This course explores the evolution of knowledge development in nursing. Theory is analyzed as a foundation for nursing practice, research, administration, and education. Students will discover strategies to facilitate the process of theory development. Course topics include nursing’s metaparadigm, philosophy of nursing, philosophy of science, nursing’s unique body of knowledge, and ways of knowing. Students will synthesize what they have learned about nursing knowledge development to create a personal nursing practice framework.

Students explore bioethics and integrate principles of ethical decision making and professional behaviors into leadership roles. The roles to be identified, critiqued and evaluated are clinician, advocate, educator, researcher, expert, leader, manager, innovator and consultant. Traditional ethical systems and historic perspectives are examined in light of bioethical decision making and contrasted with practice-based ethics. Students learn how to objectively and systematically make and validate bioethical decisions in the nursing and health care environment. Scope of practice legalities and advanced ethical decision making from a practice-based perspective will be introduced and discussed as it relates to various roles and leadership as a master's prepared nurse.

This graduate-level course will focus on the knowledge required by nurses to utilize research findings, to provide high-quality health care, initiate change and improve nursing practice. Examination, analyses and evaluation of ethical principles, current literature, research designs and methodologies including quantitative, qualitative perspectives will be discussed. The investigation of scientific inquiry, problem identification, use of theoretical frameworks, ethics, measurement, data collection and analysis and dissemination will be integrated into a research proposal based on a specific health care issue of interest.

This course explores a variety of issues facing contemporary health care professionals. The course outcomes focus on preparing the student to participate in the design and implementation of cost-effective care while managing human, fiscal and health care resources in a variety of health care systems in a time of health care reform.

This course covers the evolution and theoretical basis of nursing and health care informatics, including concepts of data, information, knowledge and wisdom. The course explores applications in health care informatics, the use of technology and implications for clinical practice, administration, education and research. Concepts and application of relational database technology are introduced. Interprofessional issues in health care informatics are examined. Students will develop competencies in information management for knowledge-based practice in various health care settings to enhance patient care and nursing practice.

This graduate course will advance understanding of population health in the United States and globally from an interprofessional perspective. Students will explore determinants of health and healthcare disparities using a variety of conceptual frameworks, models, and theories. Distributions and patterns of health outcomes across populations will be analyzed. Responsibilities of master’s prepared nurses in addressing health policy issues and employing advocacy strategies to promote optimal health outcomes will be examined.

Nursing curricula and program development are dynamic and ever changing processes. A nursing program of study is responsive to internal and external stakeholders where individual courses represent an integrative whole curriculum. This graduate level course examines curriculum history in nursing education, development, and future trends. Course activities focus on curriculum design, including the development of an undergraduate or graduate nursing program of study. An in-depth review of professional nursing evaluation and accreditation processes is provided. Dialogue pertaining to curriculum development and evaluation will take place via asynchronous discussions and collaborative learning activities.

Instructional design and teaching with technology can be simplified to how we teach and how we learn. This graduate-level course prepares students to apply theoretical concepts of education and learning to teaching in nursing. Course topics will include fundamentals of instructional design, theories of teaching and learning, instructional design models, technology use in education and learner diversity. Design considerations for technology-based instruction will be addressed in this course. This is a Web-enhanced course and learners will be able to adapt course material to a classroom setting.

Measurement, assessment and evaluation in nursing education are the focus of this course. Students will learn methods to assess and evaluate learning in multiple ways. Various approaches to program evaluation will be explored as well as legal and ethical issues relevant to assessment and evaluation processes.

This course integrates principles of pathophysiology,  physical and health assessment, and pharmacotherapeutics to improve health outcomes across the lifespan. Using a cultural and ethical framework, complex case studies will be analyzed. This course does not satisfy requirements for advanced practice registered nurses (APRN).

The online Nursing Education Capstone course, engages students in didactic and online activities as a culminating program requirement. Together these experiences provide a framework for examining the Nurse Educator role and responsibilities. The student will engage in a 45 hour practicum experience collaborating with nurse faculty in various aspects of the practice environment. Synthesis of curriculum, instructional, and evaluative theories and knowledge is emphasized through learning activities. Focus is placed in the application of teaching and nurse educator competencies.

To be determined