Consent of instructor required. Normally open only to senior neuroscience and behavior majors. Addresses current topics through readings, presentations, field trips, and other activities.

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.

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.

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.

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.

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.

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 will focus on pharmacologic principles and how pharmacologic agents are used in the treatment of a variety of conditions to support physiological function across the lifespan. Course content includes the nurse's role in monitoring the safety and effectiveness of pharmacological therapies.

This course is a graduate entry-level nursing course designed to guide the student in building  a robust knowledge base of adult medical and surgical health conditions. Throughout the course, the student will learn about various alterations with gradually increasing complexities. The course will support professional discussion, engagement, and knowledge sharing during discussions of clinical cases while maintaining strict patient privacy. Over the course of the semester, the student will examine the importance of interdisciplinary collaboration, integration of ethical and cultural values, and use of health information technology as it applies to the safe delivery of compassionate client-centered care.

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.

Health Assessment Across the Lifespan offers nursing students a comprehensive learning experience focused on developing and honing essential health assessment skills. Students will be guided in carefully examining their patients, cultivating trust in their health history and physical examination abilities, and learning to inspect, examine, and listen to the body effectively. Through an organized and systematic approach, students  will acquire the skills needed to utilize interviewing techniques for obtaining and documenting a thorough health history. Emphasis will be placed on developing competence in identifying, describing, and accurately recording findings, preparing students to excel in the practice of nursing and deliver high-quality patient care.

Health Assessment Across the Lifespan offers nursing students a comprehensive learning experience focused on developing and honing essential health assessment skills. Students will be guided in carefully examining their patients, cultivating trust in their health history and physical examination abilities, and learning to inspect, examine, and listen to the body effectively. Through an organized and systematic approach, students  will acquire the skills needed to utilize interviewing techniques for obtaining and documenting a thorough health history. Emphasis will be placed on developing competence in identifying, describing, and accurately recording findings, preparing students to excel in the practice of nursing and deliver high-quality patient care.

This course highlights the connection between research, informatics, and professional nursing practice to support evidence-based, data-driven clinical decision-making. Students will examine how research evidence is generated, evaluated, and applied to clinical practice, drawing from nursing and related disciplines, while exploring the role of informatics in organizing, interpreting, and leveraging health data. Emphasis is placed on the relationship between research, clinical inquiry, and patient care technologies, including electronic health records and clinical decision-support systems. Ethical and legal considerations related to health information management will be addressed, with attention to how the integration of research and informatics can improve care quality, safety, and patient outcomes.

NURP 510 is Part I 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.

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 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.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.

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.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.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 ofNURS 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.

This course offers students the opportunity to integrate the theoretical components of parent-child nursing at an advanced level. Content is used to identify, assess, and analyze health problems and evaluate the outcomes of interventions with specific target populations. Primary prevention continues to be emphasized. Client assessment and management continues through clinical experience with nurse practitioner preceptors and weekly faculty-student clinical conferences.

This course explores advanced psychiatric and psychopharmacologic concepts as they apply to behavioral health integration within the primary care setting. Students will develop diagnostic reasoning skills using the DSM-5-TR framework, conduct comprehensive assessments, and design holistic treatment plans that integrate psychotherapy and pharmacologic management. Emphasis is placed on interprofessional collaboration, ethical practice, and understanding the neurobiological underpinnings of mental health conditions across the lifespan.

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 course prepares you to author two scholarly papers that align with your scholarly interests. Emphasis will be placed on developing two scholarly writing skills that improve scholarly writing proficiency consistent with professional scholarship.

This course will enable students to achieve skills required for conducting and evaluating practice-based research. Topics will include the following: needs assessment; program planning and evaluation; the application of quantitative/qualitative methods in the study of practice-related phenomena; grant-writing and funding for practice-based research. Students will begin their clinical project, considering the problem, research question (s) and appropriate research design.

This course will enable the student to gain perspective about the context in which health problems occur and care is delivered. The course will consider the impact of environmental factors, including occupational exposures, living conditions, education, and financial resources on the health of populations. The relationship between these environmental factors, as well as social, cultural, and genetic influences on health will be evaluated, as will the role of the clinician in addressing these issues.

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.

The primary objective of this course is to empower the DNP student with the tools to influence health policy. The course will analyze the legal, ethical and social issues inherent in policy development. Students will consider the many dimensions of the present health care crisis such as cost, access, equity, quality, globalization and provision of care to an aging population. Students will also learn the presentation of policy analyses in written, graphic and oral forms.

This course will prepare nurses to critically appraise health policy proposals. Students will identify a public health or nursing issue impacting their state or institution. Applying policy analysis frameworks, students will evaluate effectiveness, efficiency, equity, and ethical considerations of a proposed policy solution. Students will use evidence to guide their appraisal and research findings to offer policy alternatives. Ultimately, students will advocate through engagement with stakeholders for a policy that best addresses the identified problem. The hours spent on the policy analysis will be allocated as application based clinical practice hours for DNP Executive Leadership students. Students are expected to spend at least 126 hours on the policy analysis over 14 weeks.

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.

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.

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.

An in-depth consideration of the metabolic role of nutrients throughout the human life-cycle. The physiology and biochemistry of nutrients will be examined in terms of nutrient structure and function. Food sources of nutrients, nutrient requirements and standards will be studied along with the complete cycle of nutrient ingestion, absorption, metabolism, and excretion. Content will focus on macronutrients, fluid, and electrolyte metabolism. Integration of previous material from chemistry and physiology is essential.

This course is the first of a two-part series in Medical Nutrition Therapy (MNT). The course provides the foundation for conducting nutritional assessment, forming a nutrition diagnosis and determining the appropriate diet intervention. Students will learn how to prescribe enteral and parenteral nutrition support, evaluate laboratory values and monitor for complications. Through lectures, discussion, and assignments, students will learn the fundamentals of the nutrition care process. 2 hour lecture.

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 nutrition and dietetics 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)

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.

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.

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.

This course is designed for students enrolled in the Entrepreneurship Track of the MS in Nutrition and Health Promotion. This fall semester course enables students to fulfill objectives focused on finding and synthesizing scientific evidence. Students will also explore the direct connection between scientific research and its role in shaping evidence-based practice guidelines to support a deeper understanding of evidence-based standards for nutrition and dietetics professionals. This course is aligned with, but not dependent upon, Nutrition 462 Nutrition Consulting. The course will 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.

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.

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.