30 - Nursing

This course prepares students for leadership roles in advanced health care policy and practice.  It examines the current health care industry, including the impact of managed care on health care and its outcomes.  The course provides a framework for analyzing trends in organizational strategy, policy, politics, financial and economic influence on health care access and the health care system.  Issues such as health policy, health values and beliefs, patient rights, reimbursement, malpractice, risk management, and coordination with regulatory agencies will be explored from an industry perspective.

This course will provide 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 will be 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 will 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 will also include the Institutional Review Board process and the ethical principle 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 will be emphasized.

This course builds on the student's knowledge of pathophysiology, pharmacology, and physical assessment in preparation for the role of nurse educator.  Content will be focused on a systems approach to holistic nursing practice through integrated conceptual learning.  Students will 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 will provide a framework for exploring theories of learning, motivation, instruction and teaching. Selected theoretical perspectives will be explored to facilitate development of a philosophy of nursing education to serve as a base for the emerging expertise of the future nursing educator.  Evaluation of theory and scholarship of education will be evidenced by a classroom observation of an experienced professor, as well as development of a personal portfolio.

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 will provide a comprehensive exploration of the principles of curriculum planning, development, implementation and evaluation. Analysis of evolving world views, diverse cultural perspectives and emerging health care needs provide 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 evaluation processes 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, distance learning techniques are integrated into micro teaching opportunities to assist the student to develop and refine personal teaching techniques.

This course is designed to provide role transition experiences for the nurse educator in an educational setting.  Emphasis will be on immersion into the multi-dimensional role of the nurse educator including the process of didactic teaching, evaluation of learning, and other faculty 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 will address strategic management and strategic planning, professional nurse leader development, 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 will be 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 addresses the business planning skills necessary to develop and implement programmatic development and change in a healthcare setting. Content includes problem definition and refinement, organizational fit, market identification and research, benchmarking, and business planning models including financial projects and return on investment. Implementation strategy including project management principles and human factors are also addressed.

This course addresses the integration of translational research into practice as well as monitoring and evaluating the impact of practice change.  Focus is on utilizing systematic inquiry to identify, summarize, and appraise best evidence on a selected topic inclusive of published research, benchmarking data, and practice expertise.

This course provides an overview of Advanced Practice Nursing (APN) roles including the historical and current practice issues relevant to APN practice.  There will be 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 capstone course is a field experience with a scholarly project that synthesizes and applies the essential knowledge for a Master of Science in Nursing.  The course provides students with an opportunity to design, implement, and evaluate a collaborative change project in a healthcare organization guided by a preceptor in that setting and Lewis University faculty.  The scholarly project demonstrates the Lewis University MSN program objectives of (1) Exercise leadership in the design and implementation of systems changes using theoretical frameworks, analytical skills, and informatics to enhance quality and safety in the healthcare environment, (2) Develop collaborative approaches within a transdisciplanary environment to improve health care outcomes, (3) Synthesize knowledge to design health promotion and prevention strategies in collaboration with individuals and populations to promote culturally congruent health outcomes across the lifespan, (4) Utilize ethical principles and awareness of health policy and advocacy processes to influence practice.  The project advances the mission of Lewis University by integrating thoughtfully organized service learning.

This capstone course is a field experience with a scholarly project that synthesizes and applies the essential knowledge for a Master of Science in Nursing.  The project demonstrates the Lewis University MSN program objectives of (1) Exercise leadership in the design and implementation of systems changes using theoretical frameworks, analytical skills, and informatics to enhance quality and safety in the healthcare environment, (2) Develop collaborative approaches within a transdisciplinary environment to improve health care outcomes, (3) Synthesize knowledge to design health promotion and prevention strategies in collaboration with individuals an populations to promote culturally congruent health outcomes across the lifespan, (4) Utilize ethical principles and awareness of health policy and advocacy processes to influence practice.  The project advances the mission of Lewis University by integrating thoughtfully organized service learning.

This course addresses the advanced study of a comprehensive health assessment of the adult. Levels of physical, cognitive, and social functioning are analyzed and interpreted. Emphasis is on diagnostic reasoning and research-based strategies for assessing health of individuals within the context of family and community. 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 advance practice.

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.

The 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 in 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 will 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 will be 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 course is first in a series of supervised clinical experiences for nurse practitioner students. This course provides the opportunity to utilize core nurse practitioner skills in the community, including development of health promotion, health protection, and/or disease prevention programming. The student also begins to develop skills in evaluation, diagnosis and management of common episodic and chronic health problems seen in primary care. Special 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 course is second 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 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. 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 one of three 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 is one of three in a series of didactic courses addressing core 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 select complex, multi-system illnesses in primary care.  Legal and business aspects of nurse practitioner practice are illustrated through case examples.

This course is one of three 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 is third in a series of supervised clinical experiences for family nurse practitioner students. Emphasis is on evaluation, diagnosis and management of patients with complex, multisystem health problems, and the integration of other factors (cultural, emotional, psychosocial) 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 will 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 course provides an opportunity to explore historical events and public policies that shape health promotion and disease prevention models. Emphasis is placed on synthesis of cultural, ethical, economic, environmental and social factors that influence population based healthcare policy and healthcare delivery. Epidemiologic and biostatistical methods of evaluating population health outcomes are addressed. Opportunity is provided to design evidence based and culturally sensitive approaches to improve population health.

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

This course explores ethical issues inherent in nursing practice, healthcare organizations, clinical research, and regulatory policies. Students will analyze the interrelationships among ethical, legal, economic, and regulatory policies in their own focus of practice. Emphasis will be focused upon social justice, equality, advocacy, and development of ethical policies at the practice,organizational, and governing 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 addresses the advanced study of technology and informatics relevant to nurse leaders. The aim of the course includes the integration of the sophisticated skills of technology and informatics to acquire and use data, information, and knowledge in nurse leadership. The optimal use of technology and informatics will guide and support scholarly modes of practice in problem-solving and decision-making. Introduction to the cost-benefit analysis of technology initiatives will be included. Current research and applications of informatics and technology as fundamental tools for evidence-based practice, education, and quality improvement will be emphasized. Prerequisites: Advisor approval, graduate standing.

This course provides effective tools necessary to analyze trends, issues, and regulations affecting healthcare finances. The students will be able to plan for the financial viability of healthcare initiatives.

This course addresses the principles of quality and safety science and their application to healthcare systems, clinical practice development, healthcare leadership, and population  management.  Students will formulate, implement and evaluate healthcare performance goals and measure outcomes from their focus of practice. Emphasis will be placed on the collaborative and leadership knowledge and skills needed to address interprofessional practice and organizational issues. The course will also examine the relationship between policy development and performance management.

This course addresses the business planning skills necessary to develop and implement programmatic development and change in a healthcare setting. Content includes problem definition and refinement, organizational fit, market identification and research, benchmarking, and business planning models including financial projections and return on investment. Implementation strategy including project management principles and human factors are also addressed. Prerequisites: Advisor approval, graduate standing.

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.

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 will be required to successfully defend their project.

This seminar is focused on the development of a proposal for the DNP Immersion Residency. Faculty guidance is provided to support the student to delineate the area of interest, practice site, clinical mentor, and specific objectives of the experience.

Each DNP student must complete a minimum of 500 hours for DNP residency which is in addition to the practicum hours required for initial certification in the student's clinical specialty. The immersion practicum is an individualized, mentored clinical experience 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 certification. 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 specialist consultant in the clinical arena. This course is taken in either 2 SH or 3 SH variable blocks of credit, repeatable up to the 6 required hours of DNP residency.

Each DNP student must complete a minimum of 500 hours of DNP practicum in addition to the practicum hours required for initial certification in the clinical specialty. The immersion practicum is an individualized, mentored clinical experience which takes into account student 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 certification. 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 specialist consultant in the clinical arena.