Courses numbered 1000-1999 are open to freshmen; 2000-2999 to sophomores; 3000-3999 to juniors; 4000-4999 to seniors. It is recommended that students elect courses in the years for which they are listed. Freshmen will be admitted to courses above the 2000 level only with the consent of the instructor and the student’s advisor. Juniors and seniors taking freshman courses may be expected to do additional work. Any course above 4999 is a graduate course.
The number in parentheses following the course title indicates the semester hours of credit assigned to the course.
An H following the course number indicates an honors level course.
Edu Theo & Scholarship of Teaching [Course] (2)
This module highlights teaching and learning theories appropriate to nursing education and within the context of teaching as a scholarly endeavor. Contrasting theories of learning will be explored, with an emphasis on educational psychology of adults. Students also will examine various theories of measurement and evaluation as they begin to understand the psychometrics of student evaluation.
Adv Clinical Foundations Nur Educators I [Course] (3)
This graduate level course will integrate principles of advanced pathophysiology, physical assessment, and pharmacology as a foundation to support the role of the nurse educator in clinical practice. Focus will be on the development of advanced knowledge of human pathophysiological functions and response to selected disease processes and the integration of this knowledge into evidenced-based nursing practice. The integration of health assessment skills essential for advanced nursing practice will also be included.
Adv Clinical Found Nurse Educator II [Course] (3)
This graduate level course will integrate principles of advanced pathophysiology, physical assessment, and pharmacology as a foundation to support the role of the nurse educator in clinical practice. The focus will be on the development of advanced knowledge of human pathophysiological functions and response to selected disease processes and the integration of this knowledge into evidenced-based nursing practice. The students will expand and refine skills related to health assessment essential for advanced nursing practice.
Informatics for Nurse Educators [Course] (3)
In this course the significance of informatics as a part of effective teaching and research in nursing is examined. Students examine emerging trends in information technology and acquire the knowledge and skill set to function effectively in the modern educational IT environment. Opportunities will be provided for students to acquire knowledge and skills for using a variety of computer technologies to support the teaching-learning process. The course will discuss principles of distance learning, use of the Internet in teaching and learning, and how to integrate computer technologies into the teaching-learning process. Emphasis is given to theoretical frameworks that guide the selection, use, and integration of computer technologies in nursing education programs.
Curriculum Development & Assessment [Course] (3)
The history of nursing education in America will form a backdrop for examining the processes for developing and assessing curricula. Students will explore the issues and controversies affecting curriculum development in the 21st century. The relationship between course development and curriculum design will be explored and students will have the opportunity to begin to design a course as it relates to a specific curriculum.
Teaching Strategies & Evaluation [Course] (3)
This course explores, analyzes and evaluates teaching strategies and learning theories with an emphasis on diversity in learning styles. Learning theories and individual learning styles are examined in the context of traditional, online, and clinical instruction as a variety of traditional, innovative, and online learning strategies specific to nursing education are explored. Evaluation models related to the measurement of outcomes in classroom and clinical instruction are examined. This course also provides an opportunity to acquire knowledge and develop skills for using technologies to support the teaching-learning process including using media, multimedia, and technology-rich and online learning environments.
Seminar and Practicum in Nursing Education and Professional Development [Course] (6)
This module will afford the graduate student an opportunity to apply the theories and principles of teaching nursing students and practicing nurses in group or one-on-one, formal and informal settings. Aspects of educating nurses, such as planning and implementing experiences and documenting and evaluating performance of individual learners, will be practiced. In addition the graduate student will take responsibility for designing and delivering classes on various nursing topics. Each graduate student will be mentored by one or more faculty members or professional nurse development (PND) staff. Seminar topics might include academic and clinical partnerships; closing the theory-practice gap, evidence-based teaching; confronting difficult situations; giving constructive criticism/ evaluation; meshing institutional and academic policies; the tripartite role of the academic nurse educator and the multiple roles of PND nurses.
Graduate Project [Course] (3)
The graduate project will investigate a nursing education question of interest to the student using the research process. Students may elect to work with a faculty member on a portion of his or her nursing education research. Each student will be assigned a nursing education faculty advisor. The project will culminate in an oral presentation and a written thesis.