This course is designed to provide students with the theoretical, genetic and evidenced-based knowledge to analyze pathophysiologic processes and the progression on individual and multiple body systems. The course provides the student with the foundation for understanding clinical and pharmacological interventions and provides the basis for related courses in assessment, diagnosis and management, and clinical therapeutics associated with genetic or pathophysiological dysfunction in individuals of various ethnic and cultural groups across the lifespan.

This advanced health assessment and diagnostic reasoning course integrates knowledge related to communication, biopsychosocial phenomenon and cultural and developmental theories with practice skills in order to conduct a comprehensive health history and physical examination. Students develop diagnostic reasoning and clinical decision-making skills by recognizing normal from abnormal clinical signs and symptoms and analyzing pertinent diagnostic data. Health documentation principles are emphasized. Health promotion and prevention concepts across the lifespan are stressed using a biopsychosocial framework. Using a case-based, problem-focused learning strategy, students are able to incorporate the theoretical, empirical and practical knowledge necessary to recognize and diagnose health problems across the lifespan.

The advanced health assessment and diagnostic reasoning lab is designed to provide students with practical application of the theoretical and empirical knowledge obtained in the companion course, NURS 5130 Advanced Health Assessment and Diagnostic Reasoning. Emphasis will be placed on application and interpretation of information related to health history, physical examination findings, and analysis of diagnostic information. Students will have simulation experience with patient models, supervised direct patient care experience and hands on experience performing primary care procedures such as specialty exam techniques, ECG interpretation, wound repair and biopsy techniques (100 clinical hours).

The APRN Role Transition and Leadership course focuses on the evolutionary and contemporary issues leading to the development of APRN roles as health care providers, advocates and nurse leaders in delivering quality care to individuals and communities. APRN scope of practice, ethical and legal responsibilities, competencies and contributions as a team member are addressed in the context of health care trends, diverse environments, legislative issues and professional practice developments. The impact of role autonomy and identity conflict related to prescribing, diagnosing and treating are addressed. Credentialing/privileging processes, collaborative vs independent practices and entrepreneurship leading to full practice authority are discussed.

This course is the advanced practice practicum capstone course. The clinical residency hours are performed under the supervision of a clinical preceptor along with faculty. Emphasis is placed on culturally appropriate evidence-based practice, consultation, research and evaluation consistent with the APRN role. Five (5) semester hours of supervised practicum hours (250 clock hours) are required. Students may use up to two credits (100 clock hours) to augment their cognate concentration if the cognate requires direct patient care. 250 clinical hours

The Clinical Practicum courses I-III are a series of supervised advanced practicums focusing on health promotion, disease prevention and clinical management of diverse patients across the lifespan. Emphasis is on direct care management using culturally and age-appropriate evidence-based practices, consultation and evaluation of care. The acute and chronic care needs of adults, older adults, children, infants and women (including prenatal care) who live in rural settings will be addressed in an outpatient setting. A case-based seminar is used to gain insight into evidenced-based treatment and outcomes. A total of eight (8) credits (400 clock hours) are required to complete the clinical practicum series (1 credit = 100 hours). Students can take 1-4 credits as needed to fulfill the clock hours and the expected number of hours for each patient care group (adults, older adults, children and women) as demonstrated in clinical logs. 100 Clinical Hours

The Clinical Practicum courses I-III are a series of supervised advanced practicums focusing on health promotion, disease prevention and clinical management of diverse patients across the lifespan. Emphasis is on direct care management using culturally and age-appropriate evidence-based practices, consultation and evaluation of care. The acute and chronic care needs of adults, older adults, children, infants and women (including prenatal care) who live in rural settings will be addressed in an outpatient setting. A case-based seminar is used to gain insight into evidenced-based treatment and outcomes. A total of eight (8) credits (400 clock hours) are required to complete the clinical practicum series (1 credit = 100 hours). Students can take 1-4 credits as needed to fulfill the clock hours and the expected number of hours for each patient care group (adults, older adults, children and women) as demonstrated in clinical logs. 100 Clinical Hours

The Clinical Practicum courses I-III are a series of supervised advanced practicums focusing on health promotion, disease prevention and clinical management of diverse patients across the lifespan. Emphasis is on direct care management using culturally and age-appropriate evidence-based practices, consultation and evaluation of care. The acute and chronic care needs of adults, older adults, children, infants and women (including prenatal care) who live in rural settings will be addressed in an outpatient setting. A case-based seminar is used to gain insight into evidenced based treatment and outcomes. A total of eight (8) credits (400 clock hours) are required to complete the clinical practicum series (1 credit = 50 hours). Students can take 1-4 credits as needed to fulfill the clock hours and the expected number of hours for each patient care group (adults, older adults, children and women) as demonstrated in clinical logs. 100 Clinical Hours

Examines scholarship of nursing through research, evidence-based practice and quality improvement frameworks. Focuses on critical appraisal, synthesis and evaluation of literature to inform evidence-based practice.

This course focuses on an interdisciplinary team-based approach to decision making for care management of diverse populations across the lifespan and across the wellness-illness continuum. Emphasis will be placed on the scope of practice for critical members of the healthcare team outside of nursing (e.g. medicine, dentistry, social work, psychology, rehabilitation therapists) and how they interface with the advanced practice nurse. Communication, team building and decision theories will be discussed. Both dialogue and clinical interactions with other health care professionals will prepare the family nurse practitioner to effectively communicate, collaborate, refer and consult using a team-based decision making model.

This course is designed to examine various models and theories of practice which will enable advanced practice nursing students to develop both global and comprehensive perspectives on patient care. Models and theories across disciplines such as decision making, quality assessment (IOM framework), collaboration, health beliefs, wellness, self-efficacy, self-care, capacitance, resilience, learning theories, organizational cultures and others are discussed in the context of their influence on health delivery throughout the lifespan for diverse individuals, families, communities and populations. Social, political, ethical and economic perspectives and how they impact health are explored in the context of local, regional and global dynamics. Students will work individually and in groups to analyze existing methods of care-delivery in order to incorporate models and theories that may improve health and prevent disease in individuals, families, communities and populations.

This advanced pharmacotherapeutics course focuses on the fundamental evidence-based knowledge necessary to select pharmacological agents for the management of acute and chronic health problems. Key principles of pharmacology including mechanisms of action, pharmacokinetics and pharmacodynamics will be discussed. The role of pharmacogenomics will be introduced. Research data and evidence-based treatment guidelines will be used for clinical application and decision making related to drug selection, adverse effects and monitoring.

This course focuses on primary healthcare problems facing adults in rural settings. Integration of concepts from advanced pathophysiology and genetics along with the use of evidence-based practice guidelines support the management decisions used for common acute and chronic illness in the adult population. Selection of diagnostic and laboratory tests for diagnosing will aid in clarifying disease patterns. Application of pharmacologic principles for managing disease will be incorporated. Health promotion and disease prevention concepts are integrated into the education and evaluation of patient care models. A case-based learning approach emphasizing the biodiversity and cultural needs of patients is used.

This course focuses on comprehensive and culturally appropriate primary care of infants, children and adolescents. Emphasis is based on developmental stages, health promotion, wellness, health education, parental anticipatory guidance and safety. Students will focus on management of common acute and chronic health conditions encountered in diverse and rural primary care settings using evidence-based screening, diagnosing and management guidelines. A case-based learning approach emphasizing the biodiversity and cultural needs of patients is used.

This course focuses on management of the complex health care needs of community-dwelling older adults and their families. Emphasis is placed on the multifactorial and complex issues that occur with aging while integrating core concepts learned in primary care of adults, pharmacology and pathophysiology. Theories of aging will be presented within the context of normal aging but differentiated from abnormal problems seen in the elderly population. Focus will be on quality of life, frailty, nutrition, physical function, cognitive health, advocacy, polypharmacy and health care decision making. Management approaches and resources needed for successful aging and self-care will be discussed within an interdisciplinary evidence-based framework. A case-based learning approach emphasizing the biodiversity and cultural needs of patients is used.

This course focuses on primary healthcare problems facing women. Emphasis will be placed on the comprehensive and culturally competent primary care of women including the maturation processes from menarche to menopause and address childbearing and pregnancy periods. Concepts from advanced pathophysiology and genetics along with the use of evidence-based practice guidelines previously identified in adult health support the management decisions used for common acute and chronic illness seen in women. Health education, health promotion, disease prevention, perinatal care, clinical management and evaluation of common gynecologic and obstetric health care needs of women will be stressed. Sociocultural differences facing women including family and gender roles, birthing and childrearing beliefs and practices will be addressed. A case-based learning approach emphasizing the biodiversity and cultural needs of patients is used.

This skills practicum focuses on the primary care skills needed for family nurse practitioners in outpatient and rural settings. Emphasis is on mastery learning of skills needed to perform common primary care procedures in an office setting. Skills such as suturing, skin incisions and excisions, punch biopsies, wound care, abscess drainage, foreign body removal cryosurgery and cyst removal will be taught and practiced. Performance of gender-specific health exams, administration of bronchotherapy and interpretation of ECGs will be included. One credit hour (50 clock hours) will be required. 45 simulation hours (spring/summer residency)

This course focuses on special populations or communities in rural settings. Populations or communities are broadly defined as those of racial or ethnic minorities, indigenous or native populations, or those with special health care needs such as chronic illnesses, disabilities, behavioral health or end of care needs. Emphasis is on analysis of political, ecological, economic, psychosocial and cultural factors that impact populations identified as having special health care needs and the responsiveness of organized healthcare services to meet these needs. Research evidence, conceptual and theoretical underpinnings related to rural health and individual populations will be addressed.