Course Descriptions - Azusa Pacific University

Discipline: GNRS Nursing (Graduate)

94 Results

GNRS 500

Conceptual Foundations of Professional Nursing

Units: 2

This course focuses on the introductory concepts crucial to the socialization of second career students to professional nursing. The history of nursing, the evolution of nursing in the U.S., the art and science of nursing, the legal and professional basis of nursing, the role of nursing in the health care delivery system, and current issues and trends in nursing education, practice and research are emphasized. Prerequisite: admission to the S.C.A.N. or EENAP program

GNRS 501

Theoretical Thinking in Nursing

Units: 2

This course examines questions about the nature and construction of theory and how theoretical ideas are developed and used in nursing practice and research. Philosophical ideas underlying theory are examined and selected theoretical models and theories are explored. Prerequisite: completion of undergraduate research course or instructor's consent

GNRS 502

Advanced Clinical Decision Making

Units: 2

The theory and practice of clinical decision making in nursing provides the major course focus. Factors which influence the clinical decision-making process are examined, and practical applications within the clinical area identified. The relationship between clinical decision making and policy formulation is analyzed. The role of nursing diagnoses in clinical decision making is critiqued.

GNRS 503

Cultural Competency in Health Care

Units: 2

This course focuses on understanding general and specific culture concepts relevant to health and health-seeking behaviors of diverse ethnic/cultural groups in the United States. These concepts serve as the basis for formulating culturally competent health care interventions for individuals, families, and communities. In addition, the course addresses the concept of acculturation as a major source of inter- and intra-ethnic/cultural diversity.

GNRS 504

Bioethics and Health Policy

Units: 3

This course focuses on bioethical analysis, decision- making and moral policy analysis, and formulation. Health-related cases, issues, and policy are addressed as related to the professions represented by the students enrolled in the course. Health is broadly understood as encompassing a wide range of professional and social issues (such as world hunger, poverty, euthanasia and assisted suicide, organ transplantation, state and national health policy, etc.). Prerequisites: graduate standing

GNRS 506

Spiritual Care

Units: 3

Selected concepts in the spiritual care of persons from the traditional Judeo-Christian perspective provide a central focus to the course. The goal is to apply spiritual concepts to the care of persons with complex health or illness care needs. Students are introduced to and engage in the process of scholarly research. The course is conducted as a tutorial/seminar experience. Prerequisite: graduate standing for nurses, and instructor's permission for others

GNRS 508A

Research and Theory in Advanced Practice Nursing

Units: 4

This course prepares nurses to use theory and research evidence in advanced clinical practice. The relationship between theory and research is examined, exploring questions about the nature, construction, and use of each. Selected theoretical models and theories are explored, and students learn how ideas are developed and used in nursing practice and research. Students deepen their understanding of the research process by engaging in systematic search, critique, and summary of research studies with direct application to nursing practice. Experience in statistical analysis of research data is included. Prerequisites: computer literacy, undergraduate research course, undergraduate statistics course, and graduate standing

GNRS 509

Qualitative Research: Grounded Theory

Units: 3

A variety of qualitative research approaches and issues, including grounded theory, phenomenology, and ethnography, are introduced and explored. Students collect and analyze qualitative data using the constant comparative methodology of grounded theory. Prerequisites: GNRS 508A and instructor's consent

GNRS 510

Family Theory in Health Care

Units: 2

The major theoretical perspectives for understanding the family as a core unit of analysis are studied. This course fosters the student's recognition of the family's responsibility for health. Factors such as family patterns and care-giving tasks of families experiencing catastrophic or chronic alteration in health care are examined. Prerequisite: graduate standing

GNRS 511

Advanced Pediatric Health Assessment and Health Promotion

Units: 4 (3/1) Parentheses indicate theory units/clinical units.

This course develops the graduate nurse's assessment skills and focuses on the promotion of health in the pediatric population from the newborn period through adolescence. The emphasis is on adapting and expanding the medically focused history and physical assessment to incorporate the assessment of traditional health practices and to identify culturally relevant and age appropriate health promotion strategies. Outcomes are examined in light of related theoretical concepts. Strategies for health promotion include a focus on developmental and behavioral assessments, emotional health, nutrition, counseling to modify risk factors, and screening tests/prophylaxis for early detection and prevention of disease. Prerequisites: undergraduate health assessment, pathophysiology, Academic Core, and all other Advanced Practice Core courses

GNRS 512

Advanced Health Assessment and Health Promotion

Units: 4 (3/1) Parentheses indicate theory units/clinical units.

The course develops the graduate nurse's assessment skills and focus on the promotion of health in individuals across the age range and within a family, community, and cultural context. The emphasis is on adapting and expanding the medically focused history and physical assessment to incorporate the assessment of traditional and nontraditional therapies and to identify culturally relevant and age appropriate health promotion strategies for common episodic complaints and chronic health conditions. Outcomes are examined in light of theoretical concepts. Strategies for health promotion include a focus on lifestyle, mental health, nutrition, counseling to modify risk factors, and screening tests/prophylaxis for the early detection and prevention of disease. Prerequisites: undergraduate health assessment, pathophysiology, Academic Core, and all other Advanced Practice Core courses

GNRS 513

Advanced Nursing Practice Role

Units: 2

This course focuses on the concepts of role development and performance competence of the nurse in advanced clinical practice within the context of a reformed health care delivery system. Emphasis is placed on the clinician, educator, clinical program manager, consultant, researcher, and case manager roles of the advanced practice nurse. The leadership aspects of the roles of advanced practice are explored in relation to health care delivery, policy formulation, and legislation. The course explores theories and issues related to the advanced nursing practice role. Prerequisite: graduate standing

GNRS 514

Research Proposal Writing

Units: 2

This course focuses on the application of the concepts in GNRS 508A. The goal is the completion of a research proposal that details the problem, the research purpose, questions or hypotheses to be tested, a critique of the literature, the design and methods of the study including protection of human subjects, the plans for analysis, use of the study, and the budget and personnel. Prerequisite: GNRS 508A

GNRS 515

Advanced Pathophysiology

Units: 2

This course builds on basic anatomy and physiology and undergraduate study of pathophysiology. It focuses on development of an advanced understanding of the pathophysiologic mechanisms of human health disorders. Diagnostic reasoning that facilitates the clustering of signs and symptoms leading to diagnosis is a key process undergirding the course. This course requires the integration of signs and symptoms, clinical testing (such as laboratory and radiologic studies), and pathophysiologic mechanisms with diagnoses. Prerequisites: graduate standing and undergraduate pathophysiology

GNRS 520

Theory and Practice in Adult Nursing

Units: 6 (2/4) Parentheses indicate theory units/clinical units.

Critical concepts in the care of selected adult-client populations are studied. Evidence-based nursing is practiced within a specialty that results in competencies to (a) expand the boundaries of nursing practice by focusing on illness management, (b) advance the practice of other nurses and nursing personnel, and (c) develop organizational/system modifications to support and improve the practice of nursing. Client populations may be selected from the areas of critical care, adult medical-surgical, or gerontology with the instructor's consent. Prerequisites: Academic Core and Advanced Practice Core courses, current RN license, CPR certificate, malpractice insurance, and fulfilled health screening requirements

GNRS 521

Clinical Specialization in Nursing Care of Adults

Units: 6 (2/4) Parentheses indicate theory units/clinical units.

This course includes continued study of the client nurse specialist role and competencies and extension of professional knowledge and skills in a selected clinical area. Implementation and evaluation of CNS competencies in a specific clinical area are addressed. Practicum and seminars are planned according to the students' clinical interests.Prerequisites: Academic Core, Advanced Practice Core, current RN license, CPR certificate, malpractice insurance, and fulfilled health screening requirements.

GNRS 530

Theory and Practice in Parent-Child Nursing

Units: 6 (2/4) Parentheses indicate theory units/clinical units.

Critical concepts in the care of selected parent-child client populations are studied. Evidence-based nursing is practiced within a specialty that results in competencies to (a) expand the boundaries of nursing practice by focusing on health and illness management, (b) advance the practice of other nurses and nursing personnel, and (c) develop organizational/system modifications to support and improve the practice of nursing. Client populations may be selected from the areas of obstetrics, perinatal, pediatrics, or critical care with the instructor's consent. Prerequisites: Academic Core, Advanced Practice Core, current RN license, CPR certificate, malpractice insurance, and fulfilled health screening requirements.

GNRS 531

Clinical Specialization in Parent-Child Nursing

Units: 6 (2/4) Parentheses indicate theory units/clinical units.

GNRS 532

Advanced Nursing Practice in Pediatrics

Units: 5 (2/3) Parentheses indicate theory units/clinical units.

This course emphasizes the psychological basis for critical and chronic conditions in children. Exploration of traditional versus alternate medicine treatment plans, relevant cultural, spiritual, and health promotion strategies are incorporated. An advanced science base for the assessment, diagnosis, and management of children and families to promote wellness are the focus of this course. Prerequisites: Graduate status, completion of GNRS 590A, and GNRS 590B

GNRS 533

Psychiatric Theories across the Life Span

Units: 3

This course presents neurochemical, neuroendocrine, genetic, behavioral, and Psychodynamic theories of psychiatric mental illnesses as they manifest among members of diverse cultural groups across the life span. A theoretical foundation for subsequent coursework on psychiatric and primary health assessment and intervention is provided by the psychiatric nurse practitioner. Prerequisite: graduate standing; corequisite: GNRS 534

GNRS 534

Psychiatric Assessment across the Life Span

Units: 2

Students learn to apply psychiatric interviewing and other data collection methods to elicit and analyze information regarding signs and symptoms of psychiatric mental illness as experienced and understood by the client. Diagnostic reasoning as articulated in the Diagnostic Statistical Manual of Mental Disorders-IV-TR is foundational to the course. Corequisite: GNRS 533

GNRS 535

Psychiatric Interventions and Health Promotion across the Life Span

Units: 5

Students apply theoretical, empirical, and evidence-based psychotherapeutic modalities to promote client stabilization, rehabilitation, and functional recovery from severe and persistent psychiatric and mental illness. Health protection and promotion are included. Students learn verbal psychotherapeutic skills that motivate and facilitate client self-management and progression toward recovery. Prerequisites: GNRS 533 and 534

GNRS 536

Psychiatric Interventions with the Adult and Aging Client

Units: 3

Students increase competence in the assessment of psychosocial illness, implementation of psychotherapy, medication management and health promotion interventions with aging adults. The practicum focus is on developing therapeutic verbal skills with aging adult clients, medication furnishing, and ensuring the coordination of support services. Corequisite: GNRS 537

GNRS 537

Psychiatric Interventions with the Adolescents

Units: 3

Students discuss assessment and evidence-based treatment of adolescent disorders and medication management. Developmentally related responses to abuse, violence, and trauma are included, as is the importance of the therapeutic alliance. The practicum focuses on integrating primary and psychosocial health care needs, medication furnishing, and coordination of support services. Corequisite: GNRS 536

GNRS 538

Psychiatric Interventions with Selected Vulnerable Populations

Units: 4

Students increase competence in the assessment of psychosocial illness, implementation of psychotherapy, medication management, and health promotion interventions with their selected population. The clinical practicum focuses on integrating and practicing all aspects of the psychiatric mental health nurse practitioner role with clients who are experiencing acute and/or long-term illness/disability. Prerequisite: GNRS 537

GNRS 539

Psychosocial Primary Health Care of the Adult & Aging Family

Units: 4

2 units lecture, 2 units clinical practice/96 hours), Prerequisites: Graduate standing, Completed core,

GNRS 540

Care Management

Units: 2 (2/0) Parentheses indicate theory units/clinical units.

This course focuses on principles and models of care management and its implementation in a multidisciplinary practice environment that emphasizes health care delivery through system integration. The student is introduced to decision making related to allocation of resources and services, the development of clinical pathways, and evaluation of management approaches. Integral to care management is the promotion of consumer education, involvement, and advocacy. Prerequisite: completion of one clinical graduate specialty course

GNRS 541

Clinical Practicum in Care Management

Units: 2 (0/2) Parentheses indicate theory units/clinical units.

This clinical course promotes the development of care management skills in collaborative practice with members of the health care team. It allows the student opportunities to apply principles of care management and utilize care management tools and methods to improve patient care and patient outcomes. Evaluation of case management activities is an integral component of the course. Prerequisite: completion of one graduate clinical specialty course

GNRS 546

Theory and Practice in Health Care Systems in the Community

Units: 6

This specialized course prepares RNs without a bachelor's degree for graduate study in nursing. A multiple theoretical focus that includes concepts from systems, stress, adaptation, developmental, and role theory is emphasized. A beginning practice in the utilization of the nursing process with an emphasis on nursing diagnosis and the nurse's role in assessing, planning, implementing, and evaluating care of clients in a variety of community settings is provided. Collaboration with community-based organizations and services that provide health restoration, maintenance, illness prevention, and client education services to individuals and families at home are essential course components. A review of legal mandates for practice and discussion of ethical dilemmas and issues related to high quality nursing care are included. Specific content varies based on the students' prior education and experience. Clinical placements are arranged to meet the individual student's needs. Prerequisites: undergraduate research, pathophysiology, and health assessment

GNRS 547

Nursing Leadership in Acute Care Settings

Units: 6

This is one of two clinical courses provided for the RN who seeks both a bachelor's and master's degree in nursing. The course synthesizes selected information from the generic bachelor's and master's programs for presentation in a condensed format, addressing the development and nature of today's health care systems and associated issues in the United States. Further, content familiarizes the student with several roles and responsibilities of the contemporary nurse, such as leader, consultant, teacher, manager, and client advocate. The course focuses on client needs in acute health care settings and emphasizes the relationship between the health care system and the advocate. Prerequisites: undergraduate research, pathophysiology, and health assessment

GNRS 550A

Theory and Practice in School Nursing

Units: 6 (3/3) Parentheses indicate theory units/clinical units.

This combined didactic and clinical course provides theoretical content and field experiences that emphasize the multifaceted role of the school nurse. The student participates in field experiences and classroom learning activities that focus on the assessment and management of children's health care needs in various school settings. This course provides the student with the necessary tools and skills to successfully function as a professional school nurse. At the conclusion of this course, the student will be able to successfully function as a provider of health education as well as a provider, planner and coordinator of health care in school settings. Prerequisites: All School Nurse Services Credential courses except GNRS 590A; GNRS 589 may be taken concurrently

GNRS 559

Audiometry for School Nurses

Units: 3

This course provides didactic instruction via eCollege and eight hours of on-site practicum experience that emphasizes the content and clinical expertise necessary to fulfill the requirements of the State of California School Hearing Conservation Program and training for the school audiometrist. The course focuses on the physiologic process of hearing and how to assess for deficits in hearing in children of all ages. At the conclusion of the course, and after having completed successfully all learning objectives, the student is eligible to submit an Application for Registration as a School Audiometrist in the State of California (a $10 registration fee is required with the application).

GNRS 560

Theory and Practice in Nursing Administration

Units: 5

The advanced study of management theories and their relationship to nursing and health care facilities are addressed. Emphasis is on organizational and communication theories, nursing care delivery systems, and quality of care. Prerequisites: GNRS 501, GNRS 504, GNRS 510, and GNRS 568

GNRS 568

Issues in Health Care Finance

Units: 4

An introduction to control mechanisms for use in nursing administration is provided. Content in strategic planning, forecasting, goal setting, and financial planning in health care is emphasized. Development of skills in planning and measuring the cost-effectiveness of nursing care delivery, plus program planning and budgeting for nursing services, is included.

GNRS 570

Parish Nursing/Health Ministries

Units: 2

This course provides an introduction to and overview of health ministry and parish nursing theory and practice. The philosophy of the course is that (a) the parish nursing role is that of a specialist in spiritual aspects of patient care in the congregational context, requiring the integration of graduate level theology/ministry and nursing theory and praxis; and (b) health ministry is an emerging role and trend in pastoral ministry that seeks to bring professional ministry skill to bear upon the integration of health, faith, and spirituality in the parish setting.

GNRS 573

Internship

Units: 3

The internship is a clinical experiential program designed as a collaborative partnership between the S.C.A.N. program and selected community in-patient health care organizations. This internship is an intensive preceptored clinical experience planned to enhance the skill and practice knowledge of the student in preparation for the RN licensing examination and to ease the role transition from a student nurse to a beginning professional nurse in an acute care setting. Prerequisite: successful completion of all required pre-licensure courses in the S.C.A.N. Program

GNRS 574

Foundations of Professional Nursing

Units: 4

This course focuses on the nursing process and introductory concepts crucial to professional nursing care, including nursing processes, interviewing, wellness, health promotion, and illness prevention. The clinical practicum includes application of concepts and acquisition of nursing skills needed to provide health care to the healthy elderly and hospitalized adults with immobility problems. Prerequisite: admission to the S.C.A.N. or EENAP Program

GNRS 575

Nursing Care in Maternal, Newborn, and Women's Health

Units: 4

This course focuses on the theoretical and clinical concepts of the childbearing patient, her infant, and her family. The students study both normal and complicated obstetrics. Selected issues of women's health are explored. The student is introduced to birth preparation, prenatal care, normal neonatal, and postpartum care with concurrent clinical experiences. Prerequisites: admission to the S.C.A.N. Program; successful completion of semesters one and two

GNRS 576

Pharmacology

Units: 2

This course is designed for students who have completed organic chemistry, inorganic chemistry, and biochemistry. The content focuses on principles of pharmacology and specifics of the major drug classifications. Prerequisite: admission to the S.C.A.N. or EENAP Program

GNRS 577

Nutrition

Units: 2

Functions of nutrients and the consequences of their deficiencies and excesses in the body are explored. Students are introduced to a variety of tools for planning and evaluating diets including a computer diet analysis. Application of nutrition concepts are interwoven into health care and fitness conditions. Students look at the prevention of chronic disease as it relates to proper nutrition and adequate exercise. Prerequisite: admission to the S.C.A.N. or EENAP Program

GNRS 578

Health Assessment

Units: 3

This course provides the nursing student with skills in physical, spiritual, and psychosocial assessment of adult clients. History-taking and physical-examination techniques presented in the course help the student develop strong assessment skills upon which further knowledge and practice can be built. Basic concepts related to assessment of geriatric, pediatric, and childbearing patients are included. Prerequisite: admission to the S.C.A.N. or EENAP Program

GNRS 579A

Nursing Care of Adults and Elderly

Units: 4

This course involves application of biological, psychosocial, and spiritual concepts to adult and elderly clients experiencing the stress of an acute or chronic alteration in physical health. Specific concepts of gerontology and development, fluid and electrlytes, diabetes, and hypertension are discussed related to the medical-surgical setting. Nursing process is utilized to provide care to one or two adult clients within the health care delivery system of an acute hospital. Prerequisites: admission to the S.C.A.N. or EENAP program; completion of all prerequisite courses for the program

GNRS 579B

Nursing Care of Adults and Elderly

Units: 4

This course is an extension of GNRS 579A and involves application of biological, psychosocial, and spiritual consepts to adult and elderly clients experiencing the stress of an acute or chronic alteration in physical health. Specific concepts of gerontology, pre- and post-operative/surgical care, gastroenterology, oncology, and ostomies are discussed related to the medical/surgical setting. Nursing process is utilized to provide care to three or four adult clients within the health care delivery system of an acute hospital. Prerequisite: Successful completion of GNRS 579A

GNRS 582

Pathophysiology

Units: 3

This course presents an introduction to human pathophysiology. Mechanisms causing alterations in cellular activity, maintenance of cellular tissue oxygenation, fluid and electrolyte balance, and neuroendocrine control of the body are included. Common pathophysiologic disorders are emphasized. Prerequisite: admission to the S.C.A.N. or EENAP Program

GNRS 583

Nursing Care of Children and Young Adults

Units: 4

This theoretical and clinical course focuses on the care of children from birth through adolescence. The effects of acute and chronic illness on growth and development are studied in the acute and community health care setting. Education of the child and family on health promotion, disease prevention, and safety issues are addressed. Ethical issues are discussed regarding the relationship to the child and family, including issues such as child abuse, informed consent, and the impact of diverse cultural and spiritual beliefs on health care decisions in the family. Prerequisites: admission to the S.C.A.N. or EENAP Program; successful completion of semesters one and two

GNRS 584

Mental Health Nursing

Units: 4

This theoretical and clinical course focuses on the dynamics of psychosocial stress within the interpersonal and intrapersonal systems of clients with acute and chronic psychiatric disorders. Prerequisites: admission to the S.C.A.N. or EENAP Program; successful completion of semesters one and two

GNRS 585

Restorative Nursing

Units: 3

This course enables the student to focus on integrating biological, psychosocial, and spiritual care of an adult or geriatric client with a long-term health problem. The mental health and spiritual concepts are emphasized. Students are assigned to a rehabilitation or restorative setting. Prerequisites: admission to the S.C.A.N. or EENAP Program; successful completion of semesters one and two

GNRS 586

Leadership and Management in Professional Practice

Units: 3

This combined theory and clinical course emphasizes leadership and management theory including systems theory in a number of applications and settings. Its assists the upcoming graduate in adjusting to various organizations encountered by professional nurses serving in a variety of roles. Core concepts relevant to the clinical settings are presented using a systems approach. Emphasis on nursing case management is included for all enrolled students. Prerequisites: admission to the S.C.A.N. or EENAP Program; successful completion of semesters one, two, three, and four

GNRS 587

Community Health Nursing

Units: 5

This course has two areas of focus within the community setting: the study of principles and practices involved in community health nursing, and the development of skills for teaching a group of clients. The emphasis is on the role of the nurse in assessing, planning, implementing, and evaluating care of clients in a variety of community-based settings, with a focus on care of the gerontological client. Collaboration with community-based organizations and services that provide health restoration, maintenance, illness prevention, and client education services to individuals, families, and aggregates are essential components of this course. A review of legal mandates and regulations, as well as discussion of ethical dilemmas and issues related to community-based care is included. Prerequisites: admission to the S.C.A.N. or EENAP Program; successful completion of semesters one, two, and three

GNRS 588

Advanced Nursing Care of Adults - Leadership

Units: 6

This course involves the application of pathophysiological, psychosocial, and spiritual concepts to adult and geriatric clients experiencing the stress of illness in acute settings. The first area of focus is caring for critically ill clients and their families with complex health needs in a critical-care setting. The second area of focus is on the utilization of leadership and management concepts/skills in providing comprehensive care to groups of clients in a medical-surgical setting. Emphasis is placed on preparing the student to practice in a beginning leadership role in managing client care. Legal and ethical issues related to acute care are included. Prerequisites: admission to the SCAN or EENAP Program; successful completion of semesters one, two, and three

GNRS 589

Adolescent Health Care

Units: 2 (2/0) Parentheses indicate theory units/clinical units.

This course focuses on the assessment and management of adolescents with respect to reproductive health needs. Emphasis is on preservation of health with a focus on illness prevention and screening, pregnancy prevention and screening, teenage sexual issues, and prevention and treatment of common health conditions and infections. Cross-cultural aspects related to health are addressed. Prerequisites: Academic and Advanced Practice Core courses, and GNRS 511

GNRS 590A

Primary Health Care of the Young Family

Units: 6 (3/3) Parentheses indicate theory units/clinical units.

This combined theory and clinical course focuses on management of health care of children (from birth through adolescence) and their families. Theory and clinical experiences emphasize assessment, prevention, and management of physiological, social, emotional, intellectual, spiritual, and educational needs of the child as an individual and as a family member. The effects of culture on development, parenting, and health care practices are emphasized. The course provides theory and clinical experiences in the management of normal and common pathological conditions to prepare students for advanced nursing practice in the role of nurse practitioner. Prerequisite: Academic Core and Advanced Practice Core courses

GNRS 590B

Clinical Practicum in Pediatrics

Units: 3 (0/3) Parentheses indicate theory units/clinical units.

The student develops expanded skills in the comprehensive assessment and management of common childhood illnesses and problems and continues to gain skill in promoting child wellness. Application of theory and research is emphasized in the care of common illnesses throughout the childhood years. Prerequisite: successful completion of GNRS 511 or GNRS 512

GNRS 591

Primary Health Care of the Childbearing Family

Units: 4 (2/2) Parentheses indicate theory units/clinical units.

This course focuses on the assessment and management of the primary health care needs of the reproductive family. Emphasis is placed on health promotion and maintenance, disease prevention, curative, and restorative care. Cross-cultural aspects related to parents, male and female, of the childbearing family are addressed. Prerequisites: Academic Core and Advanced Practice Core courses

GNRS 592A

Primary Health Care of the Mature and Aging Family

Units: 6 (3/3) Parentheses indicate theory units/clinical units.

This combined theory and clinical course focuses on the role of the family nurse practitioner (FNP) in caring for mature adults and aging family members, from young adulthood to elderly adulthood. Emphasis is placed on the management of common primary health problems of these age groups. The delivery of culturally competent primary health care interventions of young, middle-aged, and elderly adults are addressed. Prerequisites: Academic Core and Advanced Practice Core courses

GNRS 592B

Primary Health Care Clinical Practicum

Units: 2 (0/2) Parentheses indicate theory units/clinical units.

A continuation of GNRS 592A, this course provides the final comprehensive clinical management experience, allowing FNP and ANP students to apply knowledge gained throughout their course of study. Students engage in the clinical assessment and managemnt of adults with routine and complex health problems in urban and/or rural settings and includes those of diverse cultural backgrounds. Students work under the supervision of qualified preceptors and School of Nursing faculty to ensure that students achieve entry-level clinical competency in the nurse practioner role. Clinical conferences provide opportunity for discussion of role development issues and clinical case studies. Prerequisite: successful completion of GNRS 592A

GNRS 593

Psychosocial Primary Health Care of the Mature and Aging Family

Units: 4 (2/2) Parentheses indicate theory units/clinical units.

This combined theory and clinical course focuses on psychosocial primary health care of the mature and aging family members. Theory and clinical experiences emphasize advanced practice nursing assessment and management of common psychosocial issues of these groups. Review, analysis, and synthesis of current theory and research related to symptom meaning, presentation, and management are applied. Prerequisites: Academic Core and Advanced Practice Core courses

GNRS 594

Pharmacology in Advanced Practice Nursing

Units: 3

This course builds upon basic knowledge in pharmacology and provides content essential for the advanced practice nurse to render appropriate pharmacological treatment in practice. Mechanisms of action, interactions, side effects, and prescribing guidelines for drugs commonly utilized across the life cycle are addressed. Variations in pharmacological reactions attributed to cultural factors are emphasized. Strategies for fostering individual/family adherence to pharmacological regimens are examined. This course meets the requirements of the California Board of Registered Nursing in the application of a "furnishing number" by the advanced practice nurse in California. Prerequisites: Academic Core courses

GNRS 595

Special Topics in Nursing

Units: 1-4

In this course, a topic of current interest to students is examined in depth. Students analyze and evaluate topics/issues to reach and express a position, enhance personal development and/or to develop a particular project. If students elect this course more than once during their program, each such course must address a different topic. Prerequisite: graduate standing

GNRS 596

Nursing Informatics in Advanced Nursing Practice

Units: 3

This course focuses on the management of information and application of computer and information science and technology to support and enhance advanced nursing practice, especially in the delivery of quality health care, decision making, and strategic planning. Students are assisted in becoming proficient users of computers and information technology in their professional and academic roles.

GNRS 597

Comprehensive Examination Directed Study

Units: 1

This course guides the student through the process of demonstrating an integration of theoretical, clinical, and research knowledge. Critical thinking is enhanced through careful consideration of information presented during discussion. The examinations are taken as part of this seminar. Prerequisites: completion of all Academic Core, Advanced Practice Core, and Specialty courses

GNRS 598

Thesis

Units: 1

A student initially enrolls in this option toward the latter part of the program for one unit of credit. The student registers for one unit of thesis credit each semester (two of three semesters per year) until the thesis is completed. Prerequisites: GPA of 3.5 or above, chair's consent for thesis option, and completion of all Academic Core and Advanced Practice Core courses

GNRS 599

Readings/Independent Study in Nursing

Units: 1-4

A student may elect to pursue special interests for credit at any time during the program under the supervision of a faculty member. University policy states that the student must earn a grade in an independent study course in order to receive credit toward graduation. Prerequisite: graduate standing

GNRS 660

Theories of Teaching and Instruction

Units: 3

This course analyzes selected teaching and learning models that are applicable to nursing education. Strategies for classroom and clinical teaching are examined. Research relative to nursing education is reviewed and critiqued. Design of research methods to determine effectiveness of teaching strategies is incorporated. Course development and student evaluation are emphasized. Selected faculty and nursing education issues are also explored. Placement of the course: This course is the first course in the education emphasis of the nursing Ph.D. program.

GNRS 661

Leadership and Role Development in Nursing Education

Units: 3

This course includes an analysis of educational leadership and the multiple roles of the nurse educator related to teaching, scholarship, service, and practice. Theoretical perspectives and practical approaches supported by research in nursing and higher education literature, as well as the Christian educator’s role promoting faith integration, are addressed.

GNRS 662

Assessment, Curriculum, Development, and Outcomes

Units: 3

Theoretical approaches to educational assessment, the development and implementation of nursing curriculum, and student and program outcomes are addressed. The importance of incorporating Christian values in the curriculum are emphasized. The course includes critical analyses of related topics based upon current research in nursing and higher education literatures. Placement of the course: This course is the third course in the education emphasis of the nursing Ph.D. program

GNRS 663

Clinical Practicum in Nursing Education

Units: 3

This practicum course builds on both clinical and teaching/learning theories, concepts in curriculum design, and instructional strategies. Under the supervision of a faculty/mentor, the practical classroom experience focuses on designing and implementing teaching plans for units of instruction, writing of teaching/learning objectives, selecting teaching strategies and learning activities, evaluating student learning outcomes, obtaining feedback on teaching performance from the faculty/mentors, students, self-evaluation, and reflection. The clinical teaching practical experience focuses on assessing and meeting nursing student clinical learning needs, conducting post-care conferences, clinical evaluation of nursing student performance, and student counseling. Prerequisite: Admission to the Post-Master’s Academic Nurse Faculty Program or permission of program chair and instructor

GNRS 695

Special Topics

Units: 1-4

A subject of current interest is examined in depth. Students analyze and evaluate controversial issues to reach and express a reflective position. This course may be repeated for credit to a maximum of six units applied toward the MSN or Ph.D. degree; each course must address a different topic.

GNRS 700

Philosophy of Science

Units: 4

This course is designed to provide students with the knowledge and critical analytic skills to comparatively evaluate the philosophical foundations of scientific theories and the influence of Western philosophical school of thoughts on the development of the nursing science. Course content is organized to engage students in discussion and critical analysis of the epistemological and philosophic foundations of scientific theories and the characteristics of scientific knowledge according to the received view, paradigmatic view, perceived postmodern view and feminist tradition. Special emphasis is given to the critical debate within nursing about the nature of nursing science.

GNRS 701

Nursing Knowledge Development

Units: 4

This course focuses on analyzing and critiquing the theoretical and methodological processes that are utilized in theory building and knowledge development in nursing. Discussion and critique of the different stages of theory development and students' experimentation with conceptualizing and developing their theoretical stance goes hand in hand. Patterns of knowing, knowledge development, and criteria for evaluating nursing knowledge are examined in relation to the discipline's domain and the phenomena of concern in nursing.

GNRS 702

Nursing Theory

Units: 4

This course focuses on strategies for theory development such as concept analysis, conceptual mapping, and theoretical modeling as applied to the student's phenomenon of concern. It also provides critique and analysis of the major models and theories used in a variety of nursing settings in relation to existing interdisciplinary theoretical knowledge.

GNRS 703

Spirituality and Health

Units: 4

This course provides an introduction to spirituality, including spiritual experience, as it relates to individual health and illness. Communal spirituality is also considered. Differentiation is made between and among generic, religious and Christian spiritualities. While the course focuses on theoretical aspects of spirituality and their interaction with health and illness, concentration is on the movement from theory to praxis. This lecture/seminar course is oriented toward nursing educators who seek to develop a foundation in spirituality both for spiritual integration as well as for its development in nursing practice. Prerequisite: GNRS 704

GNRS 704

Faith Integration and Nursing Scholarship
Units: 4

This course begins with an exploration of the nature, role, problems, and possibilities of faith integration in higher education and in the nursing curriculum at all levels of higher education. The special circumstances of faith integration and its implications for teaching in secular college settings are explored. This course further provides a critical explication of theological method and content in three domains: biblical hermeneutics, constructive theology, and ministry praxis for education. The focus of the course is on the appropriation of theological method and knowledge for the purposes of integration into nursing education and practice especially (but not exclusively) within the context of a Christian or church-affiliated college.

GNRS 705

Social Ethics and Social Change
Units: 4

To be human is to participate in community. The state is the institution in which the ultimate social authority and power are located to maintain order and to give direction to the life of a society. Social ethics is to convey the ethical and theological implication that society is subject to higher moral criticism. This course seeks to provide a social ethics frame of reference for health care. Every political theory is formed within a broader system of philosophy and beliefs. Politics or the civil community orders its life together on the basis of the public good. Medical and biological advances have contributed to a rapidly expanding human control over human and natural processes and over genetic potential and behaviors. This new power raises moral questions and the need for discussion and legislation of the complex issues raised by the developments in health care, medical technology, and science. A comprehensive social ethics places decisions about health care within the context of a fuller account of purpose and meaning in life.

GNRS 706

Methods of Inquiry
Units: 3

Exploration of various methods of inquiry focuses on the difference between scientific thinking, wisdom, and alternative concepts of knowledge. Existential dilemmas intrinsic to the pursuit of truth, the exploration of the meaning of actions, the process of interpretation, the perception of reality, and empirical generalizations are discussed and their influence on the definition of research problems and designs explored. The nature of the problem and assumptions and their relationship within the physical and social order are addressed with an emphasis on understanding the complexity and interrelatedness of events and the concept of ecology in research. Research designs and methods are introduced as they relate to problem definition and theory and includes an overview of the principles of basic and applied experimental research, evaluation research, and the traditions and foundation of qualitative and historical research. The role of triangulation as a methodological choice in research design and analysis is addressed to provide a more insightful approach to the exploration of complex phenomena.

GNRS 707

Quantitative Nursing Research Designs
Units: 3

This course focuses on advanced multiple research designs and data collection approaches. Emphasis is on experimental and quasi-experimental designs, epidemiological methods, survey research, evaluation and outcomes research as well as on planning design and sampling. Inferential statistics and advanced statistical analysis methods including ANOVA and various types of multiple regression analysis are incorporated within the course content.

GNRS 708

Qualitative Research Designs
Units: 3

This course focuses on analyzing the epistemological foundations and the assumptions of qualitative research methodologies. It provides an introduction to the major qualitative research methodologies including grounded theory, phenomenology, and ethnography. Each methodology is analyzed as to its appropriateness for the research question. Experience in carrying out a pilot study in the selected methodology is provided.

GNRS 709

Advanced Quantitative Methods
Units: 3

This course presents advanced methods of quantitative inquiry. The emphasis is on the use of factor analysis, confirmatory factor analysis, path analysis and structural equation modeling. Assumptions of the techniques are addressed. The course provides the student experience in using statistical packages for entering and analyzing data. Reporting results of the analyses is also incorporated. Making appropriate decisions regarding which of the advanced statistical techniques to use is stressed. Critique of the advanced statistical analyses of published health care research is also emphasized. Prerequisite: GNRS 707

GNRS 710

Advanced Qualitative Research Methods
Units: 3

This course provides advanced knowledge and training in the use of qualitative research methods including phenomenological interpretation, grounded theory interpretation, ethnographic interpretation, focus groups interpretation and feminist interpretation. Intensive interpretive and structured approaches to analysis and methods of establishing plausibility, credibility, and adequacy of qualitative data are emphasized. Prerequisite: GNRS 708

GNRS 711

Advanced Research Methods in the Humanities
Units: 3

This seminar and consultation course introduces Ph.D. students to non- scientific research methodologies as used in the arts, letters, humanities and aspects of the social sciences for the (a) conduct of original dissertation research on one of the disciplines of arts, letters, humanities, or nonscientific aspects of one of the social sciences, (b) conduct humanities-based research to widen and deepen a scientific dissertation topic, or (c) to enlarge the student’s methodological repertoire, knowledge, and skill. The course is intended for those whose primary research education and experience has been in scientific methods and disciplines. Prerequisites: (a) successful completion of GNRS 701 and GNRS 706, (b) permission of the instructor (Enrollment limited to eight.)

GNRS 712

Advanced Evaluation Research
Units: 3

Evaluation research bridges the gap between conceptual definitions, theory formulation, and practice. Evaluation research utilizes quantitative and qualitative research designs to analyze evidence and disseminate the findings to identified stakeholders that will inform decision making and policy development. Explicit models of the decision process for program development and implementation are incorporated into the structure of the evaluation design and analysis. The course includes needs assessment, benchmarking or best practices, logic modeling, program theory development, empowerment evaluation, system analysis, and process-outcome designs. Examples incorporate national and international programs.

GNRS 713

Advanced Statistical Analysis
Units: 4

This course presents common nonparametric and parametric statistical techniques used in health care research. Assumptions of the techniques are addressed. Specifically, the course emphasizes t-tests, ANOVA, ANCOVA, RANCOVA, correlation, odds ratio, regression, and power analysis. The course provides the student experience in using SPSS for entering and analyzing data. Reporting results of the analyses is also incorporated. Making appropriate decisions regarding which statistical techniques to use is stressed. Critique of statistical analyses of published health care research is also emphasized.

GNRS 720

Wellness Promotion and Health Maintenance
Units: 3

This course focuses on the critical appraisal of theories and models of health promotion and on the evaluation of health initiatives developed for national health promotion and maintenance. Relevant risk prevention, control and health promotion intervention strategies are emphasized. Communicable diseases; health hazards; high-risk health factors; acute and chronic illness across ethnicities, genders, and the life span; and morbidity and mortality of the nation’s leading health problems are analyzed. Students’ research questions are generated from a synthesis of knowledge regarding a specific phenomenon relevant to the student’s individual area of study.

GNRS 721

Health Disparities and Vulnerable Populations
Units: 3

This course offers an analysis and evaluation of various topics and issues on health disparities of underserved ethnic or minority vulnerable populations as well as an analysis of research that describes, explains, and examines variables influencing health disparities and intervention strategies to reduce these disparities.

GNRS 722

Research in Nursing and Health
Units: 3

This course is team taught and reflects the research expertise and program of study of the nursing doctoral faculty. It focuses on analysis of determinants of health and illness across demographic, biological, psychological, familial/cultural, and societal dimensions. Attention is given to theoretical explanations toward promoting development of students’ programs of research.

GNRS 730

Comparative Health Care Systems
Units: 3

This course focuses on exploring/analyzing environmental, social, cultural, political and economic determinants of health across the globe. Comparative analysis of international health care systems including governmental organizations, non-governmental organizations, traditional, and faith-based organizations are emphasized. Epidemiological analysis of morbidity and mortality, analysis of health and illness responses, and health seeking behavior across the age span and gender/ethnic variables are discussed with the intent to identify areas of research relevant to students’ interest. Presented from a Christian perspective, this course investigates research and practice opportunities and responsibilities for advanced practice nurses in global arenas.

GNRS 780

Dissertation Seminar I
Units: 3

This first dissertation seminar supports students’ development of their dissertation proposals. Focus of this seminar is on content and process of developing a dissertation proposal as well as on the dissertation process. The seminar includes: (1) a brief review of research approaches and methodologies; (2) descriptions of the major components of proposals and completed dissertations; (3) discussions of strategies for completing proposals and dissertations; and (4) preparation and critiques of student proposal drafts.

GNRS 781

Dissertation Seminar II
Units: 3

This second dissertation seminar supports students’ process of data collection. Focus of this seminar is on obtaining IRB approval and on the process of data collection, qualitative approaches/quantitative measurement, coding, and data entry. The seminar includes: (1) discussion of ethical conduct of research; (2) discussion of research approaches and methodologies; (3) theoretical and conceptual approaches to data collection and subsequent approaches to analysis; and (4) critiques and discussion of students’ work.

GNRS 782

Dissertation Seminar III
Units: 2-4

This third dissertation seminar supports students’ process of data analysis and discussion of findings. Focus of this seminar is on providing students the guided and structured opportunity to develop the findings of their dissertation research and the audience to critique their work in progress.

GNRS 783

Dissertation Seminar IV
Units: 2-4

This fourth dissertation seminar supports students’ research findings, dissemination and publication. Focus of this seminar is on completing the findings and discussion section of students’ dissertation research and on writing three publishable manuscripts. The seminar includes: (1) discussion of research findings in relation to existing evidence; (2) discussion of appropriate venue and audience for communicating findings; (3) discussion of students’ program of research trajectory; and (4) sources and mechanisms of grant funding.

GNRS 784

Dissertation Seminar V
Units: 2-4

This fifth dissertation seminar provides the student a forum to explore with their peers research findings, theoretical and empirical implications, and potential venues for publication of manuscripts. Format and procedures for progression in the dissertation process are also discussed. Placement of the Course: This seminar is required of all nursing Ph.D. students and is offered to students who have completed the data collection of their dissertation research as well as GNRS 780, GNRS 781, GNRS 782, and GNRS 783.

GNRS 795

Special Topics
Units: 1-4

In this course, a subject of current interest is examined in depth. Students analyze and evaluate controversial issues to reach and express a reflective position. Students may repeat the course for credit to a maximum of six units applied toward the Ph.D.; each course must address a different topic.

GNRS 798

Dissertation Study
Units: 2-4

Students who have not completed the dissertation by the completion of GNRS 784 enroll in this course. Students must re-enroll each semester until the dissertation is completed, defended, submitted to the library, and approved. In the final semester wherein the student will be completing, defending, and submitting to the library the dissertation, the student must take the course for four units. Prerequisite: successful completion of GNRS 784

GNRS 799

Independent Study
Units: 1-4

Students enroll in this course to pursue independent study investigating subjects and interests that lie beyond regular course offerings. The student explores topics in greater depth than in other courses, and/or initiates an individual project. Readings are pursued in accordance with a study plan, which is developed in consultation with a sponsoring Ph.D. faculty member and approved by the Ph.D.department chair.