School of Nursing 2012–2013

Courses

501, Issues in Nursing 1.5 credit hours. This course explores personal and professional issues affecting the ability of a nurse to deliver professional nursing care. Content includes ethical, legal, cultural, and other policy-related aspects of nursing practice. Required for all students in the prespecialty year. R. Krause

503, Biomedical Foundations of Health and Disease 6 credit hours. This course 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. Required for all students in the prespecialty year. W. Zawalich

504, Health Assessment I 2 credit hours. This course introduces the professional registered nurse (R.N.) student to the principles and skills of health interviewing and physical examination skills and techniques required to perform a systematic examination of a healthy adult, and to record findings appropriately. Required for all students in the prespecialty year. D. Fahs

509, Introduction to Drug Therapy 3 credit hours. This course is offered in the fall/spring terms of the first GEPN year. The lectures focus on the appropriate clinical use of drugs. Emphasis is placed on pharmacology, side effects, pharmacokinetics, drug interactions, and the therapeutic use of medications across the populations. Required for all students in the prespecialty year. Integrated throughout the curriculum in the prespecialty year. L. Meland

511a, Clinical Applications 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 the course is to combine clinically relevant anatomical information with performance of clinical skills that will form the basis of clinical reasoning. Correlation of anatomical knowledge with clinical presentation both in the classroom and in the laboratory is emphasized. Required for all students in the prespecialty year beginning in 2012. L. Pellico, W. Stewart, S. Kapadia

513c, Community Health Nursing and Public Health 4 credit hours. This course explores the multidisciplinary theoretical foundations that are the basis for community health nursing practice. Community health nurses provide preventive, therapeutic, rehabilitation, and hospice services across the life span. The clinical experience focuses on the delivery of these health services in community organizations. A community-as-partner assessment and diagnosis project, which culminates in identification of a community health problem and potential solutions, augments core seminar content. This course is graded on a Pass/Fail basis only. Required for all students in the prespecialty year. K. Nickel

514b or c, Clinical Practice in Maternal-Newborn Nursing 2 credit hours. This course focuses on clinical practice essential to nursing care of women, newborns, and their families throughout the childbearing cycle and the neonatal period. 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. A. Shorten

515b or c, Seminar in Maternal-Newborn Nursing 2 credit hours. This course presents theory essential to the provision of nursing care to childbearing families throughout the childbearing cycle, the neonatal period, and the pre- and inter-conceptional phases. 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. A. Shorten

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 and older adults. 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, D. Fahs

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 and family’s physical and emotional responses to illness, and principles of pediatric nursing in caring for children and their families. The student gains skill and knowledge in the nursing role and an appreciation for the importance of utilizing research findings in practice and collaborating with other health professionals. This course is graded on a Pass/Fail basis only. Required for all students in the prespecialty year. B. Groth

519b or c, Seminar in Pediatric Nursing 2 credit hours. This course presents theory essential to promote health and adaptation to illness for children and their families. Emphasis is placed on growth and development, as well as pathophysiological, social, environmental, and cultural factors that influence children’s and families’ response to health and illness. Required for all students in the prespecialty year. B. Groth

520b, Clinical Practice in Psychiatric-Mental Health Nursing 2 credit hours. This course builds on skills learned in medical-surgical nursing by providing clinical experience in assessing, planning, implementing, and evaluating a plan of nursing care to meet the unique needs of patients with acute and chronic psychiatric disabilities across the life span. Students gain skills in the use of therapeutic communication, working with the interdisciplinary team, and implementing all phases of the nurse-patient relationship while applying concepts taught in 521b. This course is graded on a Pass/Fail basis only. Required for all students in the prespecialty year. R. Krause

521b, Seminar in Psychiatric–Mental Health Nursing 2 credit hours. In combination with 520b, this seminar provides the foundations of understanding and treating psychiatric disabilities within a bio-psycho-social-spiritual-cultural-theoretical framework of health promotion and disease prevention related to both mental health and mental illness. Course content includes the pathophysiology, assessment, diagnosis, treatment, and evaluation of cognitive, perceptual, emotional, behavioral, and interpersonal symptoms associated with common psychiatric diagnoses for individuals with mental illness and their families across the life span. Students analyze the economic, legal, and ethical issues that influence care in a variety of settings. Four hours per week, first half of spring term. A. de Lisser

523b or c, Chronic Disease: Prevention and Management 1.7 credit hours. As the complexity and prevalence of chronic diseases intensify, an important function of the nurse is to provide holistic care throughout the trajectory of illness—from diagnosis, self-management, episodic acute care, to end-of-life care. Given these important functions, the primary aims of this course are (1) to introduce students in the Graduate Entry Prespecialty in Nursing program to the ten most prevalent chronic diseases in the United States; and (2) to consider these diseases along the continuum of care and trajectory of illness from within the disciplinary framework of nursing. Required for all students in the prespecialty year. D. Fahs

525a, Nursing Research as a Basis for Evidence-Based Practice 2 credit hours. This course expands students’ critical abilities and knowledge by providing an introduction to the research methodologies essential to providing evidence-based advanced nursing care to diverse populations within a variety of settings. This course also examines the strengths and challenges of the evidence-based model as a guide for clinical practice. Students acquire the basic competencies necessary to identify, read, evaluate, and interpret findings from nursing and other relevant research studies to identify knowledge and information related to clinical practice. Students also are expected to utilize these competencies to ensure better-quality health care for all people. J. Taylor

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. An additional emphasis is on the interpretation of statistical analyses in articles reporting research findings to enhance evidence-based practice. Required in the first year of specialization. Two 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. This is a core course. Required for all advanced practice master’s students. Three hours per week. Faculty

550a, Clinical Applications for Advanced Health Assessment 0.27 credit hours. This course provides the adult/gerontological and family nurse practitioner student the opportunity to explore and apply skills obtained in 554a. Through direct patient interaction with an older adult patient, 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. Family nurse practitioner students also conduct examinations of the newborn. Required for all adult/gerontological and family nurse practitioner track students. Taken concurrently with 554a; students must be in good standing in 554a prior to beginning 550a clinical work. Twelve hours of direct patient care clinical experience. Faculty

554a, Advanced Health Assessment across the Life Span 3.1 credit hours. This course is designed to cover the comprehensive history-taking and advanced physical examination skills requisite of advanced nursing practice/midwifery. Through lecture and laboratory sessions students learn evidence-based assessment techniques, culturally responsive assessment data collection, and application of appropriate technology in health assessment, and they 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 represented. Required for students during the first year of specialization in the adult/gerontological, family and women’s health, psychiatric–mental health, nurse-midwifery, adult advanced practice, and pediatric nurse practitioner specialties. Three hours of didactic (fifteen weeks) and three hours of laboratory practice (eleven weeks) per week. C. Bruno

555b, Advanced Concepts in Older Adult Care 3 credit hours. This didactic course focuses on health promotion, disease and disability prevention, and the differential diagnosis and management of common health conditions in the gerontological patient across acute care, long-term care, and primary care settings. Additionally, the role of the gerontological nurse practitioner in the comprehensive management of chronic conditions is explored. Required for all adult/gerontological nurse practitioner students. Prerequisite: successful completion of 525a, 550a, 554a, and 723a. Three hours per week. O. Empleo-Frazier

556b, Clinical Practice for Adult/Gerontological, Family, Women’s Health, 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 seminar that is held concurrently with clinical practice. Clinical seminar serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. Required for students in the first year of specialization in the adult/gerontological, family, women’s health, and oncology nurse practitioner tracks. Clinical seminar discussions for family nurse practitioner students focus on providing care for patients across the life span. Clinical seminar discussions for all other students focus on providing care for patients from adolescence to senescence. Prerequisite: successful completion of all required courses in the fall term of the first specialty year. Taken concurrently with 557b and, for family nurse practitioner students, with 635b. Eight to sixteen hours of clinical practice (fifteen weeks) and one and one-half hours of clinical conference per week. C. Bruno

557a, Primary Care Problems of Adults I 2 credit hours. This is the first 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. Classes focus on health promotion, disease prevention, differential diagnoses, and evidence-based management of common health conditions in diverse populations of patients from adolescence to senescence. Required for students in the adult/gerontological, family, women’s health, and oncology nurse practitioner tracks. Prerequisite (or concurrent with): 554a. Two hours per week. I. Alexander

557b, Primary Care Problems of Adults I 2 credit hours. This is the second of four didactic courses designed to enable students to gain the problem-solving and clinical strategies necessary for primary care practice as nurse practitioners; it builds upon content taught in 557a. Classes focus on health promotion, disease prevention, differential diagnoses, and evidence-based management of common health conditions for diverse populations of patients from adolescence to senescence. Required for students in the adult/gerontological, family, women’s health, and oncology nurse practitioner tracks. Taken concurrently with 556b. Prerequisite: successful completion of 550a, 554a, and 557a. Two hours per week. I. Alexander

561a, Health Policy and Politics 3 credit hours. This online course (with monthly on-campus sessions) provides students with a historical, current, and essential knowledge of health care policy. The emphasis is on understanding the U.S. health care system and the impact it has on access, cost, and quality of health care, including the health care workforce. The goal is to provide students with the knowledge and skills to become a credible, informed, and influential voice and full partner in the health policy discussions and efforts to redesign and improve U.S. health care systems. Topics covered include: the structure and process of policy making; the legislative and regulatory process; health care economics and payment systems; quality; the uninsured and the history of reform efforts; politics and advocacy; the role of research; and the workforce. These issues are largely taught from a federal policy lens, although state-based health policy is addressed. Students are expected to apply this knowledge to a policy analysis of an issue related to their practice. Required for students in the nursing, management, policy, and leadership specialty; open to others with permission of the instructor. No prerequisites. L. Summers

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 students in the nursing management, policy, and leadership specialty; open to others with permission of the instructor. Faculty

565b, Leadership in Health Care Organizations 4 credit hours. The purpose of this course is to assist students in learning what it means to be a leader in multiple health care contexts and playing many organizational roles. The course addresses practices of exemplary leadership; the critical importance of context as a determinant of the leadership challenge; organizational systems dynamics and the underlying role of organizational culture in shaping interactions and behavior; the transition from “doing the work” to “working through others”; and leadership as a lifelong process of self-development. The course utilizes online and intensive in-class instructional methods enabling students to learn about the attributes and behaviors associated with leadership and to identify and cultivate their own leadership capabilities. Required for students in the nursing management, policy, and leadership specialty; open to others with permission of the instructor. Includes a three-day intensive workshop format (27 hours) combined with 33 hours of online instruction spread throughout the term. J. Krauss

567a, Uses of Data in Decision Making 3 credit hours. This course provides content needed to understand, access, mine, and create data for clinical, operational, and financial decision making. Lectures, integrative class sessions, remote access assignments, and other analytic 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 half-day on-site sessions with online teaching; total equivalent to 45 class hours. Required for students in the nursing management, policy, and leadership specialty; open to nonmatriculated YSN students with permission of the instructor. Web-based instruction with monthly on-campus sessions. D. Diers, K. Hendrickson

569a, Health Care Ethics: Theory and Practice 3 credit hours. This course explores dilemmas in health care in their professional, clinical, organizational, and public policy contexts. Participants examine influential theoretical approaches to health care ethics, and how these theories are applied within and influenced by the cultural contexts of professions, clinical settings, institutions, communities, and policy making. Students learn how to draw on ethical theory in analyzing moral dilemmas arising in various health care contexts with particular emphasis on cultural competence. The nurse’s perspective on health care ethics, as clinician, administrator, investigator, and advocate, is highlighted through readings, writing assignments, and case study discussions. The course is taught in four monthly three-hour on-campus sessions combined with a total of 33 hours of Web-based instruction. Required for students in the nursing management, policy, and leadership specialty in the first year; open to others with permission of the instructor. N. Berlinger

573b, Project Planning, Management, and Implementation 2 credit hours. This course introduces students to the planning, implementation, and management of projects in institutional, community, and policy settings. Students are taught the process of translating ideas into measureable outcomes. The course familiarizes students with concepts and practices of executive-level project planning and implementation in support of organizational strategic plans. Emphasis is on the rigor of identifying and establishing goals and project objectives; identifying metrics for evaluation; as well as tasks and activities to help achieve desired outcomes. Readings and discussions emphasize perspectives from nursing, health care, and industries outside the health care arena. The course is taught in five monthly on-campus three-hour seminars combined with a total of fifteen hours of Web-based instruction between on-campus sessions. Required for students in the nursing management, policy, and leadership specialty in the first year; open to others with permission of the instructor. Faculty

577a, 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. Accounting and finance theories and tools are applied through both online exercises and problem sets 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. Required for students in the nursing management, policy, and leadership specialty; open to nonmatriculated YSN students with permission of the instructor. Web-based instruction with monthly on-campus sessions. C. Irish, B. Maccallum

578b, Introductory Clinical Practice for Nursing Management, Policy, and Leadership 2 credit hours. This course provides future nurse leaders with introductory clinical experiences in management, policy, and leadership. Depending on their area of interest and clinical placement, students complete a project for an organization that enables them to develop a foundation for leadership practice. Projects focus on quality improvement and patient safety in health care delivery or health policy, with a focus on a specific patient or workforce populations. Individual learning objectives, course objectives, supervised experiences, Web-based discussions, and oral presentations are methods used to facilitate learning. Required for students in the nursing management, policy, and leadership specialty. Prerequisites: 561a, 563a. Web-based instruction with monthly on-campus sessions. Faculty

580a, Well Woman Care and Gynecology 5 credit hours (2.9 credits didactic, 2.1 credits clinical). This course focuses on the provision of reproductive-based health care to nonpregnant 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 third week of the term. Required for women’s health nurse practitioner and nurse-midwifery students in the first year of specialization, this course is a prerequisite for 580b. W. Chen

580b, Introduction to Antepartum Care 5 credit hours (2.5 credits didactic, 2.5 credits clinical). This course is designed to introduce students to theory and evidence-based practice of nurse-midwifery and women’s health, specifically to antepartum care and fetal assessment. Building on health assessment skills and gynecologic and well woman care knowledge acquired during the first term of specialization, students apply learning in supervised clinical practice. Required for nurse-midwifery and women’s health nurse practitioner students in the first year of specialization. Prerequisite: 580a. 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. The course prepares students to participate knowledgeably in local, regional, national, and international midwifery meetings and activities of the ACNM, and in legislative and policy initiatives for health care of women and others and infants, and to accept responsibility inherent in the profession. Required for students in the nurse-midwifery specialty. H. Kennedy

582b, Introduction to Intrapartum Care 6 credit hours (3 credits didactic, 3 credits clinical). This course is devoted to introducing theory, skills, and management of intrapartum, postpartum, and newborn care through twenty-eight days of life through lecture, case study, and supervised clinical practice. Students have clinical experience in labor, birth, postpartum, and newborn care. This course runs concurrently with 580b. Required for nurse-midwifery students in the first year of specialization. M. Stone-Godena

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 nurse-midwifery students in the final year of specialization. Two hours per week. Faculty

607b, Pathophysiology and Management of Common Adult Clinical Problems I 4 credit hours. This course provides a basis for predicting the vulnerability for common cardiovascular, respiratory, hematologic, renal, and neurological clinical problems that occur as a result of illness or outcome of treatment in adult and geriatric patients. Assessment, management, and evaluation are emphasized. Normal physiology, pathophysiology, and pharmacological management of these conditions are included. Required for acute care nurse practitioner students in the first year of specialization. Four hours per week. Adult Advanced Practice Nursing Faculty

609a, Advanced Diagnostics in Acute Care 2.5 credit hours. This course provides comprehensive content necessary in the assessment of acutely, critically, and complex chronically ill adult and geriatric patients. Emphasis is on examination of the cardiovascular, respiratory, and acid-base systems based on complex interpretations from laboratory and technological findings. Required for acute care nurse practitioner students in the first term of specialization. Simulation exercises are used to practice diagnostic skills. The electrocardiographic (ECG) components of the course may be taken as an elective by students in other specialties. Two and one-half hours per week for fifteen weeks. A. Cable, M. Funk

610a, Advanced Assessment 1 credit hour. This practicum concentrates on development of a systematic methodology of identifying patients’ needs for health care. Patient history taking, physical examination, diagnostic studies and interpretation, analysis of medical and nursing diagnoses, documentation, and student case presentation form the basis for this first clinical course (four direct clinical hours per week). Select clinical problems of patients in acute care gerontology settings are studied in the context of student case presentations. Physical diagnosis rounds with physician or nurse practitioner preceptors are included (six hours/seven weeks). Required for acute care nurse practitioner students in the first year of specialization. Prerequisite: successful completion of 554a skills tests. 6.8 hours per week for seven weeks. A. Cable, coordinator; M. Davies

611b, Conceptual Basis of Nursing Practice 1 credit hour. Through the discussion of philosophies, theories, models, and concepts from nursing and other disciplines, this course provides a foundation of understanding for a conceptual basis for nursing practice and research. Required for 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 3.3 credit hours. This practicum and seminar in the care of acutely, critically, and complex chronically ill adult and geriatric patients provides students with direct care experiences. The focus of this course is on assessment and management. Critical thinking, clinical analysis of patient data, formulation of differential diagnoses, and planning of care are emphasized. Clinical placements are dictated based on the history of the student’s experience (R.N. vs. GEPN). R.N. students who have experience in acute care are placed with Acute Care Nurse Practitioners (ACNPs) or physicians. GEPN students are placed with master’s-prepared acute care nurses for the first half of the term and then with ACNPs or physicians for the latter half. The purpose is to allow for role transitioning into the second specialty year. Clinical seminars focus on case presentation by students. Required for all students in the first year of specialization. Prerequisite: successful completion of 554a, 609a, and 610a. Eight hours of clinical practice plus one hour of seminar per week. A. Cable, M. Funk

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 oncology clinical nurse specialist and nurse practitioner students. Two hours per week. M. Lazenby, R. McCorkle

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 in a variety of primary care settings. Students provide primary health care, acute care, and beginning case management for pediatric patients in the context of their families. This course is graded on a Pass/Fail basis only. Required for pediatric nurse practitioner students in the first year of specialization. Four and one-half hours in a clinical setting and one and one-half to two hours per week of clinical conference. M. Meadows-Oliver

633a, Health Promotion in Infants and Children 2 credit hours. This course is designed to introduce the student to the primary care of children from infancy through adolescence. Key aspects of health promotion and disease prevention in culturally diverse pediatric populations are discussed within the context of the national health agenda. Health risks and behaviors of diverse populations are explored to determine culturally sensitive interventions. Clinical applications of concepts, theories, current health policies, and evidence-based best practice guidelines related to well child care are presented. Required for 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. M. Meadows-Oliver

635b, Management of Common Pediatric Problems 2 credit hours. This course is designed to focus on the assessment, diagnosis, evidence-based management, and best-practice guidelines for care of children from birth through adolescence for common pediatric health problems. Required for 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. N. Banasiak

640a or b, Clinical Practice in the Primary Care of Adolescents 2 credit hours. This course is 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 pediatric nurse practitioner students in the second term of the first year or the first term of the second year of specialization. Six hours of clinical practice per week (fourteen weeks) and six hours total of clinical conference. A. Moriarty Daley

641b, Primary Care of Adolescents 1.5 credit hours. This course is designed to provide the student with a conceptual model for assessing 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 pediatric and adult, women’s health, 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

643a, Individual and Family Development across the Life Span I 1.5 credit hours. This course focuses on a critical overview of conceptual and theoretical perspectives on individual development from infancy through adolescence and family development. Sociocultural, ethnic, gender, genetic, environmental, and political factors that influence individual and family development are reviewed and evaluated. Discussions focus on growth and transitions from infancy through adolescence. Assessment of family functioning, strengths, vulnerabilities, and normative transitions are presented from clinical and research perspectives. Required for pediatric nurse practitioner, family nurse practitioner, adult/gerontological nurse practitioner, women’s health nurse practitioner/adult nurse practitioner, and family psychiatric–mental health nursing students in the first year of specialization; open to other students with permission of the instructor. L. Sadler

643b, Individual and Family Development across the Life Span II 1.5 credit hours. This course focuses on a critical overview of conceptual and theoretical perspectives on individual development from young adulthood through end of life and family development. Sociocultural, ethnic, gender, genetic, environmental, and political factors that influence individual and family development are reviewed and evaluated. Discussions focus on transitions from young adulthood to end of life. Assessment of family functioning, strengths, and vulnerabilities are presented from clinical and research perspectives. Selected family issues are analyzed within theoretical, clinical, and policy perspectives; and issues of particular significance for evidence-based advanced nursing are stressed. Required for pediatric nurse practitioner, family nurse practitioner, adult/gerontological nurse practitioner, and women’s health nurse practitioner/adult nurse practitioner students in the first year of specialization, and for family psychiatric–mental health nursing students in the second year of specialization; open to other students with permission of the instructor. Prerequisite: successful completion of 643a. A. Crowley, C. Bruno

654a/b, Clinical Practice in Family Psychiatric–Mental Health Nursing 3.5 credit hours per term (3 credits for clinical practice, 0.5 credit for clinical conference). The goal of this first-year practicum is to provide the student with an opportunity to develop clinical skills with children, adolescent, and adult clients and their families in psychiatric clinical settings across the life span in the areas of holistic physical and mental health assessment, diagnosis, planning, and implementation of developmentally appropriate psychiatric nursing interventions, and ongoing evaluation of interventions and outcomes. Emphasis is placed on application of a variety of treatment modalities for clients across the life span, particularly psychotherapeutic and pharmacologic treatment modalities and a beginning utilization of group and family treatment methods. Clinical experiences enable the student to utilize knowledge derived from courses, clinical conference, patient interactions, preceptor feedback, readings, and critical evaluation of their practice experiences. Students are assigned to psychiatric clinical placements on the basis of development of competencies, previous clinical experience, and interests. Required for family nurse practitioner track and child clinical nurse specialist students in the first year of specialization. This course must be taken concurrently with didactic first-year course work. Supervision seminar meets one and one-half hours per week. S. Durso, A. de Lisser

657a, Mental Health Assessment across the Life Span 2 credit hours. This course provides students with concepts, techniques, and knowledge necessary to conduct mental health evaluations of persons across the life span. Students learn to collect data guided by the principles of general health screening, psychiatric history, mental status examination, and diagnostic criteria from the DSM IV-TR, therapeutic interviewing, and comprehensive history taking. A multi-explanation framework is used to formulate a case history, determine differential diagnoses, and make a psychiatric diagnosis using the DSM IV framework. Beginning development of treatment planning is also emphasized. Mental health assessment also emphasizes health risks within the psychiatric population, and physical conditions that may present as psychiatric disorders. Other components of mental health assessment are the use of rating scales; evaluation of risk from danger to self or others, or inability to care for self; the influence of family, sociocultural background, and developmental achievements; substance use and abuse; and trauma history. Required for psychiatric–mental health nursing students in the first year of clinical specialization. One and one-half hours per week of classroom time and one-half hour per week of clinical/laboratory (1:3 credit to time ratio = 1.5 hours in clinical activities/week). M. Moller

659a, Current Concepts in Psychopathology 2 credit hours. This course examines psychopathology and basic neurobiology of major psychiatric disorders across the life span. The disorders selected for examination are based on their public health importance and their potential to illustrate contemporary issues in psychiatric epidemiology, genetics, or neuroscience. The examination integrates genetic and environmental influences to support an understanding of the interpersonal, cognitive, emotional, and behavioral processes that define and underlie major mental illnesses. Required for psychiatric nursing students; open to others with permission of the instructor. Two hours per week. L. Scahill

659b, Personality Theory and Adult Development 1.5 credit hours. Biological, social, cultural, and psychological perspectives of personality and adult development are identified. Theoretical perspectives for understanding personality and psychological development in adulthood are surveyed in relation to clinical mental health practice. The following perspectives are reviewed: biologic, social, psychodynamic, relational, existential, cognitive, and cognitive-structural. Perspectives are examined critically, combining classic and current literature with an emphasis on theoretical integration. This course provides the background for the examination of psychiatric diagnoses, as identified in DSM IV-TR, that will take place in 659a. Required for students in the psychiatric–mental health nursing program; open to others with permission of the instructor. One and one-half hours per week. A. de Lisser

661b, Individual Psychotherapy Treatment Modalities 1.5 credit hours. This course provides an overview of the major schools of individual psychotherapy treatment modalities. It assists the student in comprehensive treatment planning and understanding the dynamics of the therapeutic one-to-one relationship. A comparison of psychotherapeutic treatment modalities assists the student in beginning utilization of select interventions specifically suited to individual patient problems identified in advanced practice psychiatric nursing. Required for first-year students in the psychiatric–mental health specialty. Must be taken concurrently with 659b. A. de Lisser

663a, Child Psychopathology and Treatment 2 credit hours. This course reviews the major childhood psychiatric disorders examining epidemiology, risk factors, taxonomy, assessment issues specific to children and adolescents, use of rating scales, and evidence-based child-specific treatments. Individual therapy, cognitive-behavioral therapy, family-based interventions, psychopharmacological interventions, trauma-based interventions, and combinations of these treatments are all discussed. Required for psychiatric–mental health track students in the first year; open to others with permission of the instructor. Two hours per week. 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.

713a/EMD 557a, Global HIV/AIDS: Challenges and Response 2 credit hours. This course provides an overview of the critical issues in the global epidemiology and prevention of HIV/AIDS among vulnerable populations. The course emphasizes the importance of multidisciplinary approaches to the comprehension of and response to the HIV/AIDS pandemic. The course is designed to go beyond the mere provision of information by encouraging students to develop the ability to critically access and analyze research, programmatic, policy, and ethical challenges raised by the HIV/AIDS pandemic. Offered through the School of Public Health. K. Khoshnood

717a, The Contexts of Care 2 credit hours. Advanced practice nursing occurs in contexts that inevitably influence practice. This course provides students an integrative experience in applying health policy and organizational, regulatory, safety, quality, and ethical concepts to care. The course utilizes cases for analysis of the contextual basis of practice in combination with assigned readings, lectures, discussion, and Web-based modules. The cases highlight various concepts that provide the infrastructure of the health care environment, including organizational leadership and culture; ethics; risk and liability; access and coverage; quality and safety; credentialing; and inter- and intra-professional issues. The course is organized into five content areas: Regulation and Scope of Practice; Leadership and Organizational Dynamics; Health Care Access, Coverage, and Finance; Clinical Ethics; and Safety and Quality. Twenty-four hours of the course are conducted in face-to-face sessions; six hours utilize a Web-based format. Required in the final year for all master’s degree candidates in the clinical specialties. J. Kunisch

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 if elected. Elective for all master’s students. Faculty

723a, Concepts and Principles of Aging 1.5 credit hours. This multidisciplinary course is designed to introduce students to the major concepts and principles of gerontology and to a variety of biopsychosocial theories on aging. Delivery systems of care for older adults are explored along with the current social policy initiatives as they relate to this growing population. Research initiatives are discussed, and students are encouraged to explore geriatric care issues in their own specialty/discipline as well as in related disciplines. Required for adult/gerontological nurse practitioner students; open to others with permission of the instructor. One and one-half hours per week. G. Marrocco

733b, 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 that 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. One and one-half hours per week. J. Dixon

752a/b, Advanced Clinical Practice in Women’s Health Care 3 credit hours (each term). 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 from adolescence to senescence. Required in the fall and spring terms of the final year for students enrolled in the women’s health nurse practitioner track. Taken concurrently with 753a/b. Prerequisite (fall term): successful completion of all courses required for the first and second terms of the women’s health nurse practitioner track. Prerequisite (spring term): successful completion of all courses required for the first three terms of the women’s health nurse practitioner track. Eight hours of clinical practice (fifteen weeks) and one hour of clinical conference per week (each term). A. Swan

753a/b, Advanced Concepts in Women’s Health Care 2 credit hours (each term). This course focuses on advanced and comprehensive management of the pregnant and nonpregnant woman and on examination of issues that impact women’s lives from clinical and theoretical perspectives. Concentration is on advanced management topics, and application of physiologic, developmental, psychosocial, and cultural factors to consider in providing care to diverse populations, focusing on reproductive and developmental health issues for women from adolescence to senescence. The role of the women’s health nurse practitioner as a policy advocate for women’s health care is explored. Required in the fall and spring terms of the final year for students enrolled in the women’s health nurse practitioner track. Taken concurrently with 752a/b. Prerequisite (fall term): successful completion of all courses required for the first and second terms of the women’s health nurse practitioner track. Prerequisite (spring term): successful completion of all courses required for the first three terms of the women’s health nurse practitioner track. Two hours of didactic content per week (each term). Faculty

756a/b, Advanced Clinical Practice for Adult/Gerontological, Family, and Women’s Health Nurse Practitioners 3.2–5.8 credit hours. This clinical course builds upon the experiences gained in 556b and provides students further opportunity to develop advanced nursing skills, clinical judgment, and evidence-based patient management strategies necessary to manage common acute and chronic health care conditions. Students participate in designated weekly primary care clinical experiences arranged by faculty. In addition, students meet weekly for a one-and-one-half-hour clinical conference that is held concurrently with clinical practice. Clinical seminar discussions for family nurse practitioner students focus on family-centered care and providing care for patients across the life span. Clinical seminar discussions for all other students focus on providing patient-centered care for patients from adolescence to senescence. Clinical conference serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. Taken concurrently with 757a/b and, for family nurse practitioners, with 833a/b. Prerequisite (or concurrent with): 556b. Required for adult/gerontological, family, and women’s health nurse practitioner students in the final year. Eight to sixteen hours of clinical practice per week (fifteen weeks), and one and one-half hours of clinical conference per week (each term). C. Bruno, coordinator

757a, Primary Care of Adults II 2 credit hours. This is the third 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. Classes focus on health promotion and maintenance, and assessment, differential diagnoses, and evidence-based management of acute and chronic conditions for patients from adolescence to senescence, highlighting management of patients with co-morbid conditions. Required for students in the adult/gerontological, family, and women’s health nurse practitioner tracks in the final specialty year. Taken concurrently with 756a. Prerequisite: successful completion of 556b and 557a/b. Two hours per week. Faculty

757b, Primary Care of Adults II 2 credit hours. This is the final 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. Classes focus on health promotion and maintenance, and assessment, differential diagnoses, and evidence-based management of acute and chronic conditions for patients from adolescence to senescence, highlighting management of patients with complex co-morbid conditions. Required for students in the adult/gerontological, family, and women’s health nurse practitioner tracks in the final specialty year. Taken concurrently with 756b. Prerequisite: successful completion of 756a and 757a. Two hours per week. Faculty

768a/b, Clinical Practice in Diabetes Care and Management 1.65 credit hours (each term). The focus of this practicum is comprehensive management of a caseload of patients with diabetes specific to the student’s elected specialty (pediatric, midwifery, cardiovascular, acute care, women’s health, adult/gerontological, family nurse practitioner). The spring term is an extension of the fall and focuses on the management of common problems related to long-term diabetes complications encouraging clinical decision making and management of co-morbidities. Student’s clinical practicum in diabetes care is in various settings specific to student’s specialty program. Four hours per week of practice required both terms. One hour of clinical conference per week. 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 annually updated American Diabetes Association Standards of Care. It includes principles of primary care (screening, early detection, intervention, and patient education), secondary care principles related to diabetes management (various treatment modalities, patient education, and self-care), and tertiary care related to complications. These concepts and principles of care are presented relative to type of diabetes (type 1, type 2, gestational, diabetes in 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 psychological, social, occupational, and economic are also emphasized. Required in the final year for all students in the diabetes care concentration. Two hours per week. V. Jefferson

780a, Advanced Midwifery Care 6 credit hours (2 credits didactic, 4 credits clinical). Students continue clinical experiences in antepartum, intrapartum, newborn, postpartum, gynecology, and primary care areas, extending their abilities through lectures, seminars, case studies, and self-directed learning to provide care in more complicated clinical situations. Students are required to be certified in neonatal resuscitation through the American Academy of Pediatrics course. Required for nurse-midwifery students in the final year of specialization. M. Stone-Godena

780b, Integration 9 credit hours (8.5 credits clinical, 0.5 credit clinical conference). This course is designed to help students assimilate all the areas of nurse-midwifery practice in a way that enables them to provide full-scope care with appropriate clinical supervision, academic support, and clinical support including site preceptors, faculty, school, and library resources. During the course, students continue to refine their ability to provide quality evidence-based practice within appropriate cultural contexts of care and provide patient safety in clinical practice as they continue to be mindful of the responsibilities and accountability inherent in their emerging professional role. Students are expected to build on the knowledge and skills obtained in all previous courses. Prerequisites: all YSN core courses and all nurse-midwifery core courses. Required for nurse-midwifery students in the final year of specialization. Minimum thirty-two hours per week of clinical practice (including 1:3-hour ratio for on-call time as negotiated with clinical preceptors, which is dependent on the clinical site and the student’s ability to demonstrate clinical proficiency) plus 1.7 hours per week of clinical conference). Faculty

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, collaboration, health promotion, and risk factor modification. This course builds upon the foundational objectives successfully met in 612b. The differential diagnosis and treatment of complex health problems commonly seen in acutely ill adult/gerontological patients are stressed, with special emphasis on conditions presented in 607b and 807a. 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. This practicum is required for acute care nurse practitioner students in the final year of specialization. Preceptors are A.P.R.N.s and physicians. Twenty-four hours per week in an acute care setting for fifteen weeks in the fall term and fifteen weeks in the spring term for a total of 720 hours. L. Andrews

803a/b, Management of Clinical Problems 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. R. Sipples, T. Knobf

804a/b, Clinical Practicum for Oncology Nurse Practitioners 5.8 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. V. Dest, T. 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. Lazenby, N. Beaulieu

807a, Pathophysiology and Management of Common Adult Clinical Problems II 4 credit hours. This course provides a basis for predicting the vulnerability for common clinical problems in acute care patients. These include: trauma and endocrine, hepatic, gastrointestinal, infection/sepsis, and end-of-life problems 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 systems are included. Required for all acute care nurse practitioner students in the final year of specialization. Four hours per week. J. Coviello

810a/c, Advanced Specialty Practicum II for Acute Care Nurse Practitioners 4.3 credit hours. The focus of this practicum is comprehensive management of a caseload of patients with adult/gerontology acute care chronic and/or acute complex conditions. Emphasis is on prediction of common patient problems, formulation of management protocols, and generation of research questions. Students are required to take this course but may request to exempt out as determined by faculty review of a clinical portfolio and competency. Twelve hours of clinical practice plus one hour of clinical conference per week. Faculty

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 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. Faculty

817b, Professional Practice Issues for Adult Advanced Practice Nurses 2 credit hours. This course is designed to develop the acute care nurse practitioner student’s transition to the professional role. The course explores the essential theoretical and practical considerations underlying the multiple roles of the acute care nurse practitioner—leader, educator, researcher, advocate, clinician, consultant, collaborator, and systems navigator. Topics to be addressed include: informatics, organizational leadership theory and skill development, quality improvement and safety, health care advocacy and policy, and interprofessional collaboration and consultation. Required for all students in the final year of specialization in the acute care nurse practitioner program. This is a hybrid course that includes four two-hour, on-site sessions coupled with eleven weeks of online course work for a total of 2 credit hours. J. Coviello, R. McCorkle

819b, Health Promotion and Disease Prevention across the Adult Continuum 1.5 credit hours. The focus of this course is on the exploration of primary care issues and management throughout the adult/gerontology continuum. Healthy People 2020 is used as a framework, together with theories, clinical concepts, and research from multiple disciplines. Clinical practice guidelines are explored in concert with Healthy People 2020. In addition, this course synthesizes the principles of culturally sensitive, population-centered, interdisciplinary health promotion and prevention within the context of specialty care. Required for all acute care nurse practitioner students. J. Coviello

825a, Advanced Practice in Early Care and School Health 1 credit hour. 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; open to others with permission of the instructor. Prerequisites: all 600-level first-year specialty pediatric nurse practitioner courses. One and one-half hours per week for ten weeks. A. Crowley

826a/b, Clinical Practice in School Health 2 credit hours. 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 pediatric nurse practitioner students (one term only for students in the chronic illness concentration). Six hours of clinical practice (fourteen weeks) and six hours of clinical conference per week. R. Bains

827b, 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 chronic health conditions of children and adolescents across settings. Utilizing a systems approach, pathophysiology is reviewed, and then prototype chronic conditions and related interventions and management are discussed. Required for pediatric nurse practitioner students in the final specialty year. Two hours per week. R. A. Kingsley

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 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 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 a variety of pediatric conditions encountered in the primary care setting. It focuses on the assessment and management of complex outpatient pediatric problems and the role of the advanced practice nurse in managing these problems. Lectures, discussions, and cases by guest speakers, faculty, and students. Required for pediatric and family nurse practitioner students in the second year of specialization. Prerequisite: successful completion of 635b. Two hours per week. P. Ryan-Krause

834b, 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 spring term of the final year of specialization. Four and one-half hours clinical practice per week and eight hours of clinical conference per term. P. Jackson Allen

845a, Pediatric Pharmacology 1.3 credit hours. 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 pediatric nurse practitioner students in the second year of specialization; open to others with permission of the instructor. Prerequisite: 895b. Two hours per week for ten weeks. A. Crowley

851b, Application of Evidence in Advanced Practice Psychiatric Nursing 1.5 credit hours. The provision of mental health services is determined by many factors including policy, public demand, research evidence, ideas among general practitioners and mental health professionals, and the financial pressures under which purchasers and providers of services work. These groups often have widely disparate views about the nature of mental disorders and their most appropriate interventions. In providing services to individuals, families, groups, systems, and organizations, the advanced practice psychiatric nurse functions as clinician, consultant, leader, educator, and researcher in the analysis of critical issues important to decision making and intervention. The assumption underlying the course is that all advanced practice mental health services should be fundamentally theoretical and evidence-based. In this course students define clinical problems and system implications, analyze evidence, and devise realistic plans for intervention. Discussion about what constitutes the best available evidence to clarify decision making with regard to a variety of mental health and health promotion needs. Required for students in the final year of the psychiatric–mental health nursing specialty. J. Iennaco

853b, Special Didactic—The Gerontological Patient, Advanced Psychogeriatric Nursing 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 adult/gerontological nurse practitioner students; open to other students with permission of the instructor. Two hours per week. Course offered every other year in the spring term, odd years. Faculty

854a/b, Advanced Family Psychiatric Nursing Practicum Syllabus 4.5 credit hours per term (4 credits clinical practice, 0.5 credit clinical conference). The aim of the second-year clinical practicum is to promote development of clinical and leadership skills required for advanced professional practice in family psychiatric–mental health nursing. Building on first-year clinical skills, students are expected to employ advanced assessment and diagnostic reasoning skills, psychotherapeutic (e.g., group, individual, family) techniques, and psychopharmacological interventions with children, adolescents, adults, and their families in a variety of psychiatric clinical settings. Ethnic, gender, and developmentally appropriate therapeutic, educational, and supportive intervention strategies are implemented for patients across the life span. Students are expected to collaborate with other health care providers in the care of their patients. Health promotion and disease prevention strategies are examined and prioritized in relation to promoting mental and physical health with ethnically diverse individuals, groups, and families. The role delineation, ethical and legal responsibilities, and expectations related to prescriptive authority, evidence-based decision making, anticipatory guidance, and therapeutic psychiatric mental health care are explored. Students expand practice experiences to include leadership and indirect clinical activities (e.g., consultation, supervision, or education; understanding of organizational systems and structures, systems issues, and the professional advanced practice nursing role, collaboration, and leadership) within their practice sites. Required for all students in the second year who have completed first-year clinical and didactic requirements. Supervision seminar meets one and one-half hours per week. Faculty

855a, Group Psychotherapy Seminar 1 credit hour. This course examines methods and major conceptual frameworks of group psychotherapy with an emphasis on Yalom’s group therapy model. Application of theory to the clinical realities of groups encountered in various inpatient and outpatient settings is emphasized. This course examines various group treatment modalities and how they are useful in different psychiatric disorders and settings. It offers students the opportunity to have a task group experience and examine group norms, process, communication patterns, roles, subgroups, stages of group development, and styles of leadership. Group treatment choices are made through patient assessment, diagnosis, cognitive, cultural, individual, and pharmacological considerations. Knowledge of group dynamics and systems theory are reviewed through the current literature and research. Required for all final-year students. One and one-half hours per week. A. de Lisser

859b, Clinical Psychopharmacology 1.5 credits. This course covers the basic principles of psychiatric pharmacotherapy and the role of the advanced practice psychiatric nurse prescriber. It focuses on biological mechanisms of action of psychotropic drugs; neuro­biological components important in understanding drug action, illness etiology, and typical side effects; pharmacologic treatment of psychiatric disorders; safety issues in prescribing psychotropic medications; and alterations in using these agents in specialty populations. Assessment of pharmacological history, differential diagnoses, side effects, and symptoms targeted for pharmacological activity are integral components of prescriptive practice. Emphasis on clinical decision making includes all phases of pharmacologic treatment—evaluation and diagnosis, initiation of treatment, determining efficacy, evaluating side effects, and enhancing patient adherence; long-term maintenance vs. discontinuation; patient education; and integration of psychotherapy. Required for first-year students in the psychiatric–mental health nursing specialty; open to others with permission of the instructor. One and one-half hours per week. M. Moller

865b, Family Psychotherapy 1 credit hour. This course examines the major conceptual frameworks of family therapy, including a comparison of family models and basic concepts underlying an understanding of family systems. These models include cognitive behavioral family therapy, Bowenian family therapy, structural family therapy, and problem-solving family therapy. Application of theory to the clinical realities of families encountered in various inpatient and outpatient settings is emphasized. Course content covers selection of appropriate family treatment modalities that take into account the cultural, societal, health, mental health, and ethical issues that have impact on family life. Assessment, treatment, and evaluation are applied to family therapy. Required for psychiatric–mental health nursing students in the final year of specialization. Prerequisite: successful completion of entire first-year curriculum. One hour per week. A. de Lisser

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 for students in the 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 students in the nursing management, policy, and leadership specialty; open to others with permission of the instructor. J. Kunisch

877b, Evaluation of Programs and Policies 2 credit hours. This course introduces students to evaluation of health care programs and policies in institutional, community, and policy settings. Emphasis is on matching evaluation methods to evaluation purposes within the context of program life cycle in order to be relevant to decisions to be made. Methods for analyzing effectiveness of programs, and also formative evaluation, are addressed. Students select a report of a program or policy evaluation for critique and adaptation. The course is taught in five half-day seminars (three hours each) with interactive Web-based learning between on-campus seminar sessions (15 hours). Required for students in the nursing management, policy, and leadership specialty; open to others with permission of the instructor. J. Dixon

878b, Advanced Clinical in NMPL 4 credit hours. This clinical practicum enables students in the last year of the nursing management, policy, and leadership (NMPL) specialty to apply knowledge and skills learned in all prior course work and experiences. Each student’s clinical placement is individualized to match the student’s interest, professional experiences and accomplishments, and career goals. It provides the opportunity for the student to engage at a leadership level under the direct supervision of a senior-level administrator/analyst/nurse consultant in a health care delivery, policy setting, or other related setting. Based upon mutual decision of the student, preceptor, and faculty, students undertake and complete at least one major initiative that requires the development of stated goals, a strategy for implementation and completion, utilization of tools for organizational analysis, change management, and project planning. Each student evaluates the organizational culture and group dynamics using tools acquired throughout the program. Students are expected to develop a time line for the clinical experience, based upon approved goals and objectives. Weekly online discussion, complemented by monthly classes and individual work sessions with the instructors, gives students the opportunity to share experiences throughout the term. A formal presentation of students’ final projects demonstrates mastery of critical management and leadership skills to accomplish organizational goals. Required for students in NMPL. Faculty

879b, Capstone 3 credit hours. This course provides students in the final term of the nursing management, policy, and leadership program with an opportunity to study and dissect complex management, leadership, and policy issues in nursing and health care. Online discussion forums on selected contemporaneous issues and Master Classes with invited guests are intended to create a learning environment of reflection and analysis. Topics emphasize nursing in the context of professional, political, and policy considerations, especially the role of values in analysis and decision making. Topics change as contemporary events change but always include organizational behavior, advanced practice in nursing, role of the chief nursing officer, governance, strategy, and communication about nursing. Students build upon their experiences in 878b to produce a significant capstone paper. The course is taught in five monthly on-campus seminars combined with 30 hours of Web-based instruction. Required for students in the nursing management, policy, and leadership specialty in the final year. D. Diers

895b, Clinical Pharmacology 2 credit hours. This course is designed for APRN and master’s-level students to build upon their introduction to drug therapy course. Principles of pharmacology are presented through the study of pharmacokinetics and pharmacodynamics. Emphasis is placed on drug categories, mechanisms of action, and side effects. Following initial content on general principles, applied interpretation of some of the most common clinical indications and considerations for prescribing are addressed. Student participation demonstrates understanding of clinical applications of pharmacologic principles and concepts. Required for all students in the first year of specialization. Two hours per week. Faculty

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 for patient-specific populations. Through a series of selected case studies and class discussion, students learn 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. Students are expected to utilize multiple methods for obtaining pharmacological information (e.g., Internet, library, and consultation with pharmacist). Required for second-year students in the adult/gerontological, family and women’s health, and nurse-midwifery specialties, and for cardiac and acute care students in the adult advanced practice nursing specialty. Taken concurrently with, or in the term immediately following, 895b. Successful completion of this course is required for graduation. Fifteen hours over the course of the term. Faculty

901a, Quantitative Methods for Nursing Research This advanced course in quantitative research methods provides an opportunity to evaluate various research designs used to investigate problems of importance to nursing and health. Emphasis is placed on the interrelationships of the clinical problem, study aims, and study design—with the goal of understanding methods decisions that are made by researchers, and how these decisions influence study validity. Required for Ph.D. students in nursing; open to master’s students with permission of the instructor. Three hours per week.

903a, Measurement of Health Variables The course focuses on theory of measurement, and on reliability and validity of research instruments—with emphasis on interaction of conceptual, methodological, and pragmatic considerations. An integration of seminar and lecture is employed. Required for Ph.D. students in nursing; open to advanced graduate students in other schools of the University. Three hours per week.

904a/b, 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.

[905b, Creating Method: Issues in Nursing Research This doctoral seminar explores the “cutting-edge” of methodological development in nursing research, through llustration 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 yet been developed. We address issues related to validity and threats to validity in clinical research; the experiences of participants in research; and the experiences of participants in research studies. Content changes with student interest. Prerequisite: 903a. Three hours per week. Not offered spring term 2013]

907a/b, Dissertation Seminar 3 credit hours. 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. Required for Ph.D. students in nursing. Prerequisite: completion of the first year of doctoral study or the equivalent, including 901a; corequisite: 903a. Two and one-half hours every other week.

909a, Philosophical Foundations of Inquiry This course provides an overview and critical analysis of historical and contemporary science. The nature of science is also explored through the dialogue of competing philosophical perspectives such as logical positivism, historicism, and critical and post-structuralism. The influence of these competing philosophical perspectives on contemporary and future nursing science is explored. Specifically, underlying epistemological and ontological assumptions about the nature of truth, law, and the influence of gender, culture, and values on nursing’s past, current, and future theory and scientific inquiry are analyzed. Students are expected to examine how the various philosophical perspectives have the potential to influence their respective phenomenon of interest. Required for Ph.D. students in nursing. Three hours per week.

911, Doctoral Research Practicum The overall purpose of this seminar is to guide the student in acquiring an understanding of the role and responsibilities of the nurse researcher. Topics include scientific writing, peer review, components and development of a research plan, program of research and research career, funding and grantsmanship, presentation, publication, ethical considerations, collaboration and interdisciplinary research. Required for Ph.D. students in nursing for the first two years of doctoral study to coincide with their Graduate Research Assistant experience. One hour every other week.

913b, Theoretical Basis of Nursing Science This course examines the nature of scientific knowledge and the development of the conceptual and theoretical 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 Ph.D. students in nursing. Three hours per week.

[917, Advanced Statistics for Nursing Research This yearlong course starts with a review of basic descriptive and inferential statistics and advances to multivariate analyses most commonly used in nursing studies. The emphasis is on attaining a conceptual understanding of these statistical techniques, selecting appropriate techniques for a given clinical research problem, conducting computer-assisted data analyses, and correctly expressing the results of such analyses. The laboratory part of the course covers fundamentals of data management and statistical analysis and proceeds to the conduct of advanced analyses. The course emphasizes using programming language in SAS®; however, the menu-driven user interface in SAS, SPSS®, n-Query®, MS Excel®, and MS ACCESS® also are briefly covered. Required for Ph.D. students in nursing; open to master’s students with permission of the instructor. Three hours per week for academic year.]

[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. Not offered spring term 2013]

[923a, Current Issues in Cardiovascular Nursing Research In this elective course students examine current issues in cardiovascular nursing research. Topics change 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 instructor. Two hours every other week and thirty hours at the Scientific Sessions of the American Heart Association. Three hours per week. Offered every other year. Not offered spring term 2013]

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 firsthand experience with data collection and analysis. Required for Ph.D. students in nursing. Three hours per week.

[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 care of people with cancer or at risk for cancer and their families. Specific attention is paid to factors associated with quality-of-life outcomes (e.g., functional status, and affect) and high-risk groups (e.g., 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 obtained by the submission of a publishable paper. Not offered spring term 2013]

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 international research. Required for Ph.D. students in nursing in the first year; open to others with permission of the instructor. One hour per week.

941a, Health Policy, Leadership, and Systems This course addresses salient issues in health policy and the challenges to linking research and clinical care with public and private policy agendas. The course covers the following topics: health care delivery systems; policy and political factors that affect access to, financing, delivery, and quality of care; challenges to evidence-based policy and the dissemination of research findings to policy and community-based leaders. It also includes theories of leadership and policy change relevant to students’ research topics. Critical thinking, problem-solving skills, and research-based analysis are integrated throughout the course. A major written assignment that will be suitable for submission to a peer-reviewed journal is required. Prerequisite: students must pass a test based on the online Yale University School of Nursing Health Policy Module. Required for Ph.D. students in nursing. Three hours per week.

943a, Self- and Family Management of Vulnerable Populations This course examines major conceptualizations of health and illness, and self- and family management and the research supporting these conceptualizations. Emphasis is placed on the link between health and illness self-management, with particular emphasis on vulnerable populations, and related concepts such as symptom distress, self-efficacy and coping, and the contributions of risk and protective factors to self-management. Self-management is considered from both an individual and family perspective, and sociocultural influences on self-management are explored. Required for Ph.D. students in nursing. Three hours per week.

943b, Methods of Intervention Development and Testing This first-year seminar focuses on the research methods necessary for the understanding, development, and testing of interventions in the management of health and illness. Content includes the use of theoretical, qualitative, survey, and mixed-method approaches to understand the factors associated with management of health and illness and the development of bio-behavioral interventions. The second half of the course focuses on methodological issues in carrying out clinical intervention research. Required for Ph.D. students in nursing; open to others with permission of the instructor. Prerequisite: completion of 901a and 943a. Three hours per week.

955a, Ethical Analysis in Health Care 3.5 credit hours (.5 application-practice experiences related to course content). This course explores influential theories of health care ethics and draws on them to identify and analyze both common and complex ethical challenges in health care settings and systems, with attention to domestic and global concerns. Through readings, writing assignments, case study discussions, and projects, participants develop critical thinking, critical writing, ethical reflection, and group process skills integral to leadership in ethics, with close attention to the role of the nurse-leader in ethics education and organizational policy development. The course is designed for individuals who have significant clinical and administrative experience. Required for D.N.P. students in the first year. Four monthly three-hour on-campus sessions combined with Web-based instruction. N. Berlinger

957b, Evidence 3.5 credit hours (.5 application-practice experiences related to course content). Evidence is that which enhances the reasonableness or justification for our beliefs and practices. When we apply this concept of evidence to health care, we engage in five evidentiary tasks: we ask answerable questions about what is evidence for that about which we are concerned; we acquire that evidence and appraise it; we apply this evidence to that about which we are concerned; and we evaluate this application. In this course, we explore the contemporary concept of evidence-based practice in its philosophical and historical contexts and build on it to develop competence in applying the five evidentiary tasks to nursing practice in the clinical, policy, and leadership arenas. Required for D.N.P. students in the first year. Taught in intensive mode in the winter session. M. Lazenby and guest scholars

963b, Transformational Leadership in Professional Education 4 credit hours (2 application-practice experiences related to course content). This course focuses on innovative methods in professional education. The course includes a review and critique of the principles of transformational leadership within higher education. Transformational leadership includes the ability to develop educational goals and purpose that aim to fully engage learners in the teaching-learning process. Students are expected to critique and to utilize the principles of transformational leadership in higher education to create a student-centered teaching/learning environment. Students are expected to compare and contrast the principles of transformational education with traditional principles of teaching/learning. Students are also expected to integrate the principles of transformational education with innovative technological strategies. Students meet with assigned faculty during the first on-campus session to determine individualized course progression through additional modules and assigned application hours depending upon past teaching experience and formal education courses. Required for D.N.P. students in the first year. J. Coviello

967c, Theory and Application of Project Management 2 credit hours. Whether imagining, planning, leading, or resourcing a project, senior nurses in any setting including within multidisciplinary teams require a keen understanding of each step. Because health care–related projects can be in clinical practice, in the boardroom, in legislatures, or in advocacy groups, the student should recognize that the theories and principles are universal and processes are flexible. Students gain facility in the software, tools, and communication techniques, as well as an understanding of how to lead interprofessional teams from project inception to completion. The tools and processes learned in this course will support the work toward the subsequent Capstone experience. Taught in intensive mode in the summer session. D.N.P. faculty

971a, Health Care Policy, Politics, and Process Required for D.N.P. students in the second year.

977b, The Business of Health Care Required for D.N.P. students in the second year. Taught in intensive mode in the winter session.

981b, Leadership in Systems of Care Required for D.N.P. students in the second year.

985, Achieving Health Equity 2 credit hours. This course seeks to enhance students’ knowledge and attitudes about what, who, how, why, and when barriers toward achieving health equity occur for those needing health care and those providing health care. Achieving health equity happens when barriers to care and to optimum health are prevented, managed, or removed. Road blocks to health equity may be intentionally placed, or they may be unintentional consequences of organizational, state, tribal, or federal policies and law. With imminent health reform, there will be thousands of opportunities to lift barriers or to facilitate health. Students are encouraged to be active in finding these opportunities and begin to add their voices to the process of change. Historical and geopolitical contexts are also explored. Required for D.N.P. students prior to graduation. Taught in intensive mode in both winter and summer sessions. M. Moss

989c, Capstone Seminar Required for D.N.P. students in the second year. Taught in intensive mode in the summer session.

999, Capstone Required for D.N.P. students in the final year.

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Courses in Yale College

Advanced courses in various departments of Yale College may be elected by students enrolled in the School of Nursing if schedule conflicts prevent them from obtaining particular course content on the graduate level. To enroll in a course offered by Yale College, students must first obtain permission from their adviser, the instructor of the course, and the departmental director of undergraduate studies. The elected course must be listed on the student’s School of Nursing course schedule within the prescribed period for course registration.

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Courses in Yale University Graduate and Professional Schools

Students in the School of Nursing may elect courses offered by the various departments of the Graduate School of Arts and Sciences and other professional schools of the University. In the past, students have elected courses from the School of Medicine; courses in Sociology, Psychology, and Anthropology at the Graduate School; and courses offered by the Schools of Art, Divinity, Law, Management, Music, and Public Health. Students are encouraged to consult the bulletins of these schools, in which course offerings are listed and described, to seek content that may be relevant to their individual educational goals. Subject to the approval of the student’s adviser, the instructor of the course, and the departmental director of graduate studies, the elected course must be listed on the student’s School of Nursing course schedule within the prescribed period for course registration. Students should also check with the registrar of the individual school in which the course is elected for registration procedures specific to that school.

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