By taking one course every eight-week session, you could earn your degree in just two years and be on your way to a more fulfilling career.
The core courses of the online Master of Science in Nursing at Sacred Heart University are designed to provide you with an advanced theoretical and clinical foundation.
The program consists of 36 or 39 graduate semester credit hours divided between core courses and specialization courses.
NU 325 Health Assessment for RNs – Prerequisite for all MSN specialization tracks Utilizing the conceptual framework of the nursing program, this course focuses on comprehensive health assessment. Integrate knowledge from nursing and the sciences into the health assessment of individuals throughout the lifespan. Demonstrate skills in health assessment through interviewing, history taking, physical assessment and functional assessment. Utilize the diagnostic reasoning process to accurately formulate judgments about health assessment data. Demonstrate principles of adequate and accurate documentation related to the health assessment of an individual. Discuss the legal and ethical implications of the role of the nurse related to health assessment. MA131 Statistics for Decision Making – Prerequisite for NU 601 and all MSN tracks This course is geared towards liberal arts, science and health science majors. NU 501 Health Care Policy & Ethics for Contemporary Nursing Practice This core course focuses on history, policy, and ethics in nursing and health care. Explore and evaluate selected aspects of health care policy and their impact on health care services and outcomes.
Discuss key issues and trends in health care delivery and legislation including scope of practice, standards of practice, credentialing, licensure, certification and prescriptive authority. Describe the major principles of health care financing, noting their relationship to policy decisions and ethical issues.
Discuss the evolution of the organization and structure of health care institutions and systems within the context of achievement of health care goals and outcomes.
Identify and analyze common ethical dilemmas in health care using ethical principles and decision strategies. Describe major documents that guide health care in the United States including the Institute of Medicine Report (October 2010) The Future of Nursing and the Patient Protection and Affordable Care Act (ACA), and reports from the Institute of Medicine, and their implications for professional nursing. Initiate a portfolio to begin the process of compiling and displaying a comprehensive set of professional works that reflect achievement of MSN end of program competencies. NU 530 Theory and Professional Roles for Contemporary Nursing Practice This course is one of the graduate core classes that provides the foundation for advanced practice nursing. Reflect on learning needs and opportunities for transition into the advanced practice role. Critique, evaluate and utilize appropriate theory from nursing, natural, social, organizational and biological sciences.
Develop an understanding for and appreciation of human diversity to assure the delivery of culturally competent care. Reflect on how one’s own world view and culture affects personal and professional relationships. NU 601 Principles of Health Care Research for Contemporary Nursing Practice This course studies the field of research and its relationship to problems related to nursing and health care. Evaluate the strength of research evidence by critiquing key methodological steps within research reports. NU 602 Evidence-Based Practice for Quality Care This course builds on the content of Principles of Health Care Research for Contemporary Nursing Practice (NU 601) and begins with principles inherent to a sound data collection and analysis, including both philosophical and pragmatic differences between qualitative and quantitative research.
Describe the process of evidence based practice in nursing and the role of the advanced practice nurse. Use knowledge of nursing research to critically appraise research studies for their implementation into practice. Apply change theory in the implementation of an evidence based practice initiative to improve practice.
NU 550 Family and Community Context for Health Care This course, the first within the Family, Primary Care, and Community sequence, addresses selected family, primary care, and community theories within the context of advanced practice nursing and clinical leadership roles. Critically analyze the family and community as clients using a systems and developmental approach. Analyze the multiple variables that shape family and community systems to determine the health status and needs of client families within a community context. Discuss components of primary care theory in correlation to family functioning within the community.
Synthesize advanced nursing, family, community, and primary care theories for application to a family plan of care.
Integrate the various components of culturally competent care into the design and implementation of effective family and community plans of care. Demonstrate advanced nursing assessment skills in caring for a selected family within the community context. Collaborate with a selected family to evaluate progress of this family toward mutually determined health goals.
Analyze relevant facets of family systems, such as socialization of family members and utilization of resources that provide an ability to function as an effective citizen within society. Demonstrate an evolving understanding of the legal-ethical ramifications of advanced practice nursing and clinical leadership in the care of families within the community context. Utilize relevant principles of epidemiology in the assessment of a selected family within the community context. NU 553 Advanced Pathophysiology This course further prepares each student to assess in-depth the pathophysiology of common disease states. Demonstrate knowledge of pathophysiology and be able to integrate this knowledge in identification of clinical findings. Demonstrate the principles of critical thinking in processing and evaluating clinical findings. Differentiate between normal and abnormal clinical findings during the health assessment process. Demonstrate an understanding of the pathophysiology in common diseases and be able to apply that knowledge to typical primary care situations. Discuss appropriate use of common medical testing employed in the diagnosis of disease states. NU 554 Application of Comprehensive Health Assessment Methods This course prepares the learner to assess in depth the biopsychosocial health status of clients across the life span by obtaining a complete and accurate health history and by performing a systematic physical examination.
Obtain a complete and accurate health history on clients of all ages using a developmental approach.
Perform a focused accurate physical assessment on clients of varying ages using correct techniques of examination. Integrate knowledge of pathophysiology, including cultural and genetic influences, with the identification of clinical findings.
Use diagnostic reasoning to formulate both a problem list and a differential diagnosis based on assessment findings, which reflects both normal and abnormal clinical findings.
Develop performance and procedural skills necessary to complete the health assessment process. NU 575 Health Care Information Systems An introduction to health information systems as tools for decision making and communication in health care.
Explore theoretical foundations for the processing of information and change within nursing and the health care system. Integrate relevant knowledge from nursing and organizational theory to the management of information to guide managerial decision making.
Propose a healthcare informatics project based on nursing process, change theory, and administrative strategies for assessing, planning, implementing and evaluating informatics in a healthcare organization.
Examine social, ethical and legal issues involved in computerized procedures related to health care delivery.
Evaluate data management and computer applications used in clinical practice, nursing and healthcare administration. NU 605 Pharmacology for the Clinical Nurse Leader This course will focus on the pharmacotherapeutic principles of drugs most commonly used and evaluated by the Clinical Nurse Leader across health care settings.
Discuss the concepts and principles related to pharmacokinetics, pharmacodynamics, and pharmacotherapeutics of commonly used prescription, non-prescription drugs, and alternative therapies for common health problems experienced by individuals across the life span.
Identify the relevant influencing factors that impact drug therapy with emphasis on evidence based drug classification selection, monitoring of drug therapies, identification and avoidance of adverse drug reactions and interactions.
Demonstrate an understanding of the major drug classifications in terms of their mechanism of action, therapeutic uses, adverse effects and nursing implications.
Identify the effects of cultural beliefs on nursing interventions for drug therapy across the lifespan. Assess the legal, ethical and interdisciplinary implications for the Clinical Nurse Leader in the administration of drug therapy. Critique, evaluate and utilize evidence based practice guidelines in pharmacology and drug therapy. Discuss competency in teaching principles of medication preparation and administration identifying nursing interventions which maximize therapeutic effectiveness and minimizes adverse reactions. Discuss monitoring strategies, case evaluation, and patient counseling to ensure appropriate outcomes in specific disease states, for both acute and chronic conditions. NU 611 Care Management and Resources Across the Continuum Reviews the basic approaches to care or case management and utilization in their evolution, driving factors, and contemporary roles within a variety of health care settings. Articulate the contributions of the Clinical Nurse Leader (CNL) or Nursing Educator to the quality and cost of healthcare. Interrupt IOM strategies (core competencies) for restructuring clinical education to improve quality care and enhance patient safety.
Discuss the role of the CNL or Nurse Educator as a leader and partner in the interdisciplinary health care team. Articulate the cost of chronic disease management and the role the CNL or Nurse Educator plays in management of cost effective quality care. Participate in systems review to critically evaluate and anticipate risks to client safety to improve quality of client care delivery. Analyze a trend analysis report of an incident and a root cause analysis of a sentinel event.
Appraise information systems and technology at the point of care to improve health care outcomes.
Identify health care management issue(s) and propose evidenced based strategies to monitor or resolve identified issue(s).
NU 612 Disease Management and Outcomes Assessment Introduces the concept of disease management as an evolution of case management and explores the benefits of a comprehensive case and disease management program in selected settings.


Articulate the impact social, physical, psychological and spiritual responses have on health promotion, illness prevention, and health maintenance.
Identify evidenced based strategies for disease management and strategies for identifying and measuring outcomes of care. Describe actions directed towards restoration, and optimization an individual’s level of functioning. Explain the importance of pharmacological evaluation (polypharmacy), patient education, and supervision to prevent drug related complications. Identify cultural influences on individual and family reactions to the illness experience and end of life. Describe the application of case management skills and principles in the delivery and supervision of client care across a continuum.
Evaluate behavioral change through concepts of patient’s readiness and ability to accomplish recommended lifestyle changes. NU 680 CNL Role Immersion Practicum This is the first course in the nursing sequence for the clinical nurse leader role practicum providing the opportunity for in-depth analysis of the CNL role within various health care settings and specialties through a guided role immersion practicum experience. Practice application and synthesis of CNL role competencies in a designated clinical setting, working with one or more preceptors.
Assess knowledge regarding CNL certification exam content and develop a remediation plan to address identified weaknesses.
NU 681 CNL Capstone This capstone course is the final in the nursing sequence for the clinical nurse leader role practicum providing the opportunity for in-depth analysis of the CNL role within various health care settings and specialties through a guided role immersion practicum experience. NU 617 Health Care Delivery System This course focuses on the current health care delivery system and the impact on patient care.
Analyze and evaluate key issues and trends in health care delivery and legislation including scope of practice, standards of practice, healthcare financing, inpatient and outpatient delivery of care, long-term care, and accountable health organizations. Understand the public and private decision making processes for determining insurance coverage and payment of health care services. Analyze the incentives of health care suppliers, and apply this analysis to understand equilibrium in health markets. Apply knowledge learned to the student’s own local and community healthcare system to develop more effective and efficient healthcare delivery models in their own practice. NU 511 Role Development for Nursing Management and Executive Leadership This course introduces the student to contemporary theories of leadership, change, complexity science and organizational structure and design.
Assess one’s leadership competencies based on transformational leadership theory in order to assume or improve the student’s role as a nursing administrator (manager or executive). Analyze the parent organization’s impact on how the nursing department functions based on its structure, culture, mission, vision and strategic plan. Develop an innovation in one’s practice based on change theory and principles of complexity science. Use scholarly evidence to support one’s opinions about, analysis of, and personal development for transformational leadership and change.
NU 576 Management of Financial Resources An overview of the budgeting process in the health care setting. Develop an understanding of the specific elements necessary to complete a Non-Salary Budget.
Develop an understanding of the specific elements necessary to complete a Capital or Project specific budget. NU 521 Creating a Professional Work Environment In this course the student will appreciate the rationale for and strategies for creating a positive work environment for nursing and the interprofessional team.
Apply policies of human resource management to the creation of a positive work environment.
Discuss how conflict, diversity, collaboration, and communications can be positively managed to contribute to work harmony. NU 665 Quality and Safety in Practice During this course the students will proceed in a step by step progression through the continuous quality improvement (CQI) process. Review the historical development and theories of quality assurance and improvement in other industries and health care.
Discuss the implications of the national initiatives on patient safety for nurse managers and executives.
Discuss the implications of federal and accreditation regulations on desired patient outcomes and implications for reimbursement.
Compare and contrast the CQI process in use today in the health care industry today and identify the one used in the student’s practice setting. NU 672 Nursing Management and Executive Leadership Practicum (60 hours clinical) This is the next to the last course in the nursing sequence for the Nursing Management and Executive Leadership track.
Analyze organizational, ethical, and leadership theories which guide the organization’s leaders and their administrative practice at the macro-system level, as derived from the literature. Review the organization’s macro-system level strategic and operational plans and the importance of developing these plans along with how they cascade down through the microsystems in the organization.
Propose an evidence-based Performance Improvement (PI) project based on the knowledge acquired by performing the organizational assessment and evaluation. Conduct a review of the literature and an action plan for change for the evidence-based PI project. Engage in self-reflection and continued learning to enhance competencies in the role of nurse leader. Demonstrate competence in the scholarship of the NMEL track, the ability to work independently, and the ability to present the results of investigation effectively. NU 673 Nursing Management and Executive Leadership Capstone (60 hours clinical) This is the last course in the nursing sequence for the Nursing Management and Executive Leadership track. Learn and evaluate the organization’s macro-system level management of human resources including leadership competencies, workforce development and succession planning as well as, identify opportunities for performance improvement. Develop a plan to implement and evaluate the change(s) for the evidence based practice Performance Improvement project. Demonstrate competence in the scholarship of the NMEL track, the ability to work independently, and the ability to present the results of the investigation and capstone project effectively.
NU 555 Pharmacology for the Nurse Educator This course will focus on the pharmacotherapeutic principles of drugs most commonly used across health care settings. Discuss the concepts and principles related to pharmacokinetics, pharmacodynamics, and pharmacotherapeutics. Identify nursing interventions which maximize therapeutic effectiveness and minimize adverse reactions.
Assess the legal, ethical and interdisciplinary implications for the nurse educator in the administration of drug therapy. Demonstrate competency in teaching principles of medication preparation and administration. Recognize the diversity of learners related to culture, learning style, and motivation and select effective teaching strategies and learning activities for diverse learners based on evidence. Discuss the role and responsibilities of faculty in preparing and developing the nursing workforce. Develop evidence based teaching plan for current healthcare problem with evaluation measures with several teaching strategies and at least one evaluation method. Utilize technology in the development of an on-line teaching strategy as a part of a teaching plan. Analyze trends and issues in society, higher education, health care, and nursing and their implications for nursing education. Engage in self-reflection on how the major concepts impact personal values related to nursing education practice. Design an evaluation tool to evaluate learning on a selected topic for a group of nursing students or nursing staff. NU 619 Principles of Patient and Staff Education The focus of the course is to explore the master’s prepared nurse’s role in education in a hospital or clinical setting. This course is designed to introduce the Nurse Educator to concepts directed towards maximizing patient outcomes through empowering patients and families for the management of illness and disease across the lifespan. Articulate the various roles performed by a master’s prepared nurse educator in a clinical setting. Demonstrate knowledge of various leadership and change theories and appropriately apply them. Develop appropriate patient education material based on patient’s age, reading level, and level of comprehension.
Examine the needs of diverse populations in order to plan and deliver appropriate care from a nurse educator perspective.
Evaluate the relevance of health literacy to patient’s ability to navigate the health care system and engage in their self-care. Demonstrate their ability to assess the needs of nursing staff and plan and implement relevant staff education programs. Interpret the laws, policies and regulations that directly impact both patient education and nursing education in a clinical setting. Articulate and demonstrate the relevancy of the QSEN Competencies (pre-licensure) to the planning of educational materials for nursing staff. Develop an understanding of how healthcare delivery systems are organized and the functions of a nurse educator within that system. NU 690 Nursing Education Role Practicum This is the first course in the nursing sequence for the role immersion experience in nursing education.
Engage in self-reflection and continued learning to improve teaching practices that facilitate learning.
Analyze the organizational systems in a nursing education program as they relate to planned project. NU 691 Nursing Education Role Capstone This is the final course in the nursing sequence for the role immersion experience in nursing education. Vivian has by now researched some Spanish and practiced it on vacations in Puerto Vallarta.
This is open to licensed RNs who may well however be operating but would like to proceed their education by on the net lessons. A particular person with a bachelors diploma earns practically seventy per cent much more than a significant university graduate. In order to total their degrees, the psychological health experts took classes as portion of a grasp’s or doctoral application. Nursing schools with Online Nursing Courses lessons deliver lots of packages that you can get. The name change and curricular updates and modifications have been made to reflect current leadership trends to enhance the program. Adequate data collection and careful analysis for diagnostic and planning purposes is stressed.


It introduces descriptive statistics, probability distributions: both discrete and normal confidence intervals, hypothesis testing and correlation. It examines health care policy, including global health considerations, health care financing, quality and safety in health care, and the ethics of health care. Each step of the research process is explored in-depth to develop the skills to apply research to practice. Content areas of substance include evidence-based practice, nursing theory in research, statistical analysis from the prospective of application and critique, research utilization, and issues in nursing and health care research from a national perspective. The family system is viewed as both unique and dynamic, existing interdependently with the community and the environment and requiring advanced nursing expertise and caring at various times across the life cycle.
Clinical pathology content addresses alterations in major body systems that are commonly found in the primary care settings, as well as common testing used in the diagnostic process. Acquired data will be used to formulate a comprehensive problem list for the client and refine documentation skills Content will be designed to provide correlation of assessment strategies with an understanding of the mechanisms of illness and health problems of the main body systems.
This course builds on prior knowledge of systems theory and utilizes change theory and information processing theory to analyze, manage and evaluate health care information.
Basic pharmacological concepts, including pharmacokinetics, pharmacodynamics and pharmacotherapeutics, as well as the principal classifications of drugs in clinical use today are discussed in relation to physiologic and psychologic concepts. The role of practice guidelines and key relationships among nursing roles and interprofessional team members is considered along with the contributions of technology and financial considerations. Health priorities, models of chronic illness and important concepts related to health status (including quality of life and functional status) are discussed.
Integration of prior coursework related to advanced assessment and pathophysiology, pharmacology, information systems, ethics, research, evidence-based practice and health care systems occurs through clinical role practice, case studies, and student presentations. An evaluation of the health care delivery system will incorporate the impact of social issues, economics, politics, culture, education and technology on the health care system. The underlying framework of the course is transformational leadership and complexity science. This course explores the building blocks that are utilized to develop sound financial projections. Topics will include organizational culture, structural empowerment, shared governance, and the adoption of Magnet Hospital tenets (no matter the setting) among others.
This approach prepares the student with the necessary skills to complete a CQI capstone project in the practicum courses. Basic pharmacological concepts, including pharmacokinetics, pharmacodynamics and pharmacotherapeutics, as well as the principal classifications of drugs in clinical use today are discussed in relation to physiologic and psychological concepts.
The theories will be examined for their application in a variety of settings, level of education, and for the adult learner. Focus is on the process of curriculum development for an individual course including course objectives, content, learning activities, delivery of the content and student evaluation. Theory and research based knowledge in the design, coordination, and evaluation of the delivery of patient care and staff education will be reviewed.
This course will include a range of topics including: roles of the nurse educator in a clinical setting, leading and managing change, patient education and health literacy, educating special population in the clinical setting, laws and regulation related to patient education, impact of the nurse practice act and state regulation on nursing education, and a review of the organization of health care systems and the function of the nurse educator within that system. Students apply and analyze the theories, competencies, and concepts of the two previous courses in a designated role practicum experience using a preceptor. Students apply and analyze the theories, competencies, and concepts of the previous nurse educator courses in a designated role practicum experience using a preceptor.
Together with the simple fact that they have drastically lower unemployment fees, it appears to be to make a whole lot of feeling to seem free online nursing courses for approaches to make improvements to your education amounts. In get to keep latest in the field, it is necessary that all of them acquire continuing instruction courses. For current students finishing up the PCSA track, click here for a reference of the curriculum. The student will use the diagnostic reasoning process to formulate nursing diagnoses based on the North American Nursing Diagnosis Association (NANDA) nomenclature. Current practices in nursing and health care are viewed from the past and present as a way to contemplate the future. Students will be introduced to theories from nursing, natural, social, biological and organizational sciences to frame their future practice.
Students apply critical analysis to relevant research literature to determine its usefulness and application.
Students critique research articles according to criteria and develop a project related to evidence-based practice. Particular emphasis is placed on family and community assessment strategies, the impact of culture upon the family and community systems, and the impact of various primary care-oriented health problems on family roles and functions.
This course assists the student in the role of advanced practice nurse with the preparation to assess clients across the lifespan. Emphasis is also on the ability to utilize information systems in the delivery of patient care and the exploration of the variety of tools available to assist in the analysis of quality care. The role of the Clinical Nurse Leader in teaching patients safe and effective medication administration and assessment of medication management in patients with chronic disease is emphasized. Research on the outcomes of case and disease management is covered along with strategies for identifying and measuring outcomes of care.
A team of preceptors provide guidance and support as CNL students identify and enact the role components of the CNL role while analyzing the organizational context for this new role. Past, future and contemporary trends in health care delivery will be incorporated into the analysis of organizational Micro and Macro systems. Concepts such the clinical microsystems, nursing care innovations, strategic planning, and change, are covered. The course also reviews and explores the health care system and the multiple payers and their impact on the financial picture of health care organizations.
Human resource management principle such as selection, development, performant appraisal and nurse satisfaction will be considered within the framework of creating an environment of professional practice.
The student will review the historical background and theory of quality improvement and apply it to the current health care environment.
Students will apply and analyze the theories, competencies and concepts of previous courses in a designated role practicum experience using a preceptor.
The role of the nurse educator in teaching students safe and effective medication administration is emphasized. Communication skills and strategies necessary to interact and collaborate with members of the interdisciplinary health care team in addition to develop a therapeutic alliance with the patient will be discussed. The course is designed to prepare the master’s prepared nurse to be a leader in the development of educational programs in the clinical setting. George just graduated from higher education with two many years of Spanish on his transcript.
These can consist of these subject areas as psychological wellness, behavioral health and fitness counseling or psychology.
You will uncover that the Online Nursing Courses courses are provided by several educational institutions and universities. The crucial to improving your wardrobe on a spending budget is to discover what operates for you, investing in high-quality parts and being aware of exactly where and when to obtain your outfits.
The course builds on a framework of critical thinking, as students explore aspects of the history of nursing and medicine, analysis of current policy development, and implications of the past for present and future actions in nursing and health care. Further, students consider issues of cultural diversity and competence to assure the delivery of culturally competent care and minimization of health disparities. Statistical methods and concepts are reviewed and integrated throughout the course to promote an understanding of those concepts within the context of health care research. In addition, relevant concepts and principles of epidemiology are applied to the current and emerging health status of families and communities.
This course assists in the socialization of the learner into the role of the clinical nurse leader or nurse educator in the current health care delivery system. A variety of interactive and experiential activities will be utilized to enable the student to apply pharmacological theory to clinical situations and patient education. Students will be introduced to the concept of evidence based management and encourage to support their ideas with evidence. Emphasis is on the ability to utilize information systems in the development and ongoing analysis of financial data.
Further how a positive work environment supports quality and safety will be discussed based on evidence. After a review of the national and regulatory issues of patient safety, the student will identify one issue to use in the course to apply CQI methods. Faculty collaborate with students as they apply advanced clinical knowledge to the family system in a community setting. Students will complete an assessment of their leadership strengths and weaknesses and develop a professional leadership plan which will guide their progress throughout the rest of the program. They will also share their reflections with other course participants through a weekly discussion using appreciative inquiry to describe a significant learning on the strengths of their clinical site focused on the course objectives.
Students will also be sharing their reflections with other course participants through a weekly discussion using appreciative inquiry to describe a significant learning on the strengths of their clinical site focused on the course objectives. Current issues and trends in health care and nursing are integrated within each topical area. He wants to preserve working on his Spanish although he has the time, but he doesn’t want to shell out nearly anything. Students function interdependently with other health team members in the care of families and evaluate a plan of care using standards for advanced clinical practice. The core role competencies for the nurse manager and executive leader frame the course activities including managing client needs and expectations, marketing, managing financial resources, assessing quality and safety, visioning and strategic planning, designing care management systems, and developing operational plans for accountability and ethical practice. The core role competencies for the nurse manager and executive leader frame the course activities and include assessing the following areas: human resource management, workforce development, succession planning, culture of safety, The Joint Commission (TJC) national patient safety goals, public reporting and accountability, automation in healthcare and redesign of workflow, meaningful use, accountability care organizations, healthcare reform, care across the continuum, and raising the bar – learning from excellence.
I moved to Mexico a handful of several years back and essential to strengthen my intermediate-degree comprehension of the spoken language. The topics will incorporate assessments and new training and certification classes as nicely. In this course, students will complete their capstone project and the organizational assessment and evaluation (macro-system level). In this course, the student will perform an organizational assessment and evaluation (macro-system level) in two parts and complete Part I of the capstone project.




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