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 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. At the end of the course, students will have gained the requisite knowledge and skills to better advocate for their patients, community, and health care system. Students will strengthen their professional identity as future nurse practitioners and understand the role of the nurse practitioner in the U.S. health care system

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.

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 is the first course in the sequence of the FNP primary care core curriculum. The focus is on the holistic gynecological care of the female, and the care of the low-risk childbearing woman and her newborn, applying a developmental, theoretical, and family perspective.<br /><br />Information gathering skills, clinical judgment, critical thinking, and problem solving skills for the childbearing family are emphasized. Communication theory in both the written and verbal presentation of the childbearing focused encounter, utilizing evidence-based practice and using clinical decision support systems is reinforced. <br /> 

This course is designed to enable the student to integrate the theoretical and clinical components of primary health care nursing across the lifespan at an advanced level, in preparation for clinical practice in a supervised primary healthcare setting. The course builds on content from Advanced Health Assessment and Primary Health Care for the Childbearing Family, Normal and Abnormal Human Physiology, Scholarly Inquiry, and Pharmacology. The course focuses on the student's application of clinical knowledge and skills to the delivery of primary healthcare nursing to families.

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 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 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 essential core concepts, skills, and tools that capture evidence-based practice for the FNP and define the 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 course will address the underlying historical, philosophical, and theoretical perspectives in ethics from a biomedical and nursing perspective. Ethical issues will be addressed in a case-based approach in order to more deeply understand the nature of complexity of ethical issues in contemporary practice. The course will also explore legal issues in advanced practice and in the health care system as they apply to enhancing ethical practice and improving and enhancing the practice environment for ethical practice.

This course will provide students with an overview of health delivery systems, the regulatory and financial environment, the impact of technology and innovation, and the challenges and benefits of a diversified workforce. The course will expand the capacity of the students to understand their individual and personal leadership strengths in the context of learning about leadership theory and practice. Students will have the opportunity to diagnose organizational and strategic challenges facing health care institutions and will explore workforce development and inclusive practice environment models. Approaches to solving problems and improving structures, processes, and outcomes in a way that harnesses the potential of interprofessional teams in the delivery of patient- and family-centered care will be explored.

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.

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

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 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.

This course introduces the concepts of functional health patterns that optimize the health of individuals, families, and communities across the life span. The student integrates knowledge from the sciences, liberal arts, and nursing science into nursing practice with a major emphasis on functional health patterns. This nursing approach is holistic, with consideration given to physiological, psychological, socio-cultural development, and spiritual needs of the individual, family, and aggregate. The nursing process is utilized in the identification of all functional health patterns of clients who as individuals and aggregates are vulnerable and at risk for variance. Opportunities are provided to implement fundamental nursing care in the sub-acute care and community settings. Includes lecture and laboratory sessions. Student must be enrolled in or have completed NURS 494 and NURS 435 to enroll.

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.

Fundamental 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. The lecture content will be presented to the students and lab time will be utilized to practice the required skills, assessments and techniques.

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 is designed to enable the student to integrate the theoretical and clinical components of primary health care nursing across the lifespan at an advanced level, in preparation for clinical practice in a supervised primary healthcare setting. The course builds on content from Advanced Health Assessment and Primary Health Care for the Childbearing Family, Normal and Abnormal Human Physiology, Scholarly Inquiry, and Pharmacology. The course focuses on the student's application of clinical knowledge and skills to the delivery of primary healthcare nursing to families.

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.

This course will provide the student with the skills to evaluate and apply the best available evidence-based knowledge and technology in solving clinical practice problems. The student will learn critical appraisal skills to determine the quality and applicability of information for practice. The use of electronic medical records, including implementation and implications for practice, will be considered.

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 is an elective course in the Simmons Doctor of Nursing Practice Program, but students in any clinical discipline or those planning to lead health care programs or organizations would benefit from this course. The course focuses on the knowledge, skills and attitudes that when acquired and applied effectively, can assure a high quality and safe patient and family health care experience in a variety of practice settings. The importance of setting aims, applying statistical methods to measure variation, hypothesis identification and planning change using the PDCA (plan, do, check, and act) cycle form the basis of the course. Current health policy issues related to assuring safe, high quality, effective, equitable, timely, patient-centered and efficient care (Institute of Medicine [IOM] 2000, 2001, 2004, 2007) will be addressed.

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 these basic concepts: functions of nutrients in the human organism, nutrient needs at varying stages of the life cycle, and nutrition status. Examines the health effects of nutrient inadequacies and excesses. Discusses the scientific basis of recommended nutrient intake and dietary guidelines for the U.S. population. Includes lecture and laboratory. Laboratory experimentation demonstrates or tests the nutrition principles presented in the lectures.

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.

Applies natural and physical sciences to the study of food science. Emphasizes modern food production, preservation, safety, process controls, product development, and current food science topics. Focuses laboratory work on experimental design and evaluation, followed by independent research projects and seminars. Emphasizes scientific report writing. Includes lecture and laboratory. Laboratory coat required.

Consent of instructor required. Studies community nutrition, the practice of applied nutrition, and nutrition education in community health care and other settings. Emphasizes the principles of education that are basic to effective learning by the clients. Examines federal programs aimed at nutrition related health problems. Includes assignments to community fieldwork placements (outside of regular class time). Requires a Criminal Record Check (CORI), a Department of Social Services check, proof of MMR vaccination, and a negative TB test within six months.

Hybrid course (some sessions will be held online; first class will be held in the classroom). Studies the systems approach to food production, assembly, distribution, and service to individuals and groups; methods of producing quality food in quantity to achieve organizational and nutritional goals, including menu planning, food service sanitation, HACCP, and exploration of careers in food service.

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.

Consent of instructor required. Provides an opportunity for independent study in one of the areas of nutrition.

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.

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 Graduate Nutrition Program maintains special arrangements with Greater Boston health care agencies where staff dietitians or other nutrition professionals supervise students in a variety of settings. Students spend approximately forty hours a week in the field for thirty-three (33) weeks.

This course focuses on individual and community assessment, program planning, implementation, and evaluation. Setting program goals that produce outcomes which improve health and support wellness are emphasized. Barriers to change are explored. Program evaluation to determine effectiveness, quality control, and costs is stressed. Students plan and evaluate a program for a specified population.

This course develops the students 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. The course is offered only online.

NUTR 489 provides the framework for the research project business plan including: problem: statements, literature review, questionnaire development, study design,and data analysis. A research proposal will be completed by the student in preparation for implementation in NUTR 490. This course prepares students for NUTR 490 and must be taken prior to NUTR 490.