This course will introduce students to current research in neurodegenerative diseases, such as Alzheimer�s disease, Parkinson�s disease, and Huntington�s disease. Students will read empirical articles and complete a project pertaining to clinical features, epidemiological aspects, neurological substrates, and novel treatments of human neurodegenerative diseases.

<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 integrates advanced pathophysiology, health assessment, and pharmacology with the use of clinical exemplars in pediatric, adult, geriatric, and maternity healthcare. Regulatory and compensatory mechanisms of common diseases and health disparities from genetic and environmental causes will be examined. The comprehensive, holistic assessment will include physical, behavioral, psychological, spiritual, socioeconomic, and environmental aspects. Evidence-based practices will guide patient-centered, culturally appropriate health promotion and disease prevention interventions. Communication and interviewing skills will also be further honed. Analysis of pharmacology principles will demonstrate the mechanisms by which drugs produce their therapeutic effects and how individual factors impact these effects.

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.

<span style="color:#000000"><span style="font-size:10pt">NUR 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.<br /><br />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 <br />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. <br /><br />NUR 510 recommends 112 clinical hours during the second half of the term in a clinical setting with a nurse practitioner, physician assistant, or physician preceptor. Students who do not complete 112 hours in NURP 510 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 through no fault of the student (by Week 10), discussions will be initiated with the Director of FNP Clinical Education for a formal review.<span style="color:#000000"><span style="font-size:10pt">Prerequisites: NURP 561, NURP 562, NURP 563, &amp; NURP 534

NURP 520 is Part I of a three-part clinical course series. In this course, students will apply developed skills and theoretical knowledge via implementation of evidenced-based individual and family psychotherapy for various mental health disorders across the lifespan. Students will apply selected psychotherapies to specific 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 practicum 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. Prerequisites: NURP 426, NURP 540, NURP 541, NURP 534P

NURP 521 is Part II 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 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 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.

<span style="color:#000000"><span style="font-size:10pt">This theoretical course provides an in-depth introduction to the foundational concepts of leadership in nursing, with a primary focus on personal leadership development, team dynamics, and the essential<br />principles of management and organizational behavior. Students will explore key leadership theories, styles, and strategies that are critical for effective nursing leadership in diverse healthcare settings. Emphasis is placed on self-awareness, communication skills, conflict resolution, and decision-making processes that shape leadership in nursing practice. (Leadership Clinical I: NUR 590A) is the practical course that will focus on clinical application of the concepts learned in this course.

<span style="color:#000000"><span style="font-size:10pt">This practical course focuses on the clinical application and synthesis of leadership and management concepts presented in previous courses. This leadership practicum requires 189 hours; 75 precepted hours and 114 applied hours. The practicum site will be mutually agreed upon by student and faculty member taking into consideration the student�s preferred practice setting. This course will build on the theory presented in NUR 512, and develop clinical skills directly related to understanding leadership and management in Nursing, self-awareness and emotional Intelligence, communication skills, team dynamics and collaboration, and organizational structure and culture.

This course is designed to support graduate nurses in their transition from academia to professional practice, using insights from Arrive and Thrive as a foundational guide. Through engaging discussions, practical application, and reflective exercises, participants will explore key strategies for navigating challenges, building confidence, and excelling in their nursing careers. Topics will include developing resilience, effective communication, leadership skills, and strategies for maintaining well-being in a demanding profession. By the end of the course, nurses will be equipped with the tools necessary to thrive in their roles, foster professional growth, and deliver high-quality patient care.

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 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 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.

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 designed to empower Doctor of Nursing Practice (DNP) students with the essential tools and knowledge to influence health policy effectively. Students will examine the historical and current contexts of the U.S. health care system, focusing on critical issues such as cost, access, equity, quality, and the challenges posed by globalization and an aging population. Through a comprehensive analysis of legal, ethical, and social dimensions inherent in policy development, students will engage with the Iron Triangle of health economics to appraise various health care systems. The course will also emphasize health policy and advocacy through an equity-driven approach, highlighting the importance of inter-professional collaboration in enhancing quality and safety in health care. Students will develop the skills necessary to advocate for their patients, communities, and the nursing profession within the broader health care landscape. Through lectures, discussions, and assignments, students will gain a broader perspective on health care policy, preparing them to be informed and successful doctorally prepared leaders in health care.

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. Prerequisites include completion of NUR 610: Scholarly Writing, NUR 640: Advanced Research Methods, NUR 655: Biostatistics, and NUR 675: Quality Improvement in Healthcare.

This 2-credit course is the second in a series of three seminars which will guide students in the completion of the DNP seminar project. During DNP Seminar Project II, 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.

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 Leadership Course explores the everyday leadership competencies necessary for engaging in difficult conversations that generate the momentum for building consensus, defining shared outcomes, and fostering mutually respectful relationships. Students will enhance their knowledge, skills, and attitudes toward civil discourse by engaging in meaningful personal reflection, case analysis, simulation, and discussion of topics that include but are not limited to diversity, equity, inclusion, ethics, social identity, patient�s rights, health disparities, and leadership in healthcare. By the end of the course, students will develop an appreciation for engaging in controversy with civility as one of the essential leadership strategies for transcending complex issues in healthcare. This course satisfies the Leadership KSA.</div>

This Integrative Learning course provides an overview of theoretical concepts related to health promotion and disease prevention among individuals and communities by integrating perspectives from nursing and nutrition. Appreciation of diversity, cultural sensitivity, and the impacts of health inequities will be addressed during this course. Meets IL KSA requirement.

<div>This course provides students with a foundational understanding of pathophysiological concepts to inform nursing clinical judgements by building on knowledge gained from prerequisite science courses. Risk factors for disease, underlying pathology, clinical manifestations and their implications for nursing interventions will be discussed.</div>

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 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 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.

<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 focus of NURS 411, 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. 

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.

A final nursing class utilizes a case study approach to 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.

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.

<span style="color:#222222"><span style="font-size:small">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.

<span style="color:#222222"><span style="font-size:small">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.

<span style="color:#000000"><span style="font-size:small">The nursing profession affirms that health is a fundamental and universal human right. Nurses have an obligation and commitment to eliminate health disparities, increase health equity, and improve health outcomes for all. In this course, students will engage in exploring the historical context of social and institutional policies, systemic and structural racism, and social determinants of health as they impact healthcare delivery and health outcomes today.  Students will use reflective practice to identify and address implicit bias in addition to racism and bias in the clinical setting. This course will equip students to use an equity lens to guide their practice and apply innovative and collaborative strategies to advocate for social change.

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.

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 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 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.

<span style="color:#222222"><span style="font-size:small">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.<span style="color:#222222"><span style="font-size:small">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.<span style="color:#222222"><span style="font-size:small"><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 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 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 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 the basic principles of food science and their applications to food selection, preparation, preservation, and storage as well as factors affecting food safety and sanitation, palatability, and nutrients. Introduces current issues (biotechnology, genetically modified foods) for discussion. Requires writing of scientific reports of laboratory experiments. Includes lecture and laboratory. Laboratory coat required.

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.

<span style="color:#1f1f1f"><span style="font-size:12px">Explores approaches in leadership and management in the nutrition field with an emphasis on the team approach. Applies principles of human resource management in financial analysis, conflict resolution, staffing, and the evaluation of satisfaction and quality metrics. Students will apply skills in self-evaluation, communication and goal-setting for the nutrition professional.

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

<span style="color:#4a4a4a"><span style="font-size:inherit">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.

Offers an opportunity to work with practicing dietitians at a major medical center to review medical records, interview and assess clients' nutritional status, and counsel clients. Immunization record and other College health requirements, Criminal Record Check (CORI), credit check, laboratory coat, and ID required.

This course applies the foundational aspects learned in MNT I to a variety of conditions and disease states. The course 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. Using a case-based approach, students will utilize the nutrition care process to develop care plans in various disease states. Includes 3 hour lecture.

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

Lifestyle Rx will provide an overview of major health issues affecting the US population and how lifestyle medicine, an emerging evidence-based discipline, is being utilized to prevent and treat these noncommunicable diseases. Health interventions will be explored considering barriers to behavior change such as socio-economic, cultural, and environmental factors. The course uses various learning strategies, class discussion, group work, case studies, video and problem-solving activities and includes an intensive focus on the practice of motivational interviewing. Junior standing or consent of the instructor required.

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

Consent of instructor required. Offers advanced study in community nutrition theory and practice. Emphasizes evaluating the effectiveness of a variety of community nutrition programs and increasing skills in the counseling/ teaching of clients, families, other health professionals, and the public at large. Requires each student to examine in depth a particular problem in community nutrition through a six hour- a-week fieldwork placement. Immunization records and college health requirements may be a condition for some field placements. Some placements may require students to undergo a Criminal Record Check (CORI).

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 addresses counseling for athletes and teams including performance enhancement, motivation, stress management, and career transitions. Students build on their skills as behavior change educators. They develop an additional understanding of appropriate educational and behavioral change theory and strategies as related to sports psychology. The course is taught online.

<span style="color:#1f1f1f"><span style="font-size:12px">The 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 surveys nutritional recommendations throughout the life cycle that pertain to disease prevention and health promotion. Special emphasis is given to the latest research findings in risk factors for chronic diseases. Students are encouraged to interpret research findings and develop strategies to promote healthy lifestyles.

<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 includes a study of the basic principles of epidemiology and nutritional epidemiology. The goal is to enable students to understand the strengths and weaknesses of research design for epidemiological studies, to analyze and interpret nutritional epidemiological data, and to define effective and safe nutrition recommendations for health promotion and disease prevention. The course is taught in a lecture/seminar format.

<b>MS candidates need to take NUTR 489 as a prerequisite before taking NUTR 462 </b>This course introduces the student to the essential competencies necessary to establish a clinical nutrition practice in fitness and wellness. Current nutrition practice delivery systems are investigated, as are reimbursement and legal issues, and market-driven service. Students develop a business plan for a targeted market. The course is offered only online.

This elective course offers students the opportunity to participate in an individualized nutrition field experience.

Students design, implement, and write in publishable format a research project related to nutrition and health promotion. Students are guided individually by a faculty member who will be their advisor for the research project. Students formally present their research to faculty and student colleagues.

<div>NUTR 490 Lab- Nutrition Research Project Skills Lab</div><div>This lab supports students in hands-on management and analysis of the data collected for their specific research project. Individualized support for the types of statistical analysis and the use of statistical analysis software packages for data analysis of the data collected in students� research projects is provided.</div>

Lifestyle Rx will provide an overview of major health issues affecting the US population and how lifestyle medicine, an emerging evidence-based discipline, is being utilized to prevent and treat these noncommunicable diseases. Health interventions will be explored considering barriers to behavior change such as socio-economic, cultural, and environmental factors. The course uses various learning strategies, class discussion, group work, case studies, video and problem-solving activities and includes an intensive focus on the practice of motivational interviewing.