This course focuses on the evaluation and development of evidence-based approaches to improve practice, health outcomes, and the care environment. Emphasis is placed on utilizing theories in nursing research, evidence-based practice, and quality improvement; analyzing evidence; identifying knowledge gaps; developing strategies to generate and disseminate new evidence; and planning approaches for translating evidence into practice. Cultural and lifespan considerations of evidence-based practice approaches are addressed. Ethical considerations of evidence appraisal, development, and implementation are identified. This course serves as the foundation for synthesis and development of nursing knowledge in clinical (capstone) projects. Students must have completed an undergraduate statistics or equivalent course and an undergraduate nursing research course.

This course examines how health care delivery systems are organized and financed and the economic, political, and regulatory factors that influence the planning and delivery of healthcare services across the continuum of care. Emphasis is placed on utilizing health system data sets, quality improvement tools, and evidence-based practice to optimize patient safety and health outcomes. Students apply economic, systems, and organizational principles in evaluating the structure, function, and delivery of health care in the U.S. and participate in the development of policies to improve health care. The utilization of information technology to support the coordination, improvement, and delivery of care is explored.

This course is designed to facilitate student transition into the role of advanced practice nurse. It builds on concepts of role socialization and organizational structure. Professional issues such as credentialing and reimbursement for advanced practice nurses are explored. Health care policy and its impact on advanced practice nursing and primary care are examined.

This course expands on foundational concepts of pathophysiology, focusing on altered cell, organ, and system function. Recognition, evaluation, and management of common health deviations of individuals across the lifespan are also addressed.

This course expands on foundational concepts of pharmacology and provides a framework for understanding pharmacotherapeutics. The overall purpose of the course is to prepare advanced practice nurses for safe therapeutic drug selection and prescription for individuals across the lifespan.

This course examines the process of health history taking, physical assessment, diagnostic data interpretation, and health assessment recording for individuals across the lifespan. It consists of a 3 hour didactic portion and a 1 hour laboratory component. Students must have completed an undergraduate health assessment course or equivalent prior to registering for this course.

This course builds on the fundamental principles of advanced health assessment, diagnostic reasoning, and patient care management across the lifespan. It includes various skill development workshops and lectures to prepare students for entrance into practicum experiences, including Objective Structured Clinical Examinations (OSCE). FNP students will demonstrate and apply advanced physical exams and clinical skills to individuals across the lifespan in primary care settings.

The course examines the health care needs of adults across the lifespan as addressed by the advanced practice nurse in primary care settings. It builds on the concepts of health promotion and disease prevention and emphasizes assessment, diagnosis and treatment of common acute episodic illnesses, chronic stable illnesses and medical emergencies

The student engages in primary care clinical experiences that builds upon the synthesis and application of knowledge gained in previous courses for health promotion, assessment, diagnosis and management of common acute episodic illnesses, chronic stable illnesses and medical emergencies for adults across the lifespan. Supervised clinical experiences (255 clock hours) are provided in the clinical setting.

The course, a continuation of NURS 5530, examines the health care needs of adults across the lifespan as addressed by the advanced practice nurse in primary care settings. It builds on the concepts of health promotion and disease prevention and emphasizes assessment, diagnosis, and treatment of common acute episodic illnesses, chronic stable illnesses, and medical emergencies.

This course addresses primary care of the pediatric patient in the context of family- centered care. It examines family theories and builds upon principles of growth and development, health promotion, disease prevention, diagnostic screening and anticipatory guidance related to the assessment and management during the well-child visit and diagnosis and management of common acute and chronic health care problems in children from infancy to adolescence.

The student engages in primary care clinical experiences that build upon the synthesis and application of knowledge gained in previous courses for the application of health promotion, disease prevention, diagnostic screening and anticipatory guidance related to assessment and management of infants to adolescence during the well child visit and diagnosis and management of common acute and chronic health care problems. Supervised clinical experiences (85 clock hours)

The course examines health care needs of women from adolescence through older adulthood. It builds on the concepts of health promotion and disease prevention and emphasizes assessment, diagnosis and treatment of common acute and chronic health alterations. At-ention is given to preconception care, family planning, pregnancy and post-partum care.

The student engages in primary care clinical experiences that builds upon the synthesis and application of knowledge gained in previous courses for health promotion, assessment, diagnosis and management of common acute episodic illnesses, chronic stable illnesses and medical emergencies for women across the lifespan from adolescence through older adulthood.  Supervised clinical experiences (85 clock hours) are provided in the clinical setting.  

This course addresses the principles of health and aging and strategies for advanced assessment of older adults across cultural groups. Common geriatric issues and syndromes are discussed, with emphasis on wellness, prevention, maintenance, and early health care interventions in primary and long term care settings.

This is part 1 of a 2-part culminating course for the nurse practitioner student in the family nurse practitioner track. It is a residency. Students engage in clinical experiences to synthesize knowledge and skills gained in previous practicum courses. They assume responsibility for management of individual clients across the lifespan in the context of the family. Opportunities are also provided for advanced skill building with application to the clinical setting. Supervised clinical experiences (170 clock hours).

This is part 2 of a 2-part culminating course for the nurse practitioner student in the family nurse practitioner track. It is a residency. Students engage in clinical experiences to synthesize knowledge and skills gained in previous practicum courses. They assume responsibility for management of individual clients across the lifespan in the context of the family. Opportunities are also provided for advanced skill building with application to the clinical setting. Supervised clinical experiences (170 clock hours).

This course provides an overview of basic concepts in biostatistics with application to healthcare. Various research methodologies and data collection procedures are analyzed. The meaning of specific biostatistical tests, how to detect patterns in data, and how to judge the validity and reliability of data are explored. Specific clinical applications of biostatistics related to advanced nursing practice is examined.

This course integrates foundational and advanced principles of epidemiology and population health across the lifespan. Students’ progress from analyzing basic epidemiologic measures to critically appraising complex determinants of health, including social, cultural, environmental, structural, and genetic influences. By applying ethical, evidence-based frameworks and statistical concepts, learners conduct population risk assessments, identify priority health needs, and examine the root causes of illness and inequity. Building on these foundations, learners design, implement, and evaluate culturally responsive health promotion, disease prevention, and policy initiatives that address community, urban, national, and global contexts. Emphasis is placed on translating epidemiological data into actionable proposals, leading interprofessional collaborations, and advocating system-level improvements that enhance equity, quality, and sustainability.

The primary focus of this course is to explore the leadership role of DNP nurses in health policy development and implementation. Overview of issues in health policy, including the socio political and economic context of health and health seeking behaviors, are explored. Health care policy development and implementation at the local, state, national, and global levels are examined. Ethical dimensions of public policy formulations and implementation are highlighted.

An overview of the foundational concepts of Health Management Information Systems (HMIS) is provided. The stages of implementing a new HMIS, from planning to evaluation, are examined. The standards, governance, policy, globalization, and future of HMIS are discussed. Data analysis and presentation techniques are explored and used to trend organizational findings.

This course prepares students to develop a publishable manuscript based on their DNP project. It addresses the key elements of scholarly writing including development a query letter, preparation of a scholarly paper, determination of authorship, and identification of ethical/legal considerations. Considerations for engaging in peer review and effective strategies for oral and poster presentations are addressed.

This course provides an in-depth exploration of the initial stages of the DNP project, including clinical problem identification, stakeholder engagement, critical appraisal and synthesis of evidence, and development of collaborative project teams. Students will build a strong foundation in leadership and organizational readiness for sustainable system-level change, preparing them for comprehensive project planning and implementation.

This course focuses on the latter phases of the DNP project. This course facilitates the design of detailed program plans using logic models, ethical considerations, IRB application development, and project evaluation strategies. Students engage with mentors and stakeholders to refine project proposals, develop budgets and timelines, address ethical issues, and present their scholarly work to academic and clinical audiences, ensuring readiness for project implementation and leadership in practice.

The focus of this course is to facilitate DNP project implementation. It builds on the knowledge and skills gained in the DNP project development seminars. This course includes 150 practicum hours.

The focus of this course is to facilitate DNP project evaluation. It builds on the knowledge and skills gained in the DNP project development seminars. Emphasis also is placed on the dissemination of project findings for translating evidence into practice.