Curriculum and Course Descriptions
Curriculum (Full time)
Interested in the part time course schedule?
|NURS 501 Introduction, Sacred Covenant Conceptual Framework (1)|
|NURS 510 Historical, Philosophical and Theoretical Foundations of Nursing (3)|
|NURS 516 MBA 615 Application of Legal & Ethical Principles to Health Care (3)|
|NURS 515 MBA 615 Health Care Delivery System (3)|
|NURS 628 Systems Approach to Organizational Behavior (3)|
|NURS 626 MBA 626 Managing in a Complex Environment (3)|
|NURS 512 Knowledge Development: Epidemiology and Infomatics (3)|
|NURS 511 Translational Scholarship for Evidenced Based Practice (3)|
|NURS 503 PAX 503 Practice Skills for Conflict Transformation (3)|
|NURS 620 Safety, Risk Reduction, and Quality Care (4)|
|NURS 629 Instructional Methodologies Nurse Leaders (2)|
|NURS 622 Nursing Administration Finance (2)|
|NURS 630 Leadership Project (4)|
|TOTAL CREDITS 37|
NURS 501 Conceptual Framework for Sacred Covenant
This one semester hour course is an introduction to the cohort as a community of learners, to master’s level education, and to the conceptual framework of the program. Engagement with the approaches to leadership in nursing from an Anabaptist –Mennonite framework will enable the student to incorporate distributive justice, social justice, and relational justice into their practice. Cohort members will deepen effective communication strategies. We will discuss the logistics of an online educational model along with the procedures and policies of the program. Class members will develop a plan for lifelong learning. Expectations and tools for graduate level writing and study will be reviewed.
NURS 510 Historical, Philosophical and Theoretical Foundations of Nursing
This course focuses on establishing emotionally intelligent nursing professionalism as a basis for fostering leadership within both the nursing profession and society. In considering aims for personal growth, students will evaluate the ways in which nurse theorists and other historical leaders role modeled professionalism and intelligent interpersonal relationships. Specific attention will be paid to the means through which nurses can advance the profession of nursing individually and collectively.
NURS 516/MBA 616 Applications of Legal & Ethical Principles to Healthcare Management
This course examines legal and ethical issues nursing and other health care managers negotiate as they manage the delivery of health care. The manager as the steward of ethics weaves throughout the course. A second thread involves the importance of education for all staff and staff inclusion in ethical decision-making. The use of an organizational ethics committee will be practiced utilizing an ethical decision-making model which focuses on the importance of organizational values/mission, personal ethics, professional standards, and evidence-based decision-making. The influence of faith-based values on ethical decision-making will be outlined with students expected to identify and reflect how their own personal values shape their ethical positions. The context of the ethical response of management to medical errors and malpractice claims also will be examined. Multiple case studies that reflect these issues will be used to engage the students in decision-making regarding an appropriate managerial response.
NURS 515/MBA 615 Health Care for Practice & Advocacy
This course provides a conceptual model of the American health care system and the governmental system of developing and implementing health policy. This includes a theoretical framework as well as a delineation of the functions and roles of the major sectors of the U.S. health care system.
NURS 511 Translational Scholarship for Evidence-Based Practice
This course is designed to allow the learner to critically appraise research in order to translate current evidence into practice. Attention will be given to issues of research ethics, practice concerns, diverse populations and identifying gaps in evidence. The learners will investigate the role of the nurse leader in making the case for evidence-based practice. Learners will examine barriers to EBP, assess and work toward change as necessary to implement EBP, learn how to prepare staff for EBP, develop a structure for EPB, determine resources needed for EBP, and use technology for EBP.
NURS 503/PAX503 Practice Skills for Conflict Transformation
This course focuses on essential skills and knowledge for a reflective leader/practitioner facilitating conflict transformation in interpersonal and small group settings. Students will be introduced to basic processes including negotiation, mediation, group facilitation, advocacy, team building, trauma healing, and restorative practices. Students will practice the skills of self-awareness, listening, issue identification, appreciative inquiry, nonviolent communication, problem-solving, methods for structuring conversation in group settings, and awareness of the impact of self on others. Students will participate in online discussions, reading, case studies, and interactive activities and role plays.
NURS 512 Knowledge Development: Informatics, Epidemiology and Outcomes
This course combines concepts from Epidemiology and Informatics in a manner that allows the student to simultaneously apply content from both areas in an ongoing case study. Students will develop competence in the application of epidemiological tools and processes such as surveillance, incidence and prevalence, mapping and risk to chronic or infectious disease conditions. An ecosocial approach to causality is explored. Students will demonstrate competence in use of data tools, databases, and interdisciplinary communication systems. How informatics technology can be applied to enhance outcomes on an individual, group and population level will be examined. Students will understand how knowledge is acquired, processed, generated, and disseminated.
NURS 626/MBA 626 Managing in the Complex Healthcare Environment
This course focuses on the dynamics of leading the health care organization in times of rapid change during the 21st century and how that change can be used to leverage effective organizational performance. The premise for leading healthcare organizations will be examined to include understanding the stakeholders, fulfilling the goals of the mission statement, utilization of evidence-based decision making to achieve goals, and sharing the rewards of improvement with the stakeholders. The development of a workforce throughout the healthcare organization that is culturally competent and focused on the delivery of care that exceeds the expectations of a culturally diverse client base will be explored. The manager’s role in shaping the organization for effective leadership will be woven in as a theme throughout the course. In addition, the theories of servant leadership and transformational management will be examined as a way to be an effective leader and manager in organizations.
NURS 628/MBA 628 Organizational Behavior
All organizations are organic, interconnected systems that take on a life of their own regardless of the individuals that occupy various roles in the system. Leaders need to understand their organizational systems and the behavior of those systems if they hope to effectively lead or change them. This course will explore organizational behavior and organizational development from a systems perspective, including concepts of change and conflict. It will rely heavily on student participation and case studies.
NURS 620 Safety, Risk Reduction, and Quality Care
This course examines issues of safety, risk reduction and quality of care. The Institute for Medicine [IOM] states that health care should be safe, effective, equitable, patient-centered, efficient, and timely. This course is structured to cover each of these criteria and is broken into three sections. The first section covers principles and methods for safety, risk reduction and quality of care. The second section reviews the science and application of science for safety, risk reduction and quality of care for nurses in general and more specifically for nurse leaders. The final section covers equitable (geographic and disparities), efficient (volume and cost), and timely care. The IOM criteria of safe, effective, and patient-centered care are covered within the first two sections of the course.
NURS 622 Nursing Administration Finance
Course Description: Equips master’s students with tools and methods for financial management, analysis, and allocation from a stewardship perspective. Course Objectives: 1) Articulate the linkages between fiscal context, policy, access to health care.2) Discuss principles of stewardship and management. 3) Integrate understanding of cost analysis, funding sources, decision-making tools, with applied operational constraints. Topical Outline: Principles of financial management; Faith-based stewardship; Funding sources and constraints; financial decision-making instruments and operation management; Budgeting, reimbursement, cost containment, and marketing.
NURS 629 Instructional Methodologies for Nurse Leaders
The aim of this course is for the nurse leader to develop a working knowledge of principles of instructional design than can be applied to the development of education for individuals or groups of patients, nursing staff or other members of the health care team. The practical demands of diverse audiences and inter-professional communication will be considered. Learners will explore principles of teaching and learning including theories of adult learning. Information and communication technologies as a means to delivery education will be explored. Learners will design, implement and evaluate a final teaching project within their work context.
NURS 630 Leadership Project
This course integrates master’s prepared executive skills with the challenge of a new role or setting, in partnership with the adviser and a nurse preceptor in situ, for 150 clinical hours. The student will partner with a nurse leader preceptor in either a different role or in a different setting than their current role or setting. During this course each student works with an advisor and preceptor to apply content and approaches studied during the program in a particular role and setting. All projects must include a system change with a financial plan that projects the cost-benefit for the agency. Application includes analysis of the system challenges, ethical questions, prevention to projected outcome, the lack of social, distributive and interactional justice, and the nurses’ voice.
NURS 504: School Nursing: Legal Mandates
This course examines the roles and responsibilities of school nurses and the laws governing the practice of school nursing. The importance of the school nurse’s responsibility to promote the health of students, enhance their ability to learn, and promote health among school personnel will be emphasized in this course. Current legal issues in school health as well as emerging roles and responsibilities of School Nurses will also be explored.
EDDS 601: Advocacy Issues Within Special Education
This course is designed to assist the teacher/nurse practitioner in recognizing the impact and importance of decision-making and the dynamics of advocacy. This course includes, but is not limited to, current topics in special education, self-determination by and for students, development of the essential professional advocacy competencies, advocating for students with special needs, the rights of children, and the inclusive setting. Students will participate in an exploration of advocacy websites, develop a wiki or brochure to use in their professional practice when working with families and colleagues, and develop a personal position on advocacy.
NURS 505: School Nursing: Theory and Diverse Learners
This course examines the roles and responsibilities of the school nurse in relation to promotion, restoration, and maintenance of health of school children. Management and evaluation of coordinated school health programs are discussed with an understanding for the need for outcome criteria. Principles of community health are applied. Significant emphasis will be placed on accommodations and adaptations for diverse learners.
NURS 506: School Nursing: Practicum
This course follows the School Nursing: Theory and Diverse Learners course. In addition to the on-line learning activities, students will complete a 120 hour clinical practicum in various school settings. The dissemination of hours is as follows: 30 hours in the elementary setting, 30 hours in the middle school setting, 30 hours in the high school setting and 30 hours with the diverse learner population. Clinical practicum assignments are individually planned with the approval of the course instructor.
EDCC 521: Peacebuilding & Conflict Resolution
Explores peacebuilding and conflict resolution within educational contexts. Focuses on peaceable climates and conflict transformation approaches and integrates peace curricula for individual classroom settings and within specific schools.
EDDA 511: Teaching Diverse Learners
Focuses on the application of integrated strategies, differentiated instruction, curriculum compacting and adaptations for diverse populations, i.e. students served under alternative education, special education services, ESL and gifted/talented programs.
EDCC 531: Social & Ethical Issues in Education
Examines educational and ethical values through discussion of case studies and current issues in education. Analyzes how public policy in education is shaped via the community’s social and ethical concerns.