2017-2018 Walden University Catalog (March 2018) 
    
    Dec 04, 2020  
2017-2018 Walden University Catalog (March 2018) [ARCHIVED CATALOG]

Course Descriptions


 
  
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    NURS 4020 - Leadership Competencies in Nursing and Healthcare


    (7 cr.) This focus of this course is on building the knowledge and key competencies essential to successful leadership and influence in an evolving healthcare delivery system. Students in this course emphasize increasing self-awareness in the context of organizational challenges and individual motivation; distinguishing leadership from management, team building, strengthening interpersonal communication, and interdisciplinary effectiveness; shaping a preferred future for nursing; translating strategic vision into action; as well as developing skills in implementing and managing organizational change. Specific learning opportunities include case studies, a battery of self-assessments and 360-degree feedback instruments, and exposure to top-level leaders in nursing and healthcare. Students’ practice experiences provide relevant learning opportunities in quality improvement and leadership development in students’ own practice environment. (Prerequisite(s): NURS 4015.)
  
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    NURS 4021 - Leadership Competencies in Nursing and Healthcare


    (7 cr.) This focus of this course is on building the knowledge and key competencies essential to successful leadership and influence in an evolving healthcare delivery system. Students in this course emphasize increasing self-awareness in the context of organizational challenges and individual motivation; distinguishing leadership from management, team building, strengthening interpersonal communication, and interdisciplinary effectiveness; shaping a preferred future for nursing; translating strategic vision into action; as well as developing skills in implementing and managing organizational change. Specific learning opportunities include case studies, a battery of self-assessments and 360-degree feedback instruments, and exposure to top-level leaders in nursing and healthcare. Students’ practice experiences provide relevant learning opportunities in quality improvement and leadership development in their own practice environment.
  
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    NURS 4100 - Quality and Safety Through Evidence-Based Practice


    (5 cr.) Nurses are expected to engage in evidence-based practice. As scholar-practitioners, students in this course learn to use evidence in clinical decision making to promote a safe healthcare environment. Students apply course concepts as they identify a current problem in nursing practice and synthesize and evaluate literature, as well as identify changes in practice. Students analyze clinical guidelines and nurse-sensitive indicators in establishing quality and safety initiatives. Students utilize quality improvement models in promoting changes in practice.
  
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    NURS 4105 - Advocacy Through Healthcare Policy♦


    (5 cr.) Effective nurse advocacy is essential to the improvement of health in the United States. In this course, students learn about the power of advocacy through politics, policy, and professional associations. Students gain an understanding of how current issues, systems, policies, and related contexts impact advocacy. They engage in a system-level analysis of healthcare policy issues of access, equity, affordability, and social justice. Students perform healthcare policy analysis by applying research as well as legislative, regulatory, and financial processes in order to positively impact the quality and safety of nursing practice in the healthcare system. Through this course, students gain the knowledge and skills needed to be empowered to advocate for vulnerable populations and promote social justice and positive social change.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    NURS 4115 - Role of the Nurse—Public and Global Health


    (5 cr.) Students in this course will widen their perspectives related to promoting health and preventing disease as they examine health issues that transcend national borders, class, race, ethnicity, and culture. Students evaluate the role of the nurse in preserving and promoting health among diverse populations as well as the role in illness prevention and health promotion, protection, and maintenance of targeted populations. They also explore principles of epidemiology and the influencing sociopolitical factors that impact health and well-being of humankind. Students engage in assignments designed to provide practical application of content on topical issues, such as infant mortality rates in the United States and abroad, infectious or communicable disease, and implications of global climate change on health, among others. Finally, students consider and reflect on the nurse’s role as a leader in promoting positive social change in transforming the health of populations in the world.
  
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    NURS 4210 - Role of the Nurse Leader in Population Health


    (5 cr.) Students in this course focus on application of theories and concepts from nursing and public health sciences in assessing health status, preventing and controlling disease, and promoting a healthier population by working with families, aggregates, communities, and healthcare systems. Students apply system thinking by using epidemiological and community assessment techniques to examine  at-risk populations, health promotion, and levels of prevention with special emphasis on ethnically diverse and vulnerable populations. Major local, state, and national health issues are considered, including communicable disease, chronic illness, environmental and occupational health, bioterrorism, emergency and disaster preparedness and response. Practice experiences provide learning experiences in population-based health promotion by collaborating with interdisciplinary public health partners in a local community.(1 credit of practicum equates to 72 clock hours of student practice experience hours.)
  
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    NURS 4211 - Role of the Nurse Leader in Population Health


    (5 cr.) Students in this course focus on application of theories and concepts from nursing and public health sciences in assessing health status; preventing and controlling disease; and promoting a healthier population by working with families, aggregates, communities, and healthcare systems. Students apply systems thinking by using epidemiological and community assessment techniques to examine populations at risk, health promotion, and levels of prevention with special emphasis on ethnically diverse and vulnerable populations. Major local, state, and national health issues are considered, including communicable disease, chronic illness, environmental and occupational health, bioterrorism, emergency and disaster preparedness, and response. Practice experiences provide learning experiences in population-based health promotion by collaborating with interdisciplinary public health partners in a local community. (1 credit of practicum equates to 72 clock hours of student practice experience hours.)
  
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    NURS 4220 - Leadership Competencies in Nursing and Healthcare


    (5 cr.) Contemporary nurses who wish to influence the current healthcare system must equip themselves with the knowledge and competencies to lead in times of pressure, constant change, and innovation. Quality Improvement science provides a rich set of tools and techniques and has been adopted by most nursing leaders. Nurses are expected to lead with quality improvement knowledge and competencies. Students in this course work toward gaining these skills by focusing on real practice problems and developing evidence-based solutions. They also learn skills and techniques in team building; strengthening interpersonal, communication, and interdisciplinary collaboration; promoting meaningful use of data to gauge improvements and problem solving; translating day to day practice problems to long term strategy for organizational growth; and identify strategies to manage organizational change. Students apply course concepts through case studies. Through this practice experience, students gain professional knowledge from nursing leaders in practice the application of quality improvement science. (1 credit of practicum equates to 72 clock hours of student practice experience hours.)
  
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    NURS 4221 - Leadership Competencies in Nursing and Healthcare


    (5 cr.) Contemporary nurses who wish to influence the current healthcare system must equip themselves with the knowledge and competencies to lead in times of pressure, constant change, and innovation. Quality Improvement science provides a rich set of tools and techniques and has been adopted by most nursing leaders. Nurses are expected to lead with quality improvement knowledge and competencies. Students in this course work toward gaining these skills by focusing on real practice problems and developing evidence-based solutions. They also learn skills and techniques in team building; strengthening interpersonal, communication, and interdisciplinary collaboration; promoting meaningful use of data to gauge improvements and problem solving; translating day to day practice problems to long term strategy for organizational growth; and identify strategies to manage organizational change. Students apply course concepts through case studies. Through this practice experience, students gain professional knowledge from nursing leaders in practice the application of quality improvement science. (1 credit of practicum equates to 72 clock hours of student practice experience hours.)
  
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    NURS 5050 - Policy and Advocacy for Improving Population Health


    (5 cr.) In today’s rapidly changing healthcare delivery system, decisions made within the political arena impact the future of healthcare systems and the populations that healthcare professionals serve. In this course, students examine healthcare reform and its impact on healthcare delivery, population health, and nursing practice. They evaluate policies that influence the structure, financing, and quality in healthcare and examine healthcare delivery from a global perspective. Through discussions, case studies, and other activities, students examine the effects of legal and regulatory processes on nursing practice, healthcare delivery, and population health outcomes. Students also examine ways to advocate for promotion and preservation of population health and gain the necessary skills to influence policy and support changes effected by the passing of new healthcare reform legislation.
  
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    NURS 5051 - Transforming Nursing and Healthcare Through Technology


    (5 cr.) Evidence-based practice is an essential nurse competency that supports the provision of effective and efficient care. Through team projects and individual applications, students learn how to organize, evaluate, and use health information and knowledge to critically appraise and use information technology to enhance evidence-based practice. Students also apply evidence-based practice to improve advanced nursing practice and healthcare outcomes across organization, public-health, and consumer-health settings.
  
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    NURS 5052 - Essentials of Evidence-Based Practice


    (5 cr.) Nurses base practice on sound and tested evidence to ensure the safety, high quality, and cost-effectiveness of patient care. In this course, students have the opportunity to gain a better understanding of the development and relationship of nursing theory, research, and practice. Through a variety of online activities and coursework, students explore the role of nursing theory in both research and practice. They examine research literature to differentiate and critique various research designs, including quantitative, qualitative, and mixed-method models; appraise statistical data; and analyze evidence. Acquired knowledge helps students critically evaluate research to make decisions about use of findings to enhance practice.
  
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    NURS 5501 - Introduction to Statistics and Applied Research Methods


    (4 sem. cr.) Students in this course are provided with an introductory understanding of elementary statistics for social scientists as well as an introduction to social science research. Statistical methods include computation and analysis of frequency distributions, measures of central tendency, understanding of basic probability, and understanding of the normal curve, as well as conceptual understanding of effect sizes, probability value, and the correlation coefficient. Research methods include understanding basic language associated with research, such as the difference between theory and hypothesis, the nature of variables, and different research designs. Students learn to read research critically. Note: This course is for semester-based master’s-level students.
  
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    NURS 6001 - Foundations for Graduate Study


    (1 cr.) The purpose of this course is to introduce students to Walden University and to the requirements for successful participation in an online curriculum. Students receive a foundation for the student’s academic and professional success as scholar-practitioners and social change agents. Course assignments focus on the practical application of writing and critical-thinking skills and the integration of professional practice with professional and academic excellence as they relate to practice in nursing.  
  
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    NURS 6050 - Policy and Advocacy for Improving Population Health♦


    (5 cr.) In today’s rapidly changing healthcare delivery system, decisions made within the political arena impact the future of healthcare systems and the populations that healthcare professionals serve. In this course, students examine healthcare reform and its impact on healthcare delivery, population health, and nursing practice. They evaluate policies that influence the structure, financing, and quality in healthcare and examine healthcare delivery from a global perspective. Through discussions, case studies, and other activities, students examine the effects of legal and regulatory processes on nursing practice, healthcare delivery, and population health outcomes. Students also examine ways to advocate for promotion and preservation of population health and gain the necessary skills to influence policy and support changes effected by the passing of new healthcare reform legislation.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    NURS 6051 - Transforming Nursing and Healthcare Through Technology♦


    (5 cr.) Evidence-based practice is an essential nurse competency that supports the provision of effective and efficient care. Through team projects and individual applications, students learn how to organize, evaluate, and use health information and knowledge to critically appraise and use information technology to enhance evidence-based practice. Students also apply evidence-based practice to improve advanced nursing practice and healthcare outcomes across organization, public-health, and consumer-health settings.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    NURS 6052 - Essentials of Evidence-Based Practice♦


    (5 cr.) Nurses base practice on sound and tested evidence to ensure the safety, high quality, and cost-effectiveness of patient care. Students have the opportunity to gain a better understanding of the development and relationship of nursing theory, research, and practice in this course. Through a variety of online activities and coursework, students explore the role of nursing theory in both research and practice. They examine research literature to differentiate and critique various research designs, including quantitative, qualitative, and mixed-method models; appraise statistical data; and analyze evidence. Acquired knowledge helps students evaluate research critically to make decisions about use of findings to enhance practice.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    NURS 6053 - Interprofessional Organizational and Systems Leadership♦


    (5 cr.) Students in this course prepare to exercise leadership through which they can help to ensure their organization is able to adapt and flourish in the ever-changing world of healthcare. Students explore the impact of healthcare system changes on transforming the nursing profession. They examine and discuss theories related to leadership and management and learn about empowerment strategies that assist master’s-prepared nurses to assume and succeed in leadership roles. Students engage in course assignments that focus on real-world nursing practice applications of theory.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    NURS 6200 - The Nurse Administrator: Leading and Managing for Excellence


    (4 sem. cr.) The primary goal of leaders in nursing is to achieve excellence in the delivery of patient services. In this course, students work toward gaining the knowledge and skills required to lead and manage in the nursing profession. They examine organizational, managerial, and leadership theories, and they discuss standards of practice for nursing administration. They also examine roles and responsibilities, quality improvements, strategic planning and management, regulations, and the function of information systems. Students observe practical applications in nursing administration through field experiences in practice settings. They also sharpen writing and critical-thinking skills through application-based writing assignments, such as a business plan proposal, journal entries, and a reflection from the perspective of a nurse administrator.
  
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    NURS 6201 - Leadership in Nursing and Healthcare


    (5 cr.) This course is foundational for the Leadership and Management specialty track. Students focus on theoretical and practical aspects of leadership and management functions in healthcare administration, and they discuss standards of practice for nursing administration. They explore a range of topics, including roles and responsibilities, quality improvements, strategic planning and management, regulations, accreditation, and information systems. Through this course, students learn the goals of the nurse leader, including ways to facilitate efficient, high-quality healthcare delivery to achieve excellence in patient care and services.
  
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    NURS 6210 - Healthcare Finance and Budgeting


    (4 sem. cr.) In this course, students explore applications of financial principles in developing, budgeting, and managing resources. Students analyze budgeting processes used in healthcare settings, budgeting models and information systems, nurse administrator responsibilities in finance and budgeting, and the impact of private and public policies. They also examine budget and resource decisions that contribute to the achievement of organizational and nursing service outcomes. Students engage in field experiences in which they observe individuals in practice settings who are involved in key financial activities. Additionally, students gain hands-on experience developing financial elements of a business plan for an organization, including a financial statement, revenue and volume projections, reimbursement codes and rates, among others.
  
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    NURS 6211 - Finance and Economics in Healthcare Delivery


    (5 cr.) Students in this course learn about the fundamentals of finance and budgeting in healthcare delivery. They apply financial principles, such as budgeting processes used in multiple healthcare settings and the nurse administrator’s responsibilities within the context of leading and managing resources. Through these applications, students explore budget development and management of operational and capital resources. They examine the influence of private and public policies and budgeting models that affect quality outcomes within the aspect of financial planning using information systems. Students also explore budget and resource decisions contributing to the achievement of organizational outcomes within the context of providing efficient and cost-effective quality care.
  
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    NURS 6220 - Human Resource Management


    (4 sem. cr.) One of the most important skills in the healthcare industry is the ability to manage the individuals who provide service and deliver care. Students in this course examine the roles and responsibilities of nurse administrators in human resource management. They explore and discuss current legal, ethical, professional, and practice policies and standards as well as the role of technology to support human resource functions. They also examine strategies that support positive organizational and nursing-service goals. Additionally, students observe human resource administrators within a healthcare organization to observe how they provide support to employees and align responsibilities to the strategic goals of the organization. Students use course concepts and knowledge gained from field experiences to complete various practical-application assignments.
  
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    NURS 6221 - Managing Human Resources


    (5 cr.) Nursing leadership is grounded firmly in managing our most important resource—human capital. In this course, students address nurse administrators’ role and responsibilities in human resource management. Students explore current legal, ethical, professional, and practice policies and standards, and they learn how to apply technology to human resource functions. Additionally, students learn strategies to support positive organizational and nursing service goals. They also have the opportunity to gain an understanding of the importance of staff satisfaction as well as creating collaborative and supportive partnerships within organizations.
  
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    NURS 6230 - Case Study: Quality Nursing in a Complex Healthcare Organization


    (4 sem. cr.) Students in this course use a case study approach to synthesize and apply knowledge to a current nursing practice issue. Through a collaborative case study project, students use a variety of administrative strategies to achieve positive patient care delivery outcomes. They develop a comprehensive plan in the context of current nursing-service challenges, analyze and explicate a case study, and provide strategic recommendations that address the issues and challenges presented in the case. Building their professional portfolio, students apply leadership and management theory and strategy to the design of their own case study created for use as a leadership development exercise. Students also review the work of their peers, share perspectives, and provide feedback.
  
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    NURS 6231 - Healthcare Systems and Quality Outcomes


    (5 cr.) The development of leadership strategies and competencies that support the healthcare organizational delivery of quality care is imperative to quality outcomes within healthcare systems. In this course, students use a systems approach to explore the organizational structures that impact healthcare quality and, ultimately, positive patient outcomes. Students learn how interdisciplinary collaboration is important to the development of quality management structures, gaining an understanding of how quality improvement is a strategic mandate. Engaging in conceptual and application-based assignments, students focus on clinical and service quality planning, control and improvement initiatives, models and tools for process improvement, and the importance and use of metrics in daily operations.
  
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    NURS 6241 - Strategic Planning in Healthcare Organizations


    (5 cr.) Nurse administrators in healthcare organizations must be aware of and integrate strategic organizational goals. Students in this course use an interdisciplinary case study approach to examine nursing administrative practice issues as they relate to the strategic planning process. Students apply leadership and management principles, concepts, and theory to strategic issues within the case study format. Through these applications, students learn to use a variety of administrative strategies within the context of supportive and collaborative interdisciplinary relationships to achieve positive patient care delivery outcomes that effect positive social change in patient communities.
  
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    NURS 6301 - Advanced Pathopharmacology


    (5 cr.) Nurse educators must have advanced knowledge of the concepts and principles of pathophysiology and drug therapy that relate to the nursing care of a variety of patient groups. In this course, students integrate concepts of pathophysiological processes and pharmacologic treatment as a foundation for advanced nursing practice. Students have the opportunity to apply the knowledge gained to specific real-world clinical cases.
  
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    NURS 6321 - Curriculum Development, Assessment, and Evaluation


    (5 cr.) The educational environment is influenced by social, economic, regulatory, and technological transformations. Students in this course learn the theoretical processes that drive curriculum development, assessment, and evaluation. They also focus on curriculum components, which include societal, professional, and educational trends that affect nursing education curricula in the current environment.
  
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    NURS 6330 - Curriculum Development, Assessment, and Evaluation


    (3 sem. cr.) A wide array of factors, including social, economic, regulatory, and technological transformations, impact the current educational environment. Therefore, nursing education curricula must be relevant and meet the health and nursing needs of society. Students in this course learn about curriculum development and the many processes that contribute to it. They explore the philosophical foundations of curriculum development; curriculum components; societal, professional, and educational trends; frameworks, competencies, and outcomes; organizational constraints; and selection of learning activities. Students also define the processes of curriculum assessment and evaluation in the context of program, course, and student outcomes. They apply course concepts and theory to the development of a syllabus or course outline. Through this course, students work toward attaining the skills required to develop curricula that address the nursing needs of society, support standards of practice, and prepare graduates for practice in diverse settings.
  
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    NURS 6331 - Teaching Learning Strategies: Integrating Technology Into Nursing Education


    (5 cr.) In this course, students explore ways to use technology successfully and design effective teaching strategies to meet diverse learning needs. Students engage in producing innovative teaching approaches that use a variety of teaching methods, including adapting technology for multiples learning styles. Students write learning objectives using Bloom’s Taxonomy that meet unique needs of nontraditional, international, educationally disadvantaged, and physically challenged learners.
  
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    NURS 6340 - The Nurse Educator: Roles, Responsibilities, and Relationships


    (4 sem. cr.) The goal of nurses, in all settings, is to be effective educators who guide and facilitate learning and contribute to the educational goals of the organizations in which they work. Students in this course explore the significance of the educator role as it applies to diverse settings, and they assess associated responsibilities and relationships. They examine concepts related to being change agents and leaders, role socialization, legal and ethical expectations, and professional development. They also explore and discuss nurse educator responsibilities, such as balancing role demands, using evidence to improve teaching, promoting scholarship related to teaching, developing partnerships, and engaging in collaboration and advocacy. Using knowledge gained in previous courses as well as concepts presented in this course, students demonstrate their understanding through various application-based exercises. They also observe the role of a nurse educator in a practice setting and record their learning experiences through journal assignments.
  
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    NURS 6341 - Specialty in Clinical Nursing


    (5 cr.) In today’s complex healthcare arena there is increased patient acuity and a growing need for better-educated nurses at the bedside. Nurse educators must possess advanced clinical knowledge to teach complex clinical content effectively, including selecting a focus to advance their knowledge in a clinical specialty. Students advance their clinical knowledge in a selected specialty to prepare them to fulfill the role of the nurse educator. Note: This course requires a minimum of 72 practicum hours.
  
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    NURS 6351 - Role of the Nurse Educator


    (5 cr.) Nursing education students in this course explore the roles of the nurse educator, including providers of care, staff developers, clinical educators, and academic educators. Through the practicum experience, students translate and apply theoretical principles from their advanced clinical specialty of providing direct care to patients as well as in their practice of teaching. Students work toward solving real-world problems, with the assistance of their preceptors, in a clinical setting as well as with teaching projects in a classroom setting, patient setting, and staff-development setting. They also present the results of their project in the workplace and in the online classroom. Note: This course requires a minimum of 72 practicum hours.
  
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    NURS 6401 - Informatics in Nursing and Healthcare


    (5 cr.) Nursing informatics is a rapidly evolving discipline that impacts all areas of nursing practice. Students in this course establish foundational knowledge for understanding and practicing nursing informatics in healthcare settings. Students explore models and theories that support nursing informatics and examine the use of information technology in support of decisions that promote safety and quality in patient-centered care. They also differentiate concerns about information protection and system integrity. Using concepts learned in the course, students engage in assignments through which they focus on nursing practice in healthcare applications, thus acquiring necessary skills to improve the management of healthcare through informatics nursing practice.
  
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    NURS 6410 - Information and Knowledge Management


    (4 sem. cr.) Healthcare professionals must have the knowledge and skills to make data-based decisions that lead to effective practice and improved patient care. Students in this course examine database systems as a foundation for studying concepts of data modeling, techniques of data definition, and data manipulation. They explore concepts of information and knowledge management with emphasis on application to the practice setting. Students discuss a variety of topics, such as information management in practice, data modeling, maximizing database performance, and human error in decision making, among others. They also engage in an integrative, collaborative project through which they investigate a current nursing or healthcare issue, plan and build a relational database to address the issue, and assess and provide feedback on plans presented by peers.
  
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    NURS 6411 - Information and Knowledge Management


    (5 cr.) Effectively managing healthcare data is essential to the practice of nursing informatics. In this course, students examine database systems, including database design and manipulation. Students also explore concepts of information and knowledge management in the healthcare practice setting. Course assignments provide students with the opportunity to work efficiently in teams and build essential skills to execute database design. Through this course, students examine nursing’s contributions to knowledge management in healthcare organizations. Note: Microsoft Access 2010 is required for this course. Access is commonly furnished with Microsoft Office.
  
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    NURS 6420 - Supporting Workflow in Healthcare Systems


    (4 sem. cr.) Nurse informaticians must understand the flow of nursing work to develop information systems that provide effective support and usability. In this course, students examine the analysis, design, development, implementation, and evaluation of electronic information systems in healthcare. They compare, contrast, and critique methods of systems design and devote special attention to workflow modeling. They also engage in a variety of assignments to gain an understanding of the various workflow issues that impact the role of a nurse informatician, such as observing or interviewing healthcare professionals, developing a needs assessment plan, creating a model of a problematic workflow, and redesigning the workflow using a case approach.
  
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    NURS 6421 - Supporting Workflow in Healthcare Systems


    (5 cr.) Effective knowledge and information flow is critical in the coordination of patient care. Nurses are at the center of care coordination for patients, and informatics nurses are central to the design and development of information systems that support workflow in nursing practice. Students in this course examine the analysis, design, development, implementation, and evaluation of electronic information systems in healthcare systems. They compare, contrast, and critique methods of system design. Students also focus on workflow modeling, including assessment of current state workflow and the design of future state workflow, and they examine workflow design best practices to support the implementation and optimization of electronic health records.  Note: Microsoft Visio 2010 is required for this course.
  
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    NURS 6430 - Project Management: Healthcare Information Technology


    (4 sem. cr.) The field of health informatics requires leaders who have the knowledge and skill to oversee all types of projects, from product or service conception through delivery to stakeholders; such knowledge requires an understanding of multiple core areas of management, such as scope, time, and quality management, among others. Students in this course explore the theory and practice of how to manage health information technology projects. Students learn how to plan, schedule, and control healthcare informatics projects. They consider hypothetical scenarios and professional experiences as they discuss project management specifics, such as managing risk, controlling changes in scope, and handling budget issues. Students use project management software to build a project schedule, and they engage in an integrative team project scenario, including all the major elements and challenges of a healthcare informatics project in the real world.
  
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    NURS 6431 - Evaluation Methods for Health Information Technology


    (5 cr.) Healthcare policy, including the American Recovery and Reinvestment Act (2009) and the Health Insurance Portability and Accountability Act (1996), mandates that electronic documentation systems are secure and effective. In this course, students explore systems security and evaluation methods. Through discussion of real-world practice that includes public health and community-based settings, students evaluate the impact of redesigned workflows to the larger system design and throughout the organization. Students create a plan for system design and system evaluation. Through team projects and individual applications, they build skills and confidence that support collaborative, interdisciplinary system design to improve the effectiveness of care. Note: Students participate in a 72-hour practicum experience.
  
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    NURS 6441 - Project Management: Healthcare Information Technology


    (5 cr.) Healthcare information technology and the implementation of electronic health records are foundational practices critical for success in project management. In this course, students learn the theory of health information technology project management and apply it to real-world experiences. Using project management software, students create a project management plan and schedule, and they control and close tasks related to a health informatics project. Through team projects and individual applications, students build skills and confidence that support the implementation of healthcare information technology to improve the quality of care and patient outcomes. Note: Microsoft Project 2010 is required for this course.
  
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    NURS 6500 - Capstone Synthesis: Practicum I


    (3 sem. cr.) Students in the practicum are provided with the opportunity to engage in a supervised experience that integrates theory and research with practice. With guidance and support from their preceptor and instructor, students apply theory to better understand a specialization role in the context of an organization, formulate and achieve individualized learning objectives, and initiate a project conceptualized in collaboration with their preceptor in agreement with the instructor. The practicum (NURS 6500 and NURS 6510) requires a minimum of 125 total hours, which students record in their time log. Students also complete a cumulative journal in which they provide evidence-based or theory-based analyses of activities, issues, or problems that occur during their experience.
  
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    NURS 6501 - Advanced Pathophysiology♦


    (5 cr.) Advanced practice nurses must be equipped with an in-depth understanding of pathophysiological disease processes across the lifespan. In this course, students focus on understanding the biophysiological processes, the deviations from these processes, and an in-depth examination of the scientific concepts related to the biology of disease processes. Advanced practice nursing students learn how normal organ systems function and how organ systems are interrelated to help the body maintain homeostasis. Through knowledge of pathophysiological disease processes, students gain the information needed to develop appropriate treatment plans for patients across the lifespan. Students explore a variety of topics, such as immunity, inflammation, cancer genetics, and cardiovascular disease. They also examine a range of disease processes, including hematologic, renal, neurologic, gastrointestinal, and reproductive disorders.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    NURS 6510 - Capstone Synthesis: Practicum II


    (3 sem. cr.) This course is a continuation of students’ practicum experience and coursework started in NURS 6500. Students bring closure to their work on real-world problems, which they developed with their preceptors earlier in their experience. They also evaluate and complete their practicum project and present it to their work site and in the online classroom. The practicum (NURS 6500 and NURS 6510) requires a minimum of 125 total hours, which students record in their time log. Students continue work on their cumulative journal, which provides evidence-based or theory-based analyses of activities, issues, or problems that occur during their experience.
  
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    NURS 6512 - Advanced Health Assessment and Diagnostic Reasoning♦


    (5 cr.) The physical and emotional well-being of patients and families can be complex and multifaceted. Advanced practice nurses need to have the knowledge and ability to provide safe, competent, and comprehensive physical health assessments. Students in this course focus on concepts and skills to assess patients across the lifespan. They learn to use diagnostic reasoning, advanced communication, and physical assessment skills to identify changes in health patterns. Students also use a systematic approach through which they focus on the assessment of patients with acute and chronic health problems. The advanced skills of suturing, reading 12 Lead EKGs, and interpreting X-rays will be covered. Students engage in course assignments that emphasize risk assessment, diagnostic reasoning, and evidence-based assessment across the lifespan.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    NURS 6521 - Advanced Pharmacology♦


    (5 cr.) A solid foundation in the concepts and principles of drug therapy across the lifespan is essential to the work of advanced practice nurses. Students in this course apply the advanced principles of pharmacology, including pharmacogenomics, pharmacokinetics, and pharmacodynamics, by analysis of common drug classes prescribed by advanced practice nurses across the lifespan. Factors influencing successful therapy such as effectiveness, safety, acceptability, cost, genetic/environmental influences, complementary regimens, and patient behaviors are considered. Through this course, students prepare to examine complex decisions in the management and treatment of selected acute and chronic diseases across the lifespan through pharmacologic and nonpharmacologic agents. Advanced practice nursing students will have a more in-depth understanding of drug legislation and regulation for prescribing drugs.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    NURS 6531 - Advanced Practice Care of Adults Across the Lifespan


    (5 cr.) In this course, students learn how nurse practitioners master the art and science of clinical decision making among adult populations. Students focus on the diagnosis and management of primary healthcare needs and problems of the adult and elderly adult. They engage in a variety of course assignments that focus on physical and behavioral disease processes central to diagnosing illnesses as well as planning, implementing, and evaluating therapeutic treatment programs for acute illnesses commonly encountered in a primary healthcare setting. Students gain confidence in clinical experiences in a primary healthcare setting where they learn to plan, implement, and evaluate therapeutic regimens for adult patients with common acute and chronic illnesses.   (Prerequisite(s): NURS 6501, NURS 6512, and NURS 6521.) Note: This course requires a minimum of 144 practicum hours.
  
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    NURS 6540 - Advanced Practice Care of Frail Elders


    (5 cr.) The frail elderly are a subpopulation characterized by inactivity and weight loss. In this course, students focus on the complex healthcare and management needs of the frail elderly by advanced nurse practitioners in community settings. Students learn to plan, implement, and evaluate therapeutic regimens through the analysis of case studies and the actual care of frail elderly in various settings. Additionally, students examine content related to end-of-life care and caregiver issues to gain the knowledge and sensibilities needed to implement positive change for the quality of life available to this vulnerable population. (Prerequisite(s): NURS 6501, NURS 6512, NURS 6521, and NURS 6531.) Note: This course requires a minimum of 144 practicum hours.
  
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    NURS 6541 - Primary Care of Adolescents and Children


    (5 cr.) How can a nurse practitioner master the art and science of clinical decision making among pediatric populations? Students in this course have the opportunity to answer this question as they examine content related to the primary healthcare of children and adolescents while focusing on common health problems. Students learn how to identify, diagnose, and manage these problems. They also gain confidence in clinical experience in a primary healthcare setting that provides opportunities to assess, diagnose, plan, implement, and evaluate therapeutic regimens for acute and chronic illnesses commonly found in children and adolescents. (Prerequisite(s): NURS 6501, NURS 6512, NURS 6521, and NURS 6531.) Note: This course requires a minimum of 144 practicum hours.
  
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    NURS 6550 - Advanced Practice Care of Adults in Acute Care Settings I


    (5 cr.) The complex assessment and care of patients in the hospital setting will require advanced practice nurses to obtain the specialized skills necessary to provide quality care for patients in these acute care settings. This course is designed to prepare students to provide care for acutely ill and critically ill patients. Students in this course will be introduced to the role of the advanced practice nurse, while gaining confidence in caring for acutely ill patients. Through course assignments and clinical practice in the acute care setting they will plan, implement, and evaluate care for critically ill patients. Students will also increase their knowledge of pharmacologic management of hospitalized patients, while applying knowledge gained through previous coursework.

      Note: This course requires a minimum of 144 practicum hours.
  
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    NURS 6551 - Primary Care of Women


    (5 cr.) How can a nurse practitioner decide what is important to focus on in a 15- to 30-minute appointment with a woman seeking primary care? Students in this course gain opportunities to teach and promote wellness in women through the process of screening for commonly seen gynecological disorders. Students learn to analyze data to interpret results for the benefit of women seeking assistance with planning healthy lifestyle behaviors. They also gain clinical experience in a primary healthcare setting that provides opportunities to increase competence in diagnosis, treatment, referrals, or follow-up care with a concentration on improving patient outcomes. (Prerequisite(s): NURS 6501, NURS 6512, NURS 6521, NURS 6531, and either NURS 6540 or NURS 6541.) Note: This course requires a minimum of 144 practicum hours.
  
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    NURS 6560 - Advanced Practice Care of Adults in Acute Care Settings II


    (5 cr.) Students in this course advance their clinical competence in the care of patients in acute care settings by building on knowledge and skills gained in NURS 6550. Through clinical practice, students build confidence as they begin the transition from student to advanced practice nurse. Classroom activities and case studies enable students to explore the complex healthcare system, including multiple governmental, social, and personal resources available to acutely ill adults across the age continuum. Clinical experiences in hospital settings provide students with the continued opportunity to develop, implement, and evaluate management plans for adults and older adults with complex acute, critical, and chronic illness. The application of knowledge in the management of patients and the collaboration between the advanced practice nurse and the patient, family, and interprofessional healthcare team are emphasized.

      Note: This course requires a minimum of 144 practicum hours.
  
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    NURS 6561 - Synthesis in Advanced Practice Care of Complex Patients in Primary Care Settings


    (5 cr.) Students in this synthesis course focus on clinical competence in primary care settings by building on knowledge and skills gained in previous courses. Through clinical practice, students build confidence as they begin the transition from the role of registered nurse to that of advanced practice nurse. Classroom activities and case studies enable students to explore the salient advanced practice nursing issues involved in the delivery of safe, competent, high-quality, cost-effective care of patients in a dynamic healthcare system. Through clinical experiences in primary care settings, students have the continued opportunity to develop, implement, and evaluate management plans for patients with complex health conditions. The application of knowledge in the management of clients and collaboration among the advanced practice nurse and the client, family, and interprofessional healthcare team are emphasized. (Prerequisite(s): NURS 6501, NURS 6512, NURS 6521, NURS 6531, and either NURS 6540 or NURS 6541, and NURS 6551.) Note: This course requires a minimum of 144 practicum hours and must be the last course in the curriculum.
  
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    NURS 6565 - Synthesis in Advanced Nursing Practice Care of Patients in Primary Care Settings


    (5 cr.) Students in this synthesis course focus on clinical competence in primary care settings by building on knowledge and skills gained in previous courses. Through clinical practice, students build confidence as they begin the transition from the role of registered nurse to that of advanced practice nurse. Classroom activities and case studies enable students to explore the salient nurse practitioner practice issues involved in the delivery of safe, competent, high-quality, and cost-effective care of patients in a dynamic healthcare system. Clinical experiences in primary care settings provide students with the continued opportunity to develop, implement, and evaluate management plans for patients with complex health conditions. The application of knowledge in the management of clients and collaboration among the advanced practice nurse and the client, family, and interprofessional healthcare team are emphasized.
  
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    NURS 6600 - Capstone Synthesis Practicum


    (5 cr.) Students in this course apply the MSN curriculum experience by translating knowledge into practice by designing, developing, and implementing a project in a professional healthcare setting. By using the culmination of learning, students gain the opportunity to effect positive social change within the healthcare delivery environment in the roles of change agent and nurse. Students’ capstone experiences will help them develop their passion as practitioners while enhancing the nurse role as an advocate for social change within a scholarly presence. Note: This course requires a minimum of 144 practicum hours.
  
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    NURS 6630 - Psychopharmacologic Approaches to Treatment of Psychopathology


    (5 cr.) At times, psychotherapy is not enough to alleviate the emotional difficulties that some patients face. To that end, psychopharmacologic approaches are needed. Psychiatric mental health nurse practitioners (PMHNPs) must have a strong basis in psychopharmacology, extending from a prior education in pharmacology, to make appropriate medication choices for their patients. Learners in this course consider psychopharmacologic approaches to major mental health disorders including, but not limited to, major depressive disorders, bipolar disorder, anxiety disorders as well as psychotic disorders. Learners explore key considerations associated with medication selection, monitoring of efficacy, and long-term management.
  
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    NURS 6640 - Psychotherapy With Individuals


    (5 cr.: 3 cr. didactic, 2 cr. practicum) Psychotherapy involves giving more than “good advice.” For the psychiatric mental health nurse practitioner (PMHNP) to be effective, deliberate approaches to therapy must be used that are consistent with evidence-based practices. Learners in this course are introduced to a variety of therapeutic techniques that can be used during psychotherapy sessions with individuals across the lifespan. Emphasis is placed on evidence-based applications of various therapeutic approaches for a wide range of psychiatric issues. The focus of the practicum experience is on psychotherapeutic approaches with individuals. Note: The practicum is 144 hrs.
  
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    NURS 6650 - Psychotherapy With Groups and Families


    (5 cr.: 3 cr. didactic, 2 cr. practicum) Managed care has ushered in a new era of effective mental health services. To that end, the psychiatric mental health nurse practitioner (PMHNP) must know how to optimize not only his or her time, but also the treatment benefits associated with family and group therapy. In this course, the emphasis is on the concept of treatment of the family unit. Group dynamics and benefits associated with group therapy are also emphasized along with introducing the learner to techniques that can be used in group therapy settings. The focus of the practicum experience is on the treatment of the family unit as well as the provision of group psychotherapy. Note: The practicum is 144 hrs.
  
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    NURS 6660 - Psychiatric Mental Health Nurse Practitioner Role I: Child and Adolescent


    (5 cr.: 3 cr. didactic, 2 cr. practicum) Working from a lifespan approach, this first practicum course for the psychiatric mental health nurse practitioner (PMHNP) is an introduction for the learner to child and adolescent psychiatry. Emphasis is placed on the psychiatric and/or mental health disorders that begin in childhood and adolescence and topics include psychiatric assessment, differential diagnosis, application of diagnostic criteria, appropriate diagnostic testing, and diagnostic formulation. The learner will select a combination of psychotherapeutic modalities coupled with psychopharmacologic approaches to treat common psychiatric mental health conditions of children and adolescents. The focus of the practicum experience is on application of didactic concepts to actual patient care situations. Note: The practicum is 144 hrs.
  
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    NURS 6670 - Psychiatric Mental Health Nurse Practitioner Role II: Adults and Older Adults


    (5 cr.: 3 cr. didactic, 2 cr. practicum) Continuing from the lifespan approach, the learner in this final course for the psychiatric mental health nurse practitioner (PMHNP) focuses on psychiatric mental health issues that occur in adults and older adults. Selection of assessment approaches for the adult and older adult as well as differential diagnosis, application of diagnostic criteria, appropriate diagnostic testing, and diagnostic case formulation will be undertaken. The learner will use both psychotherapeutic approaches coupled with psychopharmacologic approaches to treat common psychiatric mental health conditions of adults and older adults. Through these practicum experiences, learners will focus on the application of didactic concepts to patient care situations. Note: The practicum is 144 hrs.
  
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    NURS 6700 - Epidemiology and Population Health


    (5 cr.) Students in this course are provided with an overview of epidemiologic methodology in the study of the distribution and etiology of disease and health-related conditions in human populations. Students examine important study designs and discuss the strengths and weaknesses inherent in each. They explore and discuss select global problems, such as infectious diseases, bioterrorism attacks, and effects of disasters and emergencies, and they apply epidemiologic and biostatistical methods to study factors related to aggregate, population, and individual health. Additionally, students work toward gaining cultural sensitivity and an interprofessional approach to caring for diverse populations at risk to ensure access to care.
  
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    NURS 6710 - Public Health Nursing Theory and Practice


    (5 cr.) Public health nursing is shaped by social, behavioral, cultural, and demographic factors that impact healthcare at multiple levels. In this course, students develop an understanding of the history of public health and public health nursing, public health law and ethics, system infrastructure, and issues related to health equity and health disparities. Students analyze theories and research that will assist them in understanding the social determinants of health and developing models to assess and deliver healthcare to promote a culture of health in identified populations. (Prerequisite(s): All core courses.)
  
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    NURS 6720 - Population-Based Public Health Nursing Interventions


    (5 cr., [2 cr. didactic, 3 cr. practicum]) In this course, students continue to develop specialized knowledge and skills in advanced public health nursing (PHN) and the delivery of population healthcare within the context of interprofessional practice. Students gain a greater understanding of PHN informatics, environmental health issues, evidence-based public health, and the role of advocacy for policy and social change. The focus of the course is on the assessment and development of culturally competent interventions targeted at community and population levels through a practicum experience. (Prerequisite(s): NURS 6710, PUBH 6034, and NURS 6700.)
  
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    NURS 6730 - Public Health Nursing Leadership


    (5 cr., [3 cr. didactic, 2 cr. practicum]) The development of leadership strategies that support the delivery of population health by the public healthcare system is imperative to quality outcomes. Students address the application of principles and theories of leadership and management in a public health setting as well as the skills needed for nurses to provide effective leadership across agency partnerships at the local, state, national, and international levels. Special focus is placed on developing collaborative partnerships, systems thinking, evidence-based decision making, organizational problem-solving, public health finance and budgeting, accreditation, emergency preparedness, and global health competencies. Students complete a practicum with a public health-related agency emphasizing program evaluation and the use of management and leadership skills. (Prerequisite(s): PUBH 6475.)
  
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    NURS 8000 - Foundations and Essentials of Doctoral Study in Nursing


    (1 cr.) Students in this course are introduced to Walden University and are provided with a foundation for professional development in doctoral nursing practice. Students learn professional standards and end-of-program expectations, and they explore the role of the scholar-practitioner as one who effects positive social change. They engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the requirements for successful participation in an online curriculum. Students also explore the essentials of being a Walden doctoral student, relevant professional and specialty standards of doctoral-level nursing, intra- and interprofessional collaboration, and the process of the DNP scholarly project and PhD dissertation.
  
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    NURS 8100 - Healthcare Policy and Advocacy


    (5 cr.) Many economic, financial, and political factors influence the delivery of healthcare, making healthcare reform a challenging  task. In this course, students examine these factors and challenges, and they consider policy reform through legal, regulatory, ethical, societal, and organizational contexts. They examine the political and policy process, including agenda setting, stakeholder analysis, and application of policy analysis frameworks. Students also explore the importance of interprofessional collaboration in improving health outcomes through the policy process and advocacy for development and implementation of nursing and healthcare policies in organizations at the local, state, national, and international levels. Students engage in written analyses through which they develop new policies and critically evaluate existing policies though policy analysis frameworks.
  
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    NURS 8110 - Theoretical and Scientific Foundations for Nursing


    (5 cr.) In this course, students focus on the integration of scientific, philosophical, and theoretical concepts as the basis for the highest level of nursing practice. They examine the scientific underpinnings for nursing practice, including biobehavioral, pathophysiological, psychosocial, and environmental sciences, and they explore the interrelationship among knowledge, research, and practice. Students also explore and discuss clinical inquiry, ethical issues, and models of evidence-based practice. Considering various philosophies, students describe their own philosophy of nursing. They also apply course concepts to a variety of practical assignments, including a literature review, concept map, and evaluation of current clinical practice problems, among others.

     

  
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    NURS 8200 - Methods for Evidence-Based Practice


    (5 cr.) Students in this course focus on the integration of scientific, philosophical, and theoretical concepts as the basis for the highest level of nursing practice. The scientific underpinnings for nursing practice including biobehavioral, pathophysiological, psychosocial, and environmental sciences are examined. The interrelationship among knowledge, research, and practice is explored. Clinical inquiry, ethical issues, and models of evidence-based practice are presented.
  
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    NURS 8210 - Transforming Nursing and Healthcare Through Technology


    (5 cr.) When used effectively, information technology can support generation of new knowledge and emerging information technologies. In this course, students examine the critical appraisal and use of information technology in advanced nursing practice. Students work toward gaining the skills and knowledge to process and manage information systems/technology resources in consumer, clinical, and public health settings. Students engage in a variety of discussions and assignments designed to provide practical application of content on topics including retrieval and critical analysis of digital data to support healthcare quality improvement; electronic health records integration and evaluation; and Web-based learning and intervention tools to support and improve patient care. They also explore ethical, regulatory, and legal issues as well as the healthcare standards and principles for selecting and evaluating information systems and patient care technology.
  
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    NURS 8250 - Advanced Theoretical and Scientific Perspectives in Nursing


    (5 cr.) Students in this course focus on the sufficient formal and informal learning experiences to build scientific depth in an identified area of study. Students gain the competencies to critique, utilize, and integrate different theoretical and scientific perspectives for the conduct of research, including team science, to generate new ideas based on a critical evaluation of existing knowledge. Attention is given to integration of the components of scholarship, research, teaching, mentoring, and service to the profession gained from understanding the theoretical/scientific underpinnings of nursing and other disciplines.
  
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    NURS 8300 - Organizational and Systems Leadership for Quality Improvement


    (5 cr.) The focus of this course is on the development of leadership strategies and competencies to support healthcare and organizational quality delivery of care. Emphasis is placed on a systems approach exploring the organizational structures, which impact healthcare quality performance and, ultimately, patient outcomes. Using macro (enterprise-wide) and micro (individual and team performance) perspectives, students examine the leadership roles, which define, develop, and support decisions effecting quality strategies. In this course, students address how key organizational theories, principles, and concepts relate to achieving the effective and efficient delivery of safe healthcare services. Through the development of a quality program initiative, students demonstrate an understanding of the impact an initiative has on organizational structure, its environment, and the system’s leadership.
  
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    NURS 8310 - Epidemiology and Population Health


    (5 cr.) Students in this course are provided with an overview of epidemiologic methodology in the study of the distribution and etiology of disease and health-related conditions in human populations. Students examine important study designs and discuss the strengths and weaknesses inherent in each. They explore and discuss select global problems, such as infectious diseases, bioterrorism attacks, and effects of disasters and emergencies, and they apply epidemiologic and biostatistical methods to study factors related to aggregate, population, and individual health. Additionally, students work toward gaining cultural sensitivity and an interprofessional approach to caring for diverse populations at risk to ensure access to care.
  
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    NURS 8400 - Evidence-Based Practice I: Assessment and Design


    (5 cr.) In this course, students focus on the competencies required of the healthcare professional in planning for the design, development, implementation, and evaluation of health promotion and disease prevention initiatives. They explore and discuss strategic approaches to planning, implementation, and evaluation, including cost-benefit analysis. Note: This is a 5-cr. course (4 didactic cr., 1 clinical cr.). Clinical hours have a 1:6 ratio (credit/clinical), resulting in 72 clinical hours.
  
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    NURS 8410 - Best Practices In Nursing Specialties


    (5 cr.) A scholarly inquiry of key concepts in nursing is presented in this course. Students analyze best practices and evolving issues in their nursing areas of practice. They explore advanced specialty practice problems through a guided initial review of literature. Students develop a program or project to address clinical/practice questions under the guidance of an approved clinical mentor. Students generate an evidence-based practice question and develop and implement an intervention within the practicum setting. Students disseminate the project plan and results at the practicum site. Note: This is a 5-cr. course (4 didactic cr., 1 clinical cr.). Clinical hours have a 1:6 ratio (credit/clinical), resulting in 72 clinical hours.
  
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    NURS 8500 - Evidence-Based Practice II: Planning and Implementation


    (3 cr.) In this DNP practicum course, students focus on planning and implementing an evidence-based practice program/project designed to address their clinical/practice questions; students complete work under the guidance of an approved practicum mentor. Students generate practicum journals and discussion content that drill down to the evidence-based change project related to their clinical/practice question and resulting findings, conclusions, and recommendations. Note: This 3-cr. practicum course has a 1:6 ratio of credit to clinical hours, resulting in 216 clinical hours.
  
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    NURS 8510 - Evidence-Based Practice III: Implementation, Evaluation, and Dissemination


    (3 cr.) The focus of this DNP practicum course is on the evaluation of an evidence-based health project relevant to aggregate, systems, or organizational levels of healthcare. In addition, students develop and plan for the dissemination of a scholarly product generated by that project to a wider community of scholar-practitioners. Students work with an approved practicum mentor to generate practicum evidence and complete practicum journal requirements, and the evidence-based project, demonstrating the use of leadership skills and advanced nursing practice knowledge to promote quality improvement, improve health outcomes, and inform healthcare policy. Students in the DNP practicum course are provided with the opportunity to reflect on self-evaluation, professional growth, and postgraduation plans. Note: This 3-credit practicum course has a 1:6 ratio of credit to practicum hours, resulting in 216 practicum hours.
  
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    NURS 8551 - Preparing for Dissertation


    (5 cr.) The focus of this course is on the preparation for the dissertation phase of training. In this course, students identify a dissertation topic and potential dissertation committee members; begin to conduct a literature review; develop a problem statement and research questions; and evaluate research designs, methods, and types of analyses to use for their dissertation. Students also complete their initial premise in this course and an annotated outline of their prospectus.
     
  
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    NURS 8600 - DNP Field Experience


    (1 cr.) The purpose of this course is to provide students with the opportunity to complete additional practicum hours to fulfill the 1,000-hour requirement of the DNP. Students may take NURS 8600 - DNP Field Experience course up to six times, based on practicum hours attained prior to DNP admission. Students generate practicum portfolio evidence. In this 1-cr. practicum course, there is a 1:6 ratio of credit to practicum hours, resulting in 72 practicum hours.
  
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    NURS 8700 - DNP Project Mentoring


    (0 cr.) The purpose of this course is to serve as a platform for ongoing communication between students and their DNP Project Committee chairs and a repository for drafts and documentation related to the DNP project. Students will be assigned to sections of NURS 8700 based on their DNP Project Committee chair, which will support communication between students who are working on their DNP projects with common faculty chairs in an ongoing collaborative learning community.
  
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    NURS 8701 - DNP Project Completion


    (3 cr. per term as needed to complete the DNP Project.) The purpose of this course is to serve as a platform for ongoing communication between students and their DNP Project Committee chairs and a repository for drafts and documentation related to the DNP project. Students will be assigned to sections of NURS 8701 based on their DNP Project Committee chair, which will support communication between students who are working on their DNP projects with common faculty chairs in an ongoing collaborative learning community.

    Students take this course for a minimum of 4 quarters and are continuously enrolled until completion of their Doctoral Project with final Chief Academic Officer (CAO) approval.

    To complete a doctoal project, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their doctoral project on ProQuest before their degree is conferred.

  
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    NURS 9000 - Dissertation


    (5 cr. per term for a minimum of 4 quarters until completion) In this course, doctoral students have the opportunity to integrate their Program of Study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation independently, with the guidance of a dissertation supervisory committee chair and committee members, in a learning platform classroom in which weekly participation is required. Students complete a prospectus, proposal, Institutional Review Board application, and dissertation.

    Students take this course for a minimum of 4 quarters and are continuously enrolled until completion of their Dissertation with final Chief Academic Officer (CAO) approval.

    To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

  
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    PBHL 8002 - Foundations of Graduate Study


    (3 cr.) Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. They assess the relationship of mission and vision to professional goals, and they develop a program of study, a professional development plan, and strategies for online success. Students also explore resources used throughout the program, such as the online Walden University Library. They engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence.
  
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    PBHL 8005 - Business Concepts for Organizational Development Professionals


    (5 cr.) Organizational success depends on many aspects, such as human and market factors. In this course, students explore these factors as well as the language of work, business, and management structures and processes. They also examine related topics, such as finance, marketing, accounting, strategic planning, organizational design, and quality and process improvement. Students apply concepts and theories to case study scenarios and real-life situations. They also demonstrate their knowledge through a health audit of an actual organization, for which they provide a synopsis of a variety of organization aspects, such as ethical and legal issues, organizational architecture, group relations, human factors, and accounting and financial factors, among others.
  
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    PBHL 8012 - Behavioral Health Management


    (5 cr.) Management in modern healthcare organizations has become increasingly more complex and challenging. Leaders in behavioral healthcare management can expect their roles and responsibilities to be multifaceted. In this course, students will explore the commonalities and differences between healthcare management in general and behavioral healthcare in particular. They will also consider what it means to be an effective leader and an effective manager and how to apply theories of leadership to the behavioral healthcare setting. Additionally, the range of management roles and functions will be identified and applied to a behavioral healthcare setting.

     

  
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    PBHL 8050 - Global Health and Issues in Disease Prevention


    (5 cr.) An in-depth review of how population-based strategies are used in the prevention of disease and disability is provided to students in this course. Students explore the topics of population health and disease prevention from the perspective of understanding the determinants of health. Using a cross-disciplinary approach, students examine how economics, social factors, health policy, urbanization, globalization, the environment, and other factors influence disease. Students consider how research in disease prevention, health determinants, and population health applies to public and community health efforts.
  
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    PBHL 8130 - Communications, Marketing, and Public Relations for Public Health Leaders


    (5 cr.) An overview of marketing and public relations principles as they relate to public health, highlighting theoretical concepts that are commonly used in health communications research, is provided to students in this course. Topics include using social marketing techniques, promoting health literacy, developing community partnerships, and creating culturally sensitive and appropriate promotional materials. Students focus on using social media to identify and advance public health interests and ethical principles. Through case studies, students examine how they can use marketing practices to translate health research into social action and behavioral change.
  
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    PBHL 8200 - Behavioral Health Social Entrepreneurship and Advocacy


    (5 cr.) The focus of this course is on applying the concepts of sustainable value to create behavioral health business sustainability through investment strategies, market insight, and operational excellence. Students will gain an understanding of how sustainable development and sustainability principles are used as drivers for innovation, collaboration, and transformation. Topics will also include business planning and decision making using strategic management principles and the model of strategic planning for the public and private sectors. Students in this course use the case-based method of learning in applying concepts from strategy, leadership, decision analysis, and behavioral health management to the development of situational analyses, corporate- and operational-level decision making, implementation plan development, and strategic evaluation. (Prerequisite(s): DRWI 8504).
  
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    PBHL 8207 - Grant Writing


    (5 cr.) Grant writing is a highly marketable skill that requires many not-for-profit, educational, and community organizations to secure external funding in order to provide needed services to the community. In this course, students will explore the basic skills needed for grant writing including identifying potential funding sources, creating objectives and a need statement, preparing and justifying a budget, identifying appropriate assessment plans, and writing an executive summary. Through their course assignments, students can directly apply what they are reading and discussing by writing a full grant proposal based on an actual Request for Proposal (RFP).
  
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    PBHL 8214 - Consulting for Organizational Change


    (5 cr.) Organizational and professional development (OPD) professionals promote and implement organizational change by using fundamental techniques of change management. Students in this course examine and apply these tools, including consulting competencies, approaches, and organizational change models to learn the skills of an OPD consultant. Students explore methods for accelerating individual, group, and organizational performance through consulting, coaching, and change management. They also explore related topics, such as organizational assessment; team development; strategic planning; group dynamics; power, politics, and influence; leadership; and conflict management. Students apply course concepts to the assessment of an organization and the development of strategies to address identified needs for change.
  
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    PBHL 8216 - Dynamics of Contemporary, International, and Virtual Organizations


    (5 cr.) Globalization, technological innovation, and market factors continually change the context of business, requiring professionals who understand how organizations function to work through challenges and harness opportunities for change. In this course, students explore the implications of the changing nature of organizations as well as the emergence of international and virtual organizations in a global economy. Through contextual and application-based assignments, students address the unique opportunities and challenges for government, for-profit, nonprofit, international, and virtual organizations. Applying acquired knowledge and skills, students provide a diagnosis and recommendations for a specific organization’s development efforts.
  
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    PBHL 8242 - Changing Health Behavior


    (5 cr.) Students in this course will review past and current models of health behavior change, disease prevention, disease management, and relapse prevention. Coverage of health-related issues includes dietary needs, tobacco and drug use, safer sexual practices, and stress management. In addition, students will examine the analysis of behavior change within specific populations (young, elderly, cognitively impaired, etc.) and factors that predict or serve as obstacles to lifestyle change and adherence.
  
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    PBHL 8300 - Healthcare Financial Management and Economics


    (5 cr.) In this course, students gain knowledge of economic principles such as cost, quality, and access as they relate to the healthcare world. The principles of healthcare financial management, including accounting and finance, are vitally important to the viability and ongoing operations of a healthcare business. Students have the opportunity to interpret and analyze the financial statements of a business, use and analyze financial ratios, utilize variance analysis, understand and implement operating and capital budgeting, and develop knowledge of the business planning process. Students create portions of a business/financial plan using these techniques and analyze the viability of their plan using accepted financial management tools.
  
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    PBHL 8315 - Program Evaluation


    (5 cr.) The skills required to assess research and work effectively with stakeholders are among the many proficiencies required of professionals who evaluate and develop programs. In this course, students examine these skill sets as well as the history, theory, and major approaches underlying program evaluation. Students learn how to select appropriate quantitative and/or qualitative models and techniques to perform evaluations, demonstrate program effectiveness, and disseminate results. Additionally, students explore the procedures and techniques involved in offering their evaluation services to a specific group or organization. They also examine strategies to gain stakeholder interest in developing appropriate standards, research progress, and evaluation outcomes. Students acquire practical experience evaluating a program of interest through which they outline organizational structure, identify stakeholders, employ evaluation models, explain steps in planning, and predict possible challenges or stakeholder fears, for which they recommend solutions.
  
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    PBHL 8316 - Economics and Financing of Public Health Systems


    (5 cr.) In this course, students investigate the provision of resources for the delivery of public health services and the application of economic theories to health policy issues. Students explore how organizational characteristics interact with economic forces to produce systems performance outcomes, as well as how fiscal policy can influence the performance of public health systems. Students analyze grant-writing strategies and the advantages and disadvantages of various financing options. Other topics include methods of economic evaluation and their usefulness in determining appropriate financing mechanisms for public health systems.
  
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    PBHL 8320 - International Health and Mental Health Issues


    (5 cr.) Students in this course review how recent international issues such as terrorism, civil war, mass migration, and refugee crises influence development and lives of human beings throughout the lifespan. They examine how extreme life stressors such as exposure to disaster, war, terrorism, displacement, genocide, instability, loss of family, and death influence health (e.g., sanitation, diseases, reproductive issues) and mental health issues (e.g., trauma, anxiety, depression, adjustment difficulties, debilitating mental illnesses) and also impact the psychosocial well-being and development of infants, children, young adults, adults, and elders within their specific contextual and cultural background. Students also examine psychosocial support and intervention programs developed for health and mental health promotion of the affected individuals and how they impact positive social change.
  
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    PBHL 8330 - Holding Up the Mirror: Understanding Different Cultures and Increasing Global Consciousness


    (5 cr.) Professionals in all areas of public policy and administration work with individuals and organizations of different cultures on a daily basis; therefore, global consciousness is vital to effective communication and interaction in the field. In this course, students explore and analyze the cultural values and styles of communication, reasoning, and leadership unique to their home culture. Students apply these concepts to better understand the people, values, and policies of other cultures. They also identify and become familiar with challenges that American nonprofit organizations face as they work internationally or cross-culturally within the United States. Sharpening critical-thinking skills, students research and assess an organization within their own community that has international links; through this assessment, students gain further awareness of different cultures and the importance of cross-cultural ties. 
  
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    PBHL 8450 - Project and Resource Management in Health Services Organizations


    (5 cr.) In this course, students focus on the strategic resource management process in an organizational setting. As leaders in the healthcare field, students explore resource management within the context of the healthcare mission, planning resource allocation, program implementation, and program evaluation. Students have the opportunity to assess their organization’s current strategic position and apply relevant theoretical models in healthcare settings to adjust management practices in a changing healthcare environment. Students can also address the organizational dynamics and change management processes of integrated health systems and their networks of hospitals, nursing homes, group practices, and medical offices.
  
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    PBHL 8465 - Strategic Planning: Collaboration, Cooperation, and Coordination


    (5 cr.) In an increasingly complex world, leaders and managers in public, private, and not-for-profit organizations need to be strategic in planning and creating effective, collaborative programs and services. In this course, students explore the role and process of strategic planning, with an emphasis on collaboration, cooperation, and coordination within and among organizations. Students apply these concepts to real-life situations and organizations.
  
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    PBHL 8540 - Management and Leadership in a Global Environment


    (5 cr.) Public policy implementation can take place in various types of organizations. Students engage in a collaborative study of strategic planning, management, and leadership in the context of public and nonprofit organizations. Students in this course identify, analyze, and evaluate the intricate relationships among strategic planning, management, and leadership from an international perspective. Students cover three key institutional elements: thinking, acting, and leading strategically. Students apply a management systems approach as they develop, adopt, manage, and lead a strategic plan for an international public or nonprofit organization or with an international focus. Students will understand the strategic context for practical decision making for international public and nonprofit organizations, emphasizing the central role of the environment in the strategic planning process. Students are offered a hands-on approach that tests their ability to make effective and timely management and leadership decisions in complex and uncertain conditions.
 

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