Elmhurst College reserves the right to modify courses, schedules and program format without advance notice to students.
Establishes the framework for advanced nursing and a clinical leadership role. Concepts, theories and principles from nursing and related disciplines are examined from a systems perspective. The application of theory in ethical practice is explored to promote optimal outcomes and clinical leadership.
Examines the structure, function and forces that shape U.S. and global health care delivery systems. Explores current and emerging technologies to support safe practice environments that optimize patient safety, cost effectiveness and health outcomes for individuals and populations. Identifies policy decision making in relation to advanced nursing role. This course provides essential content to exercise clinical leadership in inter-professional teams in health care organizations and to advocate for individuals, diverse populations and the discipline of nursing.
Provides the foundation for decision making in advanced nursing and clinical leadership. Emphasis is placed on generating problem-focused questions that are relevant to practice with populations. Skills and competencies in informatics, research design and statistical analysis are enhanced. Systematic appraisal of evidence and the application of evidence to foster change and achieve optimal outcomes are addressed. The relationship of the role of a clinical leader in evidence-based, ethical practice is examined. Prerequisites: undergraduate statistics (within the past five years or must demonstrate competency) and research courses.
Develops a population-based framework for health promotion and disease prevention. Epidemiological principles are examined. Concepts related to health and disease, burden of illness, vulnerable populations and cultural diversity are addressed. Population-based data are analyzed. Application of evidence-based methods in clinical intervention with a select population is examined. Inter-professional practice and ethical considerations in health care are explored. Prerequisites: undergraduate statistics (within the past five years or must demonstrate competency) and research courses.
Provides the foundation for practice in an advanced nursing role. Advanced knowledge of health assessment, pathophysiology and pharmacotherapeutics to support clinical reasoning is developed within an integrated learning model. The scope of content addresses culturally diverse clients across the lifespan, and includes both didactic and laboratory learning experiences. Competency in advanced history taking and physical examination skills is developed. Prerequisites: NRS 501, 502, 503, 504 and 523.
Examines clinical leadership in an advanced nursing role. Theories and skills to facilitate clinical leadership role development within complex systems are analyzed. Differentiation of roles in the health professions, certification and licensure are discussed. Professional role behaviors are examined, including group/team skills, advocacy, accountability, change and ethical conduct.
Focuses on critical thinking and decision making for optimal outcomes with a select population across the care continuum. Evidence-based practice and ethical considerations in care management are analyzed. Communication and collaboration issues in a clinical leadership role are explored. A practicum of 90 clinical hours provides the opportunity for application of, and reflection on, knowledge from core and select advanced competence courses. Prerequisites: NRS 538, NRS 521 or NRS 535 (may be taken concurrently).
Builds on the theories and principles of teaching/learning for an advanced nursing role that have been developed in the foundational courses. As an advanced competence course, emphasis is on knowledge and skills for teaching, learning and communication in technology-enabled environments. Focus includes management of relevant data and use of information to support professional nurses and to care for patients in multiple settings. Ethical and legal issues related to information technology are explored from the perspective of an advanced nursing role.
Examines the relationship among curriculum design, course development and outcomes. Curriculum development, including mission, philosophy and stakeholders, is explored from the perspective of the nurse educator role. Systematic processes for program assessment are examined. Standards from external accreditation agencies and ethical and legal issues unique to education, evaluation and the profession of nursing are discussed. Prerequisites: NRS 524, 532, 538.
Designed as a capstone experience with opportunities to synthesize the knowledge and skills developed throughout the program. The student is mentored by a master teacher to develop expertise in the nurse educator role in a setting that is an area of interest. Settings include academic nursing programs, secondary and tertiary health care agencies and community-based primary care organizations. Students complete 180 clinical hours in this residency. Seminar is structured to explore issues and reflect on role implementation. Prerequisites: all core, advanced competence and concentration courses, and consent of the program director; NRS 533 may be taken concurrently.
Focuses on the knowledge and skills needed by mid-level nurse administrators and managers, including health and public policy; legal risks and liabilities; standards of clinical practice; confidentiality and privacy; professional standards and ethics; fiscal management and financial outcomes; resource management; principles of nursing workload; customer service; professional practice environments and organizational culture; communication principles; nursing research/ scholarship; professional nursing practice; and principles of leadership. Prerequisites: NRS 501, 502, 503, 504 and 523.
This course focuses on strategic thinking for implementation of a leadership role in nursing administration. Emphasis is placed on competencies and decision making related to communication and relationship management; professionalism; leadership; knowledge of the healthcare environment; and business skills and principles. Prerequisites: NRS 524, 535, 538.
Designed as a capstone experience with opportunities to synthesize the knowledge and skills developed throughout the program. Residency is a mentored experience with designated preceptors in sites that are consistent with the student’s practice interest and that support full implementation of a clinical leadership role. Settings include secondary and tertiary health care agencies and community-based primary care organizations. Students complete 180 clinical hours in this residency. Seminar is structured to explore issues and reflect on role implementation. Prerequisites: all core, advanced competence and concentration courses, and consent of program director. NRS 536 may be concurrent.
Focuses on management of outcomes for individuals and populations. Health care systems are analyzed at the point of care to anticipate client risk, identify patterns of problem occurrence, target areas in need of intervention and examine cost. Skills are developed in micro-systems assessment and the use of information systems and technology. Outcomes related to quality, risk and cost are reviewed in relationship to benchmarks. Recommendations for changes in practice for optimal outcomes are explored. Prerequisites: NRS 501, 503, 504 and 523.
Designed as a capstone experience with opportunities to synthesize the knowledge and skills developed throughout the program. Focuses on clinical leadership in providing lateral integration of care at the point of care to pro- mote optimal outcomes. Residency is a mentored experience with designated preceptors in sites that are consistent with the student’s practice interest and that support full implementation of the clinical nurse leader role. Clinical nurse leader role functions include client advocate, health professional, team manager, information manager, system analyst/risk anticipator, clinician, out- comes manager and educator. Residents complete 360 clinical hours. Seminar is structured to explore issues and reflect on role implementation. Prerequisites: all core and advanced competence courses, and consent of the program director.