School of Nursing

Course Descriptions

Undergraduate

NUR 100 Introduction to Professional Nursing
This course orients students to the expectations of a baccalaureate education in nursing. Academic communication and critical thinking skills within the context of professional nursing are emphasized. Issues of ethical and professional accountability related to the role(s) of the nurse are explored. Historical and contemporary perspectives on the nature and scope of nursing practice are examined. Cr 3.

NUR 200 Introduction to Professional Nursing for Advanced Students
This course has been specifically designed for advanced students with 60 or more completed credits. The course introduces career opportunities in health care as well as how prior learning and work experiences might build on and blend into a career in nursing. The historical and contemporary perspectives on the nature and scope of nursing will be investigated through utilization of online resources, advanced library skills, writing, and online discussion. Other topics will include skills of communication, critical thinking, and the relationship between professional nursing and the broad base of theoretical and empirical knowledge derived from the behavioral and physical sciences and the humanities. Prerequisites: 60 or more completed credits and NUR major. Cr 3.

NUR 211 Nursing Role for Accelerated B.S. Students
This seminar introduces Accelerated B.S. nursing students to content in nursing history, theory, and research. Students will consider the major constructs of nurse, health, and caring practice. It is a transitional course that seeks to prepare students for the accelerated programs of study at USM, to provide a framework for understanding professional education, and to explore the transition into nursing. Prerequisite: Accelerated NUR Major. Cr 1.

NUR 300 Health Assessment
This course provides knowledge and skills essential to conduct in-depth bio-psycho-social-cultural health assessments of well individuals throughout the lifespan. Emphasis is placed on data collection through effective communication and physical skills followed by data analysis and identification of nursing diagnoses. Concurrent with NUR 301. Prerequisites: all required nursing major science courses with grades of C or higher (BIO 111 or SCI 170, BIO 112 or SCI 171, BIO 113 or SCI 172, BIO 114 or SCI 173, BIO 281 or SCI 281, BIO 282 or SCI 282, BIO 345, CHY 107 or CHY 113, CON 252), cumulative GPA of 2.75, nursing science GPA of 2.67, and NUR major. Cr 2.

NUR 301 Health Assessment Lab
This laboratory course provides knowledge and skills essential to conduct an in-depth bio-psycho-social-cultural, holistic health assessment of well individuals through the lifespan. Emphasis is placed on data collection through development of communication and physical examination skills. Data will be analyzed and nursing diagnoses developed. Concurrent with NUR 300. Cr 1.

NUR 302 Pharmacology
This course provides an overview of the principles of pharmacokinetics and pharmacodynamics. The major drug categories are reviewed with emphasis placed on the therapeutic use, action, and adverse reactions of selected prototype drugs. Emphasis is placed on the benefits and risks of drug therapy, thereby preparing the health professional for safe, therapeutic pharmacologic interventions. There is no clinical component to this course. For nursing majors, NUR 302 must be taken within two years of enrolling in NUR 323 and NUR 325. Prerequisites: BIO 113 or SCI 172, and sophomore standing. Cr 3.

NUR 305 Fundamentals in Nursing Lab for Accelerated B.S. students
This course focuses on the cognitive basis, scientific principles, and manipulative component of psychomotor skills used when implementing foundational nursing therapeutics, which promote, maintain, and restore the health of the client. NUR 305 is offered only in summer. Concurrent with NUR 306. Prerequisite: Accelerated NUR major. Cr 2.

NUR 306 Nursing Arts and Science
This course introduces the student to concepts and skills basic to the art and science of nursing. The nursing process is introduced as a problem-solving tool and is used along with scientific principles in the teaching of foundational nursing therapeutics used in most practice settings. Concurrent with NUR 305 or NUR 307. Prerequisite or concurrent: NUR 300, NUR 301, NUR 302. Prerequisites: all required nursing major science courses completed with grades of C or higher (BIO 111 or SCI 170, BIO 112 or SCI 171, BIO 113 or SCI 172, BIO 114 or SCI 173, BIO 281 or SCI 281, BIO 282 or SCI 282, BIO 345, CHY 107 or CHY 113, CON 252), cumulative GPA of 2.75, nursing science GPA of 2.67, and NUR major. Cr 3.

NUR 307 Fundamentals in Nursing Lab
This course focuses on the cognitive basis, scientific principles, and manipulative component of psychomotor skills used when implementing foundational nursing therapeutics, which promote, maintain, and restore the health of the client. Concurrent with NUR 306. Prerequisite: compliance with nursing undergraduate clinical health and background check requirements. Cr 2.

NUR 308 Concepts of Professional Nursing Practice
This course will explore the historical foundations, current issues, and future direction of professional baccalaureate nursing practice within the context of the current healthcare system. An emphasis is placed on the continued development of critical thinking, written, and oral communication skills for the baccalaureate nurse. Prerequisites: RN licensure (or permission of instructor) and ENG 100. Cr 3.

NUR 309 Health Assessment for RNs
This course provides the RN student with knowledge and skills essential to conduct in-depth bio-psycho-social-cultural health assessments of well individuals. The course includes examination of the concepts of wellness and health promotion across the life span. Concurrent with NUR 310. Prerequisite: RN licensure. Cr 2.

NUR 310 Health Assessment Lab for RNs
This course provides the opportunities for the RN to apply knowledge and skills necessary to conduct total health assessments. Concurrent with NUR 309. Prerequisite: RN licensure. Cr 1.

NUR 313 Intermediate Nursing Skills Lab
This laboratory and simulation course builds on the theory, scientific principles, and psychomotor skills introduced in prerequisite courses. Its focus is to develop basic psychomotor and communication skills through kinetic learning in simulated clinical scenarios built from protocol cases from adult and older health course and clinical work. Demonstrations, role-playing, critical thinking and decision-making will be the framework for skill building. Active and independent laboratory participation will permit the student to demonstrate self-direction as a learner. Concurrent with NUR 323 and NUR 325. Cr 1. 

NUR 314 RN Credit Option
RNs graduating from accredited AD nursing programs will have 30 of their nursing credits accepted as equivalent to NUR 314. RNs who graduated from a diploma program will be awarded 30 basic nursing credits upon successful completion of NUR 308 Concepts of Professional Nursing Practice. Prerequisites: RN licensure and NUR 308. Cr maximum 30.

NUR 318 Evidence-based Practice in Nursing
This online course introduces the student to evidence-based practice in nursing. Using models of critical appraisal, students learn competencies in the synthesis, integration, and evaluation of current best evidence for decision-making in advancing evidence-based nursing practice. With department permission, this course is open to transfer students and accelerated students who have taken a research course in quantitative methodology. The student must submit the prior course syllabus to the School of Nursing for evaluation. Prerequisites: department permission and NUR major. Cr 1.

NUR 319 Qualitative Inquiry in Nursing
This online course introduces the student to qualitative health-related research methodology. Students learn the qualitative research process, different approaches to research design, and the distinctive features of each qualitative design. Using models of critical appraisal of qualitative health-related research findings, students learn competencies in the synthesis, integration, and evaluation of qualitative inquiry for decision-making in advancing evidence-based nursing practice. With department permission, this course is open to transfer students and accelerated students who have taken a research course in quantitative methodology. The student must submit the prior course syllabus to the School of Nursing for evaluation. Prerequisites: department permission and NUR major. Cr 1.

NUR 321 Health-Related Research
Introduction to health-related research with an emphasis on understanding the research process and becoming a consumer of research. Critique of health-related research findings to health professions and their application to professional practice is a major component of this course. NUR 321 must be completed before taking any 400-level nursing course. Prerequisites: PSY 201 or LAC 120 or MAT 120, and NUR major. Cr 3.

NUR 323 Adult/Older Adult Health Nursing
During this course, students will explore evidence-based nursing therapeutics that support both the adult and the older adult client experiencing health problems. The course considers major health problems in the United States, focusing on nursing knowledge needed for care of adults and older adults experiencing acute and chronic alterations in health in a variety of care settings. This course will encourage students to develop and practice critical thinking skills necessary for delivery of family-centered care in today's complex health care system. The roles of collaboration, advocacy, and teaching are introduced as the student nurse interacts with clients and their support systems across the continuum of care. Concurrent with NUR 313 and NUR 325. Prerequisites: NUR 100, 200, or 211, NUR 300, NUR 301, NUR 302 (within two years), NUR 306, NUR 307 or NUR 305, NUR 330, NUR 331, 2.75 GPA, and NUR major. Cr 3.

NUR 325 Adult/Older Adult Health Nursing Clinical
Students will intervene therapeutically with adults and older adults experiencing health problems. Students will practice problem-solving skills and critical thinking as they perform nursing roles in acute care settings. Concurrent with NUR 313 and NUR 323. Prerequisite: Compliance with nursing undergraduate clinical health and background check requirements. Cr 4.

NUR 326 Dominican Republic Community Nursing Partnership I Clinical
Over two or three semesters, students will engage in partnership with an international community. This sequence of courses incorporates the concepts of partnership building, risk identification, and health promotion within a community-based context. Students will collaborate with community partners to develop an understanding of both short and long term needs of the community. Problem posing and problem solving will come from the community. Students will engage in ongoing community assessment, support communities in developing long term interventions/approaches, and engage in evaluation of community level practice. Students will identify individuals and families within their communities who would benefit from individual and family based nursing assessment, planning, intervention, and evaluation. Students will work with health care providers in these communities to assess the need for and to augment the services available. Students will engage in both formative and summative evaluation over the course of their interaction with the community. Students will consider issues of termination and continuation as they work with individuals, families, fellow students, and community partners over a two-year period. Advancing students will mentor entering students in the roles of community partner, advocate, and care provider. Prerequisites: NUR major, accepted application to the Dominican Republic Community Nursing Partnership I Clinical, and compliance with nursing undergraduate clinical health and background check requirements. Cr 1.

NUR 327 Dominican Republic Community Nursing Partnership II Clinical
This international service learning course incorporates the concepts of partnership building, risk reduction, and health promotion in communities. Students will actively explore international health issues specific to Latin American countries and gain a more thorough understanding of environmental, socio-cultural, and political factors that affect health in a developing nation. Students will participate in partnership building with an international community-based organization to assess health risk factors and plan health promoting activities specific to identified health issues. Students will gain understanding of physical assessment, risk assessment, unique health needs, problem posing, and formulation of solutions as part of their coursework. During the course of this semester, students also participate with students from various disciplines in learning, planning, and preparing for and resource development towards the Dominican Republic International Service Learning program. Prerequisites: NUR 326 and compliance with nursing undergraduate clinical health and background check requirements. Cr 3.

NUR 328 Dominican Republic Community Nursing Partnership III Clinical
See NUR 326 for description. Cr 1.

NUR 330 Mental Health Nursing
This course examines the theory and practice of psychiatric/mental health nursing. Assessment of clients and intervention strategies are explored. Interdisciplinary aspects of mental health care delivery and current issues in mental health nursing are discussed. Concurrent with NUR 331. Prerequisites: all NUR science courses completed with grades of C or better (BIO 111 or SCI 170, BIO 112 or SCI 171, BIO 113 or SCI 172, BIO 114 or SCI 173, BIO 281 or SCI 281, BIO 282 or SCI 282, BIO 345, CHY 107 or CHY 113, CON 252), NUR 300 (or concurrent), NUR 301 (or concurrent), NUR 302 (or concurrent), NUR 306 (or concurrent), and NUR 307 (or concurrent). Cr 3.

NUR 331 Mental Health Nursing Clinical
This course offers students an opportunity to focus nursing practice on promotion, maintenance, and restoration of mental health. Clinical experience is provided in a mental health-psychiatric nursing setting. The emphasis is on application of concepts of mental health-psychiatric nursing. Concurrent with NUR 330. Prerequisite: compliance with nursing undergraduate clinical health and background check requirements. Cr 2.

NUR 332 Nursing Care of the Older Adult in the Community
The focus of this course is the family-centered care of older individuals in the community. Emphasis is on nursing assessment, diagnosis, and therapeutic interventions with individuals and families coping with chronic illnesses. Health promotion/risk reduction strategies are applied. The roles of the nurse in interdisciplinary community settings are explored. Ethical issues unique to community settings are analyzed. Prerequisite: NUR 323 (or concurrent). Cr 2.

NUR 339 Community Nursing Partnerships I Clinical
This course is the first in a two-course series (NUR 339 and NUR 341). Over two semesters students will engage in a partnership with a specific community. This sequence of courses incorporates the concepts of partnership building, risk identification, and health promotion within a community-based context. Students will collaborate with community partners to develop an understanding of both short- and long-term needs of the community. Problem-posing and problem-solving will come from the community. Students will engage in ongoing community assessment, support communities in developing long term interventions and approaches, and engage in evaluation of community level practice. Students will identify individuals and families within their communities who would benefit from individual and family-based nursing assessment, planning, intervention, and evaluation. Students will work with health care providers in these communities to assess the need for services and augment the services available. Students will engage in both formative and summative evaluation over the course of their interaction with the community. Students will consider issues of continuation and termination as they work with individuals, families, fellow students, and community partners. Prerequisites: CON 356, NUR 323 (or concurrent), and NUR 325 (or concurrent). Cr 2.

NUR 341 Community Nursing Partnerships II Clinical
This course is the second in a two-course series. See NUR 339 for description. Prerequisite: NUR 339. Cr 2.

NUR 370 Theory for Clinical Practice
This course focuses on the nursing profession and the process of knowledge development within the profession. The intent is to provide participants with opportunities to explore the processes of inquiry in nursing. Participants will have opportunities to explore various modes of nursing inquiry, including scientific, philosophical, and historical. Praxis, or the development of knowledge through the cycle of acquiring experience, reflecting on experience, and enhancing practice is central to understanding what influences nursing. Relationships between practice, theory, and research are explored. Four foundational concepts: personal meaning, ways of knowing, time/transitions, and context/culture serve to focus critical reflections in this course. In recognizing multiple ways of developing knowledge, participants have the opportunity to explore how practice may differ within varying perspectives. Prerequisite: RN to BS students or permission of instructor. Cr 3.

NUR 386 Geary Clinical Cooperative
This course is a combination of a two-credit elective nursing course offered during the summer and a paid summer experience (10 weeks full time with a Registered Nurse preceptor at Maine Medical Center). Students are socialized into the professional role of the nurse through hands-on experience, mentoring, observational experiences, and seminar discussions focused on evidence-based nursing practice. There are seminar meetings with the instructor and assignments to complete throughout the summer. Prerequisites: NUR 323, NUR 325, 3.0 GPA, accepted application for employment at Maine Medical Center, and accepted application for the Geary Cooperative Internship at USM. Cr 2.

NUR 413 Advanced Nursing Skills Lab
This course builds on the theory, scientific principles, and psychomotor skills introduced in NUR 306 and NUR 307 or NUR 305 and NUR 306 to promote role development in the core competencies of nursing practice. Concurrent with NUR 423 and 425. Prerequisites: NUR 420, NUR 421, NUR 422, NUR 424, NUR 427, and NUR 428. Cr 1.

NUR 419 Community Nursing Partnerships for RNs Clinical
This course incorporates the concepts of partnership building, risk identification, risk reduction, and health promotion within a community based context. Students work with selected communities that are developing long-term solutions to previously identified health problems. Open to RN students only. Prerequisites: RN-BS major, NUR 308, NUR 309, NUR 310, CON 356, RN licensure, and compliance with nursing undergraduate clinical health and background check requirements. Cr 2.

NUR 420 Reproductive and Pediatric Nursing Lab
This simulation course focuses on developing nursing communication, psychomotor skills, and critical reasoning through kinesthetic learning in simulated clinical scenarios for childrearing and childbearing families. Demonstrations, return demonstrations, role playing, clinical reasoning and debriefing serve as the framework for knowledge and skill development. Concurrent with NUR 421 and/or NUR 428. Cr 1.

NUR 421 Reproductive and Sexual Health Nursing
This course focuses on theory and research in reproductive and sexual health care. While emphasis is placed on holistic nursing care of diverse healthy families from preconception through the childbearing process, high risk conditions, including end of life care for neonates, and the interventions necessary for successful adaptation are also discussed. Male and female reproductive health issues and nursing care across the lifespan will be presented. Concurrent with NUR 422. Prerequisites: NUR 313, NUR 323, NUR 325, and NUR 332. Cr 3.

NUR 422 Reproductive and Sexual Health Nursing Clinical
This course offers students experience in providing holistic nursing care to individuals and families engaged in childbirth experiences. Emphasis is placed on health needs and alterations during the childbearing process, as well as promotion and maintenance of health before, during, and after childbirth. Concurrent with NUR 421. Prerequisite: compliance with nursing undergraduate clinical health and background check requirements. Cr 1.5.

NUR 423 Management of the Critically Ill Adult/Older Adult
This course will examine evidence-based therapeutic nursing interventions that support adult and older adult clients experiencing complex health problems. The course will encourage students to practice critical thinking skills necessary for delivery of ethical care to individuals and families experiencing high acuity illnesses. The roles of leader, collaborator, and coordinator are discussed as the nurse interacts with clients who are viewed as holistic beings. Concurrent with NUR 413 andd NUR 425. Prerequisites: NUR 420, NUR 421, NUR 422, NUR 424, NUR 427, and NUR 428. Cr 3.

NUR 424 Clinically-Applied Genetics
This course explores the genetic basis of human health and disease. It examines the specific mechanisms by which genetic differences give rise to altered body function and influence disease risk, and how these differences are inherited. It emphasizes the advances in genetics that impact the prevention, diagnosis, and treatment of illnesses and conditions. In so doing, it both addresses the basic science of genetics and explores related clinically-applied topics such as the ethical implications of genetics, genetic screening, genetic risk assessment, and gene therapy. Prerequisite: NUR 323 or permission of instructor. Cr 2.

NUR 425 Management of the Critically Ill Adult/Older Adult Clinical
Students will intervene therapeutically with adults and older adults experiencing complex health problems. Students practice problem-solving skills and critical thinking as they perform nursing roles in acute care settings. Concurrent with NUR 413 and NUR 423. Prerequisite: compliance with nursing undergraduate clinical health and background check requirements. Cr 2.

NUR 427 Child Health Nursing
In this course, students examine family-centered nursing care in the health promotion and health care of children. Class discussions focus on theories, research, and literature related to health needs and common health problems of children. Family, heredity, environment, and socioeconomics are among the factors examined in discussions of nursing in child health. Concurrent with NUR 428. Prerequisites: NUR 313, NUR 323, NUR 325, and NUR 332. Cr 3.

NUR 428 Child Health Nursing Clinical
Child health lab provides an opportunity for the student in various health care settings to apply the theoretical concepts of health promotion, maintenance, and restoration with children and their families who are at risk or may be experiencing alterations in health. Concurrent with NUR 427. Prerequisite: compliance with nursing undergraduate clinical health and background check requirements. Cr 1.5.

NUR 436 Community Nursing Partnerships I for Accelerated B.S. Students Clinical
In this course, students work within a community partnership to care for individual clients and families and work with residents in developing community-based health programs. This experience provides students with an opportunity to care for culturally diverse individuals, families, and groups. Leadership roles, including ongoing community partnership development, will be emphasized. Prerequisites: CON 356, NUR 313, NUR 323, NUR 325 or concurrent, and Accelerated BS in nursing student. Cr 2.

NUR 437 Community Nursing Partnerships II for Accelerated B.S. Students Clinical
Building on NUR 436, this course continues to focus on the experiences of partnership building with a diverse population in a community setting. The concepts of risk reduction and health promotion are applied to the development of an intervention with a segment of the community. Evaluation of the intervention is considered part of continuous community assessment as well as partnership development. Prerequisite: NUR 436. Cr 2.

NUR 470 Leadership and Ethics
Students explore professional and ethical issues that affect the delivery of health care as well as the complexity of the nurse case management role using theories related to complex systems, leadership, and change. This course also provides an overview of the management and leadership roles in nursing practice with a major focus on organizational analysis, leadership and change theories, and quality improvement. This course must be taken the last semester in the curriculum. Concurrent with NUR 480 and NUR 490. Cr 3.

NUR 474 Professional Issues: Leadership, Management, and Organizations for RNs
This course provides the RN student with an overview of the theoretical frameworks of management and leadership roles in nursing practice with a major focus on organizational analysis. Focus is on leadership and change theories, conflict management, and quality improvement for the delivery of health care services. Prerequisites: RN to BS major, NUR 308, NUR 309, and NUR 310. Cr 3.

NUR 476 Theory Related to Clinical Specialty for RNs
This course allows the RN student to develop and enhance clinical theory, knowledge, and practice using a self-designed study with a focus on a self-selected clinical specialty. An overview of current theoretical models of care, nursing therapeutics, and evidence-based practice is provided and then used to develop a broader understanding of practice and care issues unique to the clinical specialty. Prerequisites: RN to BS major, NUR 308, NUR 309, and NUR 310. Cr 3.

NUR 480 Practicum/Care Management Seminar and Clinical
This practicum provides a culminating intensive clinical experience that provides students with an opportunity to refine their clinical practice. The course emphasizes the integration of the multiple roles of nursing and serves as a vehicle for enhancing critical thinking and communication. The primary purpose of the course is to develop competency in nursing care, including organizational, prioritization, and decision-making skills. End of life issues and professional ethics as applicable to a wide range of settings will be explored. To the degree possible, students select a practicum site consistent with their area of special interest with seminar sharing of the issues of diverse roles, clients, settings, and philosophies of practice. All students will present orally and demonstrate competency utilizing technical presentation applications. NUR 480 is the final clinical course. Concurrent with NUR 470 and NUR 490. Prerequisite: all theory-linked clinical courses must be taken prior to or concurrent with NUR 480, and compliance with nursing undergraduate clinical health and background check requirements. Cr 3.

NUR 490 Capstone in Nursing
The purpose of this course is to provide a platform for students to create and disseminate a final capstone project in the nursing major. In this course, students further develop their expertise in the identification, review and analysis of current research evidence on an important clinical topic. Students complete the capstone experience with a reflection on the impact their liberal baccalaureate education has had on their achievement of a college degree in professional nursing. This course is taken in the final semester of the curriculum. Concurrent with NUR 470 and NUR 480. Prerequisites or concurrent: NUR 413, NUR 423, and NUR 425. Cr 1.

NUR 497 Dominican Republic Directed Study
This course offers independent study opportunities for students who wish to pursue additional health-related work in the Dominican Republic. Prerequisites: permission of instructor and compliance with nursing undergraduate clinical health and background check requirements. Cr 1-4.


College of Nursing (CON) and Holistic and Integrative Health (HIH) Courses

CON 252 Human Nutrition
This course examines the basic concepts of human nutrition and their application to the needs of human beings throughout the life cycle. Discussion of factors affecting food practices and attitudes is included. Prerequisite: BIO 113 or SCI 172. Cr 3.

CON 356 Concepts in Community Health
This course introduces the concepts and principles basic to the development and maintenance of the community's health. The epidemiological process guides the survey of current major health issues. The course focuses on the health issues of groups in the community at local, state, national, and global levels. Cr 3.

HIH 201 Fundamentals of Homeopathy I
This course introduces the history, philosophy, and practice of homeopathy, exploring the nature of disease and restoration of health from the holistic perspective. This course will introduce the homeopathic case-taking process and the clinical application of more than 25 homeopathic remedies. Cr 3.

HIH 202 Fundamentals of Homeopathy II
This course builds upon the content of HIH 201, delving further into the history of homeopathy and the finer points of homeopathic philosophy and practice. This course will explore constitutional homeopathic care, the comprehensive use of homeopathic remedies in cases of chronic conditions. Prerequisite: HIH 201. Cr 3.

HIH 203 Mindfulness-Based Stress Reduction
Mindfulness is about paying attention without judgment to what is being presented to us in our lives. The core of this course will be the practices of the Mindfulness-based Stress Reduction Program developed at the Center for Mindfulness at the University of Massachusetts Medical School. Students will study the results of research that show the benefits of practicing Mindfulness. After learning these practices, students will explore ways to integrate Mindfulness into work, family, health, and relationships, particularly into teaching, nursing, social work, and counseling health professions. Cr 3.

HIH 261 Introduction to Naturopathic Medicine
This course offers a comparative study of conventional and naturopathic medical models. Naturopathic medicine integrates current medical science with traditional natural therapies to promote health and to prevent disease. Students will gain an understanding of naturopathic principles, philosophy, and treatment modalities including nutrition, homeopathy, herbal medicine, mind-body techniques, and environmental medicine. Cr 3.

HIH 270 Holistic Approaches to Reproductive Health
This course will enable the student to look critically at reproductive health options through the lifespan. Through readings, podcasts, PowerPoint presentations, and online discussions, we will weigh evidence related to alternative, complementary, and natural approaches to managing reproductive health issues. The course will follow a life span, growth, and development approach. Course topics will include natural family planning methods, holistic contraception, infertility and pregnancy issues, holistic birth support skills, and holistic care of the newborn after birth. In addition, adult reproductive issues will be covered including menopause, erectile dysfunction, and sexuality in aging. The student will participate online via the discussion board, online quizzes, short essays, and complete an assignment to create a holistic teaching page related to a reproductive health topic. Cr 3.

HIH 280 Holistic Health I
This course explores the realm of holistic health, emphasizing the integration of body, mind, and spirit. Specific techniques and therapies will be introduced including, but not limited to, nutrition, stress management, meditation, therapeutic movement and massage, music, and others. The primary goal is to bring greater self-confidence, increased knowledge, and self-responsibility about health into each student's life. Cr 3.

HIH 281 Holistic Health II
This course explores the realm of holistic health in greater depth. A strong component will focus on approaches to healing, including such topics as nutrition, meditation, forgiveness, energy, and thought communication. Spiritual and metaphysical dimensions will be integrated as they relate to the total well-being of the individual. The primary goal is to become conversant with holistic approaches that are widely used in promoting and supporting self-healing and transformation in both self and others. Prerequisite: HIH 280 or permission of instructor. Cr 3.

HIH 283 Healing and Spirituality
This course will explore the links between spiritual understandings and physical and mental health. Focusing on global spiritual and religious traditions, the course will examine the determinants of health and the healing techniques utilized in each faith. We will also examine the ways in which religious values and expectations become internalized and affect the ways in which we interpret our wellness and our discomforts. This course is designed to offer an opportunity to become familiar with the world's faith traditions and to explore spirituality as it relates to healing, both personally and institutionally. Cr 3.

HIH 284 Botanical Therapies
The use of medicinal plant remedies can offer a rich, effective, and safe addition to health care for a variety of common illnesses and conditions. With a dramatic increase in the use of herbal preparations, however, questions of effectiveness and safety arise for both health care consumers and their providers. This course will give the historical background on the use of medicinal plants in the U.S. and Europe, examine the current legal status of plant remedies and herbal practitioners, review the most commonly used botanical remedies available, and discuss the benefits and risks that attend the use of these and other medicinal plant preparations. Cr 3.

HIH 288 Reiki: Energy Medicine
This class will provide the student with Reiki Level I and II certification. Reiki is an ancient form of healing from Tibet. Rei means universal life, Ki means energy. Reiki means life for energy and is based on the idea that we are energy. Reiki is a hands-on, light touch, healing energy. Many health care organizations are interested in alternative or complementary approaches to care and are offering services such as Reiki to help decrease pain, anxiety, depression, and aid in the comfort and well-being of their clients. To provide these services there are additional training and certifications required. The class will combine both lecture and hands-on experiences. In addition, the class will engage in service learning by providing Reiki treatments to the community. Cr 3.

HIH 300 Sustainable Compassion
This course will provide evidence-based, actionable tools for educators and professional caregivers to prevent burnout and renew energy. The course will use a conceptual framework that integrates insights from developmental, clinical, and moral psychology along with contemporary neuroplasticity research and ancient contemplative practices. The course will be centered on the concept of caring relationships as the foundation for enhancing ethical sensitivity and sustaining high care for both the giver and the receiver. Students will learn how to cultivate a sense of inner safety and deep replenishment through the study and practice of three modes of care: receiving care from others, self-care, and extending care to others. Cr 3.

HIH 490 Therapeutic Touch
This course will introduce the theory and practice of the Krieger-Kunz method of Therapeutic Touch. Concentration will be on the practice of Therapeutic Touch as an intentionally directed process of energy exchange, using the hands to facilitate the movement of energy and restoring balance to the energy system of the human body. The course will focus on the understanding of the basic principles of the human energy field, intuition, intentionality, benefits, theory, principles, process, and experiential learning of the Therapeutic Touch technique. Through readings, lecture, demonstrations, and practice, students will integrate the Therapeutic Touch process with considerations of creating a healing environment, the ethics of practice, and integrating holistic health and self-care. Cr 3.


Graduate

NUR 595 Dominican Republic Directed Study
This course offers independent study opportunities for students who wish to pursue additional health-related work in the Dominican Republic. Prerequisite: permission of instructor. Cr 1-4.

NUR 601 Advanced Pharmacotherapeutics
This course builds upon undergraduate understanding of pharmacological principles and agents by preparing students to evaluate and prescribe medications for common preventative, acute, and chronic health problems across the lifespan. The regulatory aspects of drug administration and prescription from the perspective of advanced nursing practice are examined. The development of clinical decision-making skills essential to safe, effective, and ethical pharmacological interventions are the focal point of the course. Current concepts in pharmacogenomics and pharmacological therapies as part of the treatment of commonly encountered health problems are stressed. Cr 3.

NUR 602 Advanced Health Assessment
This course builds upon and extends undergraduate knowledge of anatomy, physiology, pathophysiology, and health assessment of individuals across the lifespan. Physical assessment and diagnostic reasoning skills needed for advanced practice nurses are emphasized. Abnormal assessment findings are related to underlying pathophysiology. Cr 4.

NUR 603 Nursing Theory and Knowledge Development
Emphasis is on contemporary issues in theory development and the social production of knowledge for nursing. The social and historical context of knowledge development in nursing, incorporating theories from other disciplines, will be examined. The relationship between theory, research, nursing practice, and interprofessional collaboration will be explored. Cr 3.

NUR 604 Nursing Research
The appraisal and use of research and other evidence to provide high quality health care, to initiate change, and to improve nursing practice are the foci for this course. Emphasis is on developing relevant clinical questions, searching for evidence, systematic appraisal of evidence, and determining whether and how to apply the findings. Commonly used research designs and ethical principles to ensure human subject protection are examined. Strategies for organizing evidence and implementing evidence-based practice changes are explored. This course is a prerequisite for NUR 658. Cr 3.

NUR 606 Leadership, Health Policy, and Role
This course examines the complexity of the U.S. Health Care System, international systems, and current efforts directed at health care reform. Past, current, and potential roles of graduate prepared nurses related to access, equity, and goals of Healthy People are examined. Socio-political, economic, and ethical issues embedded in public policy decisions are explored. Attention is given to the role of graduate prepared nurses in influencing, creating, and implementing policy for diverse populations across the lifespan. Cr 3.

NUR 608 Behavioral and Psychosocial Health of the Family
Individuals and families at risk for behavioral and psychosocial health problems will be the focus of this course. Students will investigate problems facing this population and learn evidence-based care processes including motivational interviewing, psychopharmacological, and collaborative approaches. Research related to environmental, psychosocial, genetic, economic, generational, and developmental risk factors will be investigated. Emphasis will be placed on the acquisition of interprofessional communication skills with an additional exploration of contemporary mental health care policy. Cr 3.

NUR 641 Adult-Gerontology Acute Care Theory I
This is the first of three sequential theory courses in the adult-gerontology acute care nurse practitioner (AGACNP) concentration. This course is designed to develop theoretical and clinical competencies in the care of adults and older adults with acute, critical and/or complex chronic health conditions or injury. It builds upon concepts and skills derived from prerequisite courses and emphasizes the utilization of critical thinking and evidence-based practice to support the diagnosis and management of these patients. Cr 3.

NUR 642 Adult-Gerontology Acute Care Clinical Practicum and Seminar I
This is the first of three sequential clinical practicum and seminars in the adult-gerontology acute care nurse practitioner (AGACNP) concentration. This clinical experience allows the student to apply theoretical, scientific and evidence-based clinical knowledge in a supervised practicum to manage patients across the adult-older adult continuum. Cr 3.

NUR 643 Adult-Gerontology Acute Care Theory II
This is the second of three sequential theory courses in the adult-gerontology acute care nurse practitioner (AGACNP) concentration. This course continues to develop theoretical and clinical competencies in the care of adults and older adults with acute, critical and/or complex chronic health conditions or injury. It builds upon concepts and knowledge developed in Adult-Gerontology Acute Care Theory I and focuses on the refinement of critical thinking skills and evidence-based practice to support the diagnosis and management of these patients. Cr 3.

NUR 644 Adult-Gerontology Acute Care Clinical Practicum and Seminar II
This is the second of three sequential clinical practicum and seminars in the adult-gerontology acute care nurse practitioner(AGACNP) concentration. This clinical experience promotes refinement of skills in assessment, diagnostic reasoning and clinical decision-making, developing plans of care, and implementing interventions for adults and older adults with acute, critical and/or complex chronic health conditions or injury. Cr 3.

NUR 645 Adult-Gerontology Acute Care Theory III
This is the last of three sequential theory courses in the adult-gerontology acute care nurse practitioner (AGACNP) concentration. This course continues to expand theoretical and clinical competencies in the care of adults and older adults with acute, critical and/or complex chronic health conditions or injury. It builds upon concepts and knowledge developed in Adult-Gerontology Acute Care Theory I and II and focuses on the refinement of critical thinking skills and evidence-based practice to support the diagnosis and management of these patients. Cr 3.

NUR 646 Adult-Gerontology Acute Care Clinical Practicum and Seminar III
This is the last of three sequential clinical practice/seminars in the adult-gerontology acute care nurse practitioner (AGACNP) concentration. This final clinical course emphasizes the increased independence in the assessment, diagnosis and management of the adult and older adult experiencing acute, critical and/or complex chronic health conditions or injury. Clinical experiences and seminar sessions are designed to assist the student to integrate and synthesize previously learned concepts in managing acutely ill adults and geriatric populations across the continuum of acute care. Cr 3.

NUR 650 Primary Care of the Adolescent
The emphasis in this course is on evidence-based assessments and interventions for adolescents. Anticipatory guidance and education for the parents of these adolescents and strategies for prioritizing adolescent and family health care and health education needs are emphasized. Cr 1.

NUR 651 Women's Health in Advanced Practice
This course is designed to prepare advanced practice nurses to provide women's health care from adolescence to geriatrics in the primary care setting. The emphases are on prevention, promotion, maintenance, and restoration of health. Evidence-based approaches to assessment, intervention, and evaluation of women's health issues are addressed. Cr 1.

NUR 652 Pediatric Primary Care
The emphasis in this course is on evidence-based assessments, interventions, and anticipatory guidance for well infants and children, and on assessment and interventions for infants, children, and adolescents with common episodic health problems. Development of physical and psychosocial assessment and intervention skills specific to the pediatric population in the primary care setting are addressed. Education for parents and children, including strategies for prioritizing child and family healthcare and health education needs, are emphasized. Cr 3.

NUR 654 Prenatal Care in Primary Care 
This course is designed to prepare advanced practice nurses to provide primary care to the well prenatal woman. Focus is on health promotion, assessing and minimizing risk, and preventing complications. Emphasis is on collaboration and ensuring continuity of care. Cr 1.

NUR 658 Graduate Clinical Project
This course is designed to promote the effective application of research and other evidence to clinical practice. Examples may include evaluating and/or modifying current practice standards, disseminating research results, increasing clinical application of evidence-based interventions, or adapting and designing a research-based intervention. Prerequisite: NUR 604. Cr 3.

NUR 660 Continuing Advanced Psychiatric-Mental Health Nursing Supervision
Supervision is central to training and professional development for mental health clinicians conducting psychotherapy. An interpersonal/relational model of supervision is utilized, whereby the focus is on coparticipation and mutual engagement. Supervisor and supervisee conduct a dialogue about a field of inquiry that includes the relationship between them, although the explicit focus is the therapy being supervised. Issues of transference and countertransference are explored during case review as well as current psychopharmacological treatment. Cr 3.

NUR 664 Primary Health Care of the Adult I
This is the first of three sequential theory courses in the family nurse practitioner concentration. Emphasis is on the provision and primary care to individuals and families in the context of community. Assessment, diagnosis, intervention, and management strategies related to common simple acute and chronic health problems are explored. Health maintenance of adolescent, adult, and older adult populations are stressed. Particular focus is on development of physical, psychosocial, and cultural assessment and intervention skills specific to these populations in primary care settings. Prerequisites: BIO 545, NUR 601, and NUR 602. Cr 3.

NUR 665 Primary Health Care of the Adult II
This is the second of three sequential theory courses in the family nurse practitioner concentration. Emphasis is on the provision of health promotion and primary care to adolescents through older adult in the context of community. Within the context of chronicity, the emphases are on assessment, diagnostic, intervention, and management strategies related to long-term health problems and the accompanying social and cultural issues in adolescent, adult, and older adult populations. Particular focus is on the interdisciplinary and collaborative aspects of the advanced practice, direct care for selected groups, and principles of evidence-based practice. Prerequisites: NUR 664 and NUR 667. Cr 3.

NUR 666 Primary Health Care of the Adult III
This is the final of three sequential theory courses in the family nurse practitioner concentration. Emphasis is on the provision of health promotion and primary care to older adults. The focus is on gerontological concerns and complex health issues. Emphasis is on evidence-based approaches to assessment and management of older adults within the context of family and community across settings. Prerequisites: NUR 665 and NUR 668. Cr 3.

NUR 667 Clinical Practicum and Seminar I
This is the first of three sequential practicums/seminars in the family nurse practitioner concentration. Emphasis is on providing health promotion and primary care to individuals and families in the context of community. The application of assessment, diagnostic, intervention, and management strategies to selected populations who need acute care and health maintenance is stressed. Particular focus is on using physical, psychosocial, and cultural assessment and intervention skill, and reflection on process issues related to clinical practice. Must be taken concurrently with NUR 664. Cr 3.

NUR 668 Clinical Practicum and Seminar II
This is the second of three sequential practicums/seminars in the family nurse practitioner concentration. Emphasis is on providing health promotion and primary care to individuals and families in the context of the community. The application of assessment, diagnostic, intervention, and management strategies to selected populations related to long-term health problems and the accompanying social and cultural issues is stressed. Particular focus is on the integration and application of didactic information into clinical practice, development and refinement of the clinical decision-making process, critical evaluation of evidence-based decisions, and reflection on process issues related to clinical practice. Must be taken concurrently with NUR 665. Cr 3.

NUR 669 Clinical Practicum and Seminar III
This is the final of three sequential practicums/seminars in the family nurse practitioner concentration. Emphasis is on providing health promotion and primary care to individuals and families in the context of community. The application of assessment, diagnostic, intervention, and management strategies in selected populations across the lifespan with emphasis on the older adult is stressed. Emphasis is also on the refinement of skills reflective of beginning-level competency as an advanced practice nurse. Must be taken concurrently with NUR 666. Cr 3.

NUR 671 Foundations of Advanced Practice Mental Health Nursing 
The focus of this course is the advanced practice role of psychiatric-mental health nurses. Specific emphasis is on advanced mental health assessment across the lifespan and the initial clinical interview from a theoretical and research perspective. The health care environment is discussed and implications for psychiatric mental health nursing practice and research are examined. Cr 3.

NUR 672 Biological and Behavioral Components of Mental Health and Illness 
Mental health and illness across the lifespan are examined in this course. Various theories and their application to mental health are addressed. Foundations of mental health and typical clinical presentations of acute and chronic psychiatric illnesses are explored. Major psychiatric disorders and medical mimics are discussed with an emphasis on use of the DSM criteria and the formulation of differential diagnoses. Cr 3.

NUR 673 Clinical Practicum and Seminar I
The application of theory in working with adults and older adults is the focus of this clinical course with emphasis on individual psychotherapy. Pharmacological interventions and effective medication management are integrated. Must be taken concurrently with NUR 674. Cr 3.

NUR 674 Advanced Practice Psychiatric-Mental Health Nursing I
This is the first of three sequential theory courses in the psychiatric-mental health nurse practitioner concentration. The focus of this course is to examine the theoretical and evidence-based practice foundations of advanced psychiatric nursing with adults and older adults. Specific emphasis is on interventions with individuals who have Axis I and Axis II diagnoses based on the DSM criteria. Prerequisites: BIO 545, NUR 601 (or concurrent), NUR 602 (or concurrent), NUR 671, NUR 672, and NUR 680. Cr 3.

NUR 680 Advanced Psychopharmacology
Clinical application of pharmacotherapeutic principles to psychiatric disorders across the lifespan are examined. Theory and principles of neurobiology are analyzed and applied. Drug pharmacodynamics, pharmacokinetics, pharmacogenomics, indications, contraindications, interactions, and side-effects are evaluated. Methods for evaluating efficacy of treatment and adjustment of pharmacotherapeutic regimens are emphasized. Cr 3.

NUR 682 Orthopedic Evaluation and Treatment for the Primary Health Care Professional
Current clinical literature on the prevention, recognition, assessment, and treatment of sports-related orthopedic conditions that occur in the physically active is reviewed in this course. A lab component is included that provides practice in common orthopedic screening techniques as part of pre-participation screening as well as practice in evaluation of sports-related injuries and initial interventions. Cr 3.

NUR 685 Advanced Practice Psychiatric-Mental Health Nursing III
This is the final of three sequential theory courses in the psychiatric-mental health nurse practitioner concentration. The focus of this course is to examine the theoretical foundations of complex systems, groups, and vulnerable populations across the lifespan. Cr 3.

NUR 686 Clinical Practicum and Seminar III
The application of theory and evidence-based practice in assessment, diagnosis, and management of children and adolescents in the context of families is the focus of this course. Pharmacological interventions and effective medication management are integrated. Must be taken concurrently with NUR 685. Cr 3.

NUR 687 Advanced Practice Psychiatric-Mental Health Nursing II
This is the second of three sequential theory courses in the psychiatric-mental health nurse practitioner concentration. The mental needs of children and adolescents in the context of families are explored. Developmental frameworks are utilized to examine common psychiatric diagnoses including symptom clusters and comorbidities. Emphases are on the approaches to assessment, diagnosis, and management of children and adolescents with a range of mental needs reflective of evidence-based research. Cr 3.

NUR 688 Clinical Practicum and Seminar II
The application of theory in working with groups and vulnerable populations across the lifespan is the focus of this clinical. Emphasis is on integrating knowledge, attaining advanced practice competencies, and working collaboratively with members of the health care team in providing holistic care to clients. Pharmacological interventions and effective medication management are integrated. Must be taken concurrently with NUR 687. Cr 3.

NUR 691 Clinical Practicum and Seminar Continuation
This is a clinical continuation course to provide supervised clinical experiences in a focused population for students enrolled in the Certificate of Advanced Study (CAS) program for APRNs. Emphasis is on providing evidence-based care across the lifespan in the context of community. The application of assessment, diagnostic, intervention, and management strategies is stressed. Emphasis is also on the refinement of skills reflective of beginning level advanced practice nurse competency in the chosen area of population focus. Prerequisite: graduate of APRN MS or DNP program. Cr 3.

NUR 695 Directed Study
A student will select a faculty member to guide readings to a chosen topic. A research paper may be required. Credit allocation up to 3 credits is negotiated with faculty. Cr 1-3.

GRS 701 Doctoral Continuation Credits
This is a one-credit course that permits doctoral degree candidates registered for less than 6 credits to retain eligibility for financial aid, university-funded fellowships, scholarships, graduate assistantships, student health insurance, loan deferment, visa compliance, and access to University services, including USM computers, library, and recreational facilities. Requirements include receiving certification of adequate academic progress from the program coordinator and dissertation/capstone chair, and obtaining approval from the Office of Graduate Studies. Cr 1.

NUR 701 Ethical Approaches to Practice Dilemmas
Examination of selected ethical frameworks and their application to practice are the focus of this course. Exemplars are used to illustrate how the principles of ethics can guide decision making when a clinical, organizational, interprofessional, or research dilemma occurs. Emphasis is on development of the leadership qualities necessary for the implementation of the DNP role. Cr 3.

NUR 702 Informatics Technology
The contributions of health care information to quality assurance and improvement in patient care is the focus of this course. Factors that contribute to the adoption of health care information technologies and the challenges regarding their successful utilization are examined. Health care information technologies used in the assessment of patient outcomes, provider productivity, and health care programs are analyzed. Cr 3.

NUR 703 Professional Communication
Effective communication is a hallmark of a good leader. Examination of advanced communication skills within various clinical settings, organizations, and communities are the focus of this course. In addition, leadership styles and setting a climate that enhances communication will be analyzed. Cr 3.

NUR 704 Models of Care: Transforming the Practice Environment
The goal of this course is to provide the DNP student with the knowledge and skills necessary to assume a leadership role in transforming healthcare and educational environments. Concepts associated with evidence-based nursing practice models are introduced and examined. Strategies for creating a culture of evidenced-based practice for individuals, aggregates, and systems are identified. The concepts of information management and translation science are examined and tools to apply evidence to practice are emphasized. Cr 3.

NUR 705 Clinical Residency and DNP Project I
This is the first of two seminar/clinical practicums in the DNP concentration designed to expand the student’s breadth and depth of clinical knowledge and skills in an area of practice. Emphasis is on developing and demonstrating leadership expectations within the framework of the DNP role. This is accomplished by application of clinical knowledge to deliver or create, implement or evaluate practice interventions, health delivery systems, and clinical teaching. Each residency includes a capstone project. The focus of this project in the first residency is on assessment and either an implementation or intervention project at a group or organizational level. Cr 6.

NUR 706 Clinical Residency and DNP Project II
This is the second of two seminar/clinical practicums in the DNP concentration designed to expand the student’s breadth and depth of clinical knowledge and skills in an area of practice. Emphasis is on developing and demonstrating leadership expectations within the framework of the DNP role. This is accomplished by application of clinical knowledge to deliver or create, implement or evaluate practice interventions, health delivery systems, and clinical teaching. This residency includes a continuation of the capstone project. The focus of this project in the second residency is on evaluation of the project implemented or intervention delivered in the previous semester and disseminating the knowledge learned. Cr 3.

NUR 710 Seminar I 
This is the first in a series of seminars that provides the DNP student with mentored opportunities to develop an independent, analytic,  scholarly DNP project proposal focusing on problems of practice within specific populations. Using Quality Improvement methods, students will begin to identify their DNP Project population, problem, and questions and choose a faculty mentor and project team that will work with them through the conclusion of their DNP Project. Emphasis will be placed on the student developing a focused leadership skill set appropriate for leading a QI effort and facilitating the DNP Project team’s work, as well as the development of scholarly writing skills. Cr 1.

NUR 711 Seminar II 
This is the second in a series of seminars that guide the DNP student through the formulation of a DNP Project. The DNP student will work with a faculty mentor and DNP Project team to refine the design of the DNP project. Students will provide an oral presentation of the intended DNP project and complete a CITI course. Each student will be required to submit individual objectives at the end of the semester for the following semester’s plan of work. Emphasis will be placed on the continued development of effective oral and written presentation skills. Cr 1.

NUR 712 Seminar III 
This is the third in a series of seminars that guide the DNP student through the development, implementation, and completion of their DNP Project. At the end of this seminar, the student will have successfully presented their DNP Project proposal, selected a practice site and preceptor, and outlined their objectives for the next semester. Cr 1.

NUR 713 Seminar IV 
This is the fourth in a series of seminars that guide the DNP student through the development, implementation, and completion of their DNP Project. During this semester, the student must successfully submit their DNP Project to the IRB committee for approval and begin their project. Cr 1.

NUR 714 Seminar V 
This is the fifth in a series of seminars that guide the DNP student through the development, implementation, and completion of their DNP Project. During this semester, the student will have completed their project and data gathering. Cr 1.

NUR 715 Seminar VI This is the final seminar in the series. During this semester the student will polish their DNP Project and present the final product to their peers, faculty, and other professionals in the community. Cr 1.

Online Maine Courses (OLME)

OLME NUR 611 Advanced Pathophysiology, Integrated Health Assessment, and Pharmacology I
This course is the first in a series of two courses that explores an integrated study of pathophysiology (including genetic, biochemical, and environmental bases of diseases), health assessment, and pharmacology. The emphasis is on an understanding of the interconnectedness of these three areas of science. In NUR 611 the foci are diseases and disorders involving: genetics, cellular biology, mental health disorders, cardiovascular system, hematologic disorders, inflammation disorders, respiratory system, infectious diseases, and cancer. Cr 3.

OLME NUR 612 Advanced Pathophysiology, Integrated Health Assessment, and Pharmacology II
This is the second in a series of two courses that explores an integrated study of pathophysiology (including genetic, biochemical, and environmental bases of diseases), health assessment, and pharmacology. The emphasis is on gaining an understanding of the interconnectedness of these three areas of science. The foci are diseases and disorders involving: renal, endocrine, gastrointestinal, neurological, musculoskeletal, and reproductive systems. Cr 3.

OLME NUR 614 Leadership in Advanced Nursing Practice
This course focuses on the knowledge, skills, attitudes, and competencies required of an effective interprofessional leader working in complex health care environments. Leadership theories are explored that account for individual traits and behaviors, as well as the situational context within the work environment. Principles of management and leadership are contrasted. Leadership practices are appraised that support a culture of caring and mutual respect, vision and innovation, accountability, integrity, and high quality patient-centered care. Reflection and appraisal of personal leadership attributes and behaviors are emphasized. Cr 3.

OLME NUR 624 Community and Population-Based Health
An interprofessional approach to caring for communities and populations across the lifespan. Major components include concepts of health, levels of prevention, epidemiology, culturally responsive care, global health issues, emergency preparedness, and control of health problems. Community assessment, planning, intervention, and evaluation applied to complex health issues. Cr 3.

OLME NUR 627 Organizational Theory and Behavior
In this course the human factors that exist within a complex healthcare workplace are explored. Organizational behavior theories and concepts are studied in order to gain insight into individual and group behavior. Among the topics covered are individual perceptions and attitudes, organizational culture, diversity, communication, motivation, leadership, management, power, stress, conflict, group dynamics, and change. Root causes of behavioral workplace problems such as poor communication, lack of employee motivation, poor performance, high turnover, conflict, resistance to change, and stress are examined. Cr 3.

OLME NUR 629  Health Care Operations: Human Resources, Law, and Ethics
This course examines operational issues in health care management inclusive of human resource management, and legal and ethical issues facing nurse leaders. A range of current legal and ethical issues will be explored. Emphasis is placed on planning, performance, and compliance in the health care environment. The goals are to provide students with practical knowledge to effectively manage at the micro, meso, or macro level. Cr 3.

OLME NUR 633 Health Care Finance, Budgeting, and Planning
In this course the student will explore essential tools for financial leadership in the contemporary healthcare arena. Principles of healthcare economics, third party reimbursement, budget development, variance, and economic evaluation methods are explored. The relationship between organizational mission, fiscal responsibility, and strategic financial concepts unique to the complex healthcare environment are examined. Key elements of inter-professional strategic financial planning and budgeting processes will be emphasized. The student will apply financial leadership skills to developing program initiatives to improve quality and address population health needs. Cr 3.

OLME NUR 635 Evaluation & Measurement in Nursing Education
This course focuses on the role of the nurse educator in the assessment and evaluation of learning. Application of key strategies to effectively measure achievement of learning outcomes in a variety of settings will be surveyed. Experiential exercises in the development, use, and critique of measurement and evaluation methods to classroom and clinical learning situations will be explored. Course topics include the role of evaluation in classroom instruction, test construction, reliability, validity, test evaluation and interpretation. Legal, ethical, and regulatory issues, and the importance of evaluating personal teaching effectiveness, are also explored. Cr 3.

OLME NUR 636 Foundations of Nursing Education
This is the first in a sequence of three courses designed to prepare the professional nurse for a role in formal teaching. Various philosophical perspectives and frameworks for understanding the concepts of teaching and learning  are examined. Exploration and critical analysis of historical, recurring, and current issues in nursing education will be addressed. The call for radical transformation within nursing education will be explored and specific issues concerning these changes when put into practice will be discussed. It is expected that learners in this course will develop sensitivity, knowledge, and skill in exploring the role of educator in both clinical and classroom learning environments. Students will develop a teaching philosophy statement. Cr 3.

OLME NUR 637 Methods of Education In Nursing
This is the second in a sequence of three courses designed to prepare the professional nurse for teaching roles. Components of course and curriculum development including: assessment of learners’ needs, course outcomes, content selection and development, assignment development, evaluation methods, and common legal issues within nursing education are examined. An emphasis on how a paradigm shift to learning is impacted by technology and the changing relationships between education and work will be discussed. The scholarship of teaching, assessment and quality assurance, as well as the politics and process of curriculum reform will be explored. Using different methods students will design, implement, and evaluate two learning activities. Cr 3.

OLME NUR 638 Education Practicum and Seminar
This is the third in a sequence of three courses designed to prepare the professional nurse for teaching roles. In this course the concept of "praxis" is fully realized. With guidance from a faculty member and preceptor, students will select educational experiences to develop, implement, and evaluate their teaching in different settings. Experiences can include, and are not limited to, in-service programs, classroom teaching, clinical teaching, simulation, or community education programs. Minimum of 30 direct contact hours and minimum of 75 hours of preparation. Cr 3.

OLME NUR 659 Information Management and Healthcare Technology
This course provides an overview of the role of information systems and technology in healthcare. The emphasis is on how information system/technology can improve the quality and delivery of patient care in a variety of healthcare settings. Factors that contribute to the adoption of health care information technologies and the challenges regarding their successful utilization are examined. Cr 3.

OLME NUR 661 Nursing Leadership Practicum I
This is the first in a sequence of two practicum experiences framed by core role competencies of the nurse leader. Students will explore, analyze, and apply specific theories and strategies of management and leadership to the administrative roles of the nurse across health care systems at the micro, meso, or macro level. A system level organizational assessment and evaluation will be initiated as phase one of the project, and students will identify an issue/problem to address in practicum II. Supervision of a preceptor for a minimum of 60 hours in the practice setting is required. Self-reflection on the evolving leader role is emphasized. Cr 3.

OLME NUR 662 Nursing Leadership Practicum II
This is the second in a sequence of two practicum experiences framed by core role competencies of the nurse leader. Students will explore, analyze, and apply specific theories and strategies of management and leadership to the administrative roles of nurses across health care systems at the micro, meso, or macro level. With interprofessional collaboration students will complete the implementation and evaluation phase of their project based on the assessment and problem identification completed in NUR 661. Supervision of a preceptor for a minimum of 60 hours in the practice setting is required. Self-reflection on the evolving leader role is emphasized. Cr 3.

OLME NUR 663 Clinical Practicum and Clinical Project Nursing Education
This course builds upon the synthesis of prior knowledge and skills that promote the advancement of professional clinical nursing practice. The emphasis is on the effective application of research and other evidence to practice in a defined clinical area. Under the direction of a faculty member and guidance from a preceptor, students complete a clinical project that demonstrates cumulative learning, nursing practice abilities, and professional growth. The course requires a minimum of 20 supervised hours in a direct care role. Clinical learning takes place in a practice setting where the student develops and implements a clinical project. Hours can be met by interacting with nursing staff, interdisciplinary team, clients/patients/residents or family members. Hours are not met by teaching nursing students. Cr 3.

OLME MPH 670 Quality Improvement
The purpose of this course is to introduce students to the principles and practice of quality improvement as practiced by health care providers, systems of care, community health and public health agencies. The course integrates theory, evidence about treatment effectiveness, and systems thinking. The content focuses on describing, measuring, improving, and evaluating the quality and safety of health services for consumers and populations. The course emphasizes evidence-based practice and opportunities and challenges for quality improvement in specific health care settings. Students develop competencies in identifying opportunities for quality improvement, selecting and using quality improvement tools and methods, and presenting their work in a professional context. Learning occurs through assigned readings, lectures, guest speaker interviews, discussions and exercises, and an individual quality improvement project. Cr 3.