MUSC Bulletin | College of Nursing
Graduate Nursing Programs | Course Descriptions
Course descriptions are listed in numerical sequence. The course numbering system gives the department code followed by the course number. The number of semester hours is designated by s.h. Visual display of course credit hour allocations are standardized by lecture/didactic hours, seminar hours, and clinical/lab hours in the following format: 4 s.h. (2,0,2). Contact hours per credit will be a ratio as follows: lecture/didactic 1:1, seminar 2:1, and clinical/lab 3:1.
NURSM-615. Methodology of Online Teaching. This course introduces students to best practices for teaching online from course development and evaluation to application of principles of interface design. Learning theories, cognitive science, and strategies to promote student persistence will be applied to online teaching methods to motivate and support diverse learners. Students will be introduced to a learning management system from the educator perspective and participate in online course management activities. Technology to support various learning styles in the online environment will also be addressed. Prerequisite: Instructional Processes 3 s.h. (3,0,0)
NURSM-703. Instructional Processes. This course provides the theoretical foundation and practical application of educational concepts for teaching. Students will be introduced to learning theories, evidence-based instructional methods, and evaluation strategies to enhance learning outcomes of diverse learners in the classroom and clinical settings. The unique learning needs of traditional and non-traditional students, learning styles, generational differences, and diversity will be addressed within the context of course design. Students will be introduced to the role of the nurse educator as change agent, leader, and scholar. Expectations of the faculty role, that include teaching, scholarship, and service will also be addressed. Prerequisite: graduate standing. 3 s.h. (3,0,0)
NURSM-713. Curriculum Design and Develop. This course introduces students to the theoretical foundations, essential components, and accreditation standards for curriculum development at the program level. The role of outcome competencies is addressed as they apply to the development and evaluation of an educational program to meet society’s diverse health care needs. Models of systematic program evaluation that incorporates accreditation or other outcome standards will be analyzed. Prerequisite: Instructional Processes. 3 s.h. (3,0,0)
NRDNP-828. Delivery Systems Supporting Health Improvement. In this course students will investigate current patient care delivery systems and the strategies, policies and administrative mechanisms that support them. Innovative delivery models will be explored with the goal of envisioning a health care system that will reduce health disparities and promote equitable health care delivery. 2 s.h. (2,0,0)
NRDNP-830. Applied Health Care Economics & Finance. This course provides an introduction to the financial structures that support nursing practice. The focus is on economic principles, financial management methods, and business strategies that form the foundation for balancing productivity with quality of care and designing effective and realistic care delivery systems that optimize performance, minimize costs, and enhance outcomes. Students will examine methods to evaluate costs and cost effectiveness of care using knowledge regarding health equity and diversity. This course provides graduates with the tools to plan, monitor, and evaluate the acquisition, use, and outcomes of fiscal resources for practice and program initiatives. Prerequisite: Graduate standing. 3 s.h. (3,0,0)
NRDNP-831. Advanced Financial Management. In this course students will explore financial aspect of health care systems including the unique language of financing, advanced accounting principles, and concepts of economics as they relate to analyzing financial statements, assuring solvency, and developing business models. Federal and state payment systems, regulations, private insurance practices, and global trends that affect a health care organization’s finances will be discussed. Pre-requisite coursework: NRDNP 830 Applied Health Care Economics & Advocacy. 3 s.h. (3,0,0)
NRDNP-832. Legal/Risk Mgmt Negotiation. In this course the student will acquire strategies for conflict management and relationship building in complex and diverse health care organizations. In addition, students will assimilate strategies for assessing risk, managing risk, and negotiating crucial conversations strategically and proactively. This course also examines innovative management strategies and problem-solving techniques as they apply to promoting shared decision-making, working with diverse interprofessional leadership teams, and building relationships with stakeholders in a culturally sensitive manner. 3 s.h.
NRDNP-834. Strategic Leadership Innovations a. nd Entrepreneurship. This course focuses on critical topics related to the business of health care that include strategic planning, executive decision making, intra-preneurship, the role of governance in health care management, succession planning, and innovative approaches to change management. This course is also specifically designed to develop the competency executive leaders need to drive diversity as a core component of health care. Pre-requisite coursework: NRDNP 846 Frameworks for Leadership & Interprofessional Collaboration. 3 s.h. (3,0,0)
NRDNP-836. Informatics in Health Care Delivery. Study of information science concepts, principles, and methods with application in the support, improvement, and evaluation of nursing interventions, outcomes of care, and delivery systems. Focuses on the development of knowledge and technical skills to use data management systems and technological resources for decision-making, implementation of quality improvement initiatives, and evaluation of patient care technologies. Includes use of systems analysis, decision theory, and consideration of ethical, regulatory, social, health equity, diversity, and legal issues. Clinical and administrative data sources will be used to evaluate the efficacy of patient care technology appropriate to a particular area of practice. Prerequisite: Graduate Standing. 3 s.h. (3,0,0)
NRDNP-838. Advanced Pathophysiology. This course is designed to present an orientation to disease as disordered physiology, within integrated biological systems, mediated by cognitive, behavioral, emotional, cultural, and social determinants of health. The course provides the advanced practice nurse with a foundation for advanced clinical assessment, diagnostic reasoning, and clinical decision-making in the management of common, episodic, chronic and heritable/genetic conditions. Pathophysiological mechanisms of disease, including signs and symptoms of prototypical illnesses, variations in expression, and selected screening/diagnostic evaluative methods will be discussed with an emphasis on attainment and maintenance of full health potential as a goal of health equity. Prerequisite: Graduate standing. 3 s.h. (3,0,0)
NRDNP-842. Advanced Pharmacology. This course focuses on the knowledge and application of advanced pharmacotherapeutic principles organized in a system-based approach, to prepare students to design individualized pharmacotherapeutic plans for disease prevention and commonly encountered illnesses, demonstrating an understanding of drug classes, individual drugs, and complementary alternatives. Methods for screening, risk stratification, and monitoring for clinical effectiveness will be addressed. Emphasis is placed on pharmacodynamics, pharmacokinetics, pharmacogenomics and biochemical pathways as the basis for understanding the mechanism of drug actions. Side effects, contraindications, and toxicities, as well as factors relating to adherence, compliance, patient education and collaborative practice are discussed to facilitate safe practice and promote successful patient outcomes to achieve and maintain full health potential. Rationales for therapeutic choices are based on current, evidence-based clinical practice guidelines with consideration to special variables affecting selection of drug therapies such as age, gender, reproductive status, ethno-cultural variations, provider biases, financial, and personal preference. Special attention is given to professional practice including statutory regulations related to prescribing, with an emphasis on controlled substances. Students utilize problem-solving skills and current point of care technology as a means to integrate pharmacological principles with clinical guidelines to plan safe and effective care for patients with acute and chronic clinical conditions. Prerequisite: Advanced Pathophysiology. 4 s.h. (4,0,0)
NRDNP-846. Frameworks for Leadership & Interprofessional Collaboration. This course incorporates the study of knowledge and principles of organizational leadership and advanced communication, mentoring, and team building skills that improve quality of care delivery, health outcomes, and safety of patient populations. Examination of consultative and leadership strategies that facilitate intra-and interprofessional collaboration that promotes equity in diverse populations (toward common goals and outcomes). Students will analyze effective strategies for the resolution of ethical and legal issues in the delivery of care. Students will synthesize knowledge from ethics, and organizational, leadership, and communication theories with nursing science as a framework for organizational assessment, diagnosis of systems issues, and facilitation of system-wide practice initiatives. Graduates will be prepared to assume leadership in addressing complex practice and organizational issues. Prerequisite: Graduate standing. 3 s.h. (3,0,0)
NRDNP-848B. Role Practicum-Nurse Practitioners. With a focus on role integration, students synthesize knowledge from previous courses to solidify the nurse practitioner role within their population foci. Students will further develop the unique role of the advanced practice nurse as part of, and potential leader of, and interprofessional team. Through continued clinical experience, students demonstrate increased responsibility and accountability for performance as an advanced practice nurse and clinical scholar, synthesizing knowledge of pathophysiology and disease management, evidence-based guidelines, anticipatory guidance, models of provider-patient communication, and provision of educational resources. Combined with awareness of social determinants of health, health disparities, and ethics, they will become competent at designing holistic, patient-centered plans of care. Preparation for certification and licensure will be discussed.
Advanced Care Management I, II, III
7 s.h. (0,1,6)
NRDNP-850. Organizational Theory & Health Care Management. In this course, students will study organizational and management theories and evidence based research that guide effective organizational and policy development, as well as and advanced practice. Emphasis is placed on the study of organization structures and processes in delivery of health care and related health programs. Major functions of management (planning, organizing, directing and controlling, root cause analysis) are examined, including the principles and processes of risk management, continuous quality and patient safety improvement, impact of health disparities and diversity, measurement and management of organizational effectiveness and effects of organization development on costs and patient outcomes. As an organization is a microcosm where many different social and cultural factors intersect, it is imperative to be proficient in recognizing and functioning effectively as an advanced practice nurse within the organization’s cultural beliefs, practices, resources and needs represented while attending to and advocating for its consumers and the community. Prerequisite: Graduate standing. 3 s.h. (3,0,0)
NRDNP-854. Scientific Underpinnings. This course addresses the scientific underpinnings that provide a framework for advanced nursing practice including theories from nursing and the behavioral and social sciences, quality improvement models, and evidence-based practice as they affect the quality and safety of health care and health disparities. Change is a predominant theme in this course at both the individual level in terms of improving patient outcomes and at the system level focused on improving health care outcomes. Skills to facilitate change and align stakeholders will be examined from a variety of viewpoints. 3 s.h. (3,0,0)
NRDNP-856. Advanced Clinical Assessment & Reasoning. Study of advanced clinical assessment and reasoning skills through the lifespan with emphasis on differentiating normal from abnormal findings in the domains of physical, psychosocial, behavioral, and genetic assessments. Practice of age-appropriate developmental, psychosocial and behavioral screening as well as anticipatory guidance for patient encounters including health teaching skills for common illnesses, behavioral health disorders and disease prevention. Students refine and strengthen increasingly complex skills in listening, history taking, screening, documentation, and clinical and diagnostic reasoning utilizing fair, inclusive, and respectful treatment of all people Prerequisite: NRDNP 838 Advanced Pathophysiology. 6 (4+1 per specialty track*,0,1) *specialty tracks: A/GNP, FNP, PNP, & PMHNP
NRDNP-858. Evidence Based Practice, Quality and Safety. This course provides the foundation for evaluating current evidence based research and practice to develop a quality improvement project, implementing evidence of best practices after a thorough search of the literature and other evidence, and formulating a cogent argument of need based upon a critical appraisal. Guided experience of the critical appraisal process provides the foundation for determining best practices, solving practice problems, ensuring patient safety, and considering health disparities. Emphasis will be placed on integration and dissemination of new knowledge and the effect on equitable health outcomes. Graduates will be prepared to provide leadership for designing, implementing and evaluating quality improvement projects and safety initiatives to guide practice and improve outcomes. 3 s.h. (3,0,0)
NRDNP-860. Applied Epidemiology and Biostatistics in Health Care. This course provides an overview of epidemiological and biostatistical methods for use by clinical practitioners to enhance the quality of health care practice. The focus is on common study designs found in descriptive, observational, and experimental research, as well as measures of association and procedures for data collection, management and analysis. It provides an opportunity for students to apply descriptive and inferential statistics to explore, analyze and disseminate aggregate health data. The course also highlights methods for the design, implementation and evaluation of evidence-based changes in clinical practice. The utilization of data to examine variability and disparities in population trends, practice patterns and systems of care is also emphasized. 4 s.h. (4,0,0)
NRDNP-862. Practice Inquiry and IRB. Provides the student with the opportunity to synthesize previous learning about the implementation and evaluation of system level change through the full development of an evidence-based practice improvement project. The project is a culmination of the knowledge gained in the DNP coursework with the primary objective of improving health care outcomes in the practice setting. These evidence-based projects may include changes in the health care delivery system, organizational changes that impact health care at the local, regional and/or national level, or legislation and health care policies that reduce health care disparities. The DNP Project requires student engagement in partnership building with inter-professional colleagues, consumers, and /or faculty to examine a clinical question or issue that involves translating evidence to everyday practice in health care systems, and ultimately informs and influences health care delivery and health equity. Integral to the project is a strong evaluation component and the preparation of a manuscript that will be submitted to a professional journal for publication consideration. In addition, emphasis will be placed on ethical considerations and human subjects protection through the process of fully developing and submitting an Institutional Review Board (IRB) application. Prerequisites: Applied Epidemiology and Biostatistics in Health Care; Evidence Based Practice, Quality and Safety, and Scientific Underpinnings. 3 s.h. (3,0,0)
NRDNP-864. Advanced Care Management I. The focus of the first clinical courses is on novice-level assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound health care decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of provider-patient communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci at the novice level to assess, diagnose, and manage pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines.
Prerequisites: Advanced Pathophysiology and Advanced Clinical Assessment & Reasoning. Pre/Coreq: Advanced Pharmacotherapeutics. 6 s.h. (0,2,4)
NRDNP-865. Advanced Care Management II. The focus of the second clinical courses is on the advanced-beginner-level of assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound health care decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of patient-provider communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci at the advanced-beginner level to assess, diagnose, and manage pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines.
Prerequisites: Advanced Pathophysiology; Advanced Clinical Assessment & Reasoning; Advanced Care Management I. 6 s.h. (0,2,4)
NRDNP-866. Advanced Care Management III. The focus of the third clinical courses is on developing competence in the assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound health care decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of patient-provider communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci to develop competence in assessing, diagnosing, and managing pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines.
Prerequisites: Advanced Pathophysiology; Advanced Clinical Assessment & Reasoning; Advanced Care Management I. 6 s.h. (0,2,4)
NRDNP-890. Residency. This multi-semester intense clinical or administrative experience enables synthesis of the cumulative knowledge from nursing, biophysical, psychosocial, analytical, and organizational sciences. Students demonstrate increasing competency in nursing administration, population-focused primary care, or specialty care. Students integrate theoretical perspectives with evidence-based knowledge, as they collaborate with intra/interprofessional teams. Residency includes implementation and evaluation of an evidence-based, scholarly practice improvement project in an area of advanced practice in partnership with a selected agency or organization that solves a practice problem or improves population health, educational, or performance outcomes. Students develop and present a poster to faculty and peers describing outcomes of their scholarly improvement project and prepare a manuscript suitable for submission to a peer-reviewed journal. During Residency, students will synthesize and apply the Cultural Effectiveness Model to their project and clinical or administrative practice. Prerequisites: Prior to Fall 2012 - Pre/corequisites: All other courses in plan of study. Fall 2012 and after: Prerequisites: All DNP students: Practice Inquiry & IRB; Post-BSN DNP Students: Advanced Care Management I, II, III and Role Practicum. 1-10 s.h. (0,0,1-10)
NRDNP-891. Independent Study. The purpose of an independent study is to provide an opportunity for a student to have an individualized learning experience under the direction of a faculty member. An independent study is designed to supplement required course work with learning which is either an extension of that covered in a course or in an area not covered in an existing course, or to provide an opportunity for research in an area of the student's interest. 1-6 s.h.
NRDNP-892. Executive Role Practicum. With the goal of shaping health care through innovative and expert nursing leadership, students will apply knowledge gained in previous courses during a mentored executive clinical experience, demonstrating increasing responsibility and accountability for role development as a nurse leader. Combined with an understanding of social determinants of health, health disparities, cultural awareness, and ethics, students will demonstrate increasing competency in communication, relationship-building, and business skills, knowledge of the health care environment, professionalism, and the role of the nurse executive. 3 s.h.
NRPHD-708. Advanced Health Policy and Advocacy. This course equips students with the skills necessary to develop, evaluate, and provide leadership in improving the health of the public through health policy development and the education of policy makers regarding nursing and patient outcomes recognizing the critical need for health equity in services and outcomes. Students will evaluate the health policy making processes and the disparities in both the US and international health care delivery systems. Students will use policy theory to critically evaluate the current and historic policies, laws, and financial incentives that affect health care delivery and nursing practice. They will explore how health services research can motivate change in public health and policy-making. They will apply principles of organizational change, cultural effectiveness and evaluate components of leadership necessary for public health improvement. Students will participate in a selected health policy-making process. Prerequisite: Graduate standing 3 s.h. (3,0,0)
NRPHD-800 Mentored Teaching. This elective course will provide students with the opportunity to work with a faculty member in order to explore the role of educator. Students will identify their learning needs and specific activities will be designed with the faculty mentor. Prerequisite courses: NURSM 703 Instructional Processes and NURSM 615 Online Methodologies (to be taken in that order) 3 s.h. (0,0,3)
|Last Published with Edits:||October 12, 2016 4:54 PM|
|Last Comprehensive Review:||July 2015|