Family Nurse Practitioner - Courses

The course will focus on evidence-based practice as a framework for advanced nursing practice.  The use of research and evidence-based nursing processes to improve clinical practice and decision making in the health care setting will be explored in depth.  This course will include an emphasis on developing clinical questions, acquiring evidence, appraising evidence and synthesis of findings and measurement of outcomes.

This course focuses on critical analyses of theory and its’ use for advanced nursing practice. Nursing’s scientific body of knowledge is examined through consideration of selected nursing models, theories, and constructs. Selected theories, models, and concepts from social and behavioral sciences, which enhance nursing as a scientific discipline, are also considered. The inter‐relationship between theory, practice and research is examined and various methods for developing scientific knowledge for practice are explored. Application of theoretical frameworks to nursing practice is emphasized as the student’s chosen theoretical base for the identification and development of nurse-led evidence-based changes in a chosen healthcare setting.

The course will focus on the application of informatics using Health Information Technology (HIT) as a tool for improving healthcare delivery and the health of populations served. This course provides a comprehensive overview of HIT relating to the importance of technology in the overall goals of the Quadruple Aim; the basics of point-of-care technology; approaches to data management and analytics; and the impact of HIT on quality and safety of care. 

This course prepares the nurse practitioner student to effectively and safely prescribe medications, considering the needs of patients, families, and relevant organizations. Students are taught how to employ appropriate parameters in order to evaluate the efficacy, safety and convenience of similar medications and will explore the appropriate selection of medications for patients of all ages and across a variety of practice settings. Selected topics reflect considerations and situations seen most commonly in practice settings. Emphasis is placed on inclusion of the patient in the selection and rational use of medications as part of a comprehensive treatment plan.  Additionally students will meet the NYS and Federal requirements for prescription and recordkeeping of controlled substances.

This course focuses on pathophysiology and disruptions in normal body functioning for individuals across the lifespan. In depth theoretical and clinical principles of diseases encountered in primary care  as well as health disparities resulting from genetic, environmental, and stress related causes are included. Assessment findings, diagnostic testing and interventions specific to selected health problems are explored to begin development of critical thinking skills for pathophysiologic causes and treatments of given disease processes.

This graduate level course provides the theoretical and clinical foundation for advanced comprehensive assessment of the health status of individuals and families throughout the lifespan. Building on undergraduate preparation, advanced interviewing and history-taking, diagnostic reasoning, and advanced physical, psychosocial, cultural, developmental, spiritual, and environmental assessment are presented. Students will learn techniques for discrimination and analysis of common abnormal findings, the process of differential diagnosis, and methods for presentation of findings. Theoretical contexts of health promotion and health education will be discussed and applied to clinical findings.

NOTE: this lab/course is only offered on-campus at Roberts Wesleyan College (Rochester, NY) typically in June.

This one-week on-campus intensive course provides the advanced practice nursing (APN) student with lab and simulation experience for skill acquisition of selected clinical diagnostic laboratory and imaging tests and with selected procedures practiced commonly by APNs. Clinical decision-making for selecting appropriate tests or procedures, and interpretation of diagnostic test results is addressed. Students will use evidence-based resources to appropriately gather, interpret, and manage objective diagnostic clinical data to address various health problems across the lifespan and to educate clients re: prescribed diagnostic tests and procedures. This course builds on previous knowledge of basic microbiology, physiology, and clinical practice. Didactic content addresses selected common laboratory and imaging tests applicable to APN practice, the rationale for these tests, expected results and common abnormal results. Practice and simulation experiences focus on selection of appropriate diagnostic tests, collecting specimens, analyzing selected tests and evaluating results. Clinical content prepares students for procedures commonly carried out by APNs in primary care. Students should plan to spend 12 hours/day during this course on studies.

This graduate level course develops comprehensive understanding of health promotion, disease prevention, diagnostic reasoning, and evidence-based clinical practice for care and management of adult patients utilizing a holistic, patient-centered approach to care. Students will begin virtual clinical practice and use case studies to apply advanced physical assessment, and diagnostic skills to develop treatment plans for this population.

This graduate-level course develops clinical skills in the comprehensive understanding of health promotion, disease prevention, diagnostic reasoning, and evidence-based clinical practice for care and management of adult patients utilizing a holistic, patient-centered approach to care. Students will begin clinical practice, apply advanced physical assessment, and diagnostic skills with supervision to develop treatment plans for this population, applying knowledge from GNSG 6610 in clinical practice. NOTE: Students will work with faculty to identify clinical sites in New York State.

This course develops comprehensive understanding of health promotion, disease prevention, diagnostic reasoning, and evidence-based clinical practice for care and management of the geriatric patient ages 65 and older. Students will participate in simulations and case studies to apply advanced physical assessment and diagnostic reasoning skills, and treatment planning for the geriatric population.

This course develops comprehensive understanding of health promotion, disease prevention, diagnostic reasoning, and evidence-based clinical practice for care and management of the geriatric patient. Students will apply knowledge from GNSG 6620 in clinical practice including advanced physical assessment and diagnostic skills with supervision to develop treatment plans for the population of adults ages 65 and older. 

This graduate level course develops comprehensive understanding of health promotion, disease prevention and evidence-based clinical practice for care and management of women’s health and the childbearing patient.  Students will participate in virtual scenarios and complete case studies to apply advanced physical assessment and diagnostic to develop treatment plans for this population.

This course develops comprehensive understanding of health promotion, disease prevention, diagnostic reasoning, and evidence-based clinical practice for gynecologic and women’s health care and management. Students will apply knowledge from GNSG 6630 in clinical practice including advanced physical assessment and diagnostic skills with supervision to develop treatment plans for this population. NOTE: Students will work with faculty to identify clinical sites in New York State.

This graduate level course develops comprehensive understanding of health promotion, disease prevention, diagnostic reasoning, and evidence-based clinical practice for care and management of pediatric patients ages newborn through age 22 utilizing a holistic, patient-centered approach to care. Students will begin virtual clinical practice and use case studies to apply advanced physical assessment, and diagnostic skills with supervision to develop treatment plans for this population.

This graduate-level course develops comprehensive understanding of health promotion, disease prevention, diagnostic reasoning, and evidence-based clinical practice for care and management of pediatric patients utilizing a holistic, patient-centered approach to care. Students will begin virtual clinical practice and use case studies to apply advanced physical assessment, and diagnostic skills with supervision to develop treatment plans for this population. Students will apply knowledge from GNSG 6640 in clinical practice including advanced physical assessment and diagnostic skills with supervision to develop treatment plans for this population. NOTE: Students will work with faculty to identify clinical sites in New York State.

The course will introduce students to health policy, regulatory practices, and current issues within the US that impact cost, quality, and access to care promotion. Formal discussion of leadership initiatives to address healthcare disparities and professional practice legalities will be discussed. Global health will be explored as this impacts care and disease management. The role of the APN as a leader in ethical practice, healthy work environments, and business skill development will be explored.

The purpose of the graduate project is to identify a clinical problem, analyze the problem, and propose an evidence-based change to address the problem. Students will choose problems within their area of clinical specialty, thoroughly review and analyze the available literature/ information, identify the current best practices and, using a change theory/evidence-based practice model, propose and initiate a change that would lead to improved quality and safety for patients in primary care. The student will include measurable outcomes to evaluate the practice change in the proposal. The proposal will be developed as a substantive, formal paper and a professional presentation appropriate to primary care practice.

The purpose of the graduate project is to identify a clinical problem, analyze the problem, and initiate an evidence-based change to address the problem.  During GNSG 6500, students will choose problems within their area of clinical specialty, thoroughly review and analyze the available literature/ information, identify the current best practices and, using a change theory/evidence-based practice model, propose and initiate a change that would lead to improved quality and safety for patients in primary care.  The student will include measurable outcomes to evaluate the practice change in the proposal.  The proposal will be developed as a substantive, formal paper and a professional presentation appropriate to primary care practice.  Once approved by the faculty and the setting of the project, the student will implement the project.  GNSG 6501 will take place during the final semester.  Students will complete the project presentation and submit the final Graduate Project at the end of the final course.