This course introduces the graduate student to the essential skills and foundations of scholarly inquiry for the master’s prepared nurse. Students will learn how the Catholic tradition develops the whole person with Christian values for people of all faiths. Students will examine the PC values of Catholic traditions, learning communities, whole person education, education of distinction, and resourcefulness. The students will examine how graduate studies promote academic and professional success as a scholar-practitioner and leaders of social justice. The course will explore the history of nursing and how scholarship defines practice.
This course examines the physiological and pathophysiological responses to disease and injury. The focus is on normal and deviations from normal in the biophysiological processes while examining scientific concepts of the disease process. Students will complete an in-depth examination of cellular and systematic functions, defense responses, and maintenance of vital functions to help maintain homeostasis. Students will gain the requisite knowledge to develop treatment plans for patients across the lifespan.
This course is designed to examine the Quality and Safety Education for Nurses (QSEN) project and information systems and technologies that support and improve patient care and outcomes. Students will examine the relationship between patient care and informatics to prepare for leadership roles that drive quality improvement and safety within complex healthcare systems.
The purpose of this course is to introduce students to the advanced nursing practice roles and current professional issues to develop a deeper understanding of the role and scope of advanced nurses. This course will examine health care policies and politics including critical analysis of access to health care, quality, and costs as a leader of social justice. Students will also address key concepts for leaders in relation to health care systems including economics related to healthcare services.
This course provides an overview of the nurse educator role. This course will examine the role of behaviors specific to the nurse educator in an academic or staff development setting. Emphasis is on the role of the nurse educator including institutional purposes and goals, nursing curricula, instructional design, evaluation, technology, and ethical issues related to the nurse educator role. This course will explore the forces for technology integration in nursing education in the emerging knowledge era.
Students in this course will develop a solid foundation in advanced concepts and principles of drug therapy and apply principles of advanced pharmacology, including pharmacogenomics, pharmacokinetics and pharmacodynamics. The student will examine factors that influence medication effectiveness, safety, cost, complementary regimens, genetic and environmental influences, and client behaviors. Students will examine the management and treatment of acute and chronic diseases through pharmacological and non-pharmacological therapies and an understanding of drug legislation and regulation for prescriptive authority.
The purpose of this course is to introduce the student to the philosophy, health care systems, and epidemiology of rural health for the individuals, families, and specific aggregate groups. The student will examine the nursing process in rural community settings to promote, maintain and restore health. The diverse role of rural nursing and rural health is empirically examined using research and data to prepare health care leaders to practice in rural settings.
Students will examine the client and families’ complex physical and emotional well-being by completing a comprehensive physical health assessment. The focus of this course will be on advanced concepts and skills needed to assess clients and create diagnostic reasoning, advanced communication, and advanced assessment skills in a systematic approach.
This course will examine the philosophical underpinnings of learning theories used in nursing education, use of educational technology and tools, analysis and application of learning theories and strategies. Students will explore how learning theories influence teaching and learning strategies for effective e‐learning environments. Students will explore a variety of technologies and their applicability to learning and active teaching and learning strategies found in e‐learning environments. The student will examine key features of online teaching and learning strategies. Students will take a Learning Management System (LMS) course to prepare for the Nurse Educator Practicum Experience.
This course will examine the theoretical underpinnings and how theories are integrated into practice. The course is designed to provide graduate students with the requisite principles of nursing theory, scholarly development, and research. This course will include an in-depth analysis of nursing theories, research concepts, ethics in research, scholarly synthesis, research designs, research methods, and data analysis. The course will assist students with a deeper understanding of how research, theory, evidence, and practice are integrated.
This scholarly project provides students with the opportunity to complete a culminating scholarly synthesis of their graduate education. For Advanced Nursing Capstone I, students will work closely with their scholarly project chair to create the foundation for their project. This scholarly project fosters the dissemination of the evidence-based project findings (research project, evidence-based project, educational project, or grant application). Advanced Nursing Capstone I will begin the project identification of the theory, completion of a literature review, and begin the IRB process if applicable.
This course is a culmination of the previous nurse educator courses and provides opportunities for students to engage in academic or staff development settings. The practicum experience provides a practice teaching experience in an academic or staff development setting. The student will be assigned to a preceptor who is a faculty or staff development member in the student’s area of academic or clinical expertise. This course is designed to meet the needs of the individual learner with regard to clinical and/or classroom experiences. The faculty works with the learner to develop goals and learning experiences relevant to the educational or staff development setting. The minimum requirement is 90 hours of practice teaching.
This course will explore curriculum design and development in nursing education with an emphasis on theories and processes of various designs. The student will examine key elements including curriculum models that influence program development and curriculum design. Students will have the opportunity to develop curriculum using current nursing and education theory and research designed to meet the needs of diverse learners in academic and staff development settings.
The course will provide a foundational appreciation for utilizing simulation and debriefing to promote safe quality care. The focus on the course will prepare the student with the imperative knowledge for developing successful simulations and debriefing. Students will explore educational theories based on simulation. Students will gain the requisite knowledge to develop and implement indiscipline simulation scenarios across the lifespan.
This course will examine a wide selection of evaluation methodologies appropriate for the higher education and staff development settings. The course will explore evidence‐based 2017‐2018 Presentation College Catalog Addendum Page 15 exemplar evaluation methods found in nursing education and emerging health care mandates. Students will also examine methods of learning assessment and program evaluation based on current educational and nursing research. Examination will include the use of the skills laboratory, clinical agency, and clinical simulation for educating and evaluating nursing skills.
Advanced Nursing Capstone III is the final section of the scholarly project. This scholarly project provides students with the opportunity to complete a culminating scholarly synthesis of their graduate education. Students will work closely with their scholarly project chair. The student will submit an abstract of the poster presentation prior to attending and presenting the scholarly project at the Presentation College final student research day.