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 through a holistic lens. Cultural and environmental influences are considered as part of holistic 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 through a holistic lense. Cultural and environmental influences are considered as part of holistic assessment and therapy.
Pre-requisites: NURS 554

NURS 552 Information, Technology, and Communication (3 credits)
This course focuses on the use of information systems, technology advances, and communication strategies to improve quality, safety, and advocacy in advanced nursing practice.  Patient-care technologies used to coordinate and deliver care within an interdisciplinary team model are explored.  Interpersonal and relational strategies are evaluated with an emphasis on leading, collaborating, consulting, and teamwork within professional environments.  Evidence based tools related to quality improvement and safety within organizations are investigated within the contexts of complex communication and information systems.

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-Informed Practice (3 credits)
This course builds upon the knowledge acquired during undergraduate nursing research.  Students will develop their ability to critically appraise research and apply findings within healthcare settings to resolve practice problems, initiate change, and improve quality.  Course content includes exploration of research methods and design as well as relevant technology, information systems and accessing data bases.  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 opportunities for master’s prepared nurses to identify problems for research, generate researchable questions and collaborate with others in the conduct of research will be examined.  Students will identify a real-world problem and develop a plan to translate evidence to praxis.

NURS 564 Foundations of Nursing Leadership (3 credits)
In this course, learners explore types and levels of nursing leadership, distinctions between leadership and management, as well as knowledge, attitudes, and skills necessary for effective leadership in all types of healthcare-related environments, whether in classrooms, administrative roles, or on departmental or institutional committees. Learners will review attributes of critical thinking and will examine their own biases and frames of reference as they relate to leadership. Relevant leadership theories will inform discussions about the challenges of leading in diverse, seemingly complex chaotic healthcare and academic environments. The values of integrity, authenticity, emotional and cultural intelligence, self-awareness, ongoing self-care, conflict resolution, communication, and relational skills will be emphasized. Enhanced understanding of effective team building, mentoring, organizational structures, organizational culture, governance, and leadership processes will serve as a foundation to develop strategies aimed at transforming environments.

NURS 630 Innovations in Teaching and Learning (3 credits)
This student-centered course highlights the role and responsibilities of nurse educators in the learning environment.  The teaching and learning process is explored with focus on the development of critical thinking and clinical reasoning skills.  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.  Creating safe and evidence-informed on-ground, hybrid, and online environments conducive to learning and exploration are highlighted through a holistic nurse educator lens.  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 practicum focused on innovative teaching and learning practices based upon professional development needs, student-selected specialty, and career goals.

NURS 632 Curriculum Design and Revision (3 credits)
In this course, students will focus on the connection between institutional vision, mission, and values on curriculum design, development, and revision. The student will examine the relationship between curriculum design, teaching learning processes, and student success in nursing education, high stakes testing situations, and professional development.  Clinical teaching and performance evaluation are highlighted as part of the curriculum implementation and practicum.  To advance knowledge and assessment skills, students will complete a 24-hour clinical practicum with a nurse educator/clinical nurse specialist/master's-prepared clinical nurse educator/masters-prepared school nurse to achieve professional, specialty, and course-related objectives.  An onsite practicum experience will provide the student an opportunity to apply sciences, theories, concepts, to advanced direct patient-centered care and nursing education.

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)
In this course, students will be challenged to generate innovative and evidence informed strategies to address contemporary issues in nursing education and healthcare.  Employing a seminar style, students will explore and analyze a myriad of current issues and trends influencing the role of the nurse educator. In addition, students will finalize the scholarly project proposal and begin implementation of their culminating scholarly projects. Students are required to complete 48 hours of practicum in NURS 650A.

NURS 650B Capstone (2 credits)
In this course, students will be challenged to generate innovative and evidence informed strategies to address contemporary issues in nursing education and healthcare. Students will complete implementation and dissemination of their culminating scholarly projects through written and verbal presentations using a variety of methods and technologies. Students will critically appraise the scholarly work presented. In addition, students will complete the final 48 hours practicum hours of the program.  Incorporating scholarly methodologies, students will synthesize learning experiences throughout the MSN Educator program.