| |
| |
-
BU 501 - Entrepreneurship Credits: 3
Prerequisite: BU 361
The course teaches students how to identify potentially valuable opportunities, obtain the resources necessary to pursue an opportunity and to create an entrepreneurial organization, manage the entrepreneurial organization once it has been established, grow the business into a sustainable enterprise, and create and harvest value for the organization’s stakeholders.
|
| |
-
BU 520 - Supply Chain Management Credits: 3
Prerequisite: BU 361
This course covers organizational, strategic and operational aspects of managing Supply Networks (SNs) from domestic and international perspectives. Topics include alternative SN structures, strategic alliances, design of delivery systems and the role of third party logistics providers. Many of the activities exchanged among enterprises in an SN are of a service nature, and the final output is often a combination of tangible products and services which the end-customer purchases. A series of concepts, frameworks and analytic tools are provided to better understand the management of service operations.
|
| |
-
BU 521 - Internet Marketing Credits: 3
Prerequisite: BU 361
This applications course introduces the entire scope of Internet marketing as an emerging marketing tool stressing integration with other channels and marketing operations. The course will demonstrate how the Internet may be employed by businesses to enhance their traditional marketing with emphasis on the use of interactive technology on a company’s existing marketing mix. Classes are discussion-based, drawing on current applied readings and cases from a variety of industries in both the business-to-business and business-to-consumer markets.
|
| |
-
BU 522 - Multi-Channel Marketing Credits: 3
Prerequisite: BU 521
Marketing channels examines the design and management of the inter-organizational system involved in the task of making goods and services available for purchase. Multichannel marketing is marketing using many different marketing channels to reach a customer. Channels addressed in this class include store, catalog, direct mail, mobile phone, website, email marketing, and online social marketing. Students will examine the methods and processes used in the distribution of consumer and industrial products and services. Emphasis is upon the ways in which certain basic distribution functions are carried out in the traditional channel system as well as e-commerce.
|
| |
-
BU 523 - Digital Marketing and Search Engine Optimization Credits: 3
Prerequisite: BU 521
Digital marketing means using an online presence to support your business. Students will learn the existing and emerging formats of digital marketing in order to know how to integrate them into their marketing plans and how to integrate online and offline marketing. Topics include the various forms of online marketing and advertising in digital formats such as websites, search engines, email, online video, online public relations, social media, blogging, podcasting, and mobile. Online buyer behavior, online privacy and security issues, and online branding are also covered. In addition, students will examine the search engine optimization (SEO) process and will learn how to improve web rankings and position maximizing oriented traffic to increase return on web development investments.
|
| |
-
BU 524 - Electronic Retailing Credits: 3
Prerequisite: BU 521
This course will investigate the changing role of e-commerce in retailing, with emphasis on the skills needed to plan, launch, manage, market, and measure a Website that sells products. Students will learn the specific processes that constitute core competencies for retail site development, including online merchandising, pricing, and product display; best practices for maximizing click-through rate, stickiness, conversion of site visits to sales, as well as minimizing shopping-cart abandonment. The course also reviews the nature of buying and selling between businesses (business-to-business).
|
| |
-
BU 525 - Product and Brand Management Credits: 3
Prerequisite: BU 521
This course focuses on creating and managing product and brand portfolios for long-term profitability. The course will provide a framework within which students will be able to identify and understand variables that drive the success of brands and product lines. Particular emphasis will be placed on the building brand equity within the context of other brands, as well as managing brands over multiple categories, over time, and across multiple market segments.
This course utilizes classic and current consumer and business-to-business case studies of leading marketers and their strategies for effectively building and managing products and brands.
|
| |
-
BU 526 - Global Marketing Management Credits: 3
Prerequisite: BU 521
Building on the fundamentals of marketing, this course introduces the context of the rapidly changing international business environment. The course examines the cultural, social, legal, political, financial and geographic dimensions of the global marketplace.This course deals with the application of advanced marketing management concepts and tools in global markets. The aim of the course is to help develop students’ ability to solve marketing problems and at the same time handle the complex coordination problems and subtle cultural issues facing the global marketer.
|
| |
-
BU 540 - Financial Management Credits: 3
Prerequisite: BU 355
This course examines the role of finance in supporting the functional areas of a firm and fosters an understanding of how financial decisions can create value. Topics covered include: basic analytical skills and principles of corporate finance, functions of modern capital markets and financial institutions, and standard techniques of analysis, including capital budgeting, discounted cash flow valuation, and risk analysis.
|
| |
|
| |
-
BU 552 - Systems Project Management Credits: 3
Prerequisite: BU 551
An examination of the different aspects of project management (e.g. scope, cost, risk, tracking, resource allocation) and contemporary technologies needed to manage large projects. Special emphasis will be placed on tools that promote collaboration and facilitate project management over long distances.
|
| |
-
BU 553 - Cybersecurity and Information Assurance Credits: 3
Prerequisite: BU 551
An exploration of the tools and techniques needed to ensure the confidentiality, integrity, and availability of an organization’s data with added consideration given to Internet-based security. The course will introduce critical security concepts (e.g. services, protocols, hardware and software, physical security, specific vulnerabilities) as well as the practices (e.g. authentication, firewalls, virtual private networks, business continuity planning) necessary to protect against such threats.
|
| |
-
BU 555 - Developing Software Solutions for Global Commerce Credits: 3
Prerequisite: BU 552
An exploration of the strategies used to design, implement, and test software solutions for the global commerce environment. Students will learn computer programming techniques in a popular object-oriented language and then implement a solution developed in that language.
|
| |
-
BU 556 - Decision Analysis for Information and Communications Technology Credits: 3
Prerequisite: BU 552
An evaluation of the key business issues in selecting and implementing an information and communication technology solution including financing, acquisition, risk analysis, risk mitigation, and various metrics to measure its continuing performance.
|
| |
-
BU 600 - Strategy and Business Models Credits: 3
Prerequisite: BU 361
This course provides students with the conceptual tools necessary to understand and work effectively in today’s multi-layered world of international business. The course provides frameworks for identifying and taking advantage of opportunities presented in a dynamic global environment. The course focuses on firm-level strategic choices and on the challenges of integrating the multiple perspectives, functions, and interests that constitute the multinational firm.
|
| |
-
BU 610 - Residential I Credits: 3
Prerequisite: BU 501, BU 520, BU 521, BU 540, BU 600, or permission of the Dean
This course is designed to allow students put into practice the theory learned in the foundation-level courses. Students will present research papers, conduct team projects, and discuss case analysis on topics and cases selected in the semester prior to the residential. Faculty members, experts, and business leaders will present short seminars that support the projects, cases, and current business topics. This course is the first of two weekend (48 hour) onsite residential courses required of all graduate students.
|
| |
-
BU 611 - Residential II Credits: 3
Prerequisite: Minimum of 30 hours of graduate courses in business, completion of BU 610, minimum grade of C, and permission of the Dean
This course is designed to allow students to implement practical applications of the theory studied in their program concentration courses. Students will present research papers, conduct team projects, and discuss case analysis on topics and cases selected in the semester prior to the residential. Faculty members, experts, and business leaders will present short seminars that support the projects, cases, and current business topics. This course is the second of two weekend (48 hour) onsite residential courses required of all graduate students.
|
| |
-
ED 500 - Educational Research Credits: 3
This course offers instruction in the basic skills of analyzing educational research, understanding various research designs, and conducting an action research study.
|
| |
-
ED 502 - Special Problems Credits: 3
This course meets State Department of Education requirements for renewal of certificates that have been expired for more than 5 years.
|
| |
-
ED 503 - Instructional Technology Credits: 3
This course will focus on fundamental concepts and skills for applying instructional technologies to educational settings and for making decisions regarding the most appropriate use. The instructional technologies include authoring/development software, multimedia computers, electronic presentation/projection systems, Internet access, and TV/VCR applications. This course is an elective for education majors and recommended for graduate students.
|
| |
-
ED 504 - Advanced Educational Psychology Credits: 3
This course is designed to acquaint students with the different theories of learning and to study the assumptions about learning which underlie various educational practices. Students will explore some of the current trends in learning theory and reserach as they apply to education.
|
| |
-
ED 514 - The Professional Role of Educators Credits: 3
This course focuses on the need for educators to serve as positive change agents as they strengthen schools from within. Students will enhance their own professional development by examining their roles as leaders, scholars, researchers, student advocates, and parent/community liaisons.
|
| |
-
ED 515 - Literature for the Adolescent Credits: 3
This course examines the needs of the adolescent reader in upper elementary grades through high school. The history of young adult literature is surveyed, and the rationale for the use of this genre with adolescent students is provided. Curriculum strategies for using young adult literature in the classroom for middle school students are identified.
|
| |
-
ED 516 - Understanding Gifted Populations Credits: 3
This course includes study, research and analysis of psychological characteristics, identification procedures, assessment procedures, and learning modes of gifted populations. (Required for certification to teach gifted children in grades K-12; required course in graduate program in gifted studies).
|
| |
-
ED 517 - Methods, Materials and Resources for Teaching the Gifted Credits: 3
Prerequisite: ED 516
This course is a study of program materials, curricula models and methodologies applicable to the teaching of the gifted. (Required for certification to teach gifted children in grades K-12; required course in graduate program in gifted studies).
|
| |
-
ED 520 - Foundations of Education Credits: 3
This course examines the historical and philosophical foundations of education as well as the social forces impacting schools in modern times. Using both a chronological and a topical frame-of-reference, the students will analyze American educational leaders, trends, and movements in their general political, social, intellectual, and economic contexts.
|
| |
-
ED 523 - Early Reading Literacy Development (Pre-K-3) Credits: 3
This course is designed to address essential skills and concepts for beginning literacy development. Language development, phonemic awareness, phonics, comprehension, fluency, and motivation will be incorporated from a comprehensive reading perspective.
|
| |
-
ED 524 - Expanding Reading Literacy Development (Grades 4-12) Credits: 3
This course is designed to encompass reading/literacy instruction from fourth through twelfth grades. Decoding, comprehension, fluency, attitudes, motivation, and engagement will be addressed. Issues and trends in expanding reading will be researched and classroom programs will be investigated.
|
| |
-
ED 527 - Content Area Literacy Credits: 3
This course is designed to address content area in all grade levels through an integrated approach to literacy.
|
| |
-
ED 530 - Counseling the Gifted Student Credits: 3
Prerequisite: ED 516
This course examines the nature of giftedness, the counseling process, and strategies specifically developed for counseling the gifted student.
|
| |
-
ED 531 - Capstone: Effective Reading Literacy Programs Credits: 3
Prerequisite: 18 hours in literacy be completed prior to this course
Effective Reading Programs is the capstone course for the Master of Education in Reading/Literacy program. This course has two primary goals: 1) to develop a clear understanding of what constitutes balanced reading/literacy instruction across the developmental continuum and 2) to consider what can be done to improve reading/literacy achievement in our schools. The first goal will focus on what is known about the development of effective reading/literacy programs from the literature. The second goal will include the study of effective reading/literacy programs through an examination of the school and the classroom. Case studies on school change will be studied and participants will consider how schools/districts can improve their reading instruction.
|
| |
-
ED 532 - Literature for the Child and Adolescent Credits: 3
This course is designed to offer a survey of current and classic children’s literature with an emphasis on multicultural literature in grades Pre-K-6. Issues and trends in children’s literature will be researched and evaluations of quality literature across genres will be conducted.
|
| |
-
ED 534 - Process Writing Credits: 3
This course will address instructional strategies to develop and implement a process writing program for the classroom. The focus will be on instruction and performance assessment designed to take pieces of writing through the stages of the editing process (pre-writing), during writing (draft), conferencing, after writing (final copy), and publishing.
|
| |
-
ED 538 - Understanding Individual Learning Differences Credits: 3
This course focuses on the use of learning theories to understand the needs of diverse learners and to create responsive learning environments.
|
| |
-
ED 548 - Methods and Materials for Teaching Diverse Learners Credits: 3
Prerequisite: ED 538
This course is designed to provide the student with educational strategies and resources that can be used effectively with diverse learners.
|
| |
-
ED 549 - Instructional Assessment Practices and Procedures Credits: 3
Prerequisite: ED 538/548
This course provides professionals with skills in the application of assessment practices and procedures necessary for decision-making in planning and differentiating instruction.
|
| |
-
ED 551 - Managing the Instructional Environment Credits: 3
Prerequisite: ED 538/548
This course focuses on the structure of the instructional environment and its relevance of the learner’s motivation, development, and behavior.
|
| |
-
ED 552 - Curriculum Development Credits: 3
Prerequisite: ED 517 (Gifted) or ED 548 (MAT, DI)
This course is a study of the theoretical bases and practical applications for curriculum work. Special attention will be given to specific procedures to follow and concepts to consider in creating curriculum experiences.
|
| |
-
ED 554 - Collaboration Credits: 3
Prerequisite: ED 538/548
This course is designed to prepare professionals for the role of co-teacher, collaborator, and consultant
|
| |
-
ED 560 - Independent Study in Education Credits: 1-6
Course taught at irregular intervals or upon demand of at least 6 students; course developed to meet special needs, times or current relevant topics in the education area.
On demand
|
| |
-
ED 564 - Effective Literacy Assessment and Intervention Credits: 3
The focus of this course is the role of the teacher as a diagnostician in the classroom. Students will learn how to administer measures of literacy assessments that can be used for individuals or whole groups. Students will analyze data and plan appropriate interventions. Students will examine clinical and classroom diagnostic methods, explore the theoretical foundations for these practices, and discuss practical applications.
|
| |
-
ED 566 - Internship in MAT Credits: 3
This course is the clinical supervision of the MAT program. Intern teachers will meet regularly with their university supervisor to reflect upon instructional planning, classroom experiences, problems, and decisions they have made as classroom teachers. Students will maintain a reflective journal on the teaching experience.
|
| |
-
ED 592 - Capstone in Differentiated Instruction Credits: 3
This special topics course focuses on trends and issues characteristic of subject areas in the elementary school curriculum; emphasis is on educational reform designed to enhance student learning.
|
| |
-
ED 594 - Atypical Populations of the Gifted Credits: 3
Prerequisite: ED 516
This course is an in-depth study of the unique needs and special motivational problems of a variety of atypical populations of gifted students. Attention will be directed to the culturally diverse gifted, economically disadvantaged gifted, underachieving gifted, gifted handicapped, gifted females, the highly gifted, and gifted preschoolers.
|
| |
-
ED 595 - Program Development and Evaluation Credits: 3
Prerequisite: ED 516
This course is a study of various alternative settings, program options and models for gifted students. Procedures for systematic and comprehensive program development and evaluation will be examined. Other key issues faced by administrators or teachers of gifted programs will be addressed, such as program articulation, building support systems, and funding sources.
|
| |
-
ED 596 - Capstone: Trends and Issues in Gifted Studies Credits: 3
Prerequisite: Minimum of 12 hours of graduate courses in gifted studies including ED 516, 517
This course is a study of the expanding dimensions of gifted education to include new directions for identification and programming and the implications of new paradigms for research and practice.
Note: This course is considered a “capstone” for the gifted program.
|
| |
-
ED 598 - Internship in Education Credits: 3
This course is the provision of practical training in various education centers which meet the needs/specifications of the individual graduate student under the supervision of a faculty member.
|
| |
-
ED 599 - Internship in Reading Literacy Credits: 3
This course provides the student with a 40 hour clinical experience in a supervised setting. Interns administer diagnostic assessment and implement instruction based on the results.
Note: This internship is designed to be the final course of the series.
|
| |
-
ED 620 - Leadership Principles Credits: 3
This course will introduce leadership theory and provide an overview of change theory and systems theory. Current educational leadership theories and practices will be explored.
|
| |
-
ED 630 - Leadership through Instructional Supervision Credits: 3
Prerequisite: ED 620
This course will focuses on an understanding of instruction and how to effectively supervise, guide, and develop appropriate instructional practice. Cognitive coaching, clinical supervision, and evaluation of teachers will be covered.
|
| |
-
ED 640 - Leadership through School Management Credits: 3
Prerequisite: ED 620
This course will examine organizational effectiveness strategies for managing all aspects of the educational environment to create a safe and orderly school climate. The following will be covered: school safety, financial management and budgeting, personnel, physical facilities, and scheduling.
|
| |
-
ED 652 - Leadership of Curriculum Design Credits: 3
Prerequisite: ED 620
This course for leadership students focuses on best practices in the processes of guiding and evaluating the development and alignment of curriculum. Students will gain practice in utilizing data to inform curriculum decision making and will also gain an understanding of how to evaluate curriculum design for appropriateness for the various grade levels and subject areas.
|
| |
-
ED 670 - Leadership: Political, Cultural, and Legal Implications Credits: 3
Prerequisite: ED 620
This course will examine the political, cultural, and legal context of school leadership. Students will gain practice in making appropriate and legal decisions while working with all stakeholders.
|
| |
-
ED 680 - Leadership Practice with Ethics and Integrity Credits: 3
Prerequisite: Must be within the last six (6) hours of the Master’s of Education degree in Educational Leadership
In this capstone course, students will explore leadership practice emphasizing integrity and ethical decision making. Students will be required to develop a capstone portfolio demonstrating developed skills in leadership and ethical practice.
|
| |
-
ED 692 - Leadership Internship: Elementary Schools Credits: 3
School based internship, emphasizing the elementary school. Students will complete structured hands-on assignments.
|
| |
-
ED 694 - Leadership Internship: Middle Schools Credits: 3
School based internship, emphasizing the middle school. Students will complete structured hands-on assignments.
|
| |
-
ED 696 - Leadership Internship: High Schools Credits: 3
School based internship, emphasizing the high school. Students will complete structured hands-on assignments.
|
| |
-
ED 698 - Leadership Internship: District Level Credits: 3
School based internship, emphasizing district level responsibilities such as budgeting, personnel, transportation, special education, school lunch program, federal programs, and professional development. Students will complete structured hands-on assignments.
|
| |
-
FS 570 - Health, Drugs, and Chemical Dependencies Credits: 3
This course assesses the implications of drug use on human health with a focus on drug actions and interactions, motivational factors that influence the use of drugs, and long-term societal effects of drug use.
Note: The course will be available for elective credit to students in the graduate program in Health Education.
|
| |
-
HKH 501 - Foundations of Health Education Credits: 3
The design of this course is to introduce the students to a study of the scientific, social, psychological, legal, and educational foundations of health education. Professional competencies and practice settings will be reviewed. This course serves as a foundation for all other courses in health education and provides an overview of the field to the student from related areas.
|
| |
-
HKH 510 - Theories of Health Behavior Credits: 3
This course is designed to teach the fundamental theories of health behavior that provide the foundation for research and practice in health education. Instruction will include the theoretical models currently used in health education and how these models are used in conducting research. The effect of different philosophical positions on health education will be included.
|
| |
-
HKH 511 - Research Methods in Health Education Credits: 3
A research methods course is designed to provide the student with the basis for understanding and conducting research. This course focuses on the research in the area of health education. Specific emphasis will be placed on statistical procedures, research designs, techniques, and tools.
|
| |
-
HKH 512 - Health Program Planning and Implementation Credits: 3
This course is designed to aid the student in the application of knowledge gained to practical situations; needs assessment, missions, goals, and objectives of planning and implementing health education programs. This course provides an overview of health promotion programs and systems, public health issues, and primary locations for health education resources with a focus on design and implementation. The student will develop proficiency in using equipment and skills to evaluate a population’s health profile. Students will conduct on-site needs assessments and develop health education plans responsive to the identified needs of the respective setting(s).
|
| |
-
HKH 513 - Health Program Evaluation Credits: 3
This course will include the principles and procedures to evaluate health promotion/disease prevention programs. Instruction will include data collection methods, instrument-scale development, measurement and evaluation designs. Program evaluation methods will include community, school, medical, and workplace settings.
|
| |
-
HKH 514 - Introduction to Epidemiology Credits: 3
Epidemiology is the study of the distribution of diseases in a population and the factors that determine the distribution. This course is an introductory course in the disciplines of epidemiology. It will include an introduction to the definitions, concepts, techniques, and methodology necessary for understanding and conducting epidemiological research.
|
| |
-
HKH 515 - Community Health Education Methods Credits: 3
This course prepares students to analyze and incorporate effective content and process in health education program delivery. Provides an overview of health education teaching and learning strategies for use in community and/or school settings. Special attention is given to the skills, instructional strategies, and techniques needed to develop an optimal learning environment to promote success for all learners.
|
| |
-
HKH 516 - Survey of Human Diseases Credits: 3
This course provides health education students with an overview of major diseases, their classification, causes, diagnosis and treatment and emphasizes a public health perspective.
|
| |
-
HKH 520 - Physical Activity and Disease Prevention Credits: 3
This course is designed to present the role of physical activity and exercise in preventing and controlling certain diseases. Presentation will include the basic etiology of each disease state and the mechanisms by which physical activity and exercise reduce the chance of developing the disease. Cross-sectional and longitudinal studies that present the epidemiological data supporting the protective effect of physical activity will be presented. Recommendations for physical activity for each disease will be included.
|
| |
-
HKH 525 - Gender Issues in Health Credits: 3
This course is designed to distinguish and differentiate between major health concerns of men and women.
|
| |
-
HKH 530 - Stress Management Credits: 3
This course is designed as an introduction to the terminology and current research of stress and stress management. The relationship between stress and health will also be discussed. Selected methods of relaxation and stress management will be discussed, demonstrated, practiced, and analyzed.
|
| |
-
HKH 535 - Nutrition for Health Credits: 3
This course is designed to introduce students to the fundamentals of nutrition in public health as they apply to health promotion and disease prevention for individuals and society.
|
| |
-
HKH 542 - Special Topics in Health Education Credits: 3
The learning objectives of this course will be geared toward a specific topic of current interest in the field of health education. The specific topics and prequisites will be announced in the course schedule.
|
| |
-
HKH 598 - Internship in Health Education Credits: 6
This course offers graduate students in health education an opportunity to gain practical and applied experience in community, school, worksite or health care environment. Each course participant is placed according to individual goals, experience, and/or training. The primary intent is to provide opportunities for the student to apply advanced knowledge and skills to practical situations.
|
| |
-
HKH 599 - Thesis in Health Education Credits: 6
The thesis is designed as the terminal research project for the Master of Science Degree. The primary intent is to provide an opportunity for students to conceptualize, design, initiate, and complete a significant research project. The completed thesis must demonstrate the student’s ability to review and synthesize the related literature, develop appropriate research methodologies, collect and analyze data, and synthesize and interpret the results.
|
| |
-
NU 501 - Advanced Pharmacology Credits: 3
45 contact hours
Prerequisite: NU 503
Assists the learner to evaluate therapeutic strategies for improving human responses to actual and potential health problems. Emphasis is placed on pharmacologic therapy management by nurse practitioners in independent and collaborative practice. The concept of compliance/collaboration for promoting change is examined. The role dimensions of evaluator and collaborator are implemented.
|
| |
-
NU 502 - Advanced Theoretical Issues in Nursing and Ethics Credits: 2
30 contact hours
Prerequisite: None.
Concurrent enrollment: NU 508
Assists the learner in analyzing and evaluating selected theories appropriate for advanced practice nursing. Learners are expected to explore their professional beliefs and value systems. The relationships between theory, practice, and research are examined. The process of theory development, evaluation, and testing is explored. Practical application of nursing, developmental, ethical, family, health, and other theories will be examined.
|
| |
-
NU 503 - Advanced Health Assessment Credits: 3
45 contact hours
Prerequisite: None.
Concurrent enrollment: NU 503L, NU 521.
Building upon prerequisite knowledge and skills for health assessment, this course is designed to provide learners with the theoretical basis for advanced nursing practice. Emphasis is placed on development of advanced assessment competencies that enable learners to promote wellness, prevent illness, and detect acute and chronic health problems among family populations whose members are diverse ages. Didactic covers primary family settings with pediatric, adult, and geriatric clients.
|
| |
-
NU 503L - Advanced Health Assessment Clinical Credits: 2 (1:4.5)
135 clinical assessment hours.
Prerequisite: None.
Concurrent enrollment in NU 503.
Building upon prerequisite knowledge and skills for health assessment, this course is designed to provide learners with the clinical basis for advanced nursing practice. Emphasis is placed on development of advanced clinical assessment competencies that enable learners to promote wellness, prevent illness, and detect acute and chronic health problems among family populations whose members are divers ages. Clinical experiences occur in primary family settings with pediatric, adult, and geriatric clients.
|
| |
-
NU 505 - Primary Care Management I Credits: 3
45 contact hours
Prerequisite: NU 503/503L/521.
Concurrent enrollment: NU 501, 505L.
Provides learners with advanced nursing knowledge and competencies relative to management of actual and potential health problems in the family primary care setting. Didactic education enables students to promote wellness and treat health problems of clients within the scope of the family nurse practitioner role. The role dimensions of manager, collaborator, and teacher for the family nurse practitioner are refined.
|
| |
-
NU 505L - Primary Care Management I Clinical Credits: 4 (1:4.5)
270 clinical hours
Prerequisite: NU 503/503L/513/521
Concurrent enrollment: NU 501/505.
Provides learners with advanced nursing knowledge and competencies relative to clinical management of actual and potential health problems in the primary care setting. Clinical experiences enable students to promote wellness, provide preventive services and treat health problems of clients within the scope of the family nurse practitioner role. Clinical experiences are provided that encompass clients across the age span in a variety of primary care settings. the role dimensions of manager, collaborator, and teacher for the family nurse practitioner are refined.
|
| |
-
NU 506 - Primary Care Management II Credits: 2
30 contact hours
Prerequisite: NU 501/503/503L/505/505L/513/521
Concurrent enrollment: NU 506L/512.
Provides learners with the nursing knowledge and competencies to manage common community health problems and preventive services. The family nurse practitioner role is taught with emphasis on the role dimensions of evaluator, case manager, consultant, and leader. Using a team approach, learners develop an intervention and management presentation for identifying health related problems. Educational experiences are expanded to encompass a wider variety of primary care settings.
|
| |
-
NU 506L - Primary Care Management II Clinical Credits: 4 (1:4.5)
270 clinical hours
Prerequisite: NU 501/503/503L/505/505L/513/521
Concurrent enrollment: NU 506/512.
Provides learners with the nursing knowledge and competencies to manage common health problems and preventive services. The family nurse practitioner role is implemented with emphasis on the role dimensions of evaluator, case manager, consultant, and leader. Using a team approach, learners develop a management plan for identifying health-related problems. Clinical experiences are expanded to encompass a wider variety of primary care settings based on the student’s individual interests and needs.
|
| |
-
NU 507 - Advanced Health Assessment: Pediatric Credits: 3
45 contact hours
Prerequisite: None.
Concurrent enrollment NU 507L/512.
Building upon prerequisite knowledge and skills for health assessment, this course is designed to provide learners with the theoretical basis for advanced nursing practice. Emphasis is placed on development of advanced assessment competencies that enable learners to promote wellness, prevent illness, and detect acute and chronic health problems among pediatric populations across the age span.
|
| |
-
NU 507L - Advanced Health Assessment: Pediatric Clinical Credits: 4 (1:4.5)
270 clinical hours
Prerequisite: None.
Concurrent enrollment NU 507/512.
Building upon prerequisite knowledge and skills for health assessment, this course is designed to provide learners with the clinical basis for advanced nursing practice,. Emphasis is placed on development of advanced assessment competencies that enable learners to promote wellness, prevent illness, and detect acute and chronic health problems among pediatric populations across the age span. Clinical experiences occur in primary and acute care settings with newborns, infants, toddlers, children, and adolescent clients and their families.
|
| |
-
NU 508 - Advanced Nursing Research and Evidence Based Practice Strategies Credits: 3
45 contact hours
Assists learners to develop the role dimension of nurse researcher. The application of research to advanced nursing practice and the role of primary care provider are evaluated. Using research strategies combining nursing informatics and evidence based practice (EBP), learners develop a formal research proposal.
|
| |
-
NU 512 - Advanced Practice Role Development Credits: 2
30 contact hours
Prerequisite: NU 505/505L.
Concurrent enrollment: NU 506/506L.
Provides an introduction to advanced practice nursing and the nurse practitioner role from novice to expert. A historical perspective of the development of the expanded role is included. Issues related to current and future practice are addressed from a variety of perspectives ranging from entrepreneur to change agent.
|
| |
-
NU 513 - Advanced Pathophysiology Credits: 3
45 contact hours
Prerequisite: This is a preadmission course.
Building on prerequisite knowledge in pathophysiology, this course is designed to provide the learner with an advanced theoretical understanding of disordered physiologic mechanisms or disease states for selected health problems. Emphasis will be on the mechanism for production of the symptoms and signs for selected disease syndromes. Thus, the learner will be prepared to discriminate the mechanisms underlying the disease and its clinical manifestations as a basis for assessing and developing a plan of care.
|
| |
-
NU 515 - Cultural and Rural Issues in the Helping Professions Credits: 3
45 contact hours.
This course is designed to assist the graduate learner to develop awareness and competencies for dealing with culturally diverse and rural issues encountered by helping professionals. A variety of cultural and rural considerations are explored.
Note: Elective Course.
|
| |
-
NU 516 - Primary Care of Families and Communities Credits: 2
30 contact hours
Prerequisite: NU 502/503/503L.
Concurrent enrollment: NU 512
Prepares the family nurse practitioner to build on a family science knowledgebase to interpret a global perspective in promoting partnerships that advocate the health and welfare of selected populations. Exploration of a community need is addressed within a primary healthcare context. The nurse practitioner’s role in health promotion and disease prevention from culturally diverse perspectives is included. Application of the nursing process to families and communities from an advanced practice perspective is made in this course.
|
| |
-
NU 517 - Women’s Issues Credits: 3
45 contact hours
This elective course is designed to provide students with an opportunity to evaluate current issues facing women.
|
| |
-
NU 518 - Primary Care Management I: Pediatric Credits: 3
45 contact hours
Prerequisite: NU 507/507L/513.
Concurrent enrollment: NU 501/518L.
Provides learners with advanced nursing knowledge and competencies relative to actual and potential health problems in the primary care setting. Didactic experiences enable students to promote wellness and treat health problems of clients within the scope of the pediatric nurse practitioner role. Education is provided that encompass newborns, infants, toddlers, children, and adolescents in a variety of primary care and acute care settings. The role dimensions of manager, collaborator, and teacher for the pediatric nurse practitioner are refined.
Note: Elective Course.
|
| |
-
NU 518L - Primary Care Management I: Pediatric Clinical Credits: 4 (1:4.5)
270 clinical hours
Prerequisite: NU 507/507L/513.
Concurrent enrollment: NU 501/518.
Provides learners with advanced nursing knowledge and competencies relative to clinical management of actual and potential health problems in the primary care setting. Clinical experiences enable students to promote wellness and treat health problems of clients within the scope of the pediatric nurse practitioner role. Clinical experiences are provided that encompass newborns, infants, toddlers, children, and adolescents in a variety of primary care and actue care settings. The role dimensions of manager, collaborator, and teacher for the pediatric nurse practitioner are refined.
Note: Elective Course.
|
| |
-
NU 519 - Alternative Therapeutic Interventions Credits: 3
45 contact hours
This elective course is designed to provide students with content and experiences in therapeutic interventions such as herbal therapies, therapeutic touch, humor, and massage.
Note: Elective Course.
|
| |
-
NU 520 - Primary Care Management II: Pediatric Credits: 6 (2:4)
256 clinical hours
Prerequisite: NU 501/507/507L/513/518/518L.
Concurrent enrollment: NU 512
Provides learners with the nursing knowledge and competencies to manage common health problems and preventive services. The pediatric nurse practitioner role is implemented with emphasis on the role dimensions of evaluator, case manager, consultant, and leader. Using a team approach, learners develop a management plan for identifying health-related problems. Clinical experiences are expanded to encompass a wider variety of primary and acute care settings based on the student’s individual interests and needs.
|
| |
-
NU 521 - Science of Diagnostic Reasoning Credits: 3
45 contact hours
Prerequisite:
Concurrent enrollment: NU 503, 503L.
This course will address selected topics relevant to diagnostic testing in primary care. The learners explore various modes of differentiating illnesses ranging from laboratory results to radiologic findings.
|
| |
-
NU 550 - Advanced Primary Care Procedures Credits: 2
30 contact hours
Prerequisite: NU 503/503L.
Concurrent enrollment: NU 505/505L.
Enables learners to master advanced practice competencies for use in primary clinical practice. The learners explore both theoretical and practical aspects of a variety of procedures for application such as EKG interpretation, microscopy, minor lesion removal, suturing, splinting, and radiology.
|
| |
-
NU 560 - Special Topics in Nursing Credits: 1-6
15 contact hours per credit hour
This elective course will address selected didactic or clinical topics of interest in primary care. Courses will be designed to provide opportunity for transition to the advanced practice nurse role or to increase understanding of current health issues.
|
| |
-
NU 570 - Advanced Healthcare Policy and Politics Credits: 2
30 contact hours
Prerequisite: Permission of the MSN department chair.
Assists learners to analyze health policy, politics, healthcare delivery systems, organizations and finance from the perspectives of healthcare leadership and advanced nursing practice, and to design strategies enhancing cost effective quality care for diverse populations.
|
| |
-
NU 597 - Clinical Research Project Credits: 1 - 2
15 contact hours per credit hour
Prerequisite: NU 508.
Concurrent enrollment: NU 505/505L/506 (as applies)
Assists learners to apply evidence based practice research methodologies to synthesize theoretical, scientific, and contemporary clinical knowledge for selected advanced practice nursing problems.
Note: (Variable credits per semester)
|
| |
-
NU 599 - Thesis Credits: 6
90 contact hours
Prerequisite: NU 502/508
Assists learners to further develop advanced nursing research competencies. Learners are expected to design, implement, and evaluate formal research relevant to advanced practice nursing. The study is presented as a written thesis and defended orally.
Note: (Variable credits per semester)
|
| |
Page: 1
| 2
|
Print this Page