A course, on a special topic in the discipline at the post-master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. See registrars office current class schedules Web page for specific semester description.

This course provides independent reading and/or research, at the post-master degree level, under the direction of a faculty member. Refer to the academic policy section for independent study policy. May be repeated for credit.

This course provides the opportunity to synthesize and apply knowledge from the ten AACN Essentials domains and competencies in the Doctor of Nursing Practice (DNP) Project and in preparation for progression to the Clinical Practicum. The DNP Project is a written scholarly project related to the students role and population/setting of interest. Ultimately, the DNP Project is designed to improve health outcomes for individuals, families, populations, or systems. In this course, the student develops a proposal for the project.

This course provides the opportunity to synthesize and apply the knowledge from the ten AACN Essentials domains and competencies in the Doctor of Nursing Practice (DNP) Project and in preparation for progression to the Clinical Practicum. The DNP Project is a written scholarly project related to the students role and population/setting of interest. Ultimately, the DNP Project is designed to improve health outcomes for individuals, families, populations, or systems. In this course, the student develops a proposal for the project.

Students complete an individually designed practicum based on their professional development plan and their self-assessment of the AACN Essentials Competencies. This clinical experience is also related to their role, population foci, and area of clinical interest. The practicum takes place within a health care system where students transition to independent advanced nursing practice. Inter-professional collaboration, practice inquiry and clinical judgment, role transition/enhancement, and advanced organizational and systems leadership skills are emphasized. May be repeated for credit.

This course offers continuing clinical experience and focuses on expanding upon and refining clinical decision-making skills in the management of acute, emergent, and chronic health problems in persons from adolescence through older adulthood in acute care settings. Health promotion and disease prevention strategies are incorporated; culturally sensitive care is emphasized. Preequisites: 540, 541.

This course offers continuing clinical experience and focuses on expanding upon and refining clinical decision-making skills in the management of acute, emergent, and chronic health problems in persons from adolescence through older adulthood in acute care settings. Health promotion and disease prevention strategies are incorporated; culturally sensitive care is emphasized. Preequisites: 618.

This course continues the integration of knowledge, skills, and attitudes of the adult-gerontology nurse practitioner in the provision of comprehensive and collaborative care for acute and critically ill individuals with selected conditions. Throughout the course, concepts of safety, leadership skills, knowledge of health care systems, and interprofessional practice is emphasized as the individual develops beginning competency in the role. Prerequisite: 613.

This course further develops the acute care nurse practitioner competency knowledge, skills, and attitudes through continual enhancement of evidence-based care of the acutely or critically ill individual. A laboratory/simulation component will focus on specific skill development such as working with inserting and managing chest tubes, inserting central lines, and specialized oxygen-delivery (e.g. mechanical ventilation). Advanced therapeutic communication regarding end-of-life care in a culturally and spiritually sensitive manner is incorporated. Prerequisite: 620.

This course focuses on developing holistic, therapeutic, person-centered communication skills that are effective in promoting inclusivity, equity, diversity and relationship-building with patients, families, and other disciplines. Emphasis will be on exploring written, verbal and nonverbal communication, as well as, active listening skills and the science behind high-functioning teams.