open to others with permission of the instructor. Two hours per week, every other week. Not offered 2003–2004.]

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 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 (2003). 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 (insulin dependent, noninsulin dependent, 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, coordinator.

780a, Primary Care of Women: Intrapartum, Postpartum, and Newborn Care. 6.0 credit hours. Students continue clinical experience in intrapartum and postpartum 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. T. Clark.

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. Required for all nurse-midwifery students in the final year of specialization. Nurse-Midwifery faculty.

802a/b, Advanced Clinical Practicum for Acute Care Nurse Practitioners. 5 credit hours fall term and 5.3 credit hours spring 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. Fifteen hours per week in an acute care setting in the fall term and sixteen hours per week in the spring term. Adult Advanced Practice Nursing faculty.

8o3a/b, Oncology Symptom Management. 2 credit hours per term. 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. Two hours per week. Adult Advanced Practice Nursing faculty.

804a/b, Clinical Practicum for Oncology Nurse Practitioners. 4.3 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. Required for oncology nurse practitioner students in the final year of specialization. Twelve hours per week of clinical practice, plus one hour per week of clinical conference. Adult Advanced Practice Nursing faculty.

805a, Cancer Pharmacology. 1 credit hour. 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 hour per week. M. Knobf, N. Beaulieu.

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. Four hours per week. Adult Advanced Practice Nursing faculty.

810a/c, Advanced Specialty Practicum II. 4 credit hours. The focus of this practicum is comprehensive management of a caseload of patients with students’ elected special populations (cardiovascular, gerontological, 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 and gerontological nurse practitioner 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. Twelve hours per week. D. Chyun, M. Knobf.

812b, Advanced Specialty Practicum III. 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. Nine hours per week. D. Chyun, M. Knobf.

817b, Resources for Adaptation. 1 credit hour. This course is designed to develop the advanced practice nurse’s ability to evaluate the patient and family as the unit of care relative to the trajectory of illness and the available resources. Topics include goals for rehabilitation, lifestyle adjustment, social dependency, caretaker role, patient education, and resource assessment. Required for all clinical nurse specialist, acute care nurse practitioner, and oncology nurse practitioner students in the final year of specialization. Two hours per week for seven weeks. J. Coviello.

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 School Health Management Seminar. 0.67 credit hours. This course is designed to provide a forum for discussion and analysis of the advanced practice nursing role in the school setting. The content includes such topics as health care delivery in schools, special education and legislative issues, confidentiality, crisis intervention, and dealing with death, as well as other current and future school health issues facing the educational system. Required for all students in the school-based health care concentration in the final year of study. Open to others with permission of the instructor. One hour per week for ten weeks. E. Gustafson.

826a/b, Clinical Practice in School Health. 1.5 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 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 students in the school-based health care concentration in the final year of study. Four hours clinical practice per week. One hour clinical conference per week for five weeks, fall term; two hours clinical conference every other week, spring term. E. Gustafson.

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. Two hours per week. S. Santacroce.

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, fall and spring terms. S. Santacroce.

830a/b, Primary Care of Children II. 2 credit hours per term. This course provides experience in advanced pediatric primary care and management, including work with multiproblem families. The student follows a caseload of children for health care 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. Five hours clinical practice per week and one hour of clinical conference. 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 and faculty. Required for all pediatric and family nurse practitioner students in the final year of specialization. Two hours per week. P. Ryan-Krause.

834a/b, Supplemental Pediatric Clinical Practice. 1.5 credit hours per term. This clinical practicum provides students with the opportunity to gain additional knowledge and experience in pediatric primary care in school and community settings and related specialty practice areas with relevance to pediatric primary care. Required for all pediatric nurse practitioner students in the fall and spring of the final year of specialization. Minimum of four hours of clinical practice and one-half hour of clinical conference per week. E. Gustafson, 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, 640b or a, and 641b. Course hours vary. L. Sadler.

849a, Family Systems and Perspectives Relevant to Health Care. 1.5 credit hours. This course provides theoretical perspectives on family structures, family development, and family systems that influence the health of the individual in the context of the community. Techniques in assessment of family functioning, vulnerabilities, and strengths provide the basis for developing strategies of intervention, crisis management, referral, and integration of multiple systems of care. Selected family problems are analyzed within the theoretical perspectives with examples for clinical and policy interventions. Required for all adult, family, and pediatric nurse practitioner students. Open to others with permission of the instructor. L Sadler.

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. S. Talley, coordinator.

851a, Seminar in Psychiatric and 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. Pasacreta.

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. S. Talley, 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. Psychiatric–Mental Health faculty.

855a, 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. Either 855a or 865b, Family Psychotherapy Seminar, is required for all psychiatric–mental health nursing students in the first year of specialization. One hour per week. V. Hamrin.

859b, Clinical Psychopharmacology. 1.5 credit hours per term. 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 final year of study. Open to others with permission of the instructor. One and one-half hours per week. K. Bailey.

865b, 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. Either 865b or 855a, Group Psychotherapy Seminar, is required for all psychiatric–mental health nursing students. 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. The course is required for all students in the psychiatric–mental health nursing specialty. Strongly recommended to be taken before or with 859b, Clinical Psychopharmacology. Open to others with permission of the instructor. L. Scahill.

901a, Methods for Nursing Research. 3 credit hours. This course provides an opportunity to examine various research designs used to investigate nursing care and care delivery. Emphasis is placed on the interrelation among theoretical frameworks, selected designs, control of variables, sample selection, research instruments, data analysis techniques, and interpretation of results. Although this course focuses primarily on quantitative methods, in-depth illustration of qualitative methods is also provided. Three hours per week. J. Dixon.

903a, Measurement of Clinical Variables. 3 credit hours. This course focuses on the theories of measurement, reliability, and validity of research instruments. Students implement two projects in a laboratory setting. 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. Credit varies according to the terms of the contract.

905b, Creating Method: Issues in Nursing Research. 3 credit hours. 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. 3 credit hours. This seminar provides an opportunity for review and synthesis of research related to a selected clinical research topic within a substantive area of knowledge, and an opportunity for continued refinement of critical thinking associated with the focus area of investigation. Each student has the opportunity to present a proposal, as well as to critique the proposals of others. All students are expected to participate in a dissertation seminar for at least one year. The purpose of the seminar is to provide a forum of peers in which students can test their research ideas and share the research experience. Work on the research proposal may be started as soon as the student and major adviser determine an appropriate, researchable question. Three hours per week every other week. M. Grey.

[909b, Curriculum and Instruction in Nursing. 3 credit hours. In order to be an effective nurse educator one must possess a unique combination of clinical excellence and the ability to convey nursing knowledge and skills effectively within the framework of a curriculum. In the classroom, nurse educators are challenged to stimulate learning in diverse populations of students through the development of critical thinking skills, the use of creative teaching methods, and a knowledge of the unique characteristics of the learner. In the clinical setting, clinical decision making and clinical judgment skills need to be fostered. This course examines the impact of selected theories and integrated health care delivery systems on the development of curriculum, implementation of teaching strategies, and the evaluation of both curriculum and instructional methods. The elective course also addresses the various teaching strategies used with adult and other nontraditional learners both in the classroom and in clinical settings. Not offered spring term 2004.]

911a/b, Doctoral Research Practicum I. 1 credit hour per year for two years. This course focuses on the doctoral student’s development in the first year of beginning 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. One hour every other week. Doctoral program faculty.

913a, Conceptual Basis for Nursing Science. 3 credit hours. 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. Approaches to concept analysis, development, and critique is examined. Students are expected to complete a formal analysis of a concept of interest to them and to critique the contribution of the concept to nursing science. Required for all doctoral students. Three hours per week. C. Gilliss, K. Knafl.

915 a/b, Doctoral Research Practicum II. 1 credit hour per year for two years. This course focuses on the doctoral student’s development in the second year of beginning 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. One hour per week. Doctoral program faculty.

917b, Advanced Statistics for Clinical Nursing Research. 3 credit hours for doctoral students; 2 credit hours for master’s students taking the course as an elective. This advanced statistics course covers topics chosen from analysis of variance, multiple regression, logistic regression, factor analysis, survival analysis, discriminant analysis, and analysis of linear structural models. The course builds on knowledge of basic statistics and probability covered in 529a. Doctoral students must pass the 529a examination prior to enrolling in this course. The sas software is used for statistical analysis. Two hours of class and a one-hour computer lab per week. G. Knafl.

[919b, Proseminar in Survey Research Methods. 2 credit hours. This advanced doctoral seminar provides the student with in-depth knowledge of survey research methods. Topics include advantages and disadvantages of various survey approaches, including mailed, telephone, and face-to-face interview surveys; analysis of research instruments for surveys; sampling issues; and data analysis. Students carry out a pilot project during the course. Prerequisites: 901a and 903a, or the equivalent, and permission of the instructor. Two hours per week. Offered every other year. M. Grey. Not offered spring term 2004.]

921b, Seminar on Research in Care of Patients with Diabetes. 2 credit hours. 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. M. Grey, G. Melkus.

923a, Current Issues in Cardiovascular Nursing Research. 3 credit hours. 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.

925b, Qualitative Research in Nursing. 3 credit hours. 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. K. Knafl.

[927b, Seminar on Research in Care of People with Cancer or at Risk for Cancer and Their Families. 2 credit hours. 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 variables associated with quality of life outcomes, 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. One additional credit may be earned by the submission of a publishable paper. R. McCorkle. Not offered spring term 2004.]

[941b, Linking Research and Health Policy. 3 credit hours. In this course, students explore the relationship between research and health policy. The focus is on strategies used to synthesize findings, the identification of appropriate data to influence health policy making and analysis, and the role of politics in determining policy outcomes. Case studies, key concepts in policy making and analysis, and relevant research methods are emphasized throughout the course. Required for all doctoral students who have completed 961a. Open to others with permission of the instructor. Three hours per week. Offered every other year. S. Cohen. Not offered in 2004.]

943a, Conceptual Basis of Self and Family Management. 3 credit hours. This course examines major conceptualizations of illness and self-management and the research supporting these conceptualizations. Emphasis is placed on the link between illness self-management and related concepts, such as self-efficacy and coping; and the contributions of health care systems and providers to self-management. Self-management is considered from both an individual and family perspective, and sociocultural influences on self-management are explored. Three hours per week. K. Knafl, R. McCorkle, G. Melkus.

943b, Methodological Issues in the Study of Management of Health and Illness. 3 credit hours. This seminar focuses on the current state of the science in research on self and family management of patients with chronic illness or at risk for the development of chronic illness. Content includes methodological issues in the study of chronic illness, self-management, and family management. Research from nursing, medicine, and the social sciences is discussed by leaders in the field. Prerequisite: successful completion of 943a, Conceptual Basis of Self and Family Management. Required for all doctoral students in the Self and Family Management focus area. Three hours per week. M. Grey, G. Melkus.

961a, Health Policy for Public and Private Sectors. 3 credit hours. This course examines health policy in public and private sectors. Its goal is to prepare advanced practice nurses with the knowledge and skills needed to be effective health policy analysts and advocates. The course covers health policy formation and implementation, with a focus on federal and state entities. Comparative analysis of health care systems in other countries is included. Required for all doctoral students. Open to others with permission of the instructor. Three hours per week. S. Cohen.

991a/b/c, Dissertation Advisement. 10 credit hours minimum. This course begins in the third year and continues until completion of the degree. R. McCorkle, coordinator.

Next: General Information