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

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

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

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

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

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

This course is 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.

NURP 510B 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. Students will develop their skills in information gathering, clinical judgment, critical thinking, and problem-solving through encounters with diverse patient populations with an emphasis on the family unit. Students will gain exposure to adult, pediatric, women�s health, and OB patient populations throughout the clinical courses. Communication theory, utilizing problem-oriented medical record (POMR), SOAP or SBAR method for both written and verbal presentations of patient encounters is reinforced. NURP 510B recommends 168 clinical hours over the second half of the term in a clinical setting with a nurse practitioner, physician assistant, or physician preceptor. Students who do not complete 168 hours in NURP 510B 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 4), discussions will be initiated with the Director of MSN Clinical Education for a formal review.

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

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 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.

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.

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 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.

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 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.

Uses the concepts of the bio-psycho-social-cultural-developmental-spiritual sciences in developing, implementing, and evaluating nursing interventions for the client experiencing variances in functional health patterns related to psychiatric mental illness. Applies knowledge of functional health patterns that form the basis for the delivery of nursing care to those across the life span. Offers clinical experiences in in-patient and community psychiatric/mental health settings.

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.

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.

In this course, which builds on Variances of Health Patterns of Adults and Elders I, students apply the concepts of the bio-psycho-social-cultural-developmental-spiritual sciences in developing, implementing, and evaluating nursing interventions for the adult and geriatric client experiencing variances in functional health patterns. There is a special emphasis on health management and metabolic patterns. Within a systems framework, opportunities are provided to deliver nursing care with increased depth, complexity, and independence to adult and elderly clients in acute care and community settings. Includes lecture and laboratory sessions.

In this course, which builds on Variances of Health Patterns of Adults and Elders I, students apply the concepts of the bio-psycho-social-cultural-developmental-spiritual sciences in developing, implementing, and evaluating nursing interventions for the client experiencing psychiatric and mental illness. Students apply knowledge of functional health patterns that form the basis for the delivery of care to these clients across the life span. Clinical experiences will be offered in inpatient and community psychiatric/mental health settings where students have the opportunity to care for clients and participate in creating the therapeutic milieu. Includes lecture and laboratory sessions.

This practical course focuses on the clinical application and synthesis of leadership and management concepts presented in previous courses. This leadership practicum requires 80 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 introduces the student to the essential competencies necessary to provide primary health care to patients and families of diverse populations. Students engage in study that will assist them in understanding the developmental and cultural needs of patients across the life span as they relate to delivery of advanced health assessment within a primary health care nursing framework. Family frameworks that reflect a developmental, systems approach are presented to guide the student in understanding the primary health care needs of patients, families and systems in this context. Includes lecture and laboratory sessions.

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

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

This course 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.

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.

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.

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

Provides current nutrition information that is applicable to individuals involved with sports, exercise, and/or personal physical activity. Provides an overview of how nutrition and physical activity reduce the risk of chronic disease, how macro and micronutrients affect energy metabolism and athletic performance, and how food delivers the fuel for optimal performance.

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

<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.

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.

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

Consent of instructor required. Directed study addresses coursework required for the major or degree not being offered formally that semester. Students work under the close supervision of a faculty member. Directed study does not count toward the independent learning requirement.

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.