http://nursing.creighton.edu

Dean: Catherine Todero, PhD, RN, FAAN
Associate Dean for Academics, Assessment, and Accreditation: Mary Kunes-Connell, PhD, RN
Program Chair: Julie Manz, PhD, RN

Mission Statement

Creighton University’s College of Nursing offers value-centered educational programs that provide opportunities and guidance for students to develop their intellectual, spiritual and physical potential and to master the knowledge and skills necessary for competent practice at an entry professional, advanced generalist, or advanced specialty level. These programs are designed to prepare nurses whose role is to provide comfort and dignity in life and death and to promote, maintain, or restore health, not as an end in itself but as a means to life that is meaningful and manageable.

This mission is in concert with the Jesuit values mission statement of the University. A learning environment is fostered where students are assisted toward maturity as members of the human community and the nursing profession, capable of critical and creative thinking, thoughtful reflection on ethical and moral responsibilities, and the development of new solutions that foster social justice.

The faculty is responsible for curricula that address the comprehensive health needs of individuals, families, and populations. The baccalaureate program prepares generalists for first level professional positions and provides a foundation for graduate study in nursing. The master’s program prepares clinicians who are capable of advanced generalist practice, such as clinical nurse leaders, or advanced specialty practice, such as nurse practitioners or clinical nurse specialists. The doctoral program prepares nursing leaders who are capable of improving health care through advanced specialty practice and selectively contributing to the development of nursing practice, theory, and science; collaborating with scholars from other disciplines in the application of evidence-based research findings; and designing, managing, and evaluating clinical practices and organizational systems.

Research is perceived as integral to the faculty role for the purpose of generating new knowledge, translating research findings and evidence into practice, and ultimately improving the quality of nursing care, education, and management. Commitment to nursing research is demonstrated through a structure that provides opportunities for both collaborative and interdisciplinary research activities.

The faculty regards service to the community as a responsibility that is demonstrated through active participation in a variety of professional endeavors at the local, state, and national levels. Faculty, serving as role models for future nurses, actively participates in professional and community organizations in order to provide direction for the nursing profession and health related agencies. This participation is particularly intended to exemplify the belief that access to quality health care should be available to all people.

Statement of Goals

Creighton University offers a value centered education grounded in the Ignatian Values with emphasis on Cura Personalis, Finding God in all things, Faith and Justice, and Women and Men for and with others.

The College of Nursing provides opportunities and guidance for students to master the knowledge and skills necessary to become competent professional nurses and to develop their individual intellectual, spiritual, and physical potential. Qualities considered highly desirable for nursing are critical thinking skills; clinical reasoning and clinical judgment skills; sensitivity to the feelings, responses, and needs of others; professional communication skills; integrity; and a developed sense of values. The College believes that understanding and managing the care of clients can only be achieved by balancing the knowledge, skills, and values gained in the humanities, basic sciences, and nursing.

The Goals of the College of Nursing are to:

  1. Support development of caring professionals who are culturally sensitive and who respect the uniqueness and dignity of the client;
  2. Provide a value-centered educational environment conducive to meeting learning needs of diverse student populations;
  3. Promote critical thinking, professional competence, and accountability for the management of care to improve health outcomes;
  4. Foster a professional commitment for life-long learning and scientifically based practice.
  5. Promote a disposition toward service to others and engaged civic responsibility.
  6. Support the ability to communicate professionally and therapeutically using diverse modalities.

Baccalaureate Nursing Degree Offerings

The College of Nursing offers three pathways for undergraduate study leading to a Bachelor of Science in Nursing (BSN) degree: the Traditional Curriculum for qualified high school applicants and college transfer students, the Accelerated Nursing Curriculum (ANC) for qualified persons with non-nursing baccalaureate or higher degrees, and the RN-BSN program designed for qualified registered nurses with associate degrees or diplomas in nursing. The College also collaborates with Hastings College to offer a 3.5+ 1 dual degree program with Hastings College in Hastings, NE.  This program is designed for students completing a Health Systems Major or other appropriate major at Hastings College, meets the prerequisites for the accelerated BSN and completes all accelerated nursing curriculum (ANC) requirements. The Traditional and the ANC curricula are also offered on the satellite campus in Hastings, Nebraska. Selected courses or classes in both pathways are delivered through distance learning between Omaha and Hastings. The RN-BSN program is offered in an on-line delivery format. The nursing curricula offer a prescribed sequence of courses and learning experiences that provide for the progressive development of knowledge and skills necessary for practice as a nurse generalist. Courses are sequential in nature and must be taken in the order identified.

Creighton's fully accredited baccalaureate program in nursing is designed to prepare qualified graduates for generalist practice in multiple settings with diverse populations. Upon completion of degree requirements in the Traditional and ANC curricula, students are eligible to take the National Council of State Boards of Nursing Registered Nurse (RN) licensure examination (NCLEX-RN). The program  establishes the foundation for graduate study in nursing.

The baccalaureate degree in nursing program is accredited by the Commission on Collegiate Nursing Education(CCNE), One Dupont Circle, NW, Suite 530, Washington, DC, 20036.  The baccalaureate program is also approved by the  Nebraska State Board of Nursing.

Baccalaureate Nursing Degree Program Objectives

Nursing is an applied discipline devoted to achieving the outcomes of health promotion, protection, maintenance, and restoration for diverse populations in various settings. Nurses use theory and research from the health sciences, physical and social sciences and arts and humanities as the basis for managing the care of individuals, families, groups, and communities and populations from diverse cultures. Interprofessional collaboration among health disciplines in conjunction with clients enhances the delivery of safe health care as well as achievement of quality, cost effective outcomes. Students are prepared to practice as generalists in a variety of settings with diverse populations. Because of the College's belief that learning is a lifelong endeavor, completion of either of the two curriculum pathways provides a foundation for advanced study at the graduate level.

Completion of either of the two undergraduate curriculum pathways prepares students to:

  1. Incorporate into professional practice respect for each person's dignity, worth and spiritual uniqueness;
  2. Synthesize knowledge from nursing and other disciplines in using evidence-based practice to manage health care of diverse clients;
  3. Demonstrate critical thinking skills in reasoning, analysis, research or decision-making relevant to the discipline of nursing;
  4. Integrate therapeutic and professional communication strategies to improve outcomes;
  5. Manage resources to achieve optimal clinical, quality and cost outcomes for diverse clients;
  6. Incorporate self-awareness and values consciousness into a process of personal and professional development;
  7. Integrate professional, legal and ethical standards into nursing practice. (Revised 1/23/15)

Courses

NUR 116. Introduction to Professional Nursing. 1 credit. SP

NUR 116 introduces concepts central to the role of the baccalaureate prepared registered nurse. The course incorporates information related to current nursing practice roles including those of nursing students, nursing specialties, advanced practice nursing, and interprofessional roles. Students will be introduced to professional practice standards and the essential competencies associated with professional nursing.

NUR 200. Statistical Reasoning. 3 credits. FA, SP

NUR 200 introduces nursing students to statistical reasoning using real data from healthcare related studies. The course will focus on the assumptions, and concepts behind common statistical techniques to give students a firm grasp of how and why statistics are used in healthcare. Each week will consist of both lecture and hands-on analysis using computer-based statistical tools. P: One Magis Core Mathematical Reasoning course.

NUR 205. Health Assessment Across the Lifespan lab for RNs. 1 credit. FA, SP

This course focuses on application of knowledge gained in previous courses and experiences to the physical, psychosocial, and functional assessment of persons at various stages of lifespan development. Emphasis is placed on the baccalaureate nurse’s role in identifying, describing, and communicating assessment findings using a cephalocaudal approach. P: Anatomy and Physiology; Admission to the RN-BSN Program.

NUR 223. Nutrition. 2 credits. FA

NUR 223 provides an overview of the principles and science of nutrition from a personal, consumer, prevention and medical nutrition therapy standpoint. P: So stdg.

NUR 224. Health Assessment Across the Lifespan. 2 credits. SP, SU

NUR 224 introduces students to the knowledge, principles, and skills necessary to assess the physical, psychosocial, and functional status of persons at various stages of lifespan development. Emphasis is placed on the nurse's role in assessing, identifying and describing normal and abnormal findings using a systems approach. P: BMS 111 and BMS 303; CO: NUR 226 and NUR 252. Department permission required for summer enrollers and non-nursing majors.

NUR 226. Health Assessment Practicum. 1 credit. SP, SU

NUR 226 provides opportunities for students to apply concepts learned in NUR 224 to the physical, psychosocial, and functional assessment of persons at various stages of lifespan development. Emphasis is placed on developing basic skills and techniques necessary to conduct a comprehensive health assessment and physical examination. Students will apply physiological and pathophysiological concepts to the normal and abnormal findings of health assessment, physical examination and common health alterations. Graded Satisfactory/Unsatisfactory. CO: NUR 224.

NUR 228. Lifespan Development. 3 credits. FA

This course is a broad overview of normal human development from the prenatal stage through older adulthood. Emphasis will be placed on understanding the individual in the context of the psychological, social, behavioral, cultural and spiritual environment. P: PSY 201 and SOC 101 or SOC 102 or ANT 111.

NUR 252. Human Pathophysiology. 3 credits. SP, SU

NUR 252 provides an overview of pathophysiological concepts across the lifespan. The course will define fundamental concepts, identify principles of health alterations, and provide an overview of common pathologies as well as the pathophysiological alterations related to body systems. It is designed for students with limited or no clinical experience. P: Admission to ANC program or BMS 111, BMS 303, CHM 111, and MIC 141. CO: NUR 224 and NUR 226; P or CO: CHM 112 and CHM 113 or CHM 203 and CHM 204. Department permission required for summer enrollers and non-nursing majors.

NUR 255. Safety/Quality in Care Management Lab I. 1 credit. SP

NUR 255 teaches foundational nursing and interprofessional concepts, principles, and skills that promote quality and safety outcomes in health care management. This course incorporates competencies from Quality Safety Education for Nursing (QSEN), Interprofessional Education Collaborative (IPEC), and Institute of Medicine (IOM) to help students develop affective, cognitive, and psychomotor skills required as members of the health care team. This 1-credit hour lab equates to 2 contact hours/week of lab, simluation, and seminar experiences. P: Admission to the Nursing program. P or CO: CHM 112, CHM 113, NUR 116.

NUR 288. Health Assessment Across the Lifespan. 2 credits. FA, SP

NUR 288 is designed to introduce students to the knowledge, principles and skills necessary to assess the physical, psychosocial, and functional status of persons at various stages of lifespan development. Emphasis is placed on the nurse's role in assessing, identifying and describing normal and abnormal findings using a systems approach. P: Admission into ANC program: CO: NUR 289.

NUR 289. Health Assessment Practicum. 1 credit. FA, SP

NUR 289 provides opportunities for students to apply knowledge gained in previous courses to the process of physical, psychosocial and functional assessment of persons at various stages of lifespan development. A hands-on approach is used to enable students to acquire the knowledge and skills necessary to perform a comprehensive health assessment on individuals at various stages of lifespan development and to describe normal findings. Graded Satisfactory/Unsatisfactory.CO: NUR 288.

NUR 290. Care Management I: Concepts for Health Promotion and Outcomes Improvement. 5 credits. FA, SP

NUR 290 emphasizes health concepts, health changes, and fundamental interventions for health restoration. The course focuses on health promotion and wellness, chronicity and quality of life, basic human needs, and care management and outcomes improvement for diverse populations. P: NUR 288 and NUR 289; CO: NUR 252, NUR 291, and NUR 341.

NUR 291. Care Management for Health Promotion And Outcomes Improvement Practicum I. 5 credits. FA, SP

NUR 291 provides practicum learning experiences necessary for students to apply concepts and principles of human development, culture, ethnicity and socioeconomic status in their understanding of health promotion for clients across the lifespan. Opportunities for health assessment and goal-directed communication are provided so that students increase their competence in the use of these skills. Proficiency with fundamental technologies/skills is acquired at this level. Graded Satisfactory/Unsatisfactory. CO: NUR 290.

NUR 300. Transition to Online Baccalaureate Education. 1 credit.

NUR 300 provides opportunities for newly admitted College of Nursing RN to BSN or Outcomes Management and Care Coordination Leadership Certificate students to explore the University’s Jesuit, Catholic history and Ignatian values; become familiar with program and course expectations; gain an understanding of the tools and services available through the University; and review study strategies to encourage success. P: Admission to the RN-BSN Degree Program or Outomces Management and Care Coordination Leadership Certificate Program.

NUR 315. Outcomes Management & Care Coordination I: The Nurse's Role in Care Transition. 3 credits. FA, SP

NUR 315 introduces the concepts of outcomes management, care management, and the role of the professional nurse as a provider, designer, and manager of care for the individual or family to enhance quality care. Emphasis is placed on the professional nurse’s role in the coordination of patient-centered care; including navigation of care within and among health care settings, and facilitating care transitions. P: Admission to the RN-BSN degree program or the Outcomes Management and Care Coordination Leadership Certificate Program.

NUR 319. Leadership Seminar I: Self-Inquiry. 1 credit. FA, SP

NUR 319 provides an introduction to leadership for RN students to reflect on their professional career development and leadership roles in today’s complex health care environment. Students examine the responsibility and accountability of the professional nurse through self-assessment, self-reflection, and inquiry. CO: NUR 315.

NUR 335. Outcomes Management & Care Coordination II: Teamwork & Collaboration. 3 credits. FA, SP

NUR 335 examines outcomes management and care coordination from the perspective of the nurse as a leader in the interprofessional team. Best practices for teamwork and collaboration in healthcare are explored to promote optimal health outcomes. Students further develop competencies in communication and relations management, professionalism, change management, and partnerships required to successfully coordinate care across the care continuum. P: NUR 315; CO: NUR 340.

NUR 340. Leadership Seminar II: Exploration of Leadership. 1 credit. FA, SP

NUR 340 introduces students to principles and concepts of leadership in nursing practice from the perspective of working within an interprofessional team. Leadership theories and styles will be explored in relationship to the professional nurse’s role as a leader within a team. Emphasis is placed on the professional nurse’s ability to apply creative and critical thinking toward promoting leadership among nurses as members of interprofessional teams. P: NUR 319; CO: NUR 335.

NUR 341. Nursing Management of Pharmacotherapy. 3 credits. FA

NUR 341 provides students with a sound basis for clinical application of pharmacology. It addresses pharmacodynamic and pharmacokinetic properties, therapeutic uses, adverse effects and nursing implications for selected drug classifications used in various health care settings. P or CO: NUR 252.

NUR 345. Leadership Seminar III: Systems-Based Leadership. 1 credit. SP, SU

NUR 345 provides opportunities for students to enhance their leadership competencies by further exploring theories and principles of leadership in relationship to complex systems. The nurse’s role in leading within complex healthcare systems to promote quality care will be emphasized. P: NUR 340; CO: NUR 356.

NUR 350. Professional Portfolio. 1 credit. SP, SU

Students earn academic credit by submitting a written portfolio, a collection of reflective essays with supporting documentation that demonstrate college-level learning. In these written narratives, students reflect critically on how personal and professional experiences—workplace training, community service, or self-study, among others—have contributed to learning over a lifetime and how this learning will be integrated into your present and future nursing career. To substantiate knowledge claims, students include certificates, letters of reference, photographs, newspaper clippings, or other relevant, verifiable documentation. The portfolio is submitted to a faculty panel, which recommends credit appropriate for the level and scope of learning that has occurred.

NUR 351. Care Management and Outcomes Improvement I. 5 credits. FA

NUR 351 is an introduction to the care management process in promoting, protecting, restoring and maintaining health. Content includes transcultural concepts across the lifespan and with diverse populations. P: THL 250/PHL 250, NUR 255, NUR 224, NUR 226, NUR 252; CO: NUR 341, NUR 352, NUR 353.

NUR 352. Care Management and Outcomes Practicum I. 4 credits. FA

NUR 352 provides practicum opportunities for students to apply concepts of care management in the health promotion, protection, restoration and maintenance for diverse populations across the lifespan. Proficiency with fundamental care management skills and technologies is acquired. Learning experiences will take place in a variety of acute, long term, and community based settings. Graded Satisfactory/Unsatisfactory. CO: NUR 351.

NUR 353. Principles of Population-Based Health Care. 3 credits. FA

NUR 353 is designed to provide students with theoretical perspectives, skills and knowledge associated with the primary functions of public health. Students will use principles of epidemiology and demographic measurement of populations and groups to examine the distributive factors of health needs in populations. Students will apply concepts of community/population as client to the assessment, planning, implementation, and evaluation used in select populations. Students will identify how the care management process is incorporated in the community/population health planning process. P: NUR 255, NUR 224, NUR 226, NUR 252.

NUR 354. Power, Politics, And Policy In Health Care. 2 credits. SP

NUR 354 focuses on the understanding of the interplay and synthesis of power, politics, and policy in health care. It emphasizes the importance of nursing participation in the many spheres of political influence, including the workplace, government, professional organizations, and the community. P: Jr. stdg. or IC.

NUR 355. Safety/Quality in Care Management Lab II. 1 credit. FA

NUR 355 teaches advanced nursing and interprofessional concepts, principles, and skills that promote quality and safety outcomes in health care management. This course incorporates competencies from Quality and Safety Education for Nurses (QSEN), Interprofessional Education Collaborative (IPEC), and the Institute of Medicine (IOM) to help students develop the affective, cognitive, and psychomotor skills required as a member of the health care team. This 1-credit hour lab equates to 2 contact hours/week of lab, simulation, and seminar experiences. P: NUR 255, NUR 224, NUR 226, and NUR 252; CO: NUR 351, NUR 352, and NUR 353.

NUR 356. Outcomes Management & Care Coordination III: Healthcare Environment. 3 credits. SP, SU

NUR 356 addresses concepts of complex systems, organizational design, and nursing care delivery systems to enhance the professional nurse’s ability to design, manage, and coordinate care. Concepts of quality management, quality indicators, and cost of quality, commonly used QI tools and processes (PCDA) will be used to guide discussions and assignments. P: NUR 335; CO: NUR 345.

NUR 360. Research & Evidence-Based Practice. 3 credits. FA, SP

NUR 360 introduces students to concepts of evidence-based practice. Students acquire skills in developing and refining interdisciplinary clinical practice problems. Informatics skills for accessing various levels of evidence related to practice are introduced. By applying critical appraisal criteria, students determine the value and applicability of health care research and information. The components of EBP including research evidence, clinical expertise, and patient values are applied to practice to improve the quality of health care in diverse client populations. P: NUR 200 or equivalent.

NUR 361. Informatics in Health Care. 2 credits. FA

NUR 361 introduces the student to the use of computer-based information management in health care. Emphasis is on applications that provide resources for clinical practice, education, communication, and research. P: Jr. stdg or IC; CO: NUR 362.

NUR 362. Informatics In Health Care Practicum. 1 credit. FA

NUR 362 provides practice in using a variety of computer applications in education, communication, research and clinical practice. Graded Satisfactory/Unsatisfactory. CO: NUR 361. P: Jr. stdg.

NUR 365. Ethical Principles in Health Care. 2 credits. SP, SU

NUR 365 builds on nurses’ experience in the clinical setting, using it to discern ethical issues and to identify moral distress. Students become familiar with resources in ethical deliberation, including ethics principles, value statements, frameworks, and the critical components of communication. Through discussion, texts, and film students encounter challenging issues and cases, gaining practice in both collaboration and applying resources. Using reflection students will examine their reactions to course materials in an iterative fashion, improving their skills in critical analysis. Through discussion and in writing students will learn to articulate definitive positions and ground them in the discourse of nursing ethics. P: THL 100; one Critical Issues in Human Inquiry course; PHL 270/THL 270 or its Equivalent.

NUR 371. Care Management and Outcomes Improvement II. 5 credits. SP

NUR 371 focuses on the care management of diverse populations experiencing health alterations or diseases which may include those that are highly prevalent; have a significant effect on morbidity and quality of life; are highly preventable and/or create a financial burden for the individual, the health care system, and society. Emphasis is placed on using the disease management model to understand the common trajectory of selected diseases and the major cost drivers of selected diseases. P: NUR 341, NUR 351, NUR 352, NUR 353, and NUR 355; CO: NUR 372, NUR 375, and NUR 377.

NUR 372. Care Management and Outcomes Improvement Practicum II. 5 credits. SP

NUR 372 provides practicum experiences in care management in a variety of settings for clients with selected episodic and chronic alterations in health states. It applies concepts learned in NUR 371. Emphasis is placed on an interprofessional collaborative approach to disease management in order to achieve optimal outcomes. Graded Satisfactory/Unsatisfactory. CO: NUR 371 and One Magis Core Oral Communication course.

NUR 375. Safety/Quality in Care Management Lab III. 1 credit. SP

NUR 375 engages students in the care management process through application of nursing and interprofessional concepts, principles, and skills that promote quality and safety outcomes in health care management. This course incorporates competencies from Quality and Safety Education for Nurses (QSEN), Interprofessional Education Collaborative (IPEC), and the Institute of Medicine (IOM) to help students develop the affective, cognitive, and psychomotor skills required as a member of the health care team. This 1-credit hour lab equates to 2 contact hours/week of lab, simulation, and seminar experiences. P: NUR 351, NUR 352, NUR 353, and NUR 355; CO: NUR 371, NUR 372, and NUR 377.

NUR 377. Research and Evidence-Based Nursing Practice. 3 credits. SP

NUR 377 addresses the development of beginning level skills in research utilization and critiquing health care research for purposes of quality and quality improvement. Students are introduced to ways of knowing and critical thinking as frameworks for understanding and contributing to evidence-based practice in nursing. P: NUR 200 or Statistics equivalent; CO: NUR 371.

NUR 381. Care Management of Populations. 2 credits. SP, SU

NUR 381 examines historical trends and current concepts of public health with particular attention to the core functions of assessment, assurance and policy development. Students integrate the concepts of demography, epidemiology, vulnerability and social justice and cultural competence in the care management of populations. P: NUR 252, NUR 288, NUR 289, NUR 290, NUR 291, NUR 341. CO: NUR 382, NUR 386, NUR 390, NUR 391, NUR 394.

NUR 382. Care Management of Populations Practicum. 1 credit. SP, SU

NUR 382 provides opportunities to acquire skills for assessing a group or population and planning, implementing, and evaluating health promotion and protection interventions. Graded Satisfactory/Unsatisfactory. CO: NUR 381.

NUR 386. Research and Evidence-Based Knowledge for Care Management. 3 credits. SP, SU

NUR 386 introduces students to research and research utilization processes as they apply to evidence-based practice. The steps of the research process and research utilization process are applied to clinical problems. Ethical issues related to the research process are discussed. Students critique both qualitative and quantitative research literature. Emphasis is placed on the use of evidence to improve the quality of care. Advances in computer technology and application to education, communication, research and clinical practice are introduced. P: NUR 252, NUR 288, NUR 289, NUR 290, NUR 291, NUR 341; CO: NUR 381, NUR 382, NUR 390, NUR 391.

NUR 390. Care Management and Outcomes Improvement II. 6 credits. SP, SU

NUR 390 introduces the concepts of health alteration/disease management and outcomes improvement for the major episodic and acute illnesses that occur in diverse populations. The focus is on the care management of those health alterations/diseases that are highly prevalent; have a significant effect on morbidity, mortality, and quality of life in the general population; are highly preventable; and/or create a financial burden for the individual, the health care system, and society as a whole. P: NUR 252, NUR 290, NUR 291, NUR 341. CO: NUR 381, NUR 382, NUR 386, NUR 391, NUR 394.

NUR 391. Care Management and Outcomes Improvement Practicum II. 6 credits. SP, SU

NUR 391 provides practicum learning opportunities that emphasize outcome improvement, disease management, and interprofessional collaboration. Learning experiences will take place in a variety of acute care and community-based settings for diverse populations with selected episodic and chronic alterations in health states. Graded Satisfactory/Unsatisfactory. CO: NUR 390.

NUR 394. Health Care Management and Leadership. 2 credits. SP, SU

NUR 394 focuses on the investigation, analysis, and application of the principles and practices of leadership and management in health care delivery systems. It emphasizes concepts foundational to resource allocation and utilization in managing the delivery of care and integrates these concepts in the context of leadership and management roles in care management, clinical outcome improvements and interdisciplinary teamwork along the continuum of care. CO: NUR 390, NUR 391.

NUR 440. Outcomes Management & Care Coordination IV: Population-Based Care Integration. 3 credits.

NUR 460. Outcomes Management and Care Coordination IV: Population-Based Care Integration. 3 credits. FA, SP

NUR 460 introduces population health and community-level interventions. Content includes the core concepts of public health, prevention-focused community nursing practice, community needs assessment and health planning. Emphasizes the professional nurse’s role as a partner in providing integrated care within community systems. P: NUR 356; CO: NUR 478.

NUR 465. Outcomes Management and Care Coordination V: Capstone. 3 credits. FA, SU

NUR 465 provides opportunities for students to synthesize concepts of care management and coordination, team work, collaboration, conflict management and negotiation, and health care policy in developing a Quality Improvement Project within their work setting. Integration of an understanding the health care environment, regulations, and finance within an ethical framework and Ignatian values will further inform their project. The student will work with a preceptor/mentor in the work site during QI Project development and dissemination. This capstone course includes two credit hours (90 hours) of practicum. P: NUR 460 and all core courses must be completed prior to enrollment in NUR 465; CO: NUR 490.

NUR 471. Care Management and Outcomes Improvement III. 5 credits. FA

NUR 471 focuses on the care management of clients with multiple, complex problems associated with selected diseases of high risk, high prevalence, and high cost. Multiple needs of clients at various levels of illness acuity and chronicity are examined. P: NUR 371, NUR 372, NUR 375, NUR 377 and One Magis Core Contemporary Composition course; CO: NUR 472, NUR 473, and NUR 474.

NUR 472. Care Management and Outcomes Improvement Practicum III. 5 credits. FA

NUR 472 incorporates practicum experiences in a variety of settings with clients experiencing multiple, complex problems associated with episodic and chronic illnesses. Emphasis is placed on development of the nurse as a leader of the interdisciplinary care management team. Graded Satisfactory/Unsatisfactory. CO: NUR 471.

NUR 473. Leadership for Care Management. 2 credits. FA

NUR 473 focuses on the investigation, analysis and application of principles and practices of leadership and management in health care delivery systems. It emphasizes concepts foundational to resource allocation and utilization in managing the delivery of care, and integrates these concepts in the context of leadership roles in care management, clinical outcome improvement, and interprofessional collaboration. P: NUR 371, NUR 372, NUR 375, and NUR 377; CO: NUR 471.

NUR 474. Applied Nursing Ethics. 3 credits. FA

NUR 474 identifies ethical issues in health care and distinguishes carefully among salient features of these problems' moral, social, legal, and political dimensions. Emphasis is placed on development of skill in conceptual analysis, critical thinking, moral reasoning, argumentation, and developing an ability to consider and articulate objections to a range of views. P: NUR 371, NUR 372, NUR 377 and One Magis Core Ethics course.

NUR 478. Leadership Seminar IV: Leadership and Population-Based Care Integration. 1 credit. FA, SP

NUR 478 identifies leadership approaches that intersect with population-based care integration. Introduces leadership approaches that impact both healthcare systems and community health. Students synthesize community-level data and explore steps in community program planning. Identifies linkages between generalist nursing practice and Public Health Nursing core competencies. P: NUR 345; CO: NUR 460.

NUR 481. Transition to Professional Nursing. 2 credits. SP

NUR 481 is designed to facilitate transition from student to professional nurse. Students are provided opportunities to explore political, legal, economic, ethical, social, cultural, and technologic influences on trends and issues related to nursing, care management and health care. Content focuses on reciprocal relationships among society, health care organizations, and the nursing profession. P: NUR 471, NUR 472, NUR 473, and NUR 474; CO: NUR 482 and NUR 485.

NUR 482. Care Management and Outcomes Improvement Capstone Practicum. 10 credits. SP (Credits change to 8 effective 2017-2018)

NUR 482 provides students with opportunities to synthesize professional nursing concepts and skills in a selected clinical setting with an emphasis on care management and clinical outcome improvement. The course emphasizes the ability to develop sound clinical decision-making skills and work effectively with the multidisciplinary team. Emphasis is also placed on the use of research in total quality improvement and evidence-based practice. CO: NUR 481.

NUR 485. Policy and Advocacy in Health Care. 2 credits. FA, SU (Offered FA for Accelerated BSN Students;)

NUR 485 focuses on understanding the influence of regulatory, financial, and healthcare policies on professional nursing practice. The course emphasizes professional nursing responsibility in advocating for access, affordability, equity, and social justice for diverse populations as organizational, local, national, and global healthcare policies are formulated. Advocacy, activism, and leadership will be considered across the spheres of influence: workplace/workforce, government, associations and advocacy groups, and the community. CO: NUR 481 and NUR 482 (traditional BSN students) or NUR 496 and NUR 497 (accelerated BSN students).

NUR 486. Healthcare Policy, Regulation, and Finance. 2 credits. FA, SP

This course explores the policy, regulatory, and financial influences on health care coordination, transition, and outcomes management for individuals and populations. Students examine current and historical events, policies, and financial models affecting healthcare delivery and outcomes through the lens of various ethical principles and societal contexts. The nurse’s roles as advocate and leader in many spheres of influence are explored including the workplace, government, professional organizations, communities, and global.

NUR 490. Leadership Seminar II: Exploration of Leadership. 2 credits. FA, SP

NUR 490 provides students opportunities to synthesize principles and concepts of leadership in nursing practice, leadership theories and styles, Ignatian values and their own critical self-analysis to development a plan for leadership throughout their careers. Emphasis is placed on promoting leaders who are reflective practitioners with creative and critical thinking skills. Building upon their initial portfolios, students will assess and analyze their achievement of both self-identified goals and program outcomes. P: NUR 478; CO: NUR 465.

NUR 492. Transition to a Values Based Profession. 2 credits. FA, SP

NUR 492 is designed to facilitate transition from the student role to a values-based professional nursing role. The content focuses on the reciprocal ethical relationships between society, health care organizations, and the nursing profession. This course provides opportunities for students to appraise how professional nurses can consistently demonstrate core values related to nursing, care management, and health care. Political, legal, economic, ethical, social, cultural, and technologic influences on health care and professional nursing practice are addressed. P: NUR 496, NUR 497, and NUR 485; CO: NUR 498.

NUR 495. Directed Independent Study. 1-3 credits.

Supervised study related to specific areas of nursing concern. Learning experiences include directed readings, seminar, presentations, field trips and other activities designed to enhance the students' knowledge and skill base in care management of diverse populations.

NUR 496. Care Management and Outcomes Improvement III. 4 credits. FA, SU

NUR 496 emphasizes the care of clients with complex health problems. Students apply knowledge of systems, dysfunction, pathophysiology, laboratory data, pharmacology, and intervention protocols in the process of providing, analyzing, and evaluating the care given to diverse populations. Emphasis is placed on the promotion, maintenance, and restoration of health and the prevention of complications in clients with complex health problems. P: NUR 381, NUR 382, NUR 386, NUR 390, NUR 391, NUR 394: CO: NUR 485.

NUR 497. Care Management and Outcomes Improvement Practicum III. 4 credits. FA, SP

NUR 497 provides students with practicum opportunities to care manage a variety of complex clients including those with unstable/ life threatening diseases or trauma in the acute care and community health settings. This practicum experience is structured to foster the refinement of clinical skills, organization in client care activities, the development of sound clinical activities, the development of sound clinical decision-making skills, and the ability to work effectively as a team member. Proficiency with advanced skills is acquired at this level. Graded Satisfactory/Unsatisfactory. CO: NUR 496.

NUR 498. Care Management and Outcomes Improvement Capstone Practicum. 7 credits.

NUR 498 provides students with opportunities to synthesize professional nursing concepts and skills in a selected clinical setting with an emphasis on care management and clinical outcomes improvement. The course emphasizes the ability to develop sound clinical decision-making skills and work effectively with the multidisciplinary team. Emphasis is also placed on the use of research in total quality improvement and evidence-based practice. Graded Satisfactory/Unsatisfactory. P: NUR 496, NUR 497, and NUR 485; CO: NUR 492.

Faculty

Professors: Mary Kunes-Connell PhD, RN, Joan M. Lappe PhD, RN, FAAN, Ann Laughlin PhD, RN, Mary Tracy RN, PhD

Associate Professors: Amy Abbott PhD, RN, Helen Stanton Chapple PhD, RN, MA, MSN, Cindy Costanzo PhD, RN, Maribeth Hercinger PhD, RN, Julie Manz PhD, APRN, Catherine O'Keefe DNP, APRN, Lori Rubarth PhD, APRN, NNP-BC, Anne Schoening PhD, RN, CNE, Nancy Shirley PhD, RN, CNE, Martha Todd PhD, APRN

Assistant Professors: Marilee Aufdenkamp MS, RN, Sara Banzhaf MSN, RN, Nancy Bredenkamp PhD, APRN, Catherine A. Carrico DNP, APRN-NP, Susan Connelly DNP, APRN-NP, Amy Cosimano EdD, RN, Rebecca Davis DNP, APHN-BC, Elizabeth Flott MSN, RN, Joely Goodman MSN, RN, Cynthia Hadenfeldt RN, MSN, EdD, Ann Harms EdD, RN-APRN-CS, Kimberly Hawkins PhD, APRN, Lindsay Iverson DNP, APRN-NP, ACNP-BC, Mandy Kirkpatrick MSN, RN-BC, Kandis McCafferty PhD, RNC-OB, C-EFM, Margo Minnich DNP, RN, Patricia Nilsson MS, RN, CS, P. Ann Oertwich MSN, RN, Jane Parks RN, MSN, Meghan Potthoff MSN, APRN, Hilarie Price MSN, RN, Lorraine Rusch PhD, RN, CNE, Cindy Selig DNP, APRN, RNC-OB, Cindy Slone EdD, RN, CEN, Barbara Synowiecki MSN, APRN, C-PNP, Jenna Woster PhD, RN, FCN, GRN, Amy Yager DNP, APRN, FNP

Instructors: Sarah Ball MSN, RN, Trisha Beiermann MSN, RN, CVRN-BC, Jacqueline Hanks MSN, APRN, CPNP-PC/AC, Jacqueline Miller MSN, RN

Adjunct Assistant Professors: Anna Nolette MSN, RN, Misty Schwartz PhD, RN, Ali Whittaker EdD, RN