Person-centered and holistic care for individuals, families, groups, and communities across the healthcare delivery continuum from prevention to disease management is studied for ways to collaborate and provide the highest quality care which is grounded in social justice, recognizing oppression, prejudice, and discrimination, with a commitment to serving and advocating for diversity, equity and inclusion. In addition, considering the social determinants of health such as personal, social, economic, and environmental factors to advocate for healthy environments that impact our world. Prerequisites: 340; Corequisite: 451.

Traditional and non-traditional partnerships are explored with a commitment to provide compassionate, respectful, dignified and evidence-based care to serve underrepresented and diverse populations. Attention will be placed on promoting community engagement and population-focused health education to improve equitable population health outcomes and to provide safe, quality, and evidence-informed care across the lifespan. Engagement in direct and indirect experiences will include wellness and disease prevention, chronic disease management, regenerative or restorative care, and palliative or hospice care. Prerequisite: 340, 450.

The interrelationship among public health theory, health promotion, disease and injury prevention, and evidence-based practices are studies and applied to public health nursing practice for individuals, families, communities, and populations across the life span. Environmental health, epidemiology, health care systems, and regulations, policy development, economics, and emergency preparedness are examined. Grounded in social justice, students will explore the role of advocacy with a commitment to health and safety of vulnerable populations locally, nationally, and worldwide. Public health concepts will be applied in a variety of clinical settings to introduce the student to public health nursing practice. Opportunities for experiences in inter-a and intraprofessional communication and collaboration, population-focused assessment and interventions, health promotion and clinical prevention, care delivery, and health teaching are offered. Prerequisites: 323, 324, 365, 372, 382.

This didactic course prepares students to care for culturally diverse adults with complex, high acuity needs. It emphasizes clinical judgment, evidence based practice, safety, quality, communication, and ethical decision making. Students build theoretical understanding to support person centered care, interprofessional collaboration, and health equity in acute care settings. Prerequisites: 326, 328, 336, 337, 360.

This didactic course prepares students to care for culturally diverse adults with complex, high acuity needs. It emphasizes clinical judgment, evidence based practice, safety, quality, communication, and ethical decision making. Students build theoretical understanding to support person centered care, interprofessional collaboration, and health equity in acture care settings. Prerequisites: 326, 328, 336, 337, 360. Must be taken concurrent with 417.

This clinical course further advances students competencies to care for culturally diverse adults with complex, high-acuity medical-surgical conditions. Students will apply clinical judgment, evidence-based practice, and interprofessional collaboration to deliver safe, person-centered care while demonstrating leadership, communication, and ethical decision-making. Through immersive clinical experiences, students will synthesize prior knowledge and engage in quality improvement, uphold professional standards, and advocate for health equity in acute care and high-acuity settings. Prerequisites: 314, 326, 328, 336, 337, 360. Must be taken concurrent with 416.

This course continues adult health nursing theory and clinical applications in a variety of higher acuity inpatient settings. Students learn to apply theory to the care of adults needing complex restorative and maintenance health interventions. Clinical decision making in critical scenarios is strengthened through weekly simulation sessions. Prerequisites: 323, 324, 365, 372, 382.

Designed to examine womens health issues from a feminist perspective, this course explores the relationship of women to the health care system, discusses the historical role of women as providers and consumers of health care, and uses a holistic model to examine womens issues and concerns across the lifespan. The third credit is earned through an independent action project. (Equivalent to WMST 351.)

Distinguish professional nursing practice to expand clinical judgement based on evidence from nursing history stemming from Florence Nightingales holistic practice, nursing theory, and other disciplines to further nursing perspective of accountability and collaboration that reflects nursings professional identity, characteristics, and values. The nurses role in advocating for health policy that impacts patient care and the profession is explored to include the exploration of professional organizations to support patient and professional practice. Integral to nurses practice is the emphasis on life-long learning and responsibility to oneself, considering self-care practices. Prerequisite: 340 and RN License.

In this course, students build skills as curious scholars, ethical leaders, and active citizens by critically evaluating health-related research and applying evidence to guide holistic nursing care. Through collaborative inquiry and analysis, students explore ethical research practices, assess quality improvement strategies, and examine team dynamics and change theories to improve care at both individual and community levels. Prerequisites: 231, 232, 242, 349, MATH-130 or 230, WCII course.