NURS - Nursing

This course examines healthcare systems at the global, national, state, and organizational levels. It provides a systems and complexity science theoretical framework for evaluating the impact of policy, politics, finance, economics, and other influences on healthcare delivery. Students discuss strategies that inform and influence healthcare policy decision making.

This course provides the opportunity to identify appropriate research studies utilizing the library databases and critically appraise the studies for use in evidence-based practice.

This course examines the nature of knowledge acquisition, process of concept analysis, and development and use of models and theories relevant to advanced nursing practice.The relationship between theory, research, evidence, and clinical judgement in advanced nursing practice is explored.

This course addresses the essential concepts and skills required for reading, communicating, interpreting, and applying statistical methods in healthcare.  Various methods are reviewed with emphasis on statistical application for the critical assessment of data.  The use of statistics and the associated values of meaning and significance for appropriate and informed decision making are major underpinnings for the course.  Ethical issues that may arise in the application of statistical techniques are be explored.

This course focuses on the development of a research proposal for evidence-based practice in healthcare settings.  This process includes: retrieval and critical appraisal of evidence, and development of a research proposal for improving healthcare outcomes.  Content also includes the Institutional Review Board process and the ethical principles for conducting research.

This course provides students with an advanced nursing perspective in the provision of population based care.  Consideration is given to an evaluation of human and cultural diversity across the health-illness continuum.  Emphasis is placed on utilizing evidence-based strategies to provide health promotion, disease prevention, health maintenance and disease management for diverse populations.  Databases related to population health are evaluated.

This course addresses the advanced study of technology and informatics relevant to nurse leaders.  The course includes the management and transformation of health data into information and knowledge to improve health outcomes such as safety, quality and cost.  The focus is on healthcare information systems that assist healthcare providers to process, manage, and analyze data for decision-making and outcome measurement.  Key informatics concepts and models as well as current legal and policy issues are discussed.  Current research and applications of informatics and technology as fundamental tools for evidence-based practice, education, and quality improvement is emphasized.

This course builds on the student's knowledge of pathophysiology, pharmacology, and physical assessment in preparation for the role of nurse educator.  Content focuses on a systems approach to holistic nursing practice through integrated conceptual learning.  Students must demonstrate advanced competencies in physical assessment.

This course provides the basic preparation of nurses with the career goal of parish nursing utilizing the standardized curriculum of the International Parish Nurse Resource Center, Deaconess Parish Nurse Ministries, St. Louis, Mo. It provides the competencies, skills and behaviors required for effective individual, community and congregational nursing interventions.

This course introduces the student to the field of educational theory in a nursing and health education environment. The scholarship of teaching model provides a framework for exploring theories of learning, motivation, instruction, and teaching. Selected theoretical perspectives are explored to facilitate development of a philosophy of nursing education to serve as a base for the emerging expertise of the future nurse educator.

Building on basic principles of accounting and economics, the course provides a framework for analyzing health care systems and financial processes to inform decisions about health care delivery.  Topics include (a) supply, demand, and cost analysis; (b) budget development, implementation, and evaluation; (c) variance reporting and analysis; (d) cost accounting and reimbursement systems, and (e) reporting, measuring, and analyzing financial results.

This course provides a comprehensive exploration of the principles of curriculum planning, development, implementation and evaluation.  Analysis of evolving worldviews, diverse cultural perspectives and emerging health care needs provides a framework for considering the evolution of curriculum.  Current issues related to the evaluation of outcomes in nursing and health education programs are emphasized.  Tools and strategies for curriculum assessment and analysis are explored to form a foundation for future courses in instructional methods and assessment.  Opportunities are provided for the student to develop a knowledge base in evidence based educational practice, and methods for evaluating processes in and outcomes of educational programs.

This course explores, analyzes and evaluates teaching strategies as applied to various populations, with emphasis on diversity in learning styles and the adult learner. Students select appropriate teaching strategies for traditional, online, and clinical instruction. Evaluation models related to the measurement of outcomes in classroom and clinical instruction are examined. Multimedia resources and distance learning techniques are integrated into micro teaching opportunities to assist the student to develop and refine personal teaching techniques.

This course provides role transition experiences for the nurse educator student. Emphasis is on immersion into the the multidimensional role of the nurse educator including the process of didactic and clinical teaching, evaluation of learning, and other educator responsibilities.

This course immerses the nurse into the leadership role and processes important to become an innovator in healthcare as a professional nurse leader.  Concepts and knowledge are integrated with application to start the transformational journey of the nurse to a nurse leader.  The course addresses professional nurse leader development, strategic planning and strategic management, and program development and evaluation.

This course focuses upon the dimensions of healthcare leadership. Emphasis is placed upon application of critical knowledge of healthcare leadership principles, strategic human resource management, and patient care staffing models and work design knowledge to advanced practice nursing administration. Knowledge from nursing administration, leadership, human resource management, legal, ethical, and safety principles as well as fiscal integrity is integrated into the learning resources and assignments for this course.

This course provides an overview of the microsystem, mesosystem, and macrosystem levels of healthcare organizations from the perspectives of organization theory, organization development, and organization behavior. Modern and current organization theories, especially complex adaptive systems (CAS) and complexity/chaos theories are explored in relation to the issues facing healthcare organizations today. Information on organizational structure, design, culture and behavior, strategy and change, leadership, individual and group motivation, power and politics, impact of technology, and environmental influences are integrated to create a holistic understanding of what organizations currently face in the dynamic healthcare arena.

This course addresses the underlying principles and methods necessary to manage healthcare organizations from an evidence-based perspective. Content includes core quality improvement principles and methods, utilization of benchmarking data to formulate performance goals, and integration of quality and safety metrics into organizational goals. A focus on synthesis of multiple data sources and linking management practice to performance is emphasized.

This course focuses on core competencies required of nursing leaders in healthcare organizations. The course topics include strategic management, business planning, project management, and corporate integrity and ethics. Students have the opportunity to learn the theory related to these topics as well as develop the skills needed in these areas.

This course provides candidates with the theories and content of the specialty of school nursing and the safe, evidenced based care of children in educational settings.  The focus is on the legal and organizational aspects of the public schools, the coordination of the school health program, the nurse’s role in the special education process, the role of the school nurse as an advocate for children, families and members of the school community and as a health educator.

This 16 week (300 hours) supervised intern experience provides opportunities to integrate and apply the theory from previous nursing and education courses to the practice of school nursing in public schools, community facilities, and clinics.  The school nurse intern will complete health assessment and medical review of students to identify how health impacts learning and academic success and will plan interventions and accommodations to promote optimal learning.  The school nurse intern will plan and prepare health education lessons for teaching in public school classrooms. This course will also allow opportunity to learn from a variety of school nurses as they implement the standards of school nursing.

A capstone course to integrate concepts and principles learned throughout the graduate curriculum and apply them to nursing practice in a school setting. Candidates design and implement a scholarly project to provide leadership in their school districts in the development, implementation, maintenance and evaluation of high quality and workable policy recommendations or other school health areas as identified by assessment of the needs of the district. This course will assist the candidate in making a transition to the leadership role of the school nurse.

This course provides an overview of Advanced Practice Nursing (APN) roles including the historical and current practice issues relevant to APN practice.  There is an emphasis on understanding the leadership role, organization of health care delivery systems, and regulatory and reimbursement issues.

This course is faculty-based independent study, based on submitted project proposal and hours required for completion.

This course begins the process of developing projects for NURS 59600 Healthcare Systems Leadership Capstone Project and NURS 59700 Nursing Education Scholarly Project. Students synthesize knowledge from MSN Core courses and HSL/NE specialty track courses to design the framework of a capstone/scholarly clinical project that is executed in the final course of the MSN HSL/NE program.

The capstone project is a field experience that synthesizes and applies the essential knowledge for a Master of Science in Nursing. The project demonstrates the Lewis University MSN objectives and advances the mission of Lewis University by integrating thoughtfully organized service learning.

The practicum is a field experience with a scholarly project that synthesizes and applies the essential knowledge for a Master of Science in Nursing. The practicum demonstrates the Lewis University MSN program objectives of (1) the application of advanced practice nursing specialized knowledge, (2) the utilization of critical inquiry, (3) effective leadership and communication, and (4) interventions that contribute to the health of society and the profession of nursing. The practicum advances the mission of Lewis University by integrating thoughtfully organized service learning.

This course addresses the advanced study of the actions and effects of drugs on the human system throughout the life cycle. Focus is on pharmacokinetic and pharmacodynamic principles, therapeutic and adverse effects, drug interactions, cost, and evidence-based prescribing guidelines. Considerations related to gender, age, culture, and physiologic state are emphasized. The scope of ethical, legal, and professional responsibilities related to pharmacology in advanced nursing practice is addressed, including patient and family education.

This course addresses the advanced study of the physiologic and pathophysiologic principles relevant to clinical practice. Content areas include the physiology and pathophysiology at the cellular level, metabolism and temperature regulation, cardiac and pulmonary systems, acid-base balance, renal function, hematology and immune function, the nervous system, gastrointestinal system, genitourinary system, endocrinology, and reproduction. Building on the basic sciences and clinical nursing experience, the focus is on the interrelationships of systems regulation and dysregulation of cellular, organ, and system function. Current research and theories that deal with physiologic and pathophysiologic topics are included.

This course introduces students to principles of epidemiology applicable to infectious and non-infectious diseases, host-agent-environmental relationships, and concepts of disease causation. Students gain familiarity with epidemiologic measures such as incidence, prevalence, mortality, case fatality, relative risk and other rates and ratios. Topics include measures of health and risk, epidemiological study designs and considerations regarding issues of measurement that include assessments of internal and external validity, standardization, confounding, bias, interaction, causality and generalizability. Types and sources of public health data is reviewed.

This course addresses the advanced competencies needed to complete a comprehensive health assessment of patients across the lifespan. Levels of physical, cognitive, and social functioning are analyzed and interpreted. Special emphasis is placed on age, gender, and cultural variations. The course emphasizes diagnostic reasoning that guides the collection and interpretation of data to serve as a basis for advanced practice. Evidence-based strategies are used to assess the health of individuals within the context of family, community and culture.

This course is first in a series of didactic courses addressing core nurse practitioner competencies in the care of adolescents and adults. Utilization and principles of evidence-based practice are foundational. Emphasis is placed on the person within the context of the community relative to health promotion, health protection, disease prevention and management. This course enables the student to explore theories and models in development of age, gender, and ethnically appropriate health promotion and disease prevention programs. Critical thinking, diagnostic and interventional reasoning processes are addressed for select episodic and chronic illnesses in primary care. Legal and business aspects of nurse practitioner practice are illustrated through case examples.

This is the first of three supervised clinical experiences for nurse practitioner students. This course provides the opportunity to utilize core nurse practitioner skills in the community which include health promotion, health protection, and/or disease prevention programming. Students develop skills in evaluation, diagnosis, and management of common episodic and chronic health problems seen in primary care.  Emphasis is placed on obtaining a relevant health history, physical examination (complete, system, and symptom-specific), and relevant psychomotor skills.

This course is one of three in a series of didactic courses addressing core nurse practitioner competencies in the care of adolescents and adults. Utilization of research and principles of evidence-based practice are foundational. Critical thinking, diagnostic and interventional reasoning processes are addressed for select complex, multi-system illnesses in primary care. Legal and business aspects of nurse practitioner practice are illustrated through case examples.

This didactic course addresses core nurse practitioner competencies in the care of adolescents and adults. Utilization of research and evidence-based practice are foundational. Critical thinking, diagnostic and interventional reasoning processes are addressed for complex, multi-system illnesses in primary care. Special emphasis is placed on the unique needs of special populations, including various ethnicities, the disadvantaged, adolescents, women, and the elderly. Legal and business aspects of nurse practitioner practice are illustrated through case examples.

This course is the third in a series of supervised clinical experiences for nurse practitioner students. The student refines and expands skills in evaluation, diagnosis and management of complex, multi-system health problems in primary care. Application of models/theories of care for special populations is emphasized. Students transition toward more independent and comprehensive practice.

This course addresses core family nurse practitioner competencies in the care of women, infants and children. Utilization of research and principles of evidence-based practice are foundational. Critical thinking, diagnostic and interventional reasoning processes are addressed for common primary care problems for women, infants and children.

This course is second in a series of supervised clinical experiences for family nurse practitioner students. Emphasis is on evaluation, diagnosis, and management of common primary care problems for women, infants, and children. Special emphasis is placed on obtaining a relevant health and developmental history, physical examination (complete, system, and symptom-specific) and relevant psychomotor skills.

This is one of three in a series of supervised clinical experiences for nurse practitioner students.  Emphasis is on evaluation, diagnosis, and management of patients with complex, multi-system health problems, and the integration of other factors (cultural, emotional, psychosocial, etc.) that impact health.

This course provides the student with requisite knowledge and skills to implement the clinical nurse specialist role. Models, frameworks, and strategies are explored through use of interactive case studies and problem based learning. Students develop competencies in clinical inquiry, advocacy, systems leadership, change agency, consultation, education, mentorship, and project management within a framework of interprofessional collaboration. Integration of the various components of the clinical nurse specialist role is emphasized.

This course is first in a series of supervised clinical experiences for clinical nurse specialist students. This course provides the opportunity to explore and gain competency in the CNS role, with the guidance of faculty and the clinical preceptor in a healthcare setting. The student develops a contract in collaboration with the supervising faculty member and the clinical preceptor outlining the objectives, activities, outcomes, and timeline for completion of 180 clock hours. Opportunities are provided for direct care of a population of patients, as well as experiences in consultation, collaboration, education, mentorship, coaching, research, ethical decision-making, moral agency and advocacy, and systems leadership.

This course is second in a series of supervised clinical experiences for clinical nurse specialist students. This course provides the opportunity to explore and gain competency in the CNS role, with the guidance of faculty and the clinical preceptor in a healthcare setting. The student develops a contract in collaboration with the supervising faculty member and the clinical preceptor outlining the objectives, activities, outcomes, and timeline for completion of 180 clock hours. Opportunities are provided for direct care of a population of patients, as well as experiences in consultation, collaboration, education, mentorship, coaching, research, ethical decision-making, moral agency and advocacy, and systems leadership.

This course is third in a series of supervised clinical experiences for clinical nurse specialist students. This course provides the opportunity to explore and gain competency in the CNS role, with the guidance of faculty and the clinical preceptor in a healthcare setting. The student develops a contract in collaboration with the supervising faculty member and the clinical preceptor outlining the objectives, activities, outcomes, and timeline for completion of 180 clock hours. Opportunities are provided for direct care of a population of patients, as well as experiences in consultation, collaboration, education, mentorship, coaching, research, ethical decision-making, moral agency and advocacy, and systems leadership.

This didactic course addresses the core and specialty nurse practitioner competencies in the provision of care across the continuum of health care services to patients with complex acute, critical, and chronic health conditions for the full spectrum of adults. Using evidence-based practice, select complex multi-system illness will be discussed. There is emphasis on evaluation and management, including pharmacologic and non-pharmacologic treatments as well as pertinent education for patients and their families.

This clinical course addresses the core and specialty nurse practitioner competencies in the provision of care across the continuum of health care services to patients with complex acute, critical, and chronic health conditions for the full spectrum of adults. Application of evidence-based practice in complex multi-system illness with competent demonstration of critical thinking and clinical skills is expected.

This course addresses the integration of translational research into practice. Students develop skills to critically appraise literature related to the planning and measuring of outcomes of practice change.

This course explores ethical issues inherent in organizations, nursing practice and clinical research. Strategies are identified to lead the healthcare team through complex ethical and legal issues related to emerging information and patient care technologies. Students analyze the relationships among ethical, legal, and regulatory issues in order to advocate for social justice, equality, and the development of ethical polices at the organizational and systems levels.

This course is designed to develop skills, techniques, and approaches for the critical analysis of health policy proposals, health policies implementation, and related issues with the intent to prepare the DNP students to engage in creating more effective policy development strategies and solutions. Health policy and political frameworks are analyzed through organizational, institutional, governmental, and/or international perspectives. Current health policy is addressed from the perspective of available evidence and economic impact within a socio-political context. Policy contribution, innovative problem solving, and strategies from the DNP leadership perspective are emphasized.

This course examines the financial and strategic management principles and tools the nurse leader utilizes in order to influence evolving care delivery systems. Students utilize economic principles, financial analysis, and business skills as a foundation in strategic planning and decision making for healthcare initiatives.

This course addresses the principles of quality and safety science and their application to clinical practice development and organizational leadership.  Students formulate, implement and evaluate healthcare performance goals and measure outcomes. The course examines the relationship between policy development and performance management.

Students produce available evidence to demonstrate the need for a project design a doctoral practice proposal related to a selected population of interest for this project, and create a detailed project plan for implementation and evaluation.  A three member faculty advisory committee is selected at this time.  Students are required to defend their DNP proposal.

Students implement a doctoral nursing practice projected related to an aggregate of individuals/selected population of interest.

Students analyze and disseminate findings from the doctoral nursing practice project. Students are required to successfully defend their project.

Each DNP student must complete a minimum of 1000 hours for DNP residency minus up to 496 for residency hours acquired in their MSN degree. The immersion residency is an individualized collaborative experience with a preceptor, the student, and the faculty member which takes into account the student's professional goals, area of specialization, and expected leadership competencies of the DNP graduate. The experience is guided by an individualized learning contract which is implemented within the context of the student’s area of specialization. This course provides the student with the opportunity to design and deliver evidence-based care, demonstrate leadership in supporting evidence-based practice, and to function as a consultant. This course is taken in either 1-3 semester hour (SH) variable blocks of credit to meet hour requirements. 1SH = 84 clocked hours.

Minimum of 6 credits equivalent to 504 clock hours (1000 hours minus up to 496 hours of MSN practicum hours). 1 credit hour for 84 clock hours of practice. Repeatable.