NURS 566 Foundations of Nursing Education (3 credits)
In this course, students will explore how people learn and how best to facilitate knowledge, information, and skills development. Relevant theories and determinants of learning are presented for students to research, discuss, and employ. Attention is given to the ethical and legal rights and responsibilities of nurses, educators, and learners.

NURS 554 Pathophysiology, Assessment, and Therapeutics I (3 credits)
This systems-based course focuses on advanced knowledge and practice related to pathophysiology, pharmacology and assessment of the whole person while building upon a foundation of knowledge established at the baccalaureate level. Alterations in physiological systems across the life span and special populations will be explored. Cultural and environmental influences are considered as part of assessment and therapy.

NURS 556 Pathophysiology, Assessment, and Therapeutics II (3 credits)
This systems-based course builds upon the advanced knowledge and practice related to pathophysiology, pharmacology and assessment of the whole person while building upon learning from NURS 554. Alterations in physiological systems across the life span and special populations will be explored. Cultural and environmental influences are considered as part of assessment and therapy.
Pre-requisites: NURS 554

NURS 552 Information, Technology, and Communication (3 credits)
This course focuses on the use of nursing informatics, communication techniques, and systems to improve quality, safety, and advocacy in advanced nursing education and practice. Patient-care technologies used to coordinate and deliver care within a collaborative, interdisciplinary team model are explored.  Interpersonal and relational strategies, such as team building, feedback, and consulting to enhance communication and collaboration within the teaching and health care environment are investigated. Evidence based tools related to quality improvement and safety within organizations are studied to examine complex communication and information systems and their impact in nursing education and practice.

NURS 562 Population Health: Prevention, Promotion, and Policy (3 credits) 
This course prepares the student to evaluate systems and policies pertaining to population focused healthcare with the aim with the aim to improve quality of life for populations and to eliminate disparities through effective collaboration between health disciplines and health and human service organizations, adequate use of levels of prevention, engagement and advocacy for vulnerable groups, and policy development. Concepts related to epidemiology, genomics, culturally and linguistically appropriate services, and inter-professional collaboration are emphasized as tools for advancing quality in healthcare. The role of the master’s prepared nurse as advocate and leader in promoting population health is emphasized.

NURS 560 Translating Research for Evidence-Based Practice (3 credits)
In this course, students will critically reflect upon and appraise research, and apply findings within healthcare settings to resolve practice problems, initiate change, and improve quality. Application of findings and translation of evidence to practice settings will be the main focus with an emphasis on use in organizational decision making, improvement of academic and clinical environments, and nursing care. The research-oriented approach is explored from problem formulation to analysis and interpretation in both quantitative and qualitative methodologies. The opportunity to recognize a researchable problem in nursing and develop a plan for its study is provided. 

NURS 564 Nursing Leadership (3 credits)
In this course, students will explore nursing leadership and its impact on knowledge, attitudes, and skills necessary to effect change in all types of healthcare-related environments. Students will examine the self through assessment and reflection, in relationship to individuals, groups, and organizations. The paradoxes and ambiguities of leadership will be scrutinized in various contexts

NURS 630 Innovations in Teaching and Learning (3 credits) (24 hours of practicum)
This student-centered course highlights the role and responsibilities of nurse educators in the point of care learning environment.  The teaching and learning process is explored with focus on the development of critical thinking and clinical reasoning skills to facilitate positive patient care outcomes.  The impact of culture on the teaching and learning process, as well as ways to effectively teach nurses to work with diverse populations and individuals with health disparities, is emphasized.  The role of information resources including technologies for enhancement of learning, communication, coordination, and delivery of care is addressed.  This course includes a student-selected 24-hour direct-care practicum focused on building specialty competencies, integrating new knowledge into practice, and enhancing physical assessment skills. 

NURS 632 Curriculum Design and Revision (3 credits) (24 hours of practicum)
In this course, students will focus on the connection between institutional vision, mission, and program learning outcomes on curriculum design, development, delivery, and revision.  Students will complete a 24-hour onsite direct-care practicum to achieve professional, specialty, and course-related outcomes. Direct care experiences will provide the student an opportunity to apply theory to practice, demonstrate comprehensive assessment skills, advance diagnostic and decision-making skills, and model best care practices to team members.

NURS 634 Assessment and Evaluation Strategies in Nursing Education  (3 credits)
In this course, the student will examine assessment, measurement, and evaluation of learning outcomes and testing, as outcomes data pertaining to program quality and achievement of accreditation standards are explored. Systematic evaluation of a nursing education program is studied as it pertains to development, revision, and redesign of curriculum, and teaching learning activities. The student will also synthesize educational theories, concepts from the arts and sciences, and best practice- and evidence-informed-models to facilitate a classroom activity and construct a personal teaching and learning philosophy that will serve as a foundation for a role as nurse educator.

NURS 650A Capstone (2 credits) (48 hours of practicum) 
In this course, students will explore and analyze myriad issues and trends influencing the role of the masters’ prepared nurse as educator.  Students will generate innovative and evidence-based strategies to address contemporary nursing issues at the point of care that impact the role of the professional nurse.  In addition, students will finalize the scholarly project proposal and begin implementation and completion of their projects.  Students are required to complete 48 hours direct care practicum during the course. 

NURS 650B Capstone (2 credits) (48 hours of practicum)
In this course, students will be challenged to generate innovative and evidence-based strategies to address contemporary issues in nursing education and healthcare. Students will complete implementation and dissemination of their culminating scholarly projects through written and oral presentations using a variety of teaching methods and technologies. Students will critically appraise the scholarly work presented. Students will complete the final 48 practicum hours of the program.