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

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

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

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

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

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

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.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. 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.Prerequisites: NURP 561, NURP 562, NURP 563, & NURP 534

NURP 511  is Part II 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 five times during the semester.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 511 recommends 315 clinical hours throughout the term in a clinical setting with a nurse practitioner, physician assistant, or physician preceptor. Students who do not complete 315 hours in NURP 511 are allowed to make up clinical hours in subsequent terms to achieve a required 756 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.

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 prior to attending NURP 534P: PMHNP Immersion & 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.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.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 & 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 & 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 & pharmacological treatments) of mental health disorders in pediatric & 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 & 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 & 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 & pharmacological treatments). Legal and ethical considerations are included.

Clinical Decision Making I & 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 & 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 & 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 & 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.Building on foundational knowledge from Advanced Human Pathophysiology, Advanced Health Assessment, Advanced Pharmacology, and Family Theory, this course emphasizes the application of clinical skills to real-world scenarios. Students will apply their knowledge to deliver primary care nursing effectively to adults and geriatric patients.The course integrates a developmental perspective with a systems approach, addressing common health issues encountered in primary care. Students will continue developing comprehensive patient assessments and make informed decisions about nursing and medical interventions. The focus will be on promoting optimal health and functional well-being for patients.

This is the second course in the sequence of the FNP primary care core curriculum. The focus 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. 

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.

FNP IV: Adult Gerontology in Primary Care II  is part two of the Adult Gerontology in Primary Care sequence and the fourth course in a five-part series on the theory and practice of family primary care nursing. It offers students the opportunity to synthesize and apply knowledge gained from previous coursework, including family theory and clinical practice, pathophysiology, health promotion, pharmacology, and advanced health assessment. The course focuses on selected and specialty topics in adult and geriatric primary care, with an additional emphasis on professional issues, including legal and ethical considerations relevant to Family Nurse Practitioner (FNP) practice.

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

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

This 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 essentialprinciples 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.

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 theoretical intermediate-level nursing leadership course builds on foundational leadership principles and in the practical application of leadership theories and models within complex healthcare systems. Emphasis is placed on evidence-based leadership, human resources and performance management, DEI principles, crisis leadership, quality and licensing/ regulatory compliance. Students will develop the competencies necessary to lead ethically, advocate effectively, manage and develop personnel  strategically, and drive quality improvement initiatives. (Leadership clinical 591A) is the practical course that will focus on clinical application of the concepts learned in this course.

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 591, 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 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.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.  

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.

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. Current health policy issues related to assuring safe, high-quality, effective, equitable, timely, patient-centered, and efficient care will be addressed. Given the importance of patient- and family-centered care, interdisciplinary teamwork and collaboration, and positive practice environments, these areas of study will enrich the course content. Building cultures of safety that are fair and just and assuring high accountability and reliability in care processes will also be studied. Access and cost issues will be addressed, including pay for performance, quality outcomes, and nurse-sensitive outcomes. Health care reform's focus on quality will be considered.  

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.

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

This course 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.

Requires 84 clinical hours.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.

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.

Requires 84 clinical hours. 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 inter-professional 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, which builds on Nursing Care to Support Physiologic Functioning 1, applies bio-psycho-social-cultural-developmental-spiritual concepts in developing, implementing and evaluating nursing interventions for the adult and elderly client experiencing altered health states. Concepts of comprehensive patient assessment, pathophysiology, and pharmacology are reinforced and mastered. Students to introduced to prioritizing and predicting individual's needs, and evaluating outcomes of care Clinical and lab experiences focus on implementing and evaluating nursing care with increasing independence.

Requires 84 clinical hours. This course, which builds on Nursing Care to Support Physiologic Functioning 1, applies bio-psycho-social-cultural-developmental-spiritual concepts in developing, implementing and evaluating nursing interventions for the adult and elderly client experiencing altered health states. Concepts of comprehensive patient assessment, pathophysiology, and pharmacology are reinforced and mastered. Students to introduced to prioritizing and predicting individual's needs, and evaluating outcomes of care Clinical and lab experiences focus on implementing and evaluating nursing care with increasing independence.

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

Requires 84 clinical hours. 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.

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.

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.

In this course, which builds on knowledge from previous courses in the Direct Entry program, students will apply the concepts of bio-psycho-social-cultural-developmental-spiritual sciences in developing, implementing, and evaluating nursing interventions for the childbearing person, the newborn, and their families who are experiencing variances in functional health patterns with a special emphasis on health.

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

The course provides the framework for students to apply nursing theory and principles in promoting, maintaining, and restoring health for infants, children, and their families. Students will integrate concepts of bio-psycho-social-cultural-developmental-spiritual sciences to provide evidence-based, holistic, and compassionate nursing care.

This course provides the framework for students to apply nursing theory and principles in promoting, maintaining, and restoring health for infants, children, and their families. Students will integrate concepts of bio-psycho-social-cultural-developmental-spiritual sciences to provide evidence-based, holistic, and compassionate nursing care. Clinical experience in acute or community pediatric settings contextualizes learning and facilitates clinical reasoning, decision-making, and comportment through the application and integration of nursing science and caring practice.This one-credit clinical course includes 84 hours of clinical learning. 64 hours will take place in the off-site clinical placement, and 10 hours will take place on-site in the Simulation Lab. Per MA BORN, 1 hour in on-site clinical (Sim Lab) is equivalent to 2 hours in the off-site placement.

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.

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

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

This course 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.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.This course requires 336 clinical hours over 14 weeks of practice in a clinical setting with a nurse practitioner, certified nurse midwife, physician assistant, or physician preceptor. Clinical experiences may be provided in a variety of health care settings including, but not limited to, community health centers, private offices, tertiary care settings, urgent care centers, and homeless shelters.

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

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

This 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 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 essentialprinciples 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: NURS 590A) is the practical course that will focus on clinical application of the concepts learned in this course.

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 non-credit course presents an introduction to the process of learning in an online environment. It will introduce you to the software used in the blended Doctor of Nursing Practice Program: eLearning and Simmons Webmail. Brief assignments are designed to provide you with experience with the different elements involved in online learning and establish your ability to learn in the online environment. You will be provided with ample practice exercises in a pressure-free environment, where you can participate in the activities you will utlize in the DNP program. You will interact with some of your future classmates and learn tips and tricks from previous online students for how to best manage your online learning. This course is designed to prepare you to be successful in obtaining your DNP degree and enjoy the process!

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

This course covers a wide range of statistical methods used in health care research. It begins with a review of descriptive statistics, hypothesis testing, and bivariate analyses including chi-square and correlation. It then introduces students to multivariate methods such as repeated measures ANOVA, linear regression, and binary logistic regression. The course is taught using an applied approach. Students are asked to relate the material to their own practice and use SPSS statistical software for assignments. The primary goal of the course is to prepare students to conduct statistical analyses for their Capstone project and other future research.

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

This 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.

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.

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