MSN GRADUATE COURSES Course Descriptions & Objectives

Size: px
Start display at page:

Download "MSN GRADUATE COURSES Course Descriptions & Objectives"

Transcription

1 MSN GRADUATE COURSES Course Descriptions & Objectives NURS ETHICS AND POLITICS OF NURSING (3) In this course the ethics and politics of nursing are examined. An exploration of ethical practice in nursing and contemporary health care contexts that promote social justice and health equity is undertaken. The current climate of nursing practice and the context of health-care practice and policy are critically evaluated. The values that underlie individual and policy decisionmaking in nursing, and health care more widely, are examined. Offered early in the MSN program this course will also focus on providing students ongoing feedback and support in developing their writing skills. OJBECTIVES: 1. Critically examine the values shaping nursing and health care in Canada 2. Evaluate various theoretical perspectives for their usefulness in understanding how health, health care and nursing are shaped by competing structures, values and power relations 3. Use a nursing lens to examine and foster ethical practice and policy 4. Explore how values, health, health care and nursing practice are shaped within the context of larger social trends and political mandates 5. Begin to assess how values and policies are enacted to affect particular populations differentially NURS RESEARCH AND EVIDENCE-BASED PRACTICE (3) The purpose of this course is to build foundational knowledge and skills in searching the literature, critically analyzing research and synthesizing evidence, and applying this evidence to issues of relevance to nursing practice. 1. Describe the nature of evidence and its contribution to knowledge development in nursing. 2. Identify research that is relevant to a particular problem or topic area in nursing. 3. Systematically assess and evaluate the quality of this research and the usefulness of the evidence it provides. 4. Synthesize and interpret this evidence to develop justifiable conclusions and identify knowledge gaps. 5. Apply strategies for using this evidence to address specific nursing practice goals and issues. MSN Graduate Course Descriptions + Objectives- July

2 NURS 505 STATISTICAL LITERACY IN NURSING (3) Statistics, a perplexing subject for many students, is an important means of communication in science and in much of everyday life. Statistics arise in everything from opinion polls, to survey results, to the latest nursing and health-related research. Understanding the fundamental concepts that underlie statistics is critical to success in the everyday world of nursing. This course is designed, not as a primer in data manipulation, but as an introduction to a scientific approach to thinking. It is aimed at beginners with limited mathematical skill. The goal here is to promote appreciation and comprehension of statistical information rather than competence in statistical techniques, per se. Some computational techniques will be addressed to facilitate understanding of the underlying concepts. The course is constructed to meet several objectives. Of concern is the development of comprehension of statistical thinking and basic quantitative data analysis. Upon completion, students should be able to better cope with the flow of information and claims commonly encountered by nurses with advanced standing. Such competence is necessary for making informed choices, for assessing the opinions of others, and for making reasonable suppositions about good nursing practice. The focus on evidence-based, or evidence-informed, nursing practice rests, in part, on knowledge of statistics. 1. Demonstrate working knowledge of basic statistical terms and notation 2. Demonstrate working knowledge of graphics (tables, graphs, figures) commonly used to communicate in nursing 3. Interpret statistical information commonly presented in nursing and other relevant health research literature 4. Critically evaluate nursing research claims. 5. Detect some misuses of statistics 6. Enhance interpersonal collaborative skills in order to perform and critique health research using statistics NURS 506 HEALTH PROMOTIONS (3) Nurses, nurse practitioners and other clinicians can be highly influential in fostering health promotion in clinical and community practice settings. Nursing 506 examines the role of health promotion in diverse practice contexts. Class members will explore various health promotion strategies, approaches and interventions. Emphasis is on how to adapt health promotion strategies, approaches and interventions in ways that take the social and economic contexts of peoples lives into account. OJBECTIVES: 1. Identify assumptions and values that underpin various conceptualizations of health promotion 1. Critically analyze current recommendations for health promotion, harm reduction, and MSN Graduate Course Descriptions + Objectives- July

3 illness prevention 2. Discuss the social and economic contexts that influence people s engagement with health promotion 3. Describe how health promotion interventions, strategies and approaches can be implemented in clinical practice 4. Discuss the role of advanced practice nurses in integrating health promotion to clinical and community practice settings NURS THEORETICAL FOUNDATIONS OF NURSING PRACTICE (3) This course provides students with the opportunity to explore the evolution of nursing knowledge and the processes of theoretical and analytical reasoning as they apply to nursing. In the context of the course students will apply critical thinking to the understanding and resolution of nursing problems. 1. Describe the ways in which nursing theory has evolved historically 2. Identify important social and theoretical influences on the development of nursing knowledge 3. Discuss the relevance of explorations of nursing knowledge to the advancement of the nursing profession and one's own nursing practice 4. Explore various assumptions that underlie nursing knowledge development 5. Apply critical reasoning to clinical nursing problems 6. Propose possible resolutions to key conceptual issues facing nurses 7. Analyze ontological, epistemological, and methodological presuppositions and implications of various nursing theories 8. Explore the significance for nursing practice of various ways of thinking about nursing knowledge 9. Explore various approaches to the development of nursing knowledge 10. Analyze nursing phenomena from a variety of theoretical perspectives 11. Synthesize ways of conceptualizing nursing knowledge 12. Examine, interpret and synthesize findings from the literature in a scholarly written format NURS LEADERSHIP IN NURSING (3) This course is designed to introduce you to 2contemporary leadership theories and practices in the context of complex, constantly changing health care environments. Key leadership competencies will be highlighted throughout the course. It is intended that the course will enhance your leadership potential and prepare you as an emerging leader in various practice environments. MSN Graduate Course Descriptions + Objectives- July

4 1. Explore an array of leadership theories and concepts 2. Critically evaluate the applicability of selected theories and concepts to nursing leadership 3. Examine the individual, interpersonal, historical, and structural contexts in which nursing leadership is enacted 4. Identify and discuss factors within the preceding contexts that influence leadership 5. Examine current evidence-informed competencies for effective nursing leadership at all levels of practice (e.g., front-line care provider, middle-level nurse leadership, executive nurse leadership) 6. Examine the contextual resources and constraints for effective nursing leadership at all levels of practice 7. Explore the current challenges facing nurse leaders at levels of leadership practice (e.g., bullying, changing scope of practice, RN/LPN teamwork) 8. Further develop effective strategies and competencies to address challenges facing nursing leaders at all levels of leadership practice (e.g., conflict management, coaching and mentoring, empowering leadership) 9. Develop leadership skills in a group setting 10. Demonstrate insight into own strengths and areas for development as a team member and as a nurse leader within the context of their scope of practice and roles and responsibilities within their current clinical setting NURS ADMINISTRATIVE LEADERSHIP IN NURSING (3) The study of organizational behavior, management methods, and administrative processes in health care. The purpose of NURS 520 is to help to prepare nurses for leadership positions in a variety of healthcare arenas, including, for instance acute care, community, public health, mental health, and other settings. The focus is on the knowledge, skills, abilities, and attitudes required to be an effective nurse leader in today s complex and dynamic health care system. In this course, we emphasize leadership competencies of particular importance to front line and middle level nurse leadership positions that include administration responsibilities. Although not the focus of this course, we will also discuss executive leadership competencies during the term. Leadership development typically focuses on concepts organized according to: leading self; leading others; leading and managing change; and leading within complex healthcare systems. We will cover content related to these broad categories, and the learning goals for the course are associated with these categories. 1. Critically examine leadership theories 2. Explore relational capabilities associated with effective leadership (e.g., emotional intelligence) 3. Analyze core competencies for administrative leadership 4. Identify the major roles and responsibilities associated with different leadership levels MSN Graduate Course Descriptions + Objectives- July

5 5. Critically examine the concept of effective teamwork 6. Further develop strategies for managing conflict in the workplace 7. Analyze the theoretical underpinnings of effective change management and innovation 8. Identify the key change management strategies and tools associated with successful healthcare innovations 9. Explore healthcare finance, including business case development 10. Examine the impact of restructuring and redesign (e.g., program management) on healthcare delivery 11. Critically reflect on the important trends influencing leadership within complex healthcare settings, particularly quality/safety initiatives NURS ADVANCED PRACTICE IN NURSING (3) This course explores the theoretical foundations and practical experience/mentorship required for the development of knowledge and skills related to an advanced practice nursing role. Through classroom and brief practicum experiences we will explore the key elements of APN roles and the skills required to enact these roles. You will also get the chance to begin to formulate a future advanced practice nursing role you could assume. Course content includes; advanced practice nursing models/roles, CNS and Nurse Practitioner role distinction, CNS practice domains and competencies, CNS practice outcomes, program and policy development, and consultation and collaboration for advanced practice. 1. Examine advanced practice nursing within the context of the Canadian health care system and determine the professional/political issues influencing the advanced practice role 2. Critically evaluate the applicability of various frameworks and models for the development, implementation, and evaluation of advanced practice nursing roles 3. Differentiate between clinical nurse specialist and nurse practitioner roles 4. Articulate the knowledge, skills, judgment and personal attributes required to practice as a clinical nurse specialist in different contexts 5. Determine the evidence-base and critical outcomes of CNS practice 6. Apply knowledge and skill in program development and evaluation 7. Demonstrate and promote intra and inter-professional collaboration 8. Articulate a proposal for a desired future role in advanced practice NURS EDUCATIONAL PROCESSES IN NURSING (3) This course explores the historical development, theoretical bases, practical knowledge, accountability of, and issues regarding curriculum processes and teaching in nursing education or practice. MSN Graduate Course Descriptions + Objectives- July

6 1. Analyze the historical development of nursing education and demonstrate the way this has influenced present day practices 2. Synthesize information, utilizing knowledge or processes from teaching and learning theory, to support evidence based teaching 3. Critically evaluate how a diversity of learners needs and styles can be incorporated in an educators teaching practice 4. Analyze the ethical implications of specific learning strategies in a variety of contexts and settings in nursing education 5. Extrapolate the concepts underpinning curriculum development and evaluation 6. Postulate future directions for nursing education, based on current trends and innovations and their possible implications for education, practice and research NURS CLINICAL NURSING EDUCATION (3) The course is designed to provide a theoretical foundation for graduate students to develop, or to enhance their knowledge and skills as clinical educators of nursing staff or students. The purpose of this course is to give students an opportunity to learn and reflect upon the scope of clinical educator role. In addition, it will provide students an opportunity to explore their future plans in relation to their professional development as clinical educators. This course explores strategies that can be used to foster a learning community, critical thinking, reflection, active learning, learner confidence, and development of teaching skills. To this end, issues such as teacher-student-staff-client relationships, diversity among learners, ethics, and the development of professional values are explored. Participants in this course are expected to explore the theoretical and research literature and apply this body of knowledge to their particular areas of interest in clinical teaching. 1. Understand theories and models of learning and teaching as they apply to clinical nursing education 1. Appreciate the complexity of the learner-educator relationship in the clinical setting 2. Use a variety of teaching strategies to enhance learning in the clinical setting 3. Examine methods of assessment and evaluation in clinical nursing education 4. Explore selected issues embedded in clinical nursing education 5. Critique evidence-based literature that has relevance for clinical nursing education NURS 548 QUALITATIVE RESEARCH METHODS (3) This course is designed as an introductory graduate level course for those considering qual methods for thesis or dissertation projects or interested in learning about how qualitative me might be integrated into future mixed methods initiatives. The structure of the course allo interactive dialogue around foundations of qualitative inquiry, methodological applications 6

7 various qualitative research traditions, as well as techniques and tools to strengthen qualitativ collection and analysis. 1. Discuss philosophical underpinnings of qualitative research methods 2. Explain commonalties inherent in inductive approaches to inquiry 3. Identify key elements associated with phenomenology, ethnography, grounded theory, narrative inquiry, and participatory action research. 4. Examine how research questions vary by qualitative methods. 5. Explain key elements of sampling, data construction and data analysis in qualitative research. 6. Identify applicability of data collection strategies to modes of qualitative inquiry 7. Describe strengths and limitations of particular qualitative methods 8. Articulate ethical issues in qualitative research 9. Evaluate qualitative research manuscripts NURS QUANTITATIVE RESEARCH METHODS (3) This course takes a practical approach to preparing students to use quantitative research methods at a level that would be appropriate for a master s thesis. Relationships between research questions, research design, data, and statistical analyses are explored. Students are exposed to a variety of statistical techniques (t-tests, chi-square tests, one-way ANOVA, twoway ANOVA, correlation, simple regression, and multiple regression), and are expected to develop competency in the use of selected techniques. 1. Select the appropriate research design for a research question 1. Articulate the key features and underlying assumptions of various statistical tests 2. Articulate the decision process for selecting the appropriate statistical tests for analyzing data 3. Select the appropriate statistical tests for analyzing data 4. Conduct selected statistical analyses, interpret output, and report findings in tabular, graphic, and narrative forms (t-test, chi-square tests, one-way ANOVA, correlation, and simple regression) 5. Articulate principles associated with the interpretation of quantitative research findings 6. Use SPSS with a beginner s level of confidence as a tool for conducting quantitative data analysis. NURS METHODS IN NURSING SCIENCE (3) The purpose of this course is to provide students with a broad overview of methods of scholarly 7

8 inquiry. The course will focus on key elements of research and evaluation including identifying a focus of inquiry, identifying a target population/area, data collection methods, data analytic methods, and ethics related to scholarly inquiry. Topics covered will include qualitative and quantitative study designs, survey designs, program/initiative evaluation, policy analysis, and data collection via interviews, focus groups, and observation. 1. Understand principles of qualitative and quantitative research and other forms of sc inquiry 2. Articulate the basis for design choice as applied to a focus of inquiry 3. Identify researchable problems and build logical arguments that justify a focus of inquiry 4. Understand the key elements of qualitative, quantitative, and mixed method designs inc sampling, data collection and analysis. 5. Describe methods for policy analysis, program/initiative evaluation, and survey designs 6. Examine interdisciplinary aspects of research and evaluation 7. Understand ethical issues in research and scholarly inquiry NURS 560 THE POLITICS OF HEALTH POLICY (3) The study of the processes and strategies influencing health and social policy, and the social and political contexts in which policy is created. 1. Critically examine the different theoretical and ideological perspectives from which policy is conceptualized. 2. Analyze the social, political and economic contexts in which policy is created and enacted. 3. Interpret health and social policy processes in the context of larger social trends and political mandates. 4. Examine how policies differentially affect particular populations and shape health and social inequities. 5. Identify new directions needed in health and social policy development. 6. Critically examine how nurses and other health professionals can influence policy development and implementation. NURS 577 A - GRADUATE PRACTICUM IN NURSING (3 6) ADVANCED PRACTICE NURSING AND THE ROLE OF THE CLINICAL NURSE SPECIALIST This practicum-based course is designed to provide the student with an opportunity to explore a selected population and setting of interest in advanced practice (Clinical nurse specialist [CNS] role). Through the practicum experience the student is expected to engage reflexively to explore the relationship between nursing knowledge and practice with specific populations in a variety of 8

9 contexts. 1. Develop and implement a learning plan; 2. Demonstrate competence for each of the concepts (see below) related to the advanced practice nurse (APN), the CNS, population of focus, and advanced nursing practice (ANP) roles and competencies; 3. Employ collegiate and collaborative practice 4. Integrate reflective practice and scholarship in professional education into their practice 5. Evaluate their progress in CNS practice according to quality indicators such as clinical outcomes and peer evaluation 6. Demonstrate beginning competence for each of the concepts (see below) related to the advanced practice nurse (APN) 7. Integrate key concepts and knowledge from other coursework in developing their own advanced practice, e.g. ethical practice; 8. Explore their development in preparation for an advanced practice role as a CNS NURS 577 B - GRADUATE PRACTICUM IN NURSING (3 6) ADVANCED PRACTICE NURSING AND THE ROLE OF THE EDUCATOR This practicum-based course is designed to provide the student with an opportunity to explore advanced practice in the field of education through a selected educational setting of interest. Through the practicum experience the student is expected to engage reflexively to explore the relationship between nursing and education knowledge and educational practice in a specific teaching setting. 1. Develop and implement a professional learning plan 2. Demonstrate competence in nursing education and training practice 3. Employ collegiate and collaborative practice 4. Integrate reflective practice and scholarship in professional education into their practice 5. Evaluate their progress as professional educators according to quality indicators such as student performance, student and peer evaluation 6. Demonstrate beginning competence for each of the concepts related to the advanced practice nurse (APN) 7. Explore their development in preparation for an advanced practice role in nursing education 9

10 NURS SPECIALIZED DOMAINS OF NURSING PRACTICE (3) See list of courses below NURS 586 A - NURSING AND HEALTH CARE IN HISTORICAL PERSPECTIVE (3) Exploration of nursing and health care history. This course offers an opportunity to understand changes in nursing practice and health care in their historical context. Past approaches in the history of nursing practice are analyzed in the broader context of changes in health care and shifting work and gender relationships. Major social and cultural influences, such as religion, gender, class, ethnicity, and education as well as the impact of institutional health care and science on the evolution of nursing practice will be explored. Main events and ideas, such as the rise of the modern hospital, public health, the threat of disease and changing social circumstances that shaped nursing and health care are included in the list of topics covered in the course. These topics will be examined based on critical analysis of historical readings. Approaches to historical inquiry will be explored in selected experiential activities. 1. Analyze and critique selected secondary works on the history of nursing and health care to develop an understanding of the broader social context that has shaped nursing and health care over time 2. Examine and analyze events and ideas influential to nursing and health care 3. Explore the use of historical methods of analysis for raising contemporary nursing issues questions 4. Critique your own views with regard to the development of nursing and articulate and critically evaluate selected questions on the history of nursing practice and interventions NURS 586 C - Healthy Infant and Child Development (3) In this course, students will critically examine past and current theoretical perspectives and concepts in informing understanding and research in infant and child growth The course will consider infant and child development in the context of changes in health care, discourses from health care providers, and shifting work and gender roles in families. Major social and cultural, as well as bio-behavioral influences on normal growth and development will be explored. Particular topics of interest to students in the class can be explored in more detail in the seminars. Key writing in the area of infant and child development will be critically analyzed. This seminar course offers opportunity to critically examine relationships among personal, interpersonal, and contextual features that affect infant and child development. The course will consider infant and child development in the context of the child s family, national priorities, changes in health care and discourses from health care providers. Concepts such as infant/ child attachment, resiliency and self-regulation will be highlighted. The development of a more sophisticated understanding of the theoretical underpinnings of current understanding of interrelated factors and adequacy in informing and guiding research and health care interventions to foster children s growth and development is part of the learning process. 10

11 1. Analyze and critique selected publications on infant and child development 2. Critically examine trends and the strength and limitations of theories of infant and child attachment and self-regulation in informing and guiding research and best practices 3. Analyze interrelated factors and environments that influence infant and child development 4. Consider sources of variability that may foster or impede growth and development trajectory across diverse populations of infants and children and sub-populations 5. Draw conclusion of the strengths, limitations and effectiveness of selected intervention studies developed to promote maternal infant interaction and optimal neurodevelopment over the infant s first few years of life 6. Critically examine your assumptions and positions with regard to important elements of child development and their effects on your practice 7. Apply your understanding to develop critical questions about directions for nursing practice and/or education to foster infant and child growth and development NURS 586 V Violence in Families: Advanced Understandings and Responses (3) This course builds upon a basic understanding of violence in families over the lifespan and presents a critical analysis to intervention strategies. It provides an overview of assessment, prevention and intervention strategies for social workers and nurses in their professional interactions with clients/patients who have experienced or perpetrated violence at different stages of their lifecycle. Interventions are considered in terms of the socio-political context of individuals and/or families and individual vulnerabilities due to age, gender, class and ethnicity. Inter-professional collaboration in providing intervention strategies will be emphasized. OJBECTIVES: 1. Appreciate and understand the social context in which violence occurs 2. Identify the risk markers to and signs and symptoms of different types of abuse in families and assess for presence of violence 3. Identify the appropriate types of interventions for different types of abuse 4. Appreciate the value of close collaborative practice between nurses and social workers and with allied health, social service, and legal services 5. Appreciate and promote violence prevention strategies NURS DIRECTED STUDIES (MSN) (3 6) OVERVIEW: Guided Independent or Directed Studies Courses can be listed as a course in the MSN program (NURS 590: Directed Studies in Nursing). 11

12 DEFINITION: A directed study is intended to serve as a learning experience in a coherent area of study initiated by a student in consultation with a faculty advisor. The courses are intended to complement core courses and support learning and to prepare for the masters completion projects or doctoral theses. GENERAL GUIDELINES: Typically, courses are 3 credits. However, directed or guided independent study courses can have a 3 credit or 6 credit value, depending on the learning contract established between the directed study supervisor & student. MSN students may take up to 6 credits of directed or guided independent study courses and doctoral student may take up to 12 credits of directed or guided independent study courses over their entire programs. All directed or guided independent study courses involve a written contract between the student and a faculty member with whom the student negotiates a course. NURS Scholarly Practice Advancement Research project (SPAR ) (3) (formerly NURS 595 Major Essay) OVERVIEW & CONTEXT: Students in the MSN program may complete the program requirements by completing a MSN SPAR Project (NURS 595 Scholarly Practice Advancement Research project (SPAR), 3 credits). Typically, students register for this option from the first term of enrolment into the program and work on the SPAR alongside the completion of their required and optional course work (30 credits). The SPAR project must be completed under the supervision of a faculty member and a proposal for the project has to be prepared and approved by the supervisor and one additional supervisory committee member. The initial steps towards proposal development can be undertaking under the guidance of the provisional advisor, assigned to each student from the start of the program (please find below specific guidelines for proposal development). The SPAR represents an original piece of scholarship that builds on knowledge and skills acquired from coursework. The SPAR project may take a variety of forms and will draw on accepted research and synthesis methodologies to address topics relevant to the discipline of nursing. The SPAR project will typically focus on an issue of immediate relevance to an area of nursing practice, which might be inclusive of clinical, educational, leadership, health policy, or health administrative domains. The overall aim of a SPAR project - that is narrower in scope and focus than a thesis - is to provide a critical analysis of an issue that will inform decision-making within the nursing profession and advance practice and health care. Such critical analyses are evidence and theoretically informed. 12

13 NURS MASTERS THESIS (6) OVERVIEW & CONTEXT: A Master s Thesis (Nursing credits) is the written report of a formal, systematic scholarly inquiry following accepted methodology to answer questions relevant to the discipline of nursing or the broader field of health sciences scholarship. Such a research project can take a number of forms including: A project which includes collecting primary (newly created) data, or conducting a secondary analysis of data from a larger research study, which are both common in quantitative or qualitative studies in order to answer questions relevant to nursing or health care. Projects in which you analyze existing data or evidence, such as a policy analysis, a historical analysis, or a discourse analysis in order to critique or question established assumptions, add to policy development, or to explain events or occurrences in context and time. Such data could include archival data, existing documents, or reports. Projects which involve a systematic, critical, substantial analysis and synthesis of the literature to answer questions relevant to nursing or health care. This could take the form of a formal systematic review of a number of published research reports or studies or other form of systematic review of the literature based on accepted standards. A meta-analysis could also be conducted although such a project is not common at the MSN level. Projects which involve philosophical or ethical inquiry to address key practice issues in nursing and health care. Projects which involve concept development, for example a concept analysis, or another form of theory development serving to expand theory relevant to nursing and health. The student completing a master s thesis will have engaged in the phases of the research process, including problem identification, review of existing knowledge, methods determination, analysis and interpretation in an original project or in an agreed upon component of a project conducted with other researchers. The research question(s) must be derived from the current state of nursing knowledge in the identified substantive field and these must include a discussion about the contributions or implications of the findings for nursing or health care (including implications for practice, education, policy, administrative management, research, or knowledge as appropriate). 13

MN-NP GRADUATE COURSES Course Descriptions & Objectives

MN-NP GRADUATE COURSES Course Descriptions & Objectives MN-NP GRADUATE COURSES Course Descriptions & Objectives NURS 504 RESEARCH AND EVIDENCE-INFORMED PRACTICE (3) The purpose of this course is to build foundational knowledge and skills in searching the literature,

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership The mission of the Doctor of Management in Organizational Leadership degree program is to develop the critical and creative

More information

School of Advanced Studies Doctor Of Health Administration. DHA 003 Requirements

School of Advanced Studies Doctor Of Health Administration. DHA 003 Requirements School of Advanced Studies Doctor Of Health Administration The mission of the Doctor of Health Administration degree program is to develop healthcare leaders by educating them in the areas of active inquiry,

More information

Faculty of Nursing. Master s Project Manual. For Faculty Supervisors and Students

Faculty of Nursing. Master s Project Manual. For Faculty Supervisors and Students 1 Faculty of Nursing Master s Project Manual For Faculty Supervisors and Students January 2014 2 Table of Contents Overview of the Revised MN Streams in Relation to Project 3 The Importance of Projects

More information

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology The mission of the Doctor of Education in Educational Leadership degree program

More information

SOUTHERN UNIVERSITY AND A&M COLLEGE BATON ROUGE, LOUISIANA

SOUTHERN UNIVERSITY AND A&M COLLEGE BATON ROUGE, LOUISIANA MASTER OF SCIENCE IN NURSING (MSN) COURSE DESCRIPTIONS 600. THEORETICAL FOUNDATIONS OF ADVANCED NURSING (Credit, 3 hours). A systematic examination of the concepts of nursing, human beings, health, and

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology The mission of the Information Systems and Technology specialization of the Doctor of Management

More information

Masters of Science in Nursing Curriculum Guide Course Descriptions

Masters of Science in Nursing Curriculum Guide Course Descriptions Masters of Science in Nursing Curriculum Guide Course Descriptions Core Courses (26 credits total) N502 Theoretical Foundations of Nursing Practice (3 credits) Theoretical Foundations of Nursing Practice

More information

Graduate Curriculum Guide Course Descriptions: Core and DNP

Graduate Curriculum Guide Course Descriptions: Core and DNP Graduate Curriculum Guide Course Descriptions: Core and DNP APN Core Courses (35 credits total) N502 Theoretical Foundations of Nursing Practice (3 credits) Theoretical Foundations of Nursing Practice

More information

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management Program Overview The accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and

More information

Degree Level Expectations, Learning Outcomes, Indicators of Achievement and the Program Requirements that Support the Learning Outcomes

Degree Level Expectations, Learning Outcomes, Indicators of Achievement and the Program Requirements that Support the Learning Outcomes Department/Academic Unit: School of Nursing, MN Degree Level Expectations, Learning Outcomes, Indicators of Achievement and the Program Requirements that Support the Learning Outcomes Expectations (general

More information

(Revised Curriculum 2008)

(Revised Curriculum 2008) Master of Nursing Science Program in Community Nurse Practitioner (Revised Curriculum 2008) Curriculum Master of Nursing Science Program in Community Nurse Practitioner Academic Degree Master of Nursing

More information

School of Advanced Studies Doctor Of Business Administration. DBA 003 Requirements

School of Advanced Studies Doctor Of Business Administration. DBA 003 Requirements School of Advanced Studies Doctor Of Business Administration The mission of the Doctor of Business Administration degree program is to empower business administration practitioners to become business subject

More information

BS, MS, DNP and PhD in Nursing Competencies

BS, MS, DNP and PhD in Nursing Competencies BS, MS, DNP and PhD in Nursing Competencies The competencies arise from the understanding of nursing as a theory-guided, evidenced -based discipline. Graduates from the curriculum are expected to possess

More information

SCHOOL OF NURSING Philosophy Statement

SCHOOL OF NURSING Philosophy Statement SCHOOL OF NURSING Philosophy Statement Nursing is a discipline, a profession, and a service. The discipline of nursing is a body of knowledge, formalized in philosophical and scientific theory/theoretical

More information

INSTITUTE OF CONTINUING AND DISTANCE EDUCATION

INSTITUTE OF CONTINUING AND DISTANCE EDUCATION INSTITUTE OF CONTINUING AND DISTANCE EDUCATION PHD IN ADULT EDUCATION AND HUMAN RESOURCE STUDIES OVERVIEW The Doctor of Philosophy (Ph.D.) in Adult Education and Human Resource Studies is to provide leadership

More information

MSN Course Description Revisions Necessary for Introduction of the Nurse Educator Track, September 2015

MSN Course Description Revisions Necessary for Introduction of the Nurse Educator Track, September 2015 MSN Course Description Revisions Necessary for Introduction of the Nurse Educator Track, September 2015 Rationale: 1. MSN courses for both tracks need to delete specific reference to the CNL or make reference

More information

Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University

Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University The purpose of the doctoral program in Educational Leadership is to

More information

Master of Science in Nursing

Master of Science in Nursing Curry College s Master of Science in Nursing focuses on the timely and relevant Clinical Nurse Leader (CNL ) role. The program is designed for nurses who want to enhance their practice with cutting-edge

More information

M.S.N. Graduate Program

M.S.N. Graduate Program M.S.N. Graduate Program Graduate Program Mission The Saint Luke s College of Health Sciences is an educational leader serving exceptional students pursuing a graduate nursing degree. An institution of

More information

HAMPTON UNIVERSITY ONLINE School of Education and Human Development PhD in Educational Management

HAMPTON UNIVERSITY ONLINE School of Education and Human Development PhD in Educational Management Program Overview This accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and

More information

DOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3.

DOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3. DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive

More information

Doctor of Nursing Practice

Doctor of Nursing Practice 308 Doctor of Nursing Practice Clarke University offers a Doctor of Nursing degree in Family Nurse Practice to serve the needs of the working health care professionals seeking post baccalaureate study.

More information

Dear Colleagues, Best Regards, Pamela L. Quinones, RDH, BS

Dear Colleagues, Best Regards, Pamela L. Quinones, RDH, BS A Letter from the 2011-2012 ADHA President Dear Colleagues, Partnering with ADEA to develop the Core Competencies for Graduate Dental Hygiene Education was a very positive and rewarding experience for

More information

Graduate Program Course Descriptions

Graduate Program Course Descriptions Graduate Program Course Descriptions The following section provides course descriptions for courses offered and required in the Research College of Nursing Graduate Programs: the Family Nurse Practitioner

More information

MASTER OF SCIENCE IN NURSING

MASTER OF SCIENCE IN NURSING 300 MASTER OF SCIENCE IN NURSING Clarke University offers a Master of Science in Nursing degree in Nurse Educator and Family Nurse Practitioner programs, a post-master s certificate program and a master

More information

Nursing - Graduate (NGRD)

Nursing - Graduate (NGRD) Loma Linda University 2015-2016 1 Nursing - Graduate (NGRD) Courses NGRD 500. Primary Care Adult-Gerontology Nurse Practioner: Fragile elders. 2 Continues development of the A-GNP role of health promotion,

More information

DNP CURRICULUM PROGRAM OUTCOMES

DNP CURRICULUM PROGRAM OUTCOMES DNP CURRICULUM PROGRAM OUTCOMES CCNE DNP ESSENTIALS Essential I: Scientific Underpinnings for Practice 1. Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical,

More information

REGULATIONS FOR THE DEGREE OF DOCTOR OF NURSING (DNurs)

REGULATIONS FOR THE DEGREE OF DOCTOR OF NURSING (DNurs) REGULATIONS FOR THE DEGREE OF DOCTOR OF NURSING (DNurs) (See also General Regulations) N30 Definition The degree of Doctor of Nursing (DNurs) is a professional doctorate degree awarded for the satisfactory

More information

PhD Course Descriptions

PhD Course Descriptions PhD Course Descriptions PHDN 601 Philosophy of Science in Nursing (3) Explores epistemological and ontological foundations of science and how they influence the development of the science of nursing. Examines

More information

Nursing Science (NUR SCI)

Nursing Science (NUR SCI) University of California, Irvine 2015-2016 1 Nursing Science (NUR SCI) Courses NUR SCI 40. Introduction to Nursing and Health Care. 2 Units. Introduction to roles and responsibilities of nursing professionals,

More information

De Montfort University. Course Template

De Montfort University. Course Template De Montfort University Course Template 1. Basic information Course Name: Criminology and Criminal Justice Course Code: PA081T Level (UG, PG): Postgraduate Doctorate Academic Period: 2015 Faculty: HLS -

More information

Educational Administration, K-12 Educational Leadership Department of Professional Studies. Ph.D. Program Requirements

Educational Administration, K-12 Educational Leadership Department of Professional Studies. Ph.D. Program Requirements Educational Administration, K-12 Educational Leadership Department of Professional Studies Ph.D. Program Requirements Students are required to take a minimum of 81 credit hours to include up to 30 credit

More information

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

PsyD Psychology (2014 2015)

PsyD Psychology (2014 2015) PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

Potential Career Paths: Specialization Descriptions

Potential Career Paths: Specialization Descriptions FOUNDATION AND SPECIALIZATION COMPETENCIES FOR COMMUNITY HEALTH SCIENCES GRADUATE STUDENTS Updated Feb 2013 Department Mission Statement: The Department of Community Health Sciences is committed to enhancing

More information

Course Descriptions NUR 3805 Nursing Roles, Dimensions and Perspectives 3 credits NUR 3069 Advanced Health Assessment 2 credits

Course Descriptions NUR 3805 Nursing Roles, Dimensions and Perspectives 3 credits NUR 3069 Advanced Health Assessment 2 credits Course Descriptions NUR 3805 Nursing Roles, Dimensions and Perspectives 3 credits The discipline of Nursing has been identified as having the potential for making a major impact on the transformation of

More information

FACULTY OF SOCIAL ADMINISTRATION DEPARTMENT OF SOCIAL WORK

FACULTY OF SOCIAL ADMINISTRATION DEPARTMENT OF SOCIAL WORK FACULTY OF SOCIAL ADMINISTRATION DEPARTMENT OF SOCIAL WORK 1. NAME OF CURRICULUM Master of Social Work Program 2. NAME OF DEGREE Master of Social Work M.S.W. 3. OBJECTIVES 3.1 To produce graduates of social

More information

Course Guide Masters of Education Program (UOIT)

Course Guide Masters of Education Program (UOIT) Course Guide Masters of Education Program (UOIT) Note: 1 course = 3 credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. Or M.A

More information

Critical Inquiry in Educational Research and Professional Practice

Critical Inquiry in Educational Research and Professional Practice DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.

More information

Master of Science in Nursing

Master of Science in Nursing Curry College s Master of Science in Nursing is designed for nurses who want to enhance their practice with cutting-edge knowledge and skills. Among the program features are: Convenient campus locations

More information

Occupational Therapy Post- Professional Doctoral Program Jefferson College of Health Professions Course List (updated September 15, 2015

Occupational Therapy Post- Professional Doctoral Program Jefferson College of Health Professions Course List (updated September 15, 2015 Occupational Therapy Post- Professional Doctoral Program Jefferson College of Health Professions Course List (updated September 15, 2015 CORE OTD COURSES Bachelor s to OTD Core Courses OCCUPATIONAL THERAPY

More information

Graduate. scholars to. developing. meet the. scholarly learning. The inten establish. curriculum 1. programs. There are concisely

Graduate. scholars to. developing. meet the. scholarly learning. The inten establish. curriculum 1. programs. There are concisely Note: This document was developed as a collaboration between ADEA and the American Dental Hygienists Association. Introduction ADEA Core Competencies for Graduate Dental Hygiene Education (As approved

More information

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base. Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements

More information

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised

More information

College of Education and Human Services Leadership, Counseling & Technology Course Descriptions

College of Education and Human Services Leadership, Counseling & Technology Course Descriptions CATALOG 2010-2011 Graduate Information College of Education and Human Services Leadership, Counseling & Technology Course Descriptions EDA6061: Introduction to Educational Leadership (School Leadership

More information

Curriculum. MSN Course Requirements The graduate curriculum is comprised of all new courses. Required courses include:

Curriculum. MSN Course Requirements The graduate curriculum is comprised of all new courses. Required courses include: Curriculum MSN Course Requirements The graduate curriculum is comprised of all new courses. Required courses include: CORE COURSES NURS 501 - Theoretical Foundations For Advanced Nursing Practice (2 hrs)

More information

Nursing (NURS) 3205. Nursing Research and Evidence-Based Practice. 3215. Nursing Research

Nursing (NURS) 3205. Nursing Research and Evidence-Based Practice. 3215. Nursing Research Nursing (NURS) Dean: Professor Regina M. Cusson Office: Room 201, Storrs Hall For major requirements, see the School of Nursing section of this Catalog. 1110. Introduction to Health and the Discipline

More information

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS)

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS) (CTC) and Educational Policy Standards and Accreditation Standards (CSWE-) Standards Crosswalk June 2013 An institution that is offering a nationally accredited Pupil Personnel Services: School Social

More information

Indiana University School of Nursing Program Assessment and Review Report 2014-15

Indiana University School of Nursing Program Assessment and Review Report 2014-15 Indiana University School of Nursing Program Assessment and Review Report 2014-15 Page 1 Master of Science in Nursing (MSN) The primary methods of measurement of student achievement of program objectives

More information

College of Education. School Administration

College of Education. School Administration 401 THE PROFESSIONAL TEACHER: LEGAL PERSPECTIVES. (1) Study of legal concerns of public school teachers. Emphasizes legal rights and responsibilities of teachers and pupils. Lecture, two hours per week

More information

TAKE IT TO THE NEXT LEVEL. College of Nursing. Graduate Studies. College of Nursing

TAKE IT TO THE NEXT LEVEL. College of Nursing. Graduate Studies. College of Nursing TAKE IT TO THE NEXT LEVEL College of Nursing Graduate Studies College of Nursing Health Sciences Building in Saskatoon Vision The College of Nursing is a world leader in educating nurses in interprofessional

More information

WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive)

WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) Definition of Clinical Mentor: A clinical mentor is defined as a person employed at the site

More information

MOT Curriculum Sequence and Descriptions Beginning Summer 2016

MOT Curriculum Sequence and Descriptions Beginning Summer 2016 MOT Curriculum Sequence and Descriptions Beginning Summer 2016 Year 1: Summer Credit Hours OT 5002: Theoretical Perspectives of Occupation 2 OT 5005: Neuroscience Perspectives in Occupational Therapy 4

More information

School of Social Work

School of Social Work MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced

More information

REGULATIONS FOR THE DEGREE OF BACHELOR OF NURSING (PART-TIME) (BNurs)

REGULATIONS FOR THE DEGREE OF BACHELOR OF NURSING (PART-TIME) (BNurs) 1257 REGULATIONS FOR THE DEGREE OF BACHELOR OF NURSING (PART-TIME) (BNurs) These regulations apply to candidates admitted to the first year of study in the academic year 2008-2009 and thereafter. (See

More information

REGULATIONS FOR THE DEGREE OF BACHELOR OF NURSING (PART-TIME) (BNurs)

REGULATIONS FOR THE DEGREE OF BACHELOR OF NURSING (PART-TIME) (BNurs) 1425 REGULATIONS FOR THE DEGREE OF BACHELOR OF NURSING (PART-TIME) (BNurs) These regulations apply to candidates admitted to the first year of study in the academic year 2008-2009 and thereafter. (See

More information

DOCTOR IN HEALTH CARE EDUCATION & LEADERSHIP

DOCTOR IN HEALTH CARE EDUCATION & LEADERSHIP DOCTOR IN HEALTH CARE EDUCATION & LEADERSHIP DNP 910/EDD 910 Applied Research This course in advanced research provides students with knowledge and skills for understanding, analyzing and designing research

More information

Master s Entry into Nursing. Academic Manual 2015-2016

Master s Entry into Nursing. Academic Manual 2015-2016 Master s Entry into Nursing Academic Manual 2015-2016 TABLE OF CONTENTS Overview of the Master s Entry into Nursing (MEN) Program 2 Outcomes 2 Plan of Study 3-4 Course Descriptions 5-11 Overview of the

More information

COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS

COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS Updated January 2007 1. General Introduction and Principles These Guidelines have been developed for use by tertiary institutions

More information

Department of Psychology

Department of Psychology Department of Psychology Tanner Babb, Mary Ruthi The Psychology Department seeks to provide a curriculum that stimulates the necessary knowledge base and skills for participation in a variety of fields

More information

STUDY PLAN Master Degree in Clinical Nursing/ Palliative Care (Thesis )

STUDY PLAN Master Degree in Clinical Nursing/ Palliative Care (Thesis ) STUDY PLAN Master Degree in Clinical Nursing/ Palliative Care (Thesis ) I. GENERAL RULES AND CONDITIONS: 1. This plan conforms to the valid regulations of the programs of graduate studies. 2. Areas of

More information

Nurse Practitioner Student Learning Outcomes

Nurse Practitioner Student Learning Outcomes ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,

More information

School of Clinical Psychology LIOS Masters in Psychology: Counseling Specialization Course Descriptions 2013-2014

School of Clinical Psychology LIOS Masters in Psychology: Counseling Specialization Course Descriptions 2013-2014 School of Clinical Psychology LIOS Masters in Psychology: Counseling Specialization Course Descriptions 2013-2014 Courses for: Fall 2013 Entry Cohort Spring 2014 Entry Cohort Counseling professional courses:

More information

DOCTOR OF BUSINESS ADMINISTRATION POLICY

DOCTOR OF BUSINESS ADMINISTRATION POLICY DOCTOR OF BUSINESS ADMINISTRATION POLICY Section 1 Purpose and Content (1) This document outlines the specific course requirements of the Doctor of Business Administration (DBA) at the University of Western

More information

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs

More information

Developing your Graduate Attributes: MA in Marketing

Developing your Graduate Attributes: MA in Marketing Developing your Graduate Attributes: MA in Marketing The MA in Marketing involves studying theory and practice. The programme is distinctive in that it adopts a critical marketing and management studies

More information

Purpose. Admission Requirements NURSING EDUCATION STUDENT LEARNING OUTCOMES RESIDENCY REQUIREMENTS. Clinical Requirements

Purpose. Admission Requirements NURSING EDUCATION STUDENT LEARNING OUTCOMES RESIDENCY REQUIREMENTS. Clinical Requirements NURSING EDUCATION Purpose This program is designed for professional nurses who have earned a Master s or Doctoral Degree in Nursing and seek further education in advanced nursing practice. Concentrations

More information

Additional Qualification Course Guideline Special Education, Specialist

Additional Qualification Course Guideline Special Education, Specialist Additional Qualification Course Guideline Special Education, Specialist Schedule D Teachers Qualifications Regulation April 2014 Ce document est disponible en français sous le titre Ligne directrice du

More information

Ph.D. in Educational Psychology - Course Sequence

Ph.D. in Educational Psychology - Course Sequence 1 Ph.D. in Educational Psychology - Course Sequence First Semester - Summer EDUC 700: Online Orientation (0 credits) EFND 705A: Residency (2 credits) UNIV LIB: Information, Research, and Resources (0 credits)

More information

Department of Social Work. MSW MCMP Student Learning Agenda and Assessment

Department of Social Work. MSW MCMP Student Learning Agenda and Assessment Department of Social Work MSW MCMP Student Learning Agenda and Assessment Agency Field Instructor Name Licensure Task Supervisor (if applicable) Student Field Faculty Field Placement Duration Typical Weekly

More information

Commun Mental Health Nursing

Commun Mental Health Nursing UNIVERSITY OF SOUTH ALABAMA COMMUN MENTAL HEALTH NURSING 1 Commun Mental Health Nursing CMN 350 Psy-Mental Health Nsg 2 cr Analysis of theories, concepts, evidence, issues and trends from contemporary

More information

Doctoral Program in Educational Leadership at Fresno State (DPELFS) EDL 280T (Topics in Educational Leadership)

Doctoral Program in Educational Leadership at Fresno State (DPELFS) EDL 280T (Topics in Educational Leadership) Doctoral Program in Educational Leadership at Fresno State (DPELFS) EDL 280T (Topics in Educational Leadership) Course Title Strand Course Description Community College Administration This course provides

More information

Community, Family and Child Studies Diploma Program

Community, Family and Child Studies Diploma Program School of Health and Human Services Community, Family and Child Studies Diploma Program 2011 Page 1 of 21 Program Philosophy We believe we have a collective responsibility to create a just society. We

More information

Doctor of Education Program Handbook

Doctor of Education Program Handbook Doctor of Education Program Handbook Student Copy Revised Summer 2013 1 Introduction The Johns Hopkins University (JHU) School of Education (SOE) attracts the most innovative and progressive scholars without

More information

Education and Counseling (M.A.Ed.)

Education and Counseling (M.A.Ed.) III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in Reading

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION KEY FACTS Programme name Master of Public Health Award Master of Public Health (MPH) School Health Sciences Department or equivalent Health Services Research and Management Programme

More information

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,

More information

Graduate Program Objective #1 Course Objectives

Graduate Program Objective #1 Course Objectives 1 Graduate Program Objective #1: Integrate nursing science and theory, biophysical, psychosocial, ethical, analytical, and organizational science as the foundation for the highest level of nursing practice.

More information

Department of. Curriculum, Foundations, and Reading. Curriculum, Foundations, and Reading. Degrees. Endorsement. Doctoral Degrees

Department of. Curriculum, Foundations, and Reading. Curriculum, Foundations, and Reading. Degrees. Endorsement. Doctoral Degrees Georgia Southern University 1 Department of Curriculum, Foundations, and Reading The Department of Curriculum, Foundations, and Reading provides a service function to all other programs in the College.

More information

Calendar. Program Mission and Outcomes. Class Dates. Deadlines for Intent to Graduate Card Fall 2015... September 10 Spring 2016...

Calendar. Program Mission and Outcomes. Class Dates. Deadlines for Intent to Graduate Card Fall 2015... September 10 Spring 2016... 43 Mercy College of Nursing and Health Sciences Master of Science in Nursing Dean: Kezia Lilly Director: Cozi Bagley Faculty: Dana Hunt Office: 4431 S. Fremont St. Springfield, MO 65804 (417) 820-2069

More information

Masters of Reading Information Booklet. College of Education

Masters of Reading Information Booklet. College of Education Masters of Reading Information Booklet College of Education Department of Teaching and Learning Bloomsburg University's Masters in Reading/Reading Certification degree program provides theoretical, analytical

More information

Post Graduate/APRN Certificate Programs

Post Graduate/APRN Certificate Programs POST-GRADUATE CERTIFICATE Post Graduate/APRN Certificate Programs Purpose This distance education program is designed for the experienced registered nurse who has earned a master s or doctoral degree in

More information

Standards of Professional Performance for the Acute Care Clinical Nurse Specialist. Introduction

Standards of Professional Performance for the Acute Care Clinical Nurse Specialist. Introduction Standards of Professional Performance for the Acute Care Clinical Nurse Specialist Introduction Standards of professional performance describe a competent level of behavior in the professional role, including

More information

College of Agriculture, School of Human Environmental Sciences

College of Agriculture, School of Human Environmental Sciences 251 PERSONAL AND ILY FINANCE. (3) Management of personal and family financial resources throughout the lifespan. A study of individual and family finances as related to planning, credit, savings, investment,

More information

NUNAVUT. HEALTH & WELLNESS CAREERS Nursing PROGRAM REPORT. 198 Bachelor of Science in Arctic Nursing

NUNAVUT. HEALTH & WELLNESS CAREERS Nursing PROGRAM REPORT. 198 Bachelor of Science in Arctic Nursing NUNAVUT HEALTH & WELLNESS CAREERS Nursing PROGRAM REPORT 198 Bachelor of Science in Arctic Nursing Start Term: No Specified Start Date End Term: No Specified End Date Program Status: Approved Action Type:

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive)

WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) Definition of Clinical Mentor: A clinical mentor is defined as a person employed at the site

More information

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think Assessment Plan Department of Psychology Park University The approach adopted by the Department of Psychology stems from the mission of Park University to prepare learners to think, communicate effectively

More information

School of Social Work

School of Social Work Social Work 282 School of Social Work St. Patrick s Building 469 Telephone: 788-5601 Fax: 788-7496 The School Director of the School: Gillian Walker Supervisor of Graduate Studies: Allan Moscovitch The

More information

Master of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions

Master of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions Master of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions EDU 615 Principal as School Leader (3 credit hours) In this course, candidates will develop

More information

School Psychology Program Goals, Objectives, & Competencies

School Psychology Program Goals, Objectives, & Competencies RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science

More information

School of Nursing. School of Nursing Commission on Collegiate Nursing Education (CCNE) Accredited and Georgia Board of Nursing (GBON) Approved

School of Nursing. School of Nursing Commission on Collegiate Nursing Education (CCNE) Accredited and Georgia Board of Nursing (GBON) Approved Georgia Southern University 1 School of Nursing School of Nursing Commission on Collegiate Nursing Education (CCNE) Accredited and Georgia Board of Nursing (GBON) Approved The School of Nursing offers

More information

Department of Health Sciences Moss School of Nursing. Master of Science Degree in Nursing (MSN)

Department of Health Sciences Moss School of Nursing. Master of Science Degree in Nursing (MSN) Department of Health Sciences Moss School of Nursing Master of Science Degree in Nursing (MSN) MSN Program Information Packet The Master of Science in Nursing degree will provide graduates with a foundation

More information

MODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN

MODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN MODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN These materials have been prepared within the framework of the project Technical Assistance to the Sector Policy

More information

Course Curriculum for Master Degree in Nursing/Adult Acute Care Nursing

Course Curriculum for Master Degree in Nursing/Adult Acute Care Nursing Course Curriculum for Master Degree in /Adult Acute Care The Master Degree in /Adult Acute Care, is awarded by the Faculty of Graduate Studies at Jordan University of Science and Technology (JUST) upon

More information