<span style="color:#1f1f1f"><span style="font-size:12px">Consent of instructor required. Normally open only to senior neuroscience and behavior majors. Addresses current topics through readings, presentations, field trips, and other activities.

The Role of the Advanced Practice Nurse will provide an overview of advanced practice nursing. This course will explore the history of nursing at Simmons University and how nursing at Simmons has evolved to prepare graduates at the advanced practice level.. Students will review the four advanced practice nursing roles under the APRN Consensus Model. There will be a focus on salient topics for advanced practice nurses including quality and safety, interprofessional collaboration, professionalism, and ethical dilemmas. Core concepts will be explored from an advanced practice lens.

This course is designed to prepare you to critically analyze research literature. Emphasis will be placed on critically reading and interpreting published research in terms of applicability to the practice of healthcare professionals.

The focus of NURP411, Scholarly Inquiry, is the development of a scholarly project, which provides students with the opportunity to evaluate and review evidence and apply this evidence to clinical practice. In collaboration with the faculty, students will work in small groups to identify a scholarly question, develop a context for the question with a problem statement, implement an in-depth, comprehensive literature review on the topic, implement the project, analyze the data, and disseminate the findings. The development of this project requires an understanding of the historical perspective of nursing theory and research as well as theoretical perspectives in nursing and related disciplines. Students will explore these perspectives to frame the development of nursing as a science and to increase awareness about the relationship among theory, nursing science, and nursing practice. Content on quality and practice improvement, as well as quality and safety will be discussed. 

Advanced Pharmacology is a core requirement for completion of the Simmons University Family Nurse Practitioner Program. The course also meets the requirements for pharmacology preparation to sit for national Nurse Practitioner certifying examinations by ANCC or AANP. While emphasizing the pharmacological knowledge required by advanced practice nurses to safely treat patients with common physical and mental illnesses, the course facilitates student awareness of clinical pharmacokinetics and pharmacodynamics in the management of common disease processes occurring throughout the life span. Students analyze and discuss current research findings related to pharmacologic therapies. Students are guided in the learning experience by faculty prepared in pharmacology and experienced in the role of applying the science of clinical pharmacology as family nurse practitioners.

This course is designed to provide advanced knowledge of pharmacotherapeutics for acute and chronic mental health conditions across the life span. The course will also include the knowledge necessary to select and interpret the appropriate laboratory diagnostic procedures used in monitoring the physiological, psychiatric and behavioral responses to pharmacological interventions. Emphasis will be placed on learning the medications mechanism of action, selection, monitoring, and assessment of psychotropic medications based on current research and evidenced based practice guidelines.

This course is designed to provide the FNP student with an overview of family assessment, intervention and evaluation across the lifespan. This course will assist the FNP student to consider the relevant theoretical and research underpinnings of family based assessment in order to foster, promote and strengthen family functioning. Application of this content for practice will be facilitated through lectures, course discussions, case studies and selected written topics.

NURP 512B is Part III of a clinical course series and provides the student the opportunity to integrate theoretical content into practice. Through clinical conferences, skills-building sessions, and clinical practice, the FNP student will achieve the skills necessary to provide primary care to patients across the life span. The synchronous class sessions will meet every other week.Students will develop their skills in information gathering, clinical judgment, critical thinking, and problem-solving through encounters with diverse patient populations with an emphasis on the family unit. Students will gain exposure to adult, pediatric, women�s health, and OB patient populations throughout the clinical courses. Communication theory, utilizing problem-oriented medical record (POMR), SOAP or SBAR method for both written and verbal presentations of patient encounters is reinforced. NURP 512B recommends 168 clinical hours over the second half of the term in a clinical setting with a nurse practitioner, physician assistant, or physician preceptor. Students who do not complete 168 hours in NURP 512B are allowed to make up clinical hours in subsequent terms to achieve a required 672 clinical hours. Clinical experiences may be provided in a variety of health care settings including, but not limited to, community health centers, private offices, tertiary care settings, urgent care centers, and homeless shelters. In the event of a significant delay in securing a clinical site <u>through no fault of the student</u> (by Week 4), discussions will be initiated with the Director of MSN Clinical Education for a formal review.

In this course, students will apply developed skills and theoretical knowledge via the implementation of evidenced-based individual, group and family psychotherapy for various mental health disorders across the lifespan. Students will apply selected psychotherapies to specific and diverse client populations. Students work closely with a preceptor, and acquire experience in problem-based learning, based on patient diagnoses identifying what they already know, what they need to know, and how to find new information. The clinical experience prepares students for an advanced practice role through the development of competence in communication, teamwork, critical thinking and clinical skills for the role of the psychiatric nurse practitioner.NURP 520 recommends 112 clinical hours over 14 weeks of practice in a clinical setting with a Psychiatric nurse practitioner, psychiatrist (physician), Licensed Independent Clinical Social Worker (LICSW), psychologist, or psychiatric Clinical Nurse Specialist (CNS) preceptor. Clinical experiences may be provided in a variety of psychiatric mental health care settings including, but not limited to, community health centers, private offices, psychiatric hospitals or units within a general hospital and residential or long-term psychiatric facilities.<i>Simmons� expectation is that students will work on course material for 3 hours per week, on average, for each credit granted by this course.</i>

Clinical Decision Making II &amp; III provides the opportunity to integrate the theoretical content from<br />prior courses and apply it to clinical practice. Throughout the clinical conferences and clinical<br />practice preceptorship experience, the student nurse practitioner (SNP) will achieve the skills<br />needed for holistic, comprehensive psychiatric primary care across the lifespan. The student will<br />spend approximately two and a half days (or approximately 20 hours) per week at clinical<br />placement under the preceptorship of a number of specialized providers including (but not an<br />all-inclusive list); Psychiatric Mental Health Nurse Practitioners, Psychiatrists, Psychologists &amp;<br />Masters Prepared Therapists). During clinical, the student will have the opportunity to practice in<br />an increasingly independent role as a Psychiatric Mental Health Nurse Practitioner (PMHNP).<br />NURP 521 is Part II of a three-part clinical course series and provides the student the opportunity<br />to integrate theoretical content into practice. Through clinical conferences, skills-building sessions,<br />and clinical practice, the PMHNP student will achieve the skills necessary to provide psychiatric<br />care to patients across the lifespan.<br />Students will develop their skills in information gathering, clinical judgment, critical thinking, and<br />problem-solving through encounters with diverse patient populations across the lifespan. Students<br />will gain exposure to adult, pediatrics, women�s health, and geriatric patient populations<br />throughout the clinical courses. Therapeutic and communication technologies utilization are<br />strengthened while learning the multidimensional advanced practice role. Both written and verbal<br />presentations of patient encounters are reinforced including diagnostic case formulation and<br />summary.<br />NURP 521 requires approximately 280 clinical hours over 14 weeks of practice in a clinical setting<br />with a nurse practitioner, psychiatrist, psychologist, physician assistant, and/or licensed<br />independent clinical social workers/counselors or psychiatric mental health clinical nurse<br />specialists. Clinical experiences may be provided in a variety of health care settings including both<br />inpatient and outpatient facilities. Students will be exposed to psychiatric care across the lifespan,<br />serious mental illness and addictions medicine.<br /><i>Simmons� expectation is that students will work on course material for 3 hours per week, on<br />average, for each credit granted by this course.</i>

NURP 522 is Part III of a three-part clinical course series and provides the student the opportunity to integrate theoretical content into practice. Through clinical conferences, skills-building sessions, and clinical practice, the PMHNP student will achieve the skills necessary to provide psychiatric care to patients across the lifespan. Prerequisites:NURP 426, NURP 540, NURP 541, NURP 534P, NURP 542, NURP 543, NURP 544, NURP 520, NURP 521

This course introduces the student to the essential competencies necessary to provide primary health care to patients and families of diverse populations. Students engage in study that will assist them in understanding the developmental and cultural needs of patients across the life span as they relate to delivery of advanced health assessment within a primary health care nursing framework. Family frameworks that reflect a developmental, systems approach are presented to guide the student in understanding the primary health care needs of patients, families and systems in this context. Includes lecture and laboratory sessions.

This course is the third of three courses in the theory and practice of family primary care nursing. This course offers the opportunity to synthesize learning from prior courses, including prior family clinical and theory courses, pathophysiology, health promotion, pharmacology, and advanced health assessment. Content will include specialty and selected topics in adult/geriatric and pediatric primary healthcare. An additional focus will be the integration of professional issues, as well as legal and ethical considerations in FNP practice.

This course examines the clinical and physical exam practice of the family nurse practitioner in the primary care setting. This course will build on the fundamental principles of health assessment and provide further information to obtain, interpret, and intervene on common physical exam findings. Students should take time to review and understand the concepts presented in this course in preparation for Immersion Weekend. 

This course examines the clinical and advanced assessment skills practice across the lifespan for the psychiatric mental health advanced practice registered nurse (APRN) student. This course will build on the fundamental principles of health assessment and provide further information to obtain, conduct, interpret, diagnose, and intervene on common psychiatric mental health disorder findings. Students should take time to review and understand the concepts presented in this course in preparation for the Immersion experience. Clinical readiness and application of all didactic courses are included. Students must have successfully completed all 3Ps, NURP 541, NURP 542 and be enrolled in or passed NURP 543 and NURP 544 <u>prior</u> to attending NURP 534P: PMHNP Immersion &amp; Clinical Qualification Course.

This course is Part I of a two-part clinical course series and provides the student the opportunity to integrate theoretical content into practice. Through clinical conferences, skills-building sessions, and clinical practice, the FNP student will achieve the skills necessary to provide primary care to patients across the life span. The synchronous class sessions will meet every other week.<br /><br />This course requires 336 clinical hours over 14 weeks of practice in a clinical setting with a nurse practitioner, certified nurse midwife, physician assistant, or physician preceptor. Clinical experiences may be provided in a variety of health care settings including, but not limited to, community health centers, private offices, tertiary care settings, urgent care centers, and homeless shelters.

This course is Part II of a two-part clinical course series and provides the student the opportunity to integrate theoretical content into practice. Through clinical conferences, skills-building sessions, and clinical practice, the FNP student will achieve the skills necessary to provide primary care to patients across the life span. The synchronous class sessions will meet every other week.<br /><br />This course requires 336 clinical hours over 14 weeks of practice in a clinical setting with a nurse practitioner, certified nurse midwife, physician assistant, or physician preceptor. Clinical experiences may be provided in a variety of health care settings including, but not limited to, community health centers, private offices, tertiary care settings, urgent care centers, and homeless shelters.

The course studies the major presentations of mental illness, neurobiology, and the use of the most current DSM in diagnosing for clients across the life span. Emphasis is placed on assessment of pathology in mental health, history taking, mental status evaluation, and differential diagnosis of psychiatric mental health care to clients across the lifespan.

This course will explore evidenced based individual &amp; family psychotherapy for various mental health disorders across the lifespan. The course will also introduce the theoretical basis for understanding group and family psychotherapy. Students will apply selected theories to case study material and evaluate the utility of theory-based research findings for specific client populations. Attention is given to the cultural, ethical, legal, and public policy implications of providing psychotherapy for diverse individuals.

This course provides the theoretical content and clinical practice guidelines for assessment, diagnosis, and intervention in psychiatric disorders in pediatrics &amp; pregnant populations. The most current DSM (Diagnostic Statistical Manual of Mental Disorders) will be used as the basis for diagnostic nomenclature across the lifespan. Emphasis will be placed on the assessment, diagnosis, and treatment (evidence-based non-pharmacological &amp; pharmacological treatments) of mental health disorders in pediatric &amp; pregnant patients. Legal and ethical considerations are included.

This course provides the theoretical content and clinical practice guidelines for assessment, diagnosis, and intervention in psychiatric disorders for the adult &amp; geriatric population. The most current DSM (Diagnostic Statistical Manual of Mental Disorders) will be used as the basis for diagnostic nomenclature across the lifespan. Emphasis will be placed on the assessment, diagnosis, and treatment (evidence-based non-pharmacological &amp; pharmacological treatments) of mental health disorders. Legal and ethical considerations are included.

This course provides the theoretical content and clinical practice guidelines for assessment, diagnosis, and interventions for serious mental illness and addictions disorders. The course will also include complex care of individuals with co-morbid substance use and medical conditions. The most current DSM (Diagnostic Statistical Manual of Mental Disorders) will be used as the basis for diagnostic nomenclature across the lifespan. Emphasis will be placed on the assessment, diagnosis, and treatment (evidence-based non-pharmacological &amp; pharmacological treatments). Legal and ethical considerations are included.

Clinical Decision Making I &amp; II provides the opportunity to integrate the theoretical content from prior courses and apply it to clinical practice. Throughout the clinical conferences and clinical practice preceptorship experience, the student nurse practitioner (SNP) will achieve the skills needed for holistic, comprehensive psychiatric primary care across the lifespan. The student will spend approximately three full days (or approximately 24 hours) per week at clinical placement under the preceptorship of a number of specialized providers including (but not an all-inclusive list); Psychiatric Mental Health Nurse Practitioners, Psychiatrists, Psychologists &amp; Masters Prepared Therapists). During clinical, the student will have the opportunity to practice in an increasingly independent role as a Psychiatric Mental Health Nurse Practitioner.

Clinical Decision Making I &amp; II provides the opportunity to integrate the theoretical content from prior courses and apply it to clinical practice. Throughout the clinical conferences and clinical practice preceptorship experience, the student nurse practitioner (SNP) will achieve the skills needed for holistic, comprehensive psychiatric primary care across the lifespan. The student will spend approximately three full days (or approximately 24 hours) per week at clinical placement under the preceptorship of a number of specialized providers including (but not an all-inclusive list); Psychiatric Mental Health Nurse Practitioners, Psychiatrists, Psychologists &amp; Masters Prepared Therapists). During clinical, the student will have the opportunity to practice in an increasingly independent role as a Psychiatric Mental Health Nurse Practitioner.

FNP I: Adult Gerontology in Primary Care I is the first course in the Adult Gerontology series. This course is designed to help students integrate both theoretical knowledge and clinical practice in providing primary healthcare to the adult and geriatric populations at an advanced level. It serves as preparation for clinical practice in a supervised primary healthcare setting.<br />Building on foundational knowledge from Advanced Human Pathophysiology, Advanced Health Assessment, Advanced Pharmacology, and Family Theory, this course emphasizes the application of clinical skills to real-world scenarios. Students will apply their knowledge to deliver primary care nursing effectively to adults and geriatric patients.<br />The course integrates a developmental perspective with a systems approach, addressing common health issues encountered in primary care. Students will continue developing comprehensive patient assessments and make informed decisions about nursing and medical interventions. The focus will be on promoting optimal health and functional well-being for patients.

This is the second course in the sequence of the FNP primary care core curriculum. The focus of NUR 562 is on the holistic gynecological care of the woman and care of the low-risk childbearing woman. Developmental, theoretical, and family perspectives are applied and virtual simulations are utilized to integrate content into gynecologic and obstetric practice. The goal is to develop and advance information-gathering, clinical judgment, critical thinking, diagnostic reasoning, and patient education skills while incorporating evidence-based practice. The student nurse practitioner will achieve the skills needed for patient-centric, safe, effective, quality primary care of the woman and childbearing family in the ambulatory care setting.<br /> 

This 2-credit course offers a thorough overview of pediatric primary care, focusing on health promotion, disease prevention, and the management of common pediatric conditions. Students will develop the skills necessary to provide holistic, family-centered care to children from infancy through adolescence, emphasizing growth and development, nutrition, immunizations, behavioral health, and chronic illness management. Through a combination of asynchronous lectures, interactive live sessions, online simulations, and assessments, students will prepare to deliver effective, evidence-based care in a primary care setting.

This course is designed to give students an overview of health promotion issues, to explore selected current topics in health and health policy from a global perspective and to investigate the consequences these issues have for the health status of individuals, populations and society. This course will provide the theoretical foundation to allow the practitioner to design interventions, which promote health and behavior change in the individual client within the community setting.

This is the initial course in the research sequence of the Doctorate in Nursing Practice (DNP) program and builds on the student�s knowledge and experience in research with the emphasis on clinical application, using a variety of models. The diverse levels of preparation among the students will be addressed with a review of qualitative and quantitative methods including problem identification, levels of research, design, data collection, and strategies for analyzing both quantitative and qualitative data. This content is the foundation for the discussion of a variety of research models and designs used for specific purposes.

This course prepares you to analyze clinical and health related data for application within research, evidence-based practice, performance improvement, and clinical data management. Emphasis will be placed on application of various statistical tests to answer clinically relevant research, evidence-based practice, and performance improvement questions along with supporting clinical data management.

This course will provide a broad overview of electronic health records, decision support systems, standards, security and confidentiality, evidence-based practice, data analytics, data visualization and consumer health informatics. The current landscape of healthcare informatics and the impact they have on quality patient care will be reviewed.<br /><br />Skills essential for the DNP will be covered such as the ability to provide leadership within healthcare systems and/or academic settings to use information systems/technology to support and improve patient care and healthcare systems. This course will introduce the student to apply new knowledge, manage individual and aggregate level information, and assess the efficacy of patient care technology appropriate to a specialized area of practice. <br /> 

This course is meant to examine the historical background of the U.S. health care system and analyze the current health care system. To accomplish this, students will learn about health care quality, access, and cost, as well as innovation. Health care systems will be appraised using the Iron Triangle of health economics. Health policy and advocacy will be highlighted through a social justice framework. Students will learn how quality and safety are improved through interprofessional collaboration.

DNP students must enroll in NURP 690: Capstone Advisement (one credit tuition; no credit is earned), in order to continue work on the Capstone Project, should they not complete their project within the 3- term DNP project sequence.

This 2-credit course is the first in a series of three seminars which will guide students in the completion of the DNP seminar project. During DNP Seminar Project I, students will develop the project proposal, including design, identification of outcomes, and choice of the methods that will be used to achieve outcomes, and begin their projects. Students will obtain appropriate permissions and IRB approvals for the DNP project.

This two credit course is the third in a series of three seminars which will guide students in the completion of the DNP Project. During DNP Project Seminar III, students will further refine and complete their DNP Project, including data collection, data analysis, and dissemination.

Description: This course facilitates the exploration of the five dimensions of nursing practice (scientific, technical, ethical, aesthetic, and existential) that are central to �being�, �thinking�, and �doing� in nursing. The development of the nursing profession within a complex healthcare system will be examined. Foundational nursing concepts are integrated throughout the course.

<div>This course presents the interaction of social, political, and economic forces in shaping health policies. The rules and laws that govern nursing practice are explored alongside discussions of healthcare systems, health equity, health finance, and ethics. Special emphasis is placed on the critical role of nurses in health policy development and implementation.</div><div></div>

This course introduces the student to the interrelationships among theory, practice and research in professional nursing. Emphasis is placed on the nursing process and evidence-based practice as foundational in the development of the professional nurse, as it relates to the cultural, spiritual, biopsychosocial care of the patient. The student will appreciate the differences between quantitative and qualitative research and EBP and will be introduced to concepts of nursing informatics. This course provides an understanding of how quality nursing care affects patient outcomes.

Fundamentals Skills and Health Assessment introduces the student to the clinical skills and assessment techniques necessary to provide care to patients across the lifespan. The course will cover the nursing process, subjective/objective assessments, clinical skills, medication calculations and administration, and comprehensive physical examination skills of adults and children. The lecture component of the course will present theoretical content and clinical application. Labs will be utilized to practice the required skills, assessments and techniques.

This course re-enforces skills in assessing a patient's condition, and focuses on identifying significant findings upon which treatment decisions are made. In this class, students build on knowledge of health promotion and assessment and expand this knowledge into caring for individuals with altered health states. Building on an understanding of normal anatomy and physiology, concepts of pathophysiology are integrated. Common diagnostic tests and associated nursing responsibilities are covered. Clinical and lab experiences focus in developing proficiency with providing basic nursing care and comprehensive patient assessment.

In this course, students apply the concepts of bio-psycho-social-cultural-developmental-spiritual sciences in developing, implementing and evaluating nursing interventions for the childbearing and families experiencing variances in functional health patterns with a special emphasis on health management and sexuality/reproduction. Clinical experiences will encompass care of the normal and high risk family in both acute and community settings

This course provides the framework for students to apply nursing theory and principles in the promotion, maintenance and restoration of health for infants, children and their families. Students will integrate concepts of bio-psycho-social-cultural-developmental-spiritual sciences to provide evidenced-based, holistic and compassionate nursing care. Clinical experience in both acute and community pediatric settings, contextualizes learning, facilitates clinical reasoning and comportment through the application and integration of nursing science and caring practice.

This course focuses on the major mental health disorders, therapeutic interventions and the role of the nurse in the acute mental health setting. Students will use the nursing process to enhance their delivery of bio-psycho-social-cultural developmental-spiritual nursing care to individuals and their families who are coping with major mental illnesses. The student will integrate interprofessional collaboration, patient education and patient advocacy in the care of the patient with acute mental health disorders. Clinical experiences will focus on the care of those with acute mental health needs.

This course presents an overview of health policymaking and describes healthcare policy in the US with specific examples from Medicare, Medicaid, and ongoing healthcare reform. Special emphasis is placed on the critical role of nurses in policymaking. Building on concepts introduced in Health Promotion and Disease Prevention, the essential functions and services of public health are expanded to include epidemiological and economic concepts and models. This course explores the current U.S. health care and global systems and issues of access, equity and quality.

This course, which builds on Nursing Care to Support Physiologic Functioning 1, applies bio-psycho-social-cultural-developmental-spiritual concepts in developing, implementing and evaluating nursing interventions for the adult and elderly client experiencing altered health states. Concepts of comprehensive patient assessment, pathophysiology, and pharmacology are reinforced and mastered. Students to introduced to prioritizing and predicting individual's needs, and evaluating outcomes of care Clinical and lab experiences focus on implementing and evaluating nursing care with increasing independence.

This course focuses on the synthesis of nursing knowledge required to care for the patient and family with complex, multi-system problems. This course provides students opportunities to critically evaluate and apply knowledge and skills learned throughout the nursing program. The effect of complex health problems on the individual and their families, the health team and health system is emphasized.

Consent of department required. Offers an individualized opportunity to study an issue or topic relevant to the theory and/or practice of nursing. Utilizes library research, clinical research, or analysis of advanced clinical practice.

This course explores the issues related to serious illness and end of life care experienced by patients, families, and health care providers. The course utilizes the End of Life Nursing Education Consortium: ELNEC curriculum. The curriculum is being adapted to meet the educational needs of interdisciplinary students. Topics discussed include palliative care, serious illness, communication, cultural issues, sudden death, holistic practices and self-care. The class is highly participatory. As a final capstone project for the course, students will develop a creative, artistic expression representing personal meanings and emotions related to caring at the end of life.

NURS 401 introduces the student to the interrelationships among theory, practice, and research in professional nursing. Within the rapidly changing health care delivery system, nurses must understand and demonstrate the unique contribution they make in the care of patients. This course introduces the student to the historical perspectives that have influenced the art and science of professional nursing. Emphasis is placed on evidence-based practice (EBP) and trends in nursing as foundational in the development of the professional nurse. The student will identify the differences between quantitative and qualitative research and EBP. This course provides an understanding of how research and evidence-based practice informs and guides nursing practice to achieve effective, high-quality patient outcomes.

<div>The Role of the Advanced Practice Nurse will provide an overview of advanced practice nursing. This course will explore the history of nursing at Simmons University and how nursing at Simmons has evolved to prepare graduates at the advanced practice level. Students will review the four advanced practice nursing roles under the APRN Consensus Model. There will be a focus on salient topics for advanced practice nurses including quality and safety, interprofessional collaboration, professionalism, and ethical dilemmas. Core concepts will be explored from an advanced practice lens.</div>

This course is designed to prepare you to critically analyze research literature. Emphasis will be placed on critically reading and interpreting published research in terms of applicability to the practice of healthcare professionals.

The course prepares the student to develop beginning leadership and management skills. The student will develop the role of an effective, collaborating team member and prepare for future leadership and management roles. Concepts of organizational systems, change theory, quality and safety are integrated into the role of the professional nurse.

This nursing course focuses on improving professional nursing skills in a clinical capstone experience. The major focus is on mastering clinical decision making skills and preparing for independent professional practice. Weekly seminars cultivate critical thinking and clinical judgment, group process, discussion, communication, transitioning from student to newly licensed nurse along with the role of future nursing leaders and managers.

Content focuses on current concepts in the pharmacologic therapies of common health care problems seen in primary health care. Basic pathophysiology, clinical pharmacology, modes of therapy, and monitoring parametrics are explored. Diagnosis and management of health care problems and their treatment regimens are discussed. Case studies are utilized to clarify, reinforce, and correlate therapeutics with specific health care problems.

This course focuses on the pharmacological and pathophysiological applications necessary for individual patient needs using a systems approach. Topics include specific drugs, classifications, side effects, and interactions with other therapies.

All nursing courses with the exception of NURS-390 and NURS-454 required. A final nursing class taught in conjunction with NURS-454. Focuses on the synthesis of nursing knowledge required to care for the patient and family with complex nursing needs. Centers on nursing care of patients across the life span but emphasizes the adult and geriatric patient. Assimilates previously learned information to add the depth and breadth necessary to provide holistic care for patients and families in challenging health care circumstances. Requires independent preparation and critical thinking for the synthesis and acquisition of new understandings, which will serve as a model for the ongoing professional development of the nurse as a lifelong learner. Includes NCLEX-type quizzes and case studies.

As a final nursing class, this course will focus on the synthesis of nursing knowledge required to care for the patient and family with complex nursing needs. The course focuses on nursing care of patients across the life-span, but will have a particular emphasis on the adult and geriatric patient. New knowledge will be assimilated with previously learned knowledge to add depth and breadth to the synthesis of knowledge necessary to provide holistic care for patients and families in challenging health care circumstances. The independent preparation and critical thinking required for the synthesis and acquisition of new understandings for this course will serve as a model for the ongoing professional development of the nurse as a lifelong learner. Students will be expected to prepare for each class by responding to NCLEX-type quizzes each week prior to class. Students will come to class prepared to apply integrated knowledge to case study situations developed by the faculty.

Course description: Nursing Foundations introduces graduate entry-level nursing students to essential professional nursing concepts, knowledge, skills, and attitudes necessary to provide holistic care to diverse patients across the lifespan.  The course introduces students to the healthcare environment and the role of the professional nurse.  Major course themes include the development of your professional identity as a nurse, critical thinking skills, prioritization, patient safety,  patient-centered care and comfort, safe medication administration, and the introduction of ethics, leadership, and informatics principles. This course will equip students with a solid basis to build on as they move forward in the curriculum and transition to nursing practice.

Course description: Nursing Foundations introduces graduate entry-level nursing students to essential professional nursing concepts, knowledge, skills, and attitudes necessary to provide holistic care to diverse patients across the lifespan.  The course introduces students to the healthcare environment and the role of the professional nurse.  Major course themes include the development of your professional identity as a nurse, critical thinking skills, prioritization, patient safety,  patient-centered care and comfort, safe medication administration, and the introduction of ethics, leadership, and informatics principles. This course will equip students with a solid basis to build on as they move forward in the curriculum and transition to nursing practice.

This course develops the students skills in the collection of a systematic health history and performance of a physical examination of the adult and pediatric client. Emphasis is on the attainment of motor and perceptual skills at the level of the beginning nurse practitioner. The student also learns how to record findings according to the Problem-Oriented Record System. Includes lecture and laboratory sessions.

This course builds upon NUR 454 Leadership and Management and gives the student an opportunity to explore the issues that are currently influencing both Registered Nurse practice and Advanced Nursing Practice and identifies the nursing role in improving the nation's health. Historical and theoretical foundations will be explored to examine the process of role development at all levels of nursing including Advanced Practice. Strategies and opportunities for role development of the Registered Nurse and Advanced Practice nurse will be discussed in light of the political, professional, and economic factors that are affecting today's health care system.

This course introduces the student to the essential competencies necessary to provide primary health care to patients and families of diverse populations. Students engage in study that will assist them in understanding the developmental and cultural needs of patients across the life span as they relate to delivery of advanced health assessment within a primary health care nursing framework. Family frameworks that reflect a developmental, systems approach are presented to guide the student in understanding the primary health care needs of patients, families and systems in this context. Includes lecture and laboratory sessions.

This 1-credit lab course focuses on the development and refinement of advanced health assessment skills through practice, application to case studies, and simulation. Students will gain experience conducting a detailed history and physical exam, utilizing diagnostic tools, and interpreting assessment findings to inform clinical decision-making. The lab emphasizes critical thinking, communication, and cultural competence, with a focus on integrating assessment data to formulate differential diagnoses. Through interactive practice sessions and instructor feedback, students will be prepared to perform advanced health assessments in the primary care setting.

This course is the third of three courses in the theory and practice of family primary care nursing. This course offers the opportunity to synthesize learning from prior courses, including prior family clinical and theory courses, pathophysiology, health promotion, pharmacology, and advanced health assessment. Content will include specialty and selected topics in adult/geriatric and pediatric primary healthcare. An additional focus will be the integration of professional issues, as well as legal and ethical considerations in FNP practice. 

This course examines the clinical and physical exam practice of the family nurse practitioner in the primary care setting. This course will build on the fundamental principles of health assessment and provide further information to obtain, interpret, and intervene on common physical exam findings. Students should take time to review and understand the concepts presented in this course in preparation for Immersion Weekend. 

This course is Part II of a two-part clinical course series and provides the student the opportunity to integrate theoretical content into practice. Through clinical conferences, skills-building sessions, and clinical practice, the FNP student will achieve the skills necessary to provide primary care to patients across the life span. The synchronous class sessions will meet every other week.<br /><br />This course requires 336 clinical hours over 14 weeks of practice in a clinical setting with a nurse practitioner, certified nurse midwife, physician assistant, or physician preceptor. Clinical experiences may be provided in a variety of health care settings including, but not limited to, community health centers, private offices, tertiary care settings, urgent care centers, and homeless shelters.

This course is designed to give students an overview of health promotion issues, to explore selected current topics in health and health policy from a global perspective and to investigate the consequences these issues have for the health status of individuals, populations and society. This course will provide the theoretical foundation to allow the practitioner to design interventions, which promote health and behavior change in the individual client within the community setting.

The focus of this course is on essential core concepts, skills, and tools that capture evidence based practice for the DNP and define the health care informatics field. We will examine a variety of current and emerging health information technologies to promote safe patient care, improve health care quality and efficiency and foster consumer-centric care to advance nursing practice and nursing science. We will be applying the theoretical perspectives derived from personal learning environments in adult education to foster a learning environment that promotes individual understanding and application of complex material.

This two credit course is the third in a series of three seminars which will guide students in the completion of the DNP Project. During DNP Project Seminar III, students will further refine and complete their DNP Project, including data collection, data analysis, and dissemination.

Studies food habits, particularly as reflected in the food patterns of various groups who have immigrated to the U.S. throughout its history. Examines health status of these diverse populations; the multiple meanings of food in daily life, culture, religion, and among various societies and ethnicities; and culturally appropriate counseling; and develops an appreciation of the many underlying similarities across cultures.

Studies the functions of nutrients and their requirement in the body, their effects on health, and nutrient needs during different stages of the life cycle. Discusses the effects of nutrient deficiencies and excesses as well as the dietary reference intakes and guidelines for the U.S. population.

<div>Exploration of the world food situation, hunger, malnutrition, sustainable agriculture, politics, and distribution of wealth and power. Acquaints students with nutrition issues, and the nature and dimensions of present and future world food needs. Uses examples from both developed and developing countries to provide an overview of national and international politics influencing food and nutrition policies.</div>

<span style="color:#1f1f1f"><span style="font-size:12px">Studies the basic principles of food science and their applications to food selection, preparation, preservation, distribution and storage as well as factors affecting palatability, and nutrients. It also includes an examination of how the food industry uses food science to influence nutrition and health. This course adds to traditional food science by viewing many of these principles through a lens of present-day concerns about food quality, composition and availability. In addition, it introduces current issues (biotechnology, genetically modified foods) for discussion. Requires writing of scientific reports of laboratory experiments. Includes lecture and laboratory. Laboratory coat required.

<span style="color:#1f1f1f"><span style="font-size:12px">This course focuses on the approaches used by nutrition and public health professionals to promote health behavior change among individuals and communities. Students will explore principles of nutrition education, behavior change theories, community assessment and program planning, and federal nutrition policies and programs. Emphasis is placed upon structural inequities and social determinants of health that impact disparities in nutrition and health-related outcomes. Students will engage with community partners to develop nutrition education sessions for a specific population.

Studies the systems and organizational models of food service. Examines methods of food production, assembly, distribution, and service types with a focus on hospital food systems. Explores the unique management challenges in foodservice, including food-safe sanitation and food allergy safety. Applies accounting, budgeting and pricing techniques in menu planning. Explores various types of food service and careers in food management. Enrollment by instructor permission only.

Advanced professional development issues in dietetics: Leadership, marketing, research, continuing education, licensure, and preparation for dietetic internship/graduate education.

Consent of instructor required. Considers nutritional biochemistry and the metabolic role of nutrients throughout the human life cycle. Studies recommended intake of nutrients, along with the complete cycle of nutrient ingestion, absorption, utilization, and excretion. Examines advanced concepts in physiology and biochemistry in order to explain nutrient function and interdependence. Includes three-hour lecture plus two-hour laboratory.

Examines selected pathophysiologic concepts, including mechanisms of disease causation; immune processes; cellular growth and proliferation; and dysfunctions of the circulatory, respiratory, gastrointestinal, nervous, renal, hepatic, and endocrine systems. Also considers risk factors and physiological adaptation to various disease conditions. Emphasizes medical nutrition therapy in acute and chronic disease. Includes five hour lecture plus online discussion.

Consent of instructor required. Individual field experience in one of the areas of nutrition.

Consent of instructor required. Examines in depth selected topics in nutrition. Introduces students to research methods and materials used in nutrition research. Emphasizes student initiative, scientific writing, oral presentation skills, participation, and leadership and expects integration and application of knowledge acquired throughout a student's undergraduate classes. Supplements lectures and discussions with workshops and is a writing intensive course.

This required orientation course introduces all Nutrition students to the full range of academic, administrative, and social expectations for students, and the environment in which they must meet those expectations. Intended for and appropriate to both online and face-to-face students, this course describes program requirements; college, school, and program policy; and offers information about the full range of resources available to the students in support of their program. It also offers basic tutorial and instruction related to the use of Moodle (the learning management system used in online and face-to-face courses), library resources, and other key tools used to support student learning.

This course focuses on preparing students to critically analyze research literature. Emphasis is placed on critically reading and interpreting published research in terms of applicability to the practice of health care professionals. Taught using small groups, discussions and lectures, this course provides a foundation for subsequent participation in research.

The focus of this class includes building a conceptual framework of nutrition fundamentals with the development of necessary counseling skills to deliver nutrition therapy in the treatment of patients with eating disorders. The goal of this class is to apply the most current research and further develop clinical skill in the art and science of nutrition therapy.

This course examines selected concepts in pathophysiology including mechanisms of disease causation and disease treatment with focused medical nutrition therapy. The course will begin with foundational aspects of nutritional assessment and diet therapy including nutrition support. Major organ system dysfunction including cardiovascular, gastrointestinal, renal, endocrine, pulmonary, central nervous system and immune processes/metabolic stress will be discussed. Throughout the course, we will use diverse patient-based case studies to illustrate the disease and treatment processes. Through lecture, case studies, assignments and online discussions, students will learn to use logical and critical reasoning to approach complex clinical situations. Students are expected to identify problems and solutions and support their decisions with evidence-based, well-structured arguments.

The student selects a problem for in-depth analysis and study. Prerequisite: Graduate Nutrition standing and Instructor consent. Variable Credits (1-3)

<span style="color:#1f1f1f"><span style="font-size:12px">healthcareThe Graduate Dietetic Internship Program partners with a variety of health care and community sites for student supervision. Students spend approximately 36 hours a week in the field for 35 weeks.

<span style="color:#1f1f1f"><span style="font-size:12px">This course focuses on planning, implementing and evaluating community-based nutrition and health-related programs. Content includes guidance on assessing community needs, determining health priorities, writing goals and objectives, mapping program activities, and evaluating program outcomes. Students will apply this content through a variety of assignments, in-class discussions, and a central group project where students will partner with a community agency to conduct a needs assessment and develop an evaluation plan. This course will assist students in becoming professionals in the fields of community nutrition and health planning and programming.

<span style="color:#1f1f1f"><span style="font-size:12px">This course guides the student�s understanding of how food fuels the body and affects athletic performance. The principles of nutrition are discussed to provide the student with an understanding of how optimal fitness is achieved. Students design a nutrition/fitness program as a course requirement. This course is offered online only.

This course builds on the understanding of energy intake, transformation, and liberation. Students learn to evaluate, create, and implement exercise programs for a variety of populations. This course develops a critical reasoning approach to clinical situations. Students apply an understanding of how nutrition and exercise interact to influence work capacity in children and adults. The course is offered only online.

<span style="color:#1f1f1f"><span style="font-size:12px">This course is designed for students enrolled in the Entrepreneurship Track of the MS in Nutrition and Health Promotion. This course is offered during the fall semester, and provides the opportunity for students to fulfill objectives centered on the skill of finding and synthesizing scientific evidence. This evidence will connect directly to practice guidelines, helping students to form a deeper understanding of evidence-based standards for practicing dietitians. This course is aligned with, but not dependent upon, Nutrition 462 Nutrition Consulting, and will also provide students with guidance on evaluation of their entrepreneurial ideas, and identify and address the strengths, areas for growth, threats, and opportunities of their business proposal ideas.

<span style="color:#1f1f1f"><span style="font-size:12px">This course is designed for students enrolled in the Research Track of the MS in Nutrition and Health Promotion. Guides students in developing a research proposal for their MS thesis project during the fall semester. Students work in groups, with the support of a faculty advisor, to choose a research topic, conduct a comprehensive literature review, develop research aims, outline study methodology, and prepare data collection tools. Research proposals are submitted to Simmons' Institutional Review Board for review and approval. This course prepares students for implementing their thesis projects in NUTR 490 during the spring semester.

<span style="color:#1f1f1f"><span style="font-size:12px">Health Promotion is a course utilizing the socioecological model to explore health issues of diverse populations. Topics include nutrition-related policy initiatives, community actions, individual lifestyle behaviors and behavior change. Students conduct a population needs assessment to address health promotion issues affected by social, political, economic, ethical, and cultural policies.