Describe the mission of the MNSON and discuss the ANA Scope of Standards of Nursing Practice

1) Describe the role of the professional nurse in health promotion and risk reduction for individuals, families, communities, and populations, with an emphasis on the impact of values, lifestyle, and cultural influences; 2) Understand the cultural basis for health beliefs and practices for individuals, families, communities, and populations; 3) Understand the epidemiological model for diseases, including the levels of prevention and population-based approaches; 4) Explain the structure and function of the US health care delivery system and the impact of these factors on access, quality, and cost of health care; 5) Understand the health goals for the nation identified by Healthy People initiative

1) Describe the role of the professional nurse in health promotion and risk reduction for individuals, families, communities, and populations, with an emphasis on the impact of values, lifestyle, and cultural influences; 2) Understand the cultural basis for health beliefs and practices for individuals, families, communities, and populations; 3) Understand the epidemiological model for diseases, including the levels of prevention and population-based approaches; 4) Explain the structure and function of the US health care delivery system and the impact of these factors on access, quality, and cost of health care; 5) Understand the health goals for the nation identified by Healthy People initiative

The student will be able to increase their mathematical, verbal, critical thinking, and study skills; The student will learn to use the nursing process as a problem solving method

The student will be able to use critical thinking skills in the application of pathophysiological processes to clinical practice

Upon successful completion of this course, the student is able to: 1) Explain historical, contemporary, cultural, and policy trends that have shaped nursing practice and roles; 2) Relate the mission and values of the Marcella Niehoff School of Nursing to the social contract for professional nursing; 3) Understand the social and cultural basis for health beliefs and practices in individuals, families, communities, and populations; 4) Understand the role of the professional nurse in health promotion and risk reduction; 5) Explain the integration of theory and research into professional nursing practice; 6) Analyze the impact of interprofessional competencies, collaboration skills, and advocacy skills on patient and family centered care; and 7) Analyze the structure and function of the US healthcare system in access, quality, and cost dimensions

Discuss professional mandates for spiritual care; Explain importance of fostering personal spiritual self awareness in caring for spirit of the patient, family and community; Integrate elements of spiritual assessment into overall assessment of a patient; Use prayer to comfort patients; Define suffering and relationship to spiritual care

1) Understand historical forces and events shaping quality and safety initiatives in health care; 2) Differentiate between quality and safety in healthcare and professional nursing practice; 3) Relate key knowledge, skills, and attitudes of patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics to the contemporary health care system and professional nursing practice; 4) Understand the dimensions of patient-centered care and the factors influencing those dimensions; 5) Analyze the effectiveness of interprofessional teams; 6) Relate informatics and evidence-based practice to quality and safety for individuals, groups, communities, and populations; 7) Apply tools and processes in quality and safety initiatives

Upon the successful completion of this course, the student is able to: 1) Analyze web-based health content resources; 2) Describe the clinician role in the design, selection, implementation, and evaluation of healthcare applications and systems; 3) Apply selection, retrieval, and evaluation strategies in the use of data relevant for patient care; 4) Relate nursing and healthcare informatics competencies to effective nursing practice; 5) Explain the data-driven healthcare culture; 6) Apply ethical and legal principles in the use of information and technologies for professional nursing practice

The student will be able to recognize and respond to ethical challenges inherent in the delivery of health care to individuals with differing philosophical views and diverse backgrounds providing reasoned arguments for views held/positions taken

Upon successful completion of the course, the student has the ability to: 1) Understand models and frameworks association with health care transitions and care coordination; 2) Analyze research findings related to care coordination and transition management in health care; 3) Understand facilitators and barriers for effective care coordination and transition management; 4) Describe the role of information, informatics, and technology for enhancing care coordination and transition management; 5) Understand patient, clinician, caregiver, and institutional outcomes associated with successful care coordination and transition management

Upon successful completion of this course, the student is able to: 1) Incorporate standards of practice into the development, implementation, and evaluation of evidence-based, patient-centered care; 2) Apply principles of quality and safety in patient care settings; 3) Apply knowledge of prioritization and delegation in the management of care; 4) Collaborate with patients, families, and members of the interprofessional health care team in the design, delivery, and evaluation of evidence-based, patient-centered care; 5) Exemplify role behaviors consistent with a member of a profession; 6) Incorporate ethical, legal, regulatory, financial, and economic considerations into the design, delivery, management, and evaluation of care

1) Incorporate standards of practice and professional performance into the design, implementation, and evaluation of evidence-based care strategies; 2) Apply principles of quality and safety in enacting the role of the professional nurse; 3) Collaborate with recipients of care, the interprofessional team, and community resources in the design, delivery, and evaluation of evidence-based, client centered, care strategies; 4) Exemplify the role behaviors consistent with membership in the profession of nursing; 5) Incorporate ethical, legal, regulatory, financial, and economic considerations into the design, implementation, management, and evaluation of evidence-based care initiatives

Upon successful completion of the course the student will be able to: 1) Understand the history and driving forces for knowledge development in nursing; 2) Describe the philosophical foundations of nursing and advanced nursing practice; 3) Understand the levels of theory development in nursing; 4) Explain the use of selected concepts and middle-range theories to guide advanced nursing practice; 5) Analyze concepts and theories for use in nursing practice; 6) Analyze the relation between theory, research, and nursing practice

1) Define basic statistical concepts; 2) Differentiate descriptive and inferential statistical tests; 3) Describe the purpose and appropriate application of statistical techniques; 4) Interpret the meaning of statistical tests; 5) Manage and analyze data using statistical software

Upon successful completion of this course the student will be able to: 1) Understand the historical, cultural, economic, and political theories and perspectives of social justice and ethics; 2) Analyze social justice and ethical issues at local, national, and global levels; 3) Apply professional codes to individual and interwoven issues of social justice, ethics and leadership; 4) Develop a plan to address population health inequities, based on evidence, codes and principles

Conceptualize an evidence-based protocol or pilot research study that corresponds to a clinical, educational administrative or policy issue or problem

Upon successful completion of this course the student will be able to: 1) Synthesize knowledge of the concept of role and its components as they relate to advanced nursing practice; 2) Understand role expectations of advanced nursing practice and its major components: advanced practitioner (NP, CNS, CNM, CRNA), consultant, change agent, case manager, educator, researcher and leader and how they are integrated into health systems; 3) Articulate the role of the graduate prepared nurse as a clinical nurse expert, leader and innovator in healthcare; 4) Analyze knowledge of leadership theories for use as a foundation for role enactment as a leader in healthcare; 5) Understand principles of systems theory and their application to the clinical environment; 6) Compare models for change and sustainability consistent with current healthcare system dynamics; 7) Identify actionable leadership opportunities to improve nursing practice and patient outcomes; 8) Understand the potential for information systems to support decision making and innovation in practice and care delivery systems

Upon successful completion of this course the student will be able to: 1) Obtain comprehensive and problem-focused health histories including nutritional, cultural, social, functional, and developmental components; 2) Document comprehensive and problem focused health histories; 3) Perform comprehensive and problem-focused physical .examinations; 4) Differentiate normal and abnormal physical, behavioral, and developmental findings; 5) Develop a client problem list based on that patient's health history, and physical examination; 6) Plan anticipatory guidance and health promotion based on age, developmental level and cultural background

At the successful completion of the course, students will be able to: 1) Elicit a comprehensive psychiatric health history and mental health assessment; 2) Distinguish assessment features, interviewing techniques, and legal/ethical aspects for children, adolescents, older or cognitively-impaired adults, and other special populations; 3) Integrate medical history and laboratory findings into differential diagnoses and diagnostic formulation; 4) Apply critical thinking skills and diagnostic reasoning with the use of evidence-based clinical practice guidelines across the lifespan; 5) Identify risk and protective factors, vulnerability, and areas of mental health resilience for patients, families, and communities

At the successful completion of the course, students will be able to: 1) Understand the neurobiological processes related to the psychopharmacological treatment of psychiatric mental health disorders across the lifespan; 2) Differentiate between the major classes of psychopharmacologic medications in terms of pharmacokinetics, pharmacogenomics, pharmacotherapeutic value, and pharmacodynamics; 3) Apply critical thinking and clinical judgment when selecting appropriate psychotropic medications for patients, including: indication for use, diagnostic reasoning, medication and family history, dosing regimens, side effects, drug interactions, contraindications, and therapeutic drug monitoring; 4) Distinguish the management of psychotropic medications across the developmental lifespan, including children, adolescents, adults and older adults, and for patients with psychiatric comorbidities, substance use disorders, and other acute or chronic medical illnesses; 5) Evaluate therapeutic outcomes of psychopharmacological intervention using evidence-based prescribing guidelines, standard monitoring methodologies, psychological tools sensitive to medication changes, and other recommended laboratory testing; 6) Understand the legal, ethical, socio-cultural, and economic considerations when prescribing psychotropic medications across the lifespan

Develop individual strategies for reading, generating, revising, editing, and proofreading scholarly writing; Recognize, discuss, and demonstrate dynamics of effective literature reviews, scientific research reports and proposals

At the successful completion of the course, students will be able to: 1) Synthesize theories, ideological approaches, and methods for psychotherapeutic intervention as a basis for individual, family, and group therapy; 2) Understand how psychotherapeutic modalities, such as cognitive-behavioral, humanistic, and integrative-holistic therapies, are recommended based on age and developmental level, psychiatric condition, evidence-based practice, and patient-family preferences; 3) Apply clinical judgment, critical thinking, and decision making when integrating principles and techniques of psychotherapy into care; 4) Assess socio-cultural and spiritual perspectives of individuals, groups, and families and incorporate values into care; 5) Evaluate psychotherapeutic approach based on patient or family response, research and practice evidence, and changes in health policy; 6) Integrate legal, ethical, economic, and professional standards to the practice of psychotherapy

Upon completion of this course the student will be able to: 1) Describe the structure of DNA and differentiate among the various forms of genetic inheritance; 2) Describe the cancer burden in United States and how the science of genetics will assist with cancer control; 3) Explain oncogenesis, and function of oncogenes and tumor suppressor genes; 4) Obtain a genetics family history, and make a preliminary assessment of risk for genetic predisposition for cancer and the need for referral for further a genetic work-up; 5) Develop a basic level of skill in communicating information regarding cancer predisposition with sensitivity to the culture and the educational level of the clients and their families; 6) Analyze the cancer risk associated with common genetic cancer syndromes, the criteria for genetic screening and surveillance, and the genetic therapies available to date; 7) Analyze and apply current and future applications of genomics to cancer care

At the successful completion of the course, students will be able to: Synthesize neuroscientific evidence for the assessment, diagnosis and treatment of children, adolescents, adults, and older adults with psychiatric mental health disorders; Explain psychiatric mental health diagnoses with an understanding of current brain and behavioral research which emphasizes neurotransmitters, neural circuitry and brain regions, psychiatric symptomology, human behavior, and neuroplasticity; Apply critical thinking, diagnostic reasoning, and clinical judgment to the assessment, diagnosis, treatment, and evaluation of psychiatric mental health disorders across the lifespan; Implement the use of psychological tools and rating scales to strengthen diagnostic certainty, collect subjective and objective data, measure progress, and evaluate treatment outcomes; Examine the socio-cultural and ethical implications associated with the psychiatric mental health diagnosis

At the successful completion of the course, students will be able to: 1) Synthesize neuroscientific evidence on the assessment, diagnosis and treatment of children, adolescents, adults, and older adults with psychiatric mental health disorders; 2) Explain psychiatric mental health diagnoses with an understanding of current brain and behavioral research which emphasizes neurotransmitters, neural circuitry and brain regions, psychiatric symptomology, human behavior, and neuroplasticity; 3) Apply critical thinking, diagnostic reasoning, and clinical judgment into the assessment, diagnosis, treatment, and evaluation of psychiatric mental health disorders across the lifespan; 4) Develop treatment recommendations and care plans that incorporate the perspectives, cultures, and values of patients and families with consideration to safety, environmental context, and professional ethics; 5) Explain the complex socio-cultural, ethical, political, and economic context for psychiatric diagnosis, mental health care, and mental health policy within the US; 6) Examine the impact of policy changes and advocacy efforts for special or vulnerable populations within psychiatric mental health care and treatment

1) Select appropriate diagnostic tests for conditions commonly seen by advanced practice nurses; 2) Evaluate diagnostic tests selection, based on health assessment data, clinical signs and symptoms, cost, risk/benefit analysis; 3) Interpret diagnostic test results for clinical decision making

At the successful completion of the course, students will be able to: 1) Elicit and document a comprehensive psychiatric history and mental health assessment with consideration for level of care and treatment setting; 2) Generate differential diagnoses, problem list, and diagnostic formulation after synthesizing and evaluating objective and subjective data from patients, families, and other informants; 3) Develop an evidence-based treatment plan based on psychiatric diagnosis and presentation, knowledge of psychopharmacology and psychotherapeutic approaches, respect for persons, and consideration to special or vulnerable groups; 4) Apply critical thinking, clinical judgment, and decision making when implementing treatment recommendations and evaluating strategies within mental health care plans; 5) Understand the importance of coordinated care for children, adolescents, adults, and older adults with consideration to legal, ethical, and social aspects to care; 6) Implement preventive psychiatric mental health care for populations across the lifespan, which includes health and wellness programs, mental health screening, psychoeducation, counseling and therapeutic services, and integrative and holistic approaches

Apply knowledge of selected concepts, models, and theories from the clinical and management sciences to the management of high performing teams; apply evidence based/research findings for a selected problem/project; and examine the leader role within an interprofessional team environment

1) Evaluate existing and emerging concept analysis and development methods; 2) Infer Philosophical assumptions associated with selected concept analysis methods; 3) Apply quantitative and qualitative approaches to the conceptual analysis of a phenomenon; 4) Analyze the theoretical-conceptual-empirical-structure of a phenomenon

Upon successful completion of the course, the student will be able to: 1) Recognize the importance of patient education and informed consent prior to performing procedures; 2) Synthesize knowledge of anatomy, pathophysiology and procedural methods for select interventions; 3) Incorporate understanding of indications, contraindications, and anticipated outcomes in clinical decision-making related to select procedures; 4) Demonstrate beginning skills in the execution of select diagnostic and therapeutic procedures in a procedural lab

1) Explain philosophies, theories and principles of teaching and learning; 2) Understand curricular design, implementation and evaluation; 3) Analyze evaluation and measurement strategies in nursing education; 4) Understand the expectations of the faculty role; 5) Understand the relationship among educational setting, teaching methods, and student learning outcomes; 6) Evaluate education and nursing education research literature for implementation in practice

1) Assess the learning needs and learning styles of learners; 2) Demonstrate effective teaching in a selected area of nursing; 3) Demonstrate the ability to conduct formative and summative evaluation of the learners; 4) Evaluate teaching effectiveness in self

1) Explain the significance of quantitative research in the development of nursing science; 2) Develop research questions to address gaps in knowledge; 3) Utilize the elements of quantitative research methods in the planning and conduct of research; 4) Understand the importance and implications for using big data for research and the issues related to measurement error; 5) Synthesize knowledge from nursing practice, theory, and research in the formulation of quantitative nursing research studies; 6) Analyze ethical concerns of quantitative research

1) Explain the significance of qualitative research methods for the development of nursing and interdisciplinary science; 2) Explain the relationship between theoretical and philosophical foundations and assumptions to the major qualitative research methods; 3) Compare the major qualitative research designs in terms of background, purpose, research questions, data gathering techniques, analytical methods and report of results; 4) Develop basic skills in qualitative data collection and analysis; 5) Analyze ethical issues related to qualitative research and the protection of human subjects

1) Understand key principles and concepts of psychometric theory; 2) Differentiate between reliability and validity as measurement concepts; 3) Apply statistical techniques in the assessment of reliability and validity of scores from measuring instruments; 4) Evaluate measures and measurement approaches in answering research questions; 5) Understand principles and approaches to instrument development and testing; 6) Understand ethical issues related to instrument development, testing, and usage; 7) Design a research study to test the psychometric properties of an instrument

1) Analyze the role of federal, state, and local governments in population health; 2) Assess population specific health needs using Healthy People and the determinants of health as frameworks; 3) Examine the role of the World Health Organization and non-governmental organizations in population health; 4) Analyze health disparities and needs of priority populations using databases; 5) Apply epidemiologic concepts when completing a population needs assessment; 6) Examine evidence-based interventions for population specific health issues

Upon successful completion of the course, the student will be able to: 1) Recognize the importance of patient education and informed consent prior to performing procedures; 2) Synthesize knowledge of anatomy, pathophysiology and procedural methods for select interventions; 3) Incorporate understanding of indications, contraindications, and anticipated outcomes in clinical decision-making related to select procedures; 4) Demonstrate beginning skills in the execution of select diagnostic and therapeutic procedures in a procedural lab

Upon successful completion of this course the student will be able to: 1) Evaluate the influences of policy on health care delivery at institutional, local, state, national or global levels; 2) Analyze the effects of health policy; 3) Analyze the effects of economic factors on health care decision making; 4) Apply strategies for assessing costs, maximizing productivity, and achieving quality outcomes in evidence-based practice and/or research; 5) Design practice improvement recommendations that account for policy, economic and financial variables affecting selected populations

By the end of this course, advanced practice nursing students will: 1) Synthesize principles of neuroendocrine and physiological regulation of female and male reproductive function and the normal parameters of puberty, menarche, fertility, and menopause; 2) Analyze the impact of non-gynecologic primary health conditions on reproductive and sexual health; 3) Incorporate established evidence based sexual and reproductive health clinical practice guidelines; 4) Identify strategies to provide high quality, person-affirming, and culturally inclusive healthcare for self-identified gender and sexual minority persons and non-conforming individuals; 5) Develop genomics and genetic risk factor assessment in relation to reproductive and sexual health care, including basic principles of genetic testing, counseling, and referrals; 6) Utilize technology to manage information, support decision-making, deliver care, and evaluate outcomes

Upon successful completion of the course, the student will be able to: 1) Synthesize evidence-based theories and practices into assessment, diagnosis and treatment of patients in special populations that present to the emergency department for care; 2) Analyze subjective/objective information to emulate differential diagnoses of emergent conditions; 3) Establish definitive diagnoses through diagnostic testing; 4) Develop treatment plans that incorporate inter-professional and socio-cultural sensitive treatment options; 5) Recognize legal issues that are unique to the delivery of care in the emergency setting; 6) Apply principles of disaster management to the care of individuals and communities affected by disasters

Upon successful completion of the course, the student will be able to: 1) Assess presenting common health problems in adults/older adults with specified conditions; 2) Analyze subjective/objective information to formulate differential diagnoses of common conditions; 3) Establish definitive diagnoses through diagnostic testing; 4) Establish a patient-centered treatment plan that is cost effective, consistent with best evidence, age appropriate, and culturally sensitive; 5) Modify the treatment plan based on outcomes; 6) Recognize problems that require consultation or referral to other members of the multidisciplinary health care team

Upon successful completion of the course, the student will be able to: 1) Assess presenting complex health problems in adults/older adults with specified conditions; 2) Analyze subjective/objective information to formulate differential diagnoses of complex conditions; 3) Establish definitive diagnoses through diagnostic testing; 4) Establish a patient-centered treatment plan that is cost effective, consistent with best evidence, age appropriate, and culturally sensitive; 5) Modify the treatment plan based on outcomes; 6) Recognize problems that require consultation or referral to other members of the multidisciplinary health care team

By the end of this course, advanced practice nursing students will: 1) Analyze data sources that identify and predict health risks of the individual, family, and community to facilitate development of clinical intervention strategies; 2) Integrate family systems theory and research on health promotion and disease prevention into strategies to manage health-related problems affecting family and community; 3) Synthesize broad ecological, global and social determinants of health to design evidence-based, culturally relevant clinical interventions and strategies; 4) Apply evidence-based guidelines to the identification and prevention of significant healthcare problems affecting populations at risk; 5) Distinguish cultural, spiritual, ethnic, gender, sexual orientation, economic, environmental, and age cohort differences in the risk, presentation, progression, and treatment of health problems

Students are expected to use the specialty information to further enhance their understanding of their research phenomenon

1) Apply current issues in aging, including aging theory, social determinants of health, caregiving, and legal-ethical considerations in the care of older adults; 2) Investigate the variety of care systems and settings where older adults receive care, including transitions of care; 3) Generate comprehensive health maintenance plans for healthy older adults and older adults with multiple comorbidities, incorporating evidence-based screening and prevention principles; 4) Discuss special considerations in the assessment of older adults with functional and cognitive limitations; 5) Apply best practices in assessment and management of geriatric syndromes; 6) Evaluate the importance of interprofessional teamwork in the care of older adults with multiple comorbidities

At the successful completion of the course, students will be able to: 1) Synthesize evidence-based scientific theories of substance use and addictive disorders; 2) Understand the neurobiological, behavioral, and socioecological aspects of substance use and addiction; 3) Assess and diagnose substance use and addictive disorders for clients with developmental considerations across the lifespan; 4) Apply pharmacologic, non-pharmacologic, and behavioral interventions in the management of clients with substance use and addictive disorders; 5) Evaluate management strategies in the treatment of substance use and addictive disorders

Upon successful completion of the course, the student will be able to: 1) Apply knowledge from health, psychological, physiological, and social sciences in the advanced nursing management of adults with trauma and cardiothoracic disorders within an acute care setting; 2) Develop differential diagnoses based on a holistic health assessment including medical and social history, presenting symptoms, physical findings, and diagnostic information; 3) Implement appropriate diagnostic and therapeutic interventions for adults with emphasis on safety, cost, efficacy, and patient's immediate condition and needs; 4) Identify the need for consultation and inter-professional collaboration with and referral to appropriate healthcare providers; 5) Evaluate the effectiveness of treatment plans based on patient's outcomes

At the successful completion of the course, students will be able to: 1) Understand different philosophical approaches to manage addiction and substance use, including abstinence and harm reduction models; 2) Implement and evaluate evidence-based strategies to care for clients with complex co-occurring psychiatric and substance use disorders with an emphasis on recovery; 3) Describe how to include family and community members into the management of substance use disorders and address stigma associated with addiction and substance use; 4) Analyze the current research and practice focused on innovative and novel approaches and examine socio-cultural, ethical, and policy implications; 5) Explain the legal, ethical, and economic factors associated with substance use and addiction practice

Upon successful completion of the course, the student will be able to: 1) Apply knowledge from health, psychological, physiological, and social sciences in the advanced nursing management of adults with systemic disorders that include acute and critical episodes of health problems in acute care settings; 2) Develop differential diagnoses based on a holistic health assessment including medical and social history, presenting symptoms, physical findings, and diagnostic information; 3) Implement appropriate diagnostic and therapeutic interventions for adults with emphasis on safety, cost, efficacy, and patient's immediate condition and needs; 4) Identify the need for consultation and inter-professional collaboration with and referral to appropriate healthcare providers; 5) Evaluate the effectiveness of treatment plans based on patient's outcomes

1) Analyze the multi-faceted ethical problems in healthcare, nursing practice, education, research, administration and policy; 2) Articulate one's own approach to moral reasoning when responding to bioethical issues in nursing; 3) Identify presuppositions/assumptions underlying one's positions and the bases for accepting those presuppositions/assumptions; 4) Examine fundamental critical questions in ethics and nursing; 5) Explore selected social justice bioethical issues

At the successful completion of this practicum, students will be able to: 1) Perform complete physical, psychological and social health assessments, incorporating principles of health promotion, health maintenance, and chronic disease management; 2) Provide teaching, counseling, and anticipatory guidance in accordance with the patient and family's readiness stage; 3) Evaluate cultural, spiritual, ethical, legal, financial, and policy factors that influence care in the clinical environment through a social justice lens; 4) Integrate knowledge of pathophysiologic and psychosocial changes associated with common acute, chronic and complex health problems into clinical decision-making; 5) Implement evidence-based, developmentally supportive plans of care for adolescents, adults, and older adults; 6) Modify management plan according to clinical response and changes in condition; 7) Utilize technology to manage information, support decision-making, deliver care, and evaluate outcomes; 8) Demonstrate effective communication, collaboration and relationship building with patients, families, and interprofessional team members; 9) Analyze quality issues in the clinical setting, prioritizing patient safety and cost effectiveness

1) Analyze health care delivery systems and specific health policies using selected theoretical models; 2) Describe forces that shape health care policy development and implementation in the United States; 3) Relate the philosophy and ethical basis of Jesuit education to the values and preferences which shape health policy in a pluralistic society; 4) Outline the process of policy development and implementation within the content of multiple forces (government, the private sector, health professionals and consumers) that shape health care policy in the United States; 5) Discuss current health and nursing policy issues in the US and globally with emphasis on the political, social, economic, and cultural factors which influence health disparities and access to care; 6) Analyze a health policy within the student's own area of practice and interest in terms of the social, economic, legal political, and ethical forces that effect current and latent health outcomes; 7) Explain specific methods and strategies hat health care providers can use to advocate for and influence health policy at the organization, local, state, national and/or international level

Upon successful completion of this course the student will be able to: 1) Evaluate theory, concepts and methods to guide translation of evidence; 2) Formulate questions about population-based practice problems, issues and areas for improvement in context; 3) Synthesize the state of evidence with regard to a specific practice problem; 4) Develop an evidence-based protocol to address the practice problem, issue and/or area for improvement in context; 5) Understand the use of metrics in the identification, monitoring and evaluation of practice outcomes; 6) Analyze social, cultural, political and ethical issues related to implementation of practice and process improvements

Upon successful completion of the course, the student will be able to: 1) Explain strengths and limitations of linear models; 2) Select from basic exploratory data techniques the appropriate model to fit to a dataset; 3) Analyze univariable and multivariable models

Upon successful completion of the course, the student will be able to: 1) Apply appropriate categorical analysis techniques based on research questions about differences in proportions or trends; 2) Evaluate diagnostic tests through sensitivity, specificity, and positive and negative predictive value calculations; 3) Explain sample size or statistical power for studies with binary outcomes; 4) Interpret goodness of fit and calibration of the model to categorical outcome data; 5) Interpret findings of statistical categorical analyses from software output for select tests; 6) Critique categorical data designs, including randomization and power analysis

Upon successful completion of the course, the student will be able to: 1) Apply evidence-based practice strategies to assess and diagnose children, adolescents, adults and older adult clients with substance use and addictive disorders; 2) Implement management strategies in the treatment of substance use and addictive · disorders; 3) Analyze the ethical, legal, and policy issues impacting advanced practice nursing care of clients with substance use and addictive disorders; 4) Coordinate care across transitions for clients diagnosed with substance use and addictive disorders

Upon successful completion of the course, the student will be able to: 1) Analyze theories and research findings relative to the current understanding of the biology of cancer; 2) Describe national and global trends in cancer incidence and mortality; 3) Discuss evidence supporting cancer prevention; 4) Analyze cancer risk associated with common hereditary cancer syndromes; 5) Understand general principles of cancer screening; 6) Analyze current and future applications of genomics to cancer care

Upon successful completion of the course, the student will be able to: 1) Differentiate among specific cancer types in terms of: epidemiology, etiology, prevention, screening, detection, classification, and treatment; 2) Apply diagnostic approaches and methods to cancer management; 3) Explain concepts and principles of cancer staging for various cancer types; 4) Apply general principles of treatment planning in cancer management; 5) Compare major treatment modalities; 6) Evaluate evidence-based therapeutic and pharmacologic treatment strategies for patients across the cancer care continuum; 7) Articulate the role of the advanced practice nurse in the interprofessional management of patients

Upon successful completion of the course, the student will be able to: 1) Analyze theories and research findings relative to the current understanding of cancer and treatment-related symptoms across the cancer care continuum; 2) Identify evidence-based advanced nursing practice for symptom management and psychological care of patients with cancer, across the cancer care continuum, including at the end of life; 3) Identify strategies for effective communication with patients, families, and interprofessional team members; 4) Describe psychosocial, spiritual, and culturally appropriate components of care with patients and families coping with cancer; 5) Explain unique issues of the cancer survivor; 6) Integrate principles of palliative care across the cancer care continuum; 7) Articulate the role of the advanced practice nurse in the interprofessional management of patients

Upon successful completion of the course, the student will be able to: 1) Apply evidence in the assessment and management of patients across the cancer care continuum; 2) Collaborate with health professionals to plan and implement best practices in cancer care; 3) Evaluate the treatment plan for value and quality and modify as needed; 4) Analyze the ethical, legal, cost, and policy issues affecting advanced practice nursing of patients and families across the cancer care continuum; 5) Discuss the value of multidisciplinary cancer care teams to provide the most appropriate care for this complex and vulnerable population; 6) Demonstrate and document personal and professional growth in the role of the advanced practice nurse

1) Apply evidence-based practice strategies to assess and diagnose patients across the lifespan and across acuity levels that present with emergency/urgent conditions; 2) Implement management strategies in the treatment of patients in the emergency department setting; 3) Analyze the ethical, legal, and policy issues impacting advanced practice nursing care of patients that present in an emergency/urgent care setting; 4) Implement proficiency in procedural skills relevant to the evaluation, stabilization, resuscitation, and treatment of the patient in the emergency setting; 5) Integrate the appropriate use of consultation, collaboration, and referral to appropriate health care providers into management of patients in an emergency/urgent care setting

Upon successful completion of this course, DNP students will apply project management principles in the identification of a feasible DNP Scholarly Project that reflects the student's practice expertise, is evidence-based and grounded in theory

Upon successful completion of this course, DNP students will: 1) Incorporate findings from an organizational needs assessment into the development of a feasible scholarly project; 2) Defend a written project proposal which links scholarly experiences, use of evidence to improve either practice or patient outcomes or both

Upon successful completion of this course, DNP students will: 1) Implement DNP Scholarly Project using project management skills and competencies; 2) Demonstrate leadership skills in project implementation and management; 3) Apply problem-solving methods and change concepts during project management

Upon successful completion of this course, DNP student will integrate project elements and data, demonstrating the use of evidence to improve patient or system outcomes