6010 Advanced Pharmacology
6020 Advanced Pathophysiology
6031 Health Assessment for Advanced Practice Nurses
6050 Introduction to Nursing Education
6060 Curriculum Development in Nursing Education
6150 Instructional Design and Teaching Strategies for Nursing Education

6200 Advanced Nursing Theory
6250 Assessment, Measurement and Evaluation in
        Nursing Education
6270 Practicum in Academic Nursing Education
7051 Clinical Immersion for Nurse Educators
7060 Nursing Education Leadership Project
7160 Cultural Competence in the Community
7130 Advanced Nursing Research

This course builds upon basic knowledge in pharmacology and presents content on pharmacological principles, including pharmacodynamics and pharmacokinetics essential for nurses in advanced practice roles. The course is designed to provide the advanced practice nurse with a knowledge of pharmacological agents commonly used in the treatment of young children, adolescents, adults and older adults. Emphasis is on the pharmacological management of common acute and chronic illnesses. Content includes, but is not limited to, drug indications, mechanisms of action, dosages, drug interactions, side effects and allergic responses. Also included is prescriptive drug protocols; the FDA approval process; prescription writing; legal and ethical ramifications of prescription writing and ordering by the advanced practice nurse; legislative and health policy issues pertinent to pharmacology, and client education.
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This course builds upon basic knowledge of physiology, body systems and function, and the relationship between alterations in normal physiology and disease processes. The course is designed to present evidence-based advanced pathophysiological concepts, which include the identification and interpretation of pathophysiological changes, and genetic influences that occur with acute and chronic diseases across the lifespan.
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NURS 6031: Health Assessment for Advanced Practice Nurses - 3 hours/30 Lab hours   

Prerequisites: Admission to NGCSU MS Nursing program

This course builds upon basic knowledge in health assessment/physical assessment at the undergraduate level. It is designed to expand and refine the student’s skill and critical analysis of the history and physical examination of individuals from across the lifespan and various sociocultural backgrounds. It will incorporate health history taking and physical examination at the advanced practice level and the development of a problem list based on synthesis of findings. Documentation, both written and electronic, will be reviewed within the context of maintaining HIPPA requirements and the provision of appropriate coding designations. The focus of the course will be to prepare the student to perform comprehensive and episodic assessments in the primary care setting which are appropriate for the presenting chief complaint, analyze their findings within the realm of evidenced based practice, and utilize a diagnostic reasoning process to arrive at differential diagnoses. The course prepares students to begin clinical practice as a nurse practitioner student.
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The role and responsibilities of the nurse educator are introduced. These include, but are not limited to, curriculum development, instructional modalities, student evaluation, program evaluation, student advisement, preceptor selection and development, and lab and clinical instruction. Educator competencies (NLN) are reviewed. Leadership and involvement in professional nursing education organizations are also introduced.

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NURS 6060: Curriculum Development in Nursing Education - 3 hours

This course focuses on assessment of the learner, the site, and the program's mission in the development of a curriculum for a nursing education program or a clinical facility. Curriculum theory is used to guide the student in the development of a personal nursing education philosophy. Frameworks and models of curriculum design are critiqued for specific populations. Content selection and sequencing is supported by evidenced-based literature. Course and student outcomes are developed within the context of the total program. The student works within a group to develop a program of study and, within that program, individually completes a specific course. NLN's Nurse Educator Competencies are utilized as a standard for curriculum development.

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The student is presented with various modalities of course design and delivery. Adult learning theory, learning principles, learning styles, and cultural preferences are reviewed to assist in the development of appropriate teaching strategies and learning activities for specific populations. Information technology and its utilization in instructional delivery is evaluated along with an opportunity to participate in the development of an online unit of instruction. Students also critique and revise existing courses to optimize their appropriateness and effectiveness of delivery. NLN's Nurse Educator Competencies are utilized as a standard for instructional development.

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The purpose of this course is to provide students an opportunity to analyze theoretical concepts, principles, and processes from nursing and other disciplines, in order to formulate a framework for advanced clinical practice. Theories from nursing and related fields are analyzed and critiqued from the perspective of theory development and utilization in advanced nursing practice. Students will synthesize knowledge from family, teaching/learning and developmental theoretical frameworks; nursing models; and related sciences. Return to Top

Students are introduced to models of institutional and program evaluation. Outcome assessment is reviewed within the context of the specific institutional and program mission, strategic plan and accreditation considerations. Closing the loop on evaluation is stressed through the use of assessment data to drive change within the institution and program. At the program and course level the use of testing, rubrics, portfolios, and other evaluation instruments are presented. Evaluation in distance and online education is also discussed. The student participates in the development of both didactic and clinical evaluation instruments. NLN's Nurse Educator Competencies will be used as a standard for nursing education in this area.

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The student is provided with an opportunity to select a clinical nursing education setting, appropriate to their area of clinical expertise, for their practicum. Clinical expertise can be demonstrated through certification, extensive/supervisory experience, and/or substantive current continuing education. The student works with an approved preceptor/s to gain hands on experience in their role as an expert clinician and as a nurse educator in the clinical setting. Scholarly exploration of their role is expected through the use of evidenced based practice and educational standards and professional engagement. A seminar for faculty and student exchange and discussion of student experiences and critique of contemporary issues is included as a component of the practicum.

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The student will explore avenues for leadership in nursing education with the guidance of graduate faculty. These include but are not limited to professional organizations, legislative issues, grantsmanship, research, and publication. The student has the option of: 1) preparing and submitting a manuscript, pertinent to nursing education, to a referred journal; 2) preparing and submitting a grant proposal that would directly or indirectly benefit nursing education; 3) initiating and completing a significant project for a nursing education organization; 4) initiating and completing an innovative, substantive project in the student's area of interest (such as a pilot research study or participation in an educational research project directed by one of the faculty).

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This course is created around a cultural competence process model (Campinha-Bacote, 2002) which consists of 5 constructs: cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire. Students may select a service learning site whose cultural background is different than their own. Offsite cultural immersion programs may also be utilized to meet learning outcomes. These sites will serve as an opportunity to meet the care and educational needs of a diverse cultural/ethnic community group. Web based dialogues and seminars may be used for faculty and student exchange addressing student experiences and an analysis of their cultural awareness and desire. Cultural skills will be evaluated throughout the semester.

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The student is provided with an opportunity to select an academic education setting for their practicum. The student works with an approved preceptor faculty member to gain hands on experience in their role as a nurse educator. Scholarly exploration of their role is expected through the use of evidenced based educational standards and professional engagement. A seminar for faculty and student exchange and discussion of student experiences and critique of contemporary issues is included as a component of the practicum.

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Prerequisites: Acceptance to Graduate School

This course builds upon basic knowledge of the research process and statistical analysis. It explores research design, methodology and data analysis for clinically relevant research problems encountered by the nurse practitioner. Qualitative and quantitative research methodologies and principles of epidemiology will be presented. Students will critique nursing research studies in a selected area of interest and will begin to develop a proposal related to a particular health promotion or disease prevention problem in the selected area.

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