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Nursing Education - Courses & Curriculum

Course Modules

CORE Modules

Nursing Education Modules

Course Descriptions

NSG 510—Theoretical Foundations for Advanced Nursing Practice

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. Foundational to this course is the exploration of the ontological and epistemological issues central to theoretical thinking which include the art of critical thinking in nursing, the process of concept formulation and theory building. The inter-relationship between theory, practice and research is examined and various methods for developing scientific knowledge for practice are explored. Application of nursing theories to nursing practice is emphasized as the student’s chosen theoretical base for advanced practice is identified and developed.

NSG 520 Research Methods

This course emphasizes the theoretical concepts relevant to research methods that are used by nurses and other health care providers engaged in research and health care services. The course will begin with a review of concepts important to all research. After a review of the research process, quantitative and qualitative research approaches will be reviewed including: problem statement, research question, literature review, ethical considerations, research methodology and data collection, and management of data. Emphasis is on understanding and using appropriate methods and procedures to address problems of interest to nurse leaders and nurse educators. The role of theory and ethical issues involved in the conduct of research is addressed. Prerequisite: Introduction to statistics and NSG 510

NSG 535 Research for Advanced Nursing Practice

The course will focus on advanced critique and utilization of nursing research via evidence-based nursing practice models as well as thesis approach to scholarly inquiry in preparation for the Master Project. The students’ understanding of qualitative and quantitative research methodology as well examination of the role of the nurse leader in relation to nursing research and evidence-based nursing practice continues to be developed. The use of research processes to improve decision-making in the health care setting will be examined. Prerequisite: NSG 510, 520

NSG 550– Advanced Professional Role Development

Students will examine the multiple roles of the master’s prepared nurse leader and educator in today’s complex health care environment. The role of the educator and leader as change agent will be explored within the context of using the best evidence to inform the role of leader and educator and transform practice.

MNE 655/MNA 650—Graduate Project

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 a change that would lead to improved quality and safety for patients. The student will include measureable outcomes to evaluate the practice change in the proposal. The proposal will be developed as a substantive, formal paper in addition to a professional poster design and power point presentation, which prepares the student to deliver a professional presentation appropriate to a number of settings (e.g. academic, practice, continuing education).

MNE 525 & MNE 526 – Adv. Clinical Found part 1 and part 2

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 evidence-based nursing practice. The students will expand and refine skills related to health assessment essential for advanced nursing practice.

MNE 515—Educational Theory and the Scholarship of Teaching

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. Prerequisites: Admission to the Nursing Education Program

MNE 615 – Curriculum Development & Evaluation

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. The emphasis will be on undergraduate and staff development.

MNE 625 – Teaching Strategies & Learning Assessment

This course explores the creative design of teaching/learning strategies in the context of classroom instruction specific to nursing education within a caring student/faculty community. Learners develop teaching plans, learner objectives, and specific teaching/learning strategies while addressing the topics of caring, facilitating learning in large and small classrooms, clinical instruction, using creative teaching strategies, and evaluating classroom and clinical learning using formative and summative evaluation strategies. The course culminates in the development of a teaching toolbox portfolio showcasing dynamic teaching strategies to engage future students in interactive and student-centered learning.

MNE 605—Informatics for Nurse Educators

In this course the significance of informatics as a part of effective teaching and learning in the virtual learning environment is examined. This course provides nurse educator students with the knowledge and skills for understanding and using a variety of computer technologies to support the teaching-learning process. The course will discuss principles and application of online learning, use of the Internet in teaching and learning, and how to integrate computer technologies into the nursing curriculum. The course includes email, electronic discussion forums, world-wide web, blogging, and internet assignments.

MNE 640 – Seminar/Practicum in Teaching Nursing

This course explores the creative design of teaching/learning strategies in the context of classroom instruction specific to nursing education within a caring student/faculty community. Learners develop teaching plans, learner objectives, and specific teaching/learning strategies while addressing the topics of caring, facilitating learning in large and small classrooms, clinical instruction, using creative teaching strategies, and evaluating classroom and clinical learning using formative and summative evaluation strategies. The course culminates in the development of a teaching toolbox portfolio showcasing dynamic teaching strategies to engage future students in interactive and student-centered learning.

585.594.6686 or GRADNURSING@roberts.edu