Application and synthesis of safe, evidence-based practice emphasizing clinical expertise, patient expectations, and the best research evidence. Integration of leadership and professional values of the nurse as provider and coordinator of holistic care. Emphasis on the transition to practice as a professional nurse with a focus on evaluation of critical thinking and clinical reasoning skills when providing safe, evidence-based, quality nursing care. Prerequisites: 422, 432, 452, 465 or concurrent.

This course is designed to give the senior nursing student an overview of approaches to studying for the NCLEX. A variety of approaches and strategies for studying will be incorporated. The course is not intended to replace a professional review course for the licensure exam. Prerequisites: 323, 324, 365, 372, 382. Restricted to senior 2 year nursing students who are eligible to take ATI Predictor in their final semester concurrent with 482.

Complex transition to practice concepts are analyzed to facilitate the transition from new graduate nurse to professional nurse after completing the NCLEX examination. Factors related to the development of professional identity, life-long learning, and resiliency are integrated into professional nursing roles. Prerequisite: 326, 328, 336, 337, 360, 463. Register in final semester of program.

Courses on topics of interest to nursing students offered on the basis of need, interest, or timeliness. Prerequisites as determined by the instructor. Restricted to students with junior standing or higher. May be repeated for credit. For specific section description, click to the Section Details in VitNet.

Independent reading and/or research under the guidance of a faculty member. Refer to the academic policy section for independent study policy. Independent study contract is required. Prerequisites as determined by instructor. May be repeated for credit.

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.

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.

Explore nursing topics and the synthesis of scientific knowledge through the critical appraisal of research studies. Examine nurses' role to support bioethical research principles to advocate and support participants. And, analyze the nurses' role in contributing to improving health and transforming health care using evidence-based practice, which is foundational for nurses as a problem-solving approach to the deliver the best healthcare outcomes.

Complex concepts of nursing leadership and management and their relationship with clinical excellence and high-quality clinical outcomes are explored. The professional nursing leadership roles and responsibilities are analyzed to coordinate care that is equitable for diverse patient populations across settings of care with an emphasis on system thinking. Prerequisites: 326, 328, 336, 337, 360.

General concepts of nursing leadership are explored to improve patient outcomes and effectively manage resources. The professional nursing leadership roles and responsibilities in a rapidly changing, complex healthcare system are analyzed. Prerequisites: 323, 324, 365, 372, 382.