NURSING (NU) {NURS}

NURSING
(NU) {NURS}

L/L 040. Principles of General and Organic Chemistry. (A) Lafferty-Della Valle. 3 h. lect. 3 h. lab. Lab fee $100. Also offered in Summer Session I.

Concepts of General Chemistry basic to the understanding of the health related sciences. Principles of atomic structure, chemical bonding, chemical and nuclear reactions, acids, bases, and chemical equilibria will be included. Fundamentals of Organic nomenclature and a survey of the physical, chemical and biological properties of the main organic functional groups.

041. An Introduction to Organic Chemistry, Biological Chemistry and Molecular Genetics. (L) Lafferty-Della Valle. Prerequisite(s): NURS 040, CHEM 001, or CHEM 101. Also offered in Summer Session II.

Concepts of organic chemistry and biochemistry basic to the understanding of the fundamental processes of living organisms. Fundamentals of nomenclature and the physical, chemical and biological activities of functional organic groups, structural and functional relationships of the major biomolecules, interrelationships of the various metabolic pathways and basics of molecular biology will be included.

L/L 042. (BIOL042, BIOL175) Introduction to Microbiology and Human Biochemistry. (B) May be counted as a General Requirement Course in Living World. Class of 2009 & prior only. Lafferty / Pohlschr_der. Prerequisite(s): CHEM 101, CHEM 053, CHEM 102, CHEM 054 or NURS 040. 3 h. lect. 4 h. lab. 1 h. rec. Lab fee $100.

This lecture and laboratory course covers concepts of Cellular Biochemistry, Microbiology and Molecular Genetics basic to an understanding of the fundamental processes of living organisms. The organization and characteristics of prokaryotic and eukaryotic cells, structural and functional relationships of the major biomolecules, interrelationships of the various metabolic pathways, basics of molecular genetics and immunology.

L/R 050. Introduction to Nursing. (A) Cuellar; Abraham; Lake; D'Antonio. 0.5 course units.

Introduction to the roles of the professional nurse. Content includes overview of health care delivery systems and nursing's multiple roles in those systems; history of nursing; preparation for roles assumed by professional nurses; and the philosophy of this School of Nursing. Emphasis will be placed on assisting students to understand the nature of nurses' work and their contributions to promoting and maintaining the health status of individuals and groups.

L/R 051. Human Development. (B) Hutchinson.

This course provides an overview of human development across the lifespan. Phases of the life span covered include: the prenatal period, infancy, early childhood, middle and late childhood, adolescence, young adulthood, middle adulthood, and late adulthood. Development is examined from a variety of theoretical perspectives including biological, psychoanalytic, cognitive, behavioral, and systems. The leading models of development are critiqued and the unique perspectives and biases that are inherent in any given view are addressed. Cross-cultural perspectives and contemporary issues in lifespan human development, especially those related to health, are emphasized.

054. Principles of Human Nutrition. (C) Compher; Bergen; Volpe. Prerequisite(s): NURS 040 or CHEM 101.

Essentials of normal nutrition and its relationship to the health of individuals and families. These concepts serve as a basis for the development of an understanding of therapeutic application of dietary principles and the nurse's role and responsibility in this facet of patient care.

SM 098. Sexual Health Promotion & Risk Reduction in West Philadelphia: A Seminar on Urban Campus/Community Norms. (B) Jemmot. Prerequisite(s): Junior or Senior academic standing. Satisfies Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

This course is a unique combination of hands-on research, teaching, and service to the West Philadelphia community. Students research sexual risk behaviors and risk reduction for HIV and FSTI's in the West Philadelphia community, both on and off Penn's campus, and make concrete recommendations for interventions to promote sexual health & reduce risks for infection based on their findings.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

104. Concepts in Nursing: Healthy Life Styles I. (A) Riegel; Quigley. Prerequisite(s): NURS 040, 042, 051, 054 or by permission. Corequisite(s): NURS 131. Also offered in Summer Session.

This introductory clinical course deals with health promotion and disease prevention with healthy and at-risk individuals in the community. Students will address the theoretical component of the course in weekly seminars. The clinical component focuses on the communication techniques and basic clinical skills and technologies used to assess health status, promote health and prevent illness. Students then integrate theoretical concepts and clinical skills and apply them in a variety of community settings, focusing on health promotion and disease prevention with healthy and at-risk individuals.

L/R 106. Concepts in Nursing: Healthy Life Styles II. (B) Sullivan-Marx; Quigley. Prerequisite(s): NURS 54, 104, 131, or by Permission. Corequisite(s): NURS 132. Also offered in Summer Session.

This course focuses on health promotion and disease prevention across the health-illness continuum for healthy and at risk individuals in the community. Students build on their previously mastered communication techniques and clinical skills to develop comprehensive assessment skills and to define needs among specific at risk groups in a family and community context.

In weekly seminars, students integrate theories of behavior and health, epidemiologic principles, clinical decision making, and critical thinking skills. Theories are applied utilizing case studies and data sources to develop health promotion and disease prevention strategies. A key component of the course is the development of communication and physical assessment skills and specified clinical techniques. The influence of gender, life span, culture, race, and ethnicity on health promotion and disease prevention is specifically addressed throughout the course.

112. Nutrition: Science & Applications. (C) Williams, J.; Griehs; Makris; Compher. For Non-Nursing Majors.

An overview of the scientific foundations of nutrition. The focus is on the functions, food sources and metabolism of carbohydrate, fat, protein, vitamins and minerals. Effects of deficiency and excess are discussed and dietary recommendations for disease prevention are emphasized. Current issues and controversies are highlighted. Students will analyze their own dietary intakes and develop plans for future actions.

L/L 131. Human Anatomy and Physiology - Part A. (A) Scanga. Prerequisite(s): NURS 40, NURS 41 or NURS 42. 4 h. lec. 2 h. lab. $100 lab fee.

The structural and functional organization of the human organism is presented, along with the fundamentals of developmental anatomy and embryology. Histologic and gross anatomical features of selected organ systems are related to the physiologic and biochemical mechanisms which enable the human body to maintain homeostasis in an ever-changing environment.

L/L 132. Human Anatomy and Physiology - Part B. (B) Scanga. Prerequisite(s): NURS 40, (41 or 42), 131. 4 h. lec. 2 h. lab. $100 lab fee.

The structural and functional organization of the human organism is presented, along with the fundamentals of developmental anatomy and embtyology. Histologic and gross anatomical features of each organ system are related to the physiologic and biochemical mechanisms which enable the human body to maintain homeostasis in an ever-changing environment. Basic concepts of pathophysiology are introduced and applied to certain clinical disorders.

L/L 210. Nursing of the Childbearing Family: Theory/Clinical. (C) Guidera. Prerequisite(s): NURS 104, 106, 131, 132.

Course content is based on a family centered approach in which the needs of the family members during various phases of the childbearing process are considered. The student is provided with a theory base necessary for the care of women, families, and their newborns. This theory base is organized according to the concepts of the person or family, environment, health and nursing and their relation to each other during childbearing. Using the nursing process, nursing strategies are developed for maintaining family members individually, for promoting optimal physiological and psychological functioning, and enhancing strengths within the family members and within the family unit.

Clinical experiences provide opportunities for application and integration of the theory base with parents and newborns. The student participates in clinical experiences in a variety of settings including acute care facilities, the community, and the Instructional Technology Center (ITC). The student will care for families with both simple and complex needs in all phases of the childbearing cycle. During this course, the student will assist in managing the care of families during the antepartum, intrapartum, postpartum, and neonatal periods.

L/L 220. Nursing of Children: Theory/Clinical. (C) Vito. Prerequisite(s): NURS 104, 106, 131, 132.

Using developmental and systems frameworks and a family centered approach, the health and illness needs of children from birth through adolescence, and the related needs of their caregivers are addressed. The student is provided with a theory base, as well as opportunities for providing care to children with acute and chronic health problems, and their families. Using critical thinking, including the nursing process, strategies are developed for optimizing health; maintaining individuality; promoting optimal developmental, physiological, and psychological functioning; and, for enhancing strengths within the family unit.

There are three primary foci for this course: taking care of sick children and families, child development, and professionalism.

230. Introduction to Statistics. (A) Tulman; Pinto-Martin.

Application of statistical methods to health care data. Descriptive statistics, including correlation and simple linear regression. Models that underlie inference will be examined, including laws of probability and probability distributions for dichotomous and continuous data. Confidence intervals for percentages and means and testing hypotheses using normal and chi square distributions.

L/L 240. Nursing Care of Young and Middle Aged Adult: Theory/Clinical. (C) Walsh-Brennan. Prerequisite(s): NURS 104, 106, 131, 132.

The four central themes of nursing (person, environment, health and nursing) will form the basis for an exploration of the health and illness related issues facing young and middle aged adults. A functional status conceptual framework encompassing a biopsychosocial approach to nursing practice will be used. The course will present a comprehensive overview of functional status impairments, developmental concerns, assessment parameters, common health problems, treatment modalities, nutritional interventions, nursing care strategies, resources and barriers to treatment, psychosocial needs as well as ethical and cultural considerations. Clinical application of content covered will occur in an acute care hospital setting.

Students will care for young and middle aged adults recovering from illness and injury and participate in one observational experience which may include the operating room/post-anesthesia care unit, pain experience team, hemodialysis, transplant team, HIV outpatient experience or ostomy experience.

242. Concepts of Pharmacology & Therapeutics. (A) Boullata. Prerequisite(s): NURS 40, (41 or 42), 131, 132.

Essential concepts of pharmacology and pharmacodynamics are reviewed for the major drug classes. The biochemical and physiological effects of drugs are related to their therapeutic and toxicologic effects.

260. Research Methodology. (B) Tulman; Lake. Prerequisite(s): NURS 230.

Focus of the course is on critiquing and using clinical nursing research in practice. Experimental and non-experimental research designs, sampling procedures including human subjects considerations, data collection methods, and interpretation of results will be discussed in the context of research utilization.

L/L 270. Nursing Care of the Older Adult: Theory/Clinical. (C) Zurakowski. Prerequisite(s): NURS 104, 106, 131, 132.

This course is an overview that integrates selected theoretical information into research-based nursing care of the older adult. The overview includes principles of gerontological care; specialized ns; assessment of the older adult; effects of physiological aging changes on health and illness; psychosocial problems associated with aging, with special attention to family issues; pharmacological, nutritional, and ethical considerations; and the settings where older persons are the recipients of care. The clinical application takes place in an acute care setting and emphasizes transitional care for older adults across the health care continuum.

299. Independent Study in Nursing. (C) Prerequisite(s): Permission of instructor and NURS 106.

An opportunity to develop and implement an individual plan of study under faculty guidance.

L/R 303. (NURS503) Contemporary Issues in Human Sexuality and Health. (B) Guidera; Harner; Villari.

Course content emphasizes theories of sexual development and factors influencing sexual behavior within the continuum of health and illness. Common sexual practices of people are studied within the context of lifestyle and situational life crises. Concepts of normal sexual function and dysfunction are examined. Contemporary sexual issues are explored.

313. (NURS513) Obesity and Society. (A) Compher.

This course will examine obesity from scientific, cultural, psychological, and economic perspectives. The complex matrix of factors that contribute to obesity and established treatment options will be explored.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

315. (NURS515) Sociocultural Influences on Health. (A) Wall. Foundational Course for Minor in Multicultural/Global Health Care.

This course is intended for students interested in U.S/Global Healthcare. It includes lectures, discussions, readings, and written assignments focused on various social, cultural, and economic factors that impact the health and illness perceptions and behaviors of various ethnic and minority groups. In particular, it focuses on how culture affects health and disease, and how health and disease affect culture.

This course takes a critical approach to knowledge development by scrutinizing values, theories, assumptions, and practices cross culturally. It relies upon a range of interdisciplinary approaches to analyze how disease is diagnosed, treated, and experienced differently in various cultural contexts. At the same time, students will have the opportunity to examine and critique cultural assumptions and theories, the shifting nature of cultures, the situational use of cultural traditions, and the ethnocentrism of contemporary Western health care. Special attention is given to the influence of race, class, gender, religious, and spiritual ideas about health and illness.

316. (NURS516) International Nutrition: Political Economy of World Hunger. (B) Chrzan. Prerequisite(s): Junior-year or higher; at least one background course in nutrition, anthropology, sociology or economics.

A detailed consideration of the nature, consequences, and causes of hunger and under nutrition internationally. Approaches are explored to bringing about change, and to formulating and implementing policies and programs at international, national, and local levels, designed to alleviate hunger and under-nutrition.

SM 318. (GSOC318, HSOC341) Race, Gender, Class and the History of American Health Care. (A) Fairman. For Benjamin Franklin Scholars & Nursing Honors Students.

This multidisciplinary course surveys the history of American health care through the multiple perspectives of race, gender, and class, and grounds the discussions in contemporary health issues. It emphasizes the links between the past and present, using not only primary documents but materials from disciplines such as literature, art, sociology, and feminist studies that relate both closely and tangentially to the health professions and health care issues. Discussions will surround gender, class-based, ethnic, and racial ideas about the construction of disease, health and illness; the development of health care institutions; the interplay between religion and science; the experiences of patients and providers; and the response to disasters and epidemics.

Skills for document analysis and critique are built into the course as is the contextual foundation for understanding the history of health care. This course satisfies both the Society & Social Structures and the Histories & Traditions sectors for the Nursing Class of 2012 and beyond.

321. Psychiatric Mental Health Nursing: Theory. (A) Wall; D'Antonio. Prerequisite(s): NURS 210, 220, 240, 270. Corequisite(s): NURS 322. Also Offered in Summer I.

This course examines limitations in psychosocial functioning of individuals and families that are due to psychiatric disorders. Content focuses on the biobehavioral basis of psychiatric disorders, as well as the psychosocial, developmental, and physiological needs of individuals and their families. Care of individuals having acute episodes and chronic problems are discussed.

322. Psychiatric Mental Health Nursing: Clinical. (A) Kurlowicz; Evans; Wall; D'Antonio; Philmon. Prerequisite(s): NURS 210, 220, 240, 270. Corequisite(s): NURS 321. 0.5 c.u. Also offered in Summer I.

Clinical experience provides opportunities for application of theories and principles to persons with psychiatric disorders and their families. Student clinical experiences occur primarily in acute care settings with optional experiences in a variety of primary care, acute, and long-term care settings.

SM 323. Pathophysiology for Clinical Practice. (M) Tkacs. Prerequisite(s): NURS 131, 132. This course uses group discussion of case studies to review common pathophysiological processes involving the major organ systems. Students are encouraged to draw on their knowledge of biochemistry ad metabolism, nutrition, anatomy, physiology, and microbiology as this knowledge is applied to complex disease processes. This integrated approach to understanding disease mechanisms will increase the student's ability to critically evaluate cases encountered in clinical course work and plan appropriate responses to improve outcomes.

SM 324. (GSOC324, HSOC324) Children's Health in the United States, 1800-2000. (A) Connolly. For Benjamin Franklin Scholars & Nursing Honors Students.

This course explores the impact of historical ideas, events, and actors pertaining to the history of children's health care in the United States. Emphasis is placed on tracing the origins and evolution of issues that have salience for twenty-first century children's health care policy and the delivery of care.

This course satisfies the History & Traditions Sector for Nursing Class of 2012 and Beyond.

330. Theoretical Foundations of Health Care Ethics. (C) Perlman; Ulrich.

The theoretical foundations of health care ethics including definitions of ethics, history of bioethics and nursing ethics, and the influence of religion, psychology of moral development and philosophy in the development of ethical theory. Nursing code of ethics, changing ideas in ethics, and discussion of the developing profession of nursing are included.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

331. (NURS531) Forensic Mental Health. (A) Brown, K.; Burgess; Akiyama.

Forensic mental health is the interface between the law and mental health. This course examines the components of human behavior that bring people into a judicial setting. Content will cover: criminal personalities, forensic interview, and the role of forensic psychiatry. Domestic violence offenders, sex offenders, stalkers, gang members, and offenders who commit homicide will be discussed. Definitions and dynamics of criminal motherhood and the psychodynamics of violent juvenile offenders will be presented. Use of the internet by offenders will also be discussed. This course also offers a field experience in which student's interview incarcerated individuals.

332. (NURS534) Forensic Science I. (B) Brown, K.; Burgess; Akiyama.

This course discusses the interface of law and science. Forensic science is the application of scientific principles in the legal arena. This course examines the contribution of forensic science to criminal and civil investigation. Crime scene analysis is accomplished via disciplines within forensic science. The role of medical examiner, the structure and function of crime laboratories, death investigation and the role of health care personnel in forensic cases is discussed.

333. (NURS533) Victimology. (C) Brown, K.; Burgess; Akiyama. Summer Session I.

This course examines the wide range of victimization experiences from the perspective of the victim, their families and society. Crimes to be studied include workplace violence, corporate crime, robbery, burglary, assault, rape, stalking, domestic violence, homicide, suicide, elderly abuse and child sexual abuse and exploitation. The role of the medical examiner, health care providers and the FBI as they relate to victims of crime will be discussed. Emphasis will be given to exploring the elements of each crime and response patterns to victimizations. Services available to victims of crime will be discussed.

336. (NURS536) Current Topics in Pain. (A) Polomano. Prerequisite(s): Junior or senior status in the nursing curriculum or by permission of the instructor.

This course focuses on biopsychosocial aspects of the pain experience and interpatient differences and how these form the basis for understanding pain perception, physiological and behavioral reactions and response to pain interventions. Content includes an integrated overview of the neurobiology of pain, measurement pain, pharmacological and nonpharmacological approaches for acute and chronic pain syndromes, health policy and care delivery models for improving pain assessment and management. Peripheral processing, neuroanatomical pathways and central integrating mechanisms involved in nociception and pain are examined. The roles of individual biochemical mediators, neurotransmitters and neuromodulators are examined and linked to the effectiveness of pharmacological and alternative methods for pain control. The challenges of pain assessment and pain management in special clinical populations are considered. Relevant topics of special interest to course participants will be introduced for class discussion in the form of student presentations.

337. (NURS537) Foundations in Patient Safety. (A) Barnsteiner; Burke, K.

This course is designed to provide the student with a comprehensive multidisciplinary background in the science of patient safety. Historical perspectives, current understandings related to error management, and directions in health policy and research will be covered.

SM 338. (GSOC338, HSOC338, NURS638, NURS838) "Sweet Little Old Ladies and Sandwiched Daughters": Social Images and Issues in our Aging Society. (B) Kagan. Third or fourth year undergraduate students in any major BFS, JWS, and NUHP students.

This course is an intensive and focused introduction to social gerontology as a trans-disciplinary lens through which to examine aspects of social structure, actions, and consequences in an aging society. A variety of sources are employed to introduce students from any field focused on human behavior and interaction to classical notions of social gerontology and current scholarly inquiry in gerontology. Field work in the tradition of thick description creates a mechanism to engage students in newly gerontological understandings of their life worlds and daily interactions. Weekly field work, observing aspects of age and representations of aging and being old in every day experiences forms, is juxtaposed against close critical readings of classical works in social gerontology and current research literature as well as viewings of film and readings of popular literature as the basis for student analysis. Student participation in the seminar demands careful scrutiny and critical synthesis of disparate intellectual, cultural, and social perspectives using readings and field work and creation of oral and written arguments that extend understandings of the issues at hand in new and substantive ways. Emphasis is placed on analysis of field work and literature through a series of media reports and a final term paper.

Creative approaches to identifying literature, analyzing field work and representing critique are encouraged. This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

SM 339. (GSOC339, HSOC339) "Aging, Beauty, and Sexuality": Psychological Gerontology in the 21st Century. (B) Kagan. Third or fourth year undergraduate students in any major BFS, JWS, and NUHP students.

This honors course examines the psychological gerontology of advancing age and identity in the 21st century. Examination emphasizes gendered notions of beauty and sexuality in ageing and the life span to foster discourse around historical notions and images of beauty and ugliness in late life in contrast to contemporary messages of attractiveness and age represented by both women and men. The course is designed to create intellectual foundations as place from which to critique socially mediated and personally conveyed images and messages from a variety of media and their influence on intrapersonal and interpersonal constructions and social processes. Contemporary and historical ideas encompassing stereotypical and idealized views of the older person are employed to reflect dialogue around readings and field work.

Classical and contemporary scholarship from gerontology, anthropology, biomedicine and surgery, nursing, and marketing among other disciplines as well as select lay literature are critiqued and compared with interpretation of field work to build understandings of diverse individual, familial, and cultural impressions of aging and identity. Skills for participant observer field work in the tradition of thick description are built to allow reflection and analysis of discourse about aging, beauty, sexuality, and other relevant aspects of human identity. This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

340. Nursing in the Community: Theory. (A) McCauley, L.; Lewis, L. Prerequisite(s): NURS 210, 220, 240, 270, 321, 322. Corequisite(s): NURS 341. Also offered in Summer II.

This course will provide an introduction to community health nursing in the context of the public health paradigm. Through a series of lectures and discussions, students will identify applications of the public health paradigm to community-based nursing practice with individuals, families, and populations. Topics include the history of public health, the core public health sciences, environmental and occupational health, oral health, global health and the social determinants of health, health promotion, as well as prevention and intervention approaches to chronic and infectious diseases and injuries.

341. Nursing in the Community: Clinical. (A) Bonaduce; Staff. Prerequisite(s): NURS 210, 220, 240, 270, 321, 322. Corequisite(s): NURS 340. .5 c.u. Summer II.

Clinical practice promotes synthesis of community health nursing theory through provision of nursing care to clients in community settings. Implementation and evaluation of nursing care is emphasized for clients in the community with common functional and physiological problems.

Synthesize public health strategies through clinical practice in community settings focusing on health promotion, disease prevention and care for clients, families and communities across the lifespan.

356. Case Study: Culture of Birth. (B) McCool. Prerequisite(s): NURS 210, 220 or Permission of Instructors.

This course will explore the cultural context of birth and the activities of women and professionals and/or attendants in meeting the health care needs of pregnant women. The history of caring for women at birth, international health care, cultural mores/societal values, place of birth, psychosocial factors, ethical decision-making and the role of technology are content areas that will be discussed.

359. (NURS559) Case Study: Quality Care Challenges in an Evolving Health Care Market. (B) Jones, Carol. Prerequisite(s): NURS 104, 106.

Quality care is an issue for consumers, providers, purchasers, and policy makers. This case study examines the multiple challenges that surround the quality of health care in the evolving United States health care marketplace. Through classroom discussion and special project experience, the student will become familiar with the concept of health care quality and approaches to the measurement and management of quality. Using Donabedian's construct of structure, process and outcomes, strategies to improve quality while containing or reducing costs are reviewed, including the contributions of clinical practice guidelines. The evolving dominant structures for providing health care services, managed care and integrated delivery systems, and their approaches to quality management and reporting will be explored.

360. Case Study: Nursing Practice with HIV+ Patients. (A) Vincent. Prerequisite(s): NURS 104, 106.

This course is directed at the need to increase nursing majors knowledge and clinical expertise in the care of persons with HIV/AIDS. Hands on clinical practice with nurses who are AIDS experts will be combined with seminars that provide epidemiologic, clinical assessment, infection control, symptom management, patient teaching, psychosocial, ethical, cultural, political, and policy information.

361. Case Study: Breast Feeding & Human Lactation. (A) Spatz. Prerequisite(s): NURS 104, 106.

Human milk is recognized universally as the optimal diet for newborn infants. The health benefits of breastfeeding are so significant that a National Health Objective set forth by the Surgeon General of the United States for the year 2010 is to increase the proportion of mothers who breastfeed their babies in the postpartum period. Through classroom and clinical experiences, this course will provide an in depth examination of the anatomy and physiology of lactation, essential aspects of establishing and maintaining lactation, and the nurses' role in counseling the breastfeeding family. Emphasis will be placed on current research findings in the content area.

362. (NURS562) Case Study: Use of Complementary and Alternative Medicine (CAM). (K) Cuellar. Prerequisite(s): NURS 104; NURS 106.

This course will examine the use of complementary and alternative medicine (CAM) in health promotion and disease prevention, as well as in acute and chronic health conditions, through evidence-based research and practice. Implications of CAM on culture, health disparities, society, economics, safety, legal, ethical, and health policy issues will be explored and discussed.

363. Case Study: Aggressive Behavior in Healthcare: Assessment Prevention and Treatment. (B) Coleman. Prerequisite(s): NURS 104, 106.

The escalating incidence and prevalence of aggression in the health care setting requires that providers acquire a new set of pragmatic competencies for managing its complex sequelae. This course presents theoretical frameworks for understanding, predicting, preventing and responding to aggressive behaviors across the life span. Historical, bio-behavioral, social, and cultural explanations for aggression will be synthesized and analyzed within the context of multiple points of entry into the health care system across clinical settings. Personal self-awareness, debriefing, and stress management techniques exemplify techniques to prevent untoward consequences in providers. This course also uses exemplars and a range of experiential learning strategies, including skill development, situation analysis, concept mapping, unfolding case studies and cooperative learning, to examine the assessment, prevention, treatment, and response to aggressive behavior in patients and management of its consequences in self and others.

364. Case Study: Cancer. (B) Hollis. Prerequisite(s): NURS 104, 106.

This elective case study offers students the opportunity to learn about the etiology, diagnosis, and management of cancer across the lifespan. Building on existing clinical knowledge and skills, students will explore cancer care from the perspectives of prevention, early detection, treatment, survivorship, and death. Observational clinical experiences and selected case studies will enhance students' understanding of patients' and families' cancer experience.

365. Case Study: Case Analysis in Clinical Nutrition. (B) Williams, J. Prerequisite(s): NURS 104, 106.

This course is designed for present and future nurse professionals who wish to increase their knowledge of nutrition and expertise and application of knowledge to achieve optimal health of clients and themselves. Principles of medical nutrition therapy in health care delivery are emphasized in periods of physiologic stress and metabolic alterations. Individual nutrient requirements are considered from pathophysiologic and iatrogenic influences on nutritional status. Nutritional considerations for disease states will be explored through epidemiological, prevalence, incidence, treatment and research data. Understanding application of medical nutrition therapy are included through case analysis and field experiences

366. (NURS566) Case Study: Living with Dementia. (M) Strumpf; Kagan; Cotter. Prerequisite(s): NURS 104, 106 or Permission from Instructor.

Living with Dementia provides a two fold experience: guided observation of an individual with dementia and a seminar series on dementia - neuropathology, assessment, care and treatment. Students will interact with a person with AD and his/her caregiver. The goal is to understand the demented individual's functional abilities and impact of environment on performance and behavior. A further goal is to develop an appreciation of the primary caregiver's role and the strengths and limitations of community support systems. Each team of two to three will be assigned a family unit for study. In so far as possible, teams will be interdisciplinary.

367. (NURS557) Case Study: Palliative Care. (A) Strumpf; Reifsnyder; Vito. Prerequisite(s): NURS 104, NURS 106. for Graduate Students and Junior and Senior Undergraduate Nursing Students (with Course Faculty Permission).

The overarching framework for the study of psychosocial and spiritual concerns in this course is respect for and understanding of the patient's and family's unique beliefs, values, preferences, and choices. The course will examine patient and family perspectives as well as health care system variables and societal issues that affect the organization and delivery of care during advanced illness and at the end of life. Students will engage in critical analysis of the evidence base concerning psychosocial and spiritual concerns and barriers to and opportunities for improving end of life care across the diverse settings in which health care is delivered. The historical, social, cultural, policy, economic, legal and ethical trends will be explored. Students will critique and propose innovative approaches to affecting sustainable organizational improvements in palliative and end of life care.

368. (NURS550) Case Study: Home Health Care. (A) Doyle. Prerequisite(s): NURS 104, NURS 106.

This course examines the major aspects of home-based care across patients' life spans from acute to long term care. New trends, advances, and issues in home management of complex conditions, innovative delivery systems and legal, ethical and policy consideration will be explored.

L/R 370. Advanced Clinical Practicum in Nursing: Theory. (C) Clarke; Sochalski. Prerequisite(s): NURS 321, 322, 340, 341. Corequisite(s): NURS 371.

This final clinical nursing course focuses on the integration and synthesis of scientific knowledge with clinical nursing practice and the development of the professional nursing role. Building on content from prior courses, students will develop an understanding of management of patient care from the perspective of the individual client and family to groups of clients and eventually to management of health care systems. Principles of leadership, accountability and change will be integrated throughout. The process of transition from the student role to that of the professional nurse will be facilitated through discussion of organizational systems, professional issues, mechanisms for evaluation of care and the role of the nurse as patient advocate and change agent.

Students will select from several practice options for the clinical content of the course. Clinical seminar content will build on core content and will provide an exposure to advanced nursing concepts within the area of specialty practice. Application of conceptual models to clinical practice will be discussed and nursing research will be integrated throughout the course.

371. Advanced Clinical Practice: Clinical. (C) Clarke; Sochalski; Rogers; Staff. Prerequisite(s): NURS 321, 322, 340, 341. Corequisite(s): NURS 370.

This final clinical nursing course focuses on the integration and synthesis of scientific knowledge with clinical nursing practice and the development of the professional nursing role. Students select from a variety of options a primary, secondary or tertiary care setting in which to practice. Students will examine nursing care planning and delivery from the standpoint of at least one conceptual model. They will increase their skills in patient assessment, planning, and providing the full range of direct and indirect nursing care and evaluating the outcome of care. To the extent that it is possible within the clinical agency, they will provide care in more than one patient care delivery setting, to identify how nursing care requirements changes as the acuity or the site of care delivery changes. Principles of leadership, accountability and change will be applied to clinical practice as the student begins to operationalize the professional nursing role. Emphasis will be placed on the nurse as a knowledgeable provider of health care who is both a change agent and client advocate.

375. Nutrition Throughout The Life Cycle. (A) Berman-Levine. Prerequisite(s): NURS 54, or NURS 112, comparable nutrition course, or approved introductory course.

Understanding and meeting nutritional needs from conception through adulthood will be addressed. Nutrition-related concerns at each stage of the lifecycle, including impact of lifestyle, education, economics and food behavior will be explored.

376. Issues in Nutrition, Exercise, and Fitness. (A) Volpe. Prerequisite(s): NURS 54 or NURS 112.

An examination of the scientific basis for the relationship between nutrition, exercise and fitness. The principles of exercise science and their interaction with nutrition are explored in depth. The physiological and biochemical effects of training are examined in relation to sports performance and prevention of the chronic diseases prevalent in developed countries.

385. Senior Inquiry. (C) Naylor. Prerequisite(s): NURS 321, 322, 340, 341, or Permission of Advisor and Instructor.

Provides the senior nursing student the opportunity to explore, analyze, and formulate implications of the research and related literature on a selected topic under the guidance of a faculty advisor. A detailed scholarly paper in APA format will be written by the student.

SM 386. Nursing Honors Research Project. (M) Kagan; McCauley, K. Prerequisite(s): NURS 260 or NURS 637, NURS 385H. Enrollment in Nursing Undergraduate Honors Program Required.

This course is an advanced seminar for research and scholarship to be taken by honors students in nursing. Enrollment is concurrent with implementation of the individual student's honors project. Practical considerations in carrying out such a project, including scholarly approach and scientific integrity as well as scholarly writing and dissemination will be discussed and illustrated, using exemplars and student projects. The various phases of students' projects will be used as launching points for discussions and to complement students' work with their faculty supervisors. Paths and planning for careers in nursing and related disciplines and the idea of scholarship and research trajectories will be developed throughout the course.

399. Faculty Directed Research Practicum. (C) Prerequisite(s): Permission of instructor and completion of a research course (NURS 260 or NURS 637).

SM 400. (GAFL474) Advances In Health Systems Research And Analysis. (B) Sochalski; Clarke. by Permission Only.

Capstone Course for NURS/WH Joint Degree Students.

500. (PUBH502) Introduction to Principles and Methods of Epidemiology. (B) Pinto-Martin. Prerequisite(s): Elementary statistics.

This course provides an introduction to epidemiologic methods and overview of the role of epidemiology in studies of disease etiology and in the planning, delivery and evaluation of health services. The population-based approach to the collection and analysis of health data will be emphasized throughout the course. Through textbook reading, problems sets, class discussion and review of the recent literature, students will become acquainted with the basic designs of epidemiologic studies in theory and in practice. Students will develop the basic skills necessary to use epidemiologic knowledge and methods as the basis for scientific public health practice.

This course satisfies the Global & Cultural Studies Sector for Nursing Class of 2012 and Beyond.

501. Advanced Health Communications: I. (A) Buchheit.

Advanced Health Communication: I provides foundation training in academic skills and in those linguistic features of English which are relevant to those skills. The course focuses on reading strategies, academic writing conventions, discussion skills, and critical thinking. In addition to these academic skills, the participants work on general English pronunciation, accurate grammar, and vocabulary.

This course satisfies the Arts & Letters Sector for Nursing Class of 2012 and Beyond.

502. Advanced Health Communications: II. (B) Buchheit.

Advanced Health Communication: II continues the work in Academic English started in Advanced Health Communication: I. In addition, the course provides more intensive training in the overall intelligibility needed to participate effectively in classes and in clinical settings. The focus is on accurate speech production, understanding different dialects and varieties of English, and understanding the way English is used in various social and professional settings.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

L/R 503. (NURS303) Human Sexuality and Health. (B) Guidera; Harner; Villari; McCann. Junior and Senior undergraduates. Open to all graduate students.

Emphasizes the theories of sexual development and sexual behavior within the continuum of health and disease. Common sexual practices of people are studied in relation to life-style and/or situational life crisis. Contemporary issues in sexuality and health will be examined.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

504. Advanced Health Communications: III. (A) Buchheit.

Advanced Health Communications: III focuses on the language used by patients and caregivers in clinical context, including receiving and giving information and building relationships. Work on accurate pronunciation is continued, and there is an increased focus on colloquial vocabulary. Participants look at the ways that culture is reflected in concepts of health, treatment, and healing, and they build skills in 'reading' both language-based and social-based clues to attitude and belief.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

505. Culture and the "Isms" in Health Care. (B) Watts.

This course provides a forum for examining the multidimensional issues of culture and the "isms" related to delivery of health care. It utilizes selected conceptual/theoretical formulations about culture, cultural sensitivity, cultural competency, health beliefs, and health behaviors as a basis for discussions. The course focuses on disparities in health care with specific emphasis on diverse cultural issues related to ethnicity, race, gender and sexuality, age, body habitus, class, spirituality, professional practice, and workforce issues. The specific aims of the course are to provide the opportunity for students to explore the concerns of the individual as a member of a cultural group or groups and apply principles for the provision of culturally competent health care.

This course satisfies the Arts & Letters Sector for Nursing Class of 2012 and Beyond.

508. Applied Pharmacology in Nursing Practice. (C) Boullata. Prerequisite(s): NURS 607.

Principles of clinical pharmacology are applied to the nursing care of family members. Proper prescribing and monitoring procedures for the various drug regimens used to treat various disease states are reviewed. Problems inherent in self-medication, overuse and abuse of drugs are also considered.

509. The Medically Fragile Child. (L) Barnsteiner; Howe. Summer Session II.

This course is designed to assist prospective practitioners develop advanced skills in identifying the needs and interventions for medically fragile neonataes, children and their families.

511. Loss, Grief and Bereavement. (L) Gillis-Donavan. Summer Session II.

Loss, grief and bereavement are pervasive aspects of the human experience. The content of this course provides a basis both for personal development and professional growth. Through a series of seminars, key issues surrounding loss, death, dying, grief and bereavement will be examined.

513. (NURS313) Obesity and Society. (A) Compher. Prerequisite(s): Undergraduates by permission of instructor.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

515. (NURS315) Sociocultural Influences on Health. (A) Wall.

516. (NURS316) International Nutrition: Political Economy of World Hunger. (B) Chrzan. Graduate Students Only.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

517. Advanced Nutrition and Metabolism. (B) Compher; Bloedon. Prerequisite(s): Nurs 54 or Nurs 112 (Students with extensive background in life sciences by permission of faculty).

Essentials of nutritional biochemistry from the molecular level to the level of the whole human organism. Nutrient functions and inter-relationships are explored with attention to the association between nutrients and disease risk. Topics include energy metabolism and regulation of fat storage, new functions of vitamins and minerals, gene nutrient interactions and current research topics.

518. (GSOC518) Nursing, Health and Illness in the U.S., 1860-1985. (B) Fairman; Wall.

This courses uses nursing's history as a framework for analyzing gendered themes in health and health care. It considers the influence of gender on class based, ethnic, and racial ideas about health and illness; the development of health care institutions; the interplay between religion and science; the experiences of patients and providers; and the creation of voluntary and tax-supported health initiatives.

This course satisfies the History & Traditions Sector for Nursing Class of 2012 and Beyond.

SM 521. Current Topics in Nutrition. (H) Compher; Bloedon; Berman-Levine.

The objective of the course is to integrate the nutrition knowledge obtained from previous course work in nutrition and provide the student the opportunity to explore, analyze and formulate implications of the research and related literature on a self-selected topic under the guidance of the faculty coordinator. Current topics and controversies in nutrition will be discussed weekly. Readings will be assigned in coordination with each discussion topic and students will be required to seek out other sources of information to add to the class discussion. Topics will change from year to year to reflect the most recent interests and issues.

525. Ethical Aspects of Health and Technology. (B) Ulrich.

Interdisciplinary approach to the study of the interface between ethics and law in the provision of health and illness care. This course draws upon the disciplines of philosophy, law, biomedical engineering and nursing in examining such concepts as the use/nonuse of biomedical technology, who and how one decides what shall be done for a given "patient," and the "rights" and responsibilities (accountability) of all persons involved in health/illness care decisions. The interplay of ethical theory, personal value systems, law and technology will be stressed throughout. Lectures, seminars and case studies will be used.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

531. (NURS331) Forensic Mental Health. (A) Brown, K.

532. Cognitive Behavior Strategies in Health Care. (B) Kuehlwein.

Cognitive therapy will be studied as it has been adapted to treat a broad spectrum of clinical disorders including depression, anxiety, phobias, substance, obesity, marital problems, sexual dysfunction, and psychosomatic disorders. Students will have an opportunity to study and observe the crucial link between thoughts and emotions and the sense of competency patients can develop through self-help techniques. The course utilizes didactic, experiential and observational techniques.

533. (NURS333) Victimology. (C) Brown, K. Offered Fall, Spring & Summer I.

534. (NURS332) Forensic Science I. (B) Brown, K.

536. (NURS336) Current Topics in Pain. (A) Polomano. for Graduate Students and Junior and Senior Undergraduate Nursing Students (with Course Faculty Permission).

537. (NURS337) Foundations in Patient Safety. (A) Barnsteiner; Burke, K. For Graduate Students Only - Undergrads take NURS 337.

540. Current Issues In Health and Social Policy. (L) Sochalski.

Analysis of key contemporary issues in health and social policy that will provide students with a deeper understanding of the design and structure of the U.S. health care system, the policy initiatives that have shaped it, and the roles of the government, the private sector, and consumers and advocacy groups in setting the policy agenda. Seminars will examine the origins of each issue, the policies enacted and their effects, both intended and unintended, and will propose and debate the merits of alternative policy solutions. The role of health services and policy research in informing the policy debate and directions will be highlighted.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

545. Maternal and Infant Care in the Americas. (B) Guidera; Durain. Registration By Permission of Instructor.

This clinical elective will provide an intensive historical, sociopolitical, and cultural perspective of health and health care delivery in the Americas with a special emphasis on Latin America and the Caribbean. Classroom, direct clinical care and field experiences are designed to provide students with a broad view of the history and culture system of the country of focus. The delivery of health care to women and children will be explored from a sociopolitical, cultural and historical context. Service learning experiences are an integral component of this course. The course includes 5 seminars on campus and 10-14 days on site in the country of focus. The country of focus may vary each semester.

548. Negotiation for Health Care Change Agents. (B) Burke, K.;. Prerequisite(s): Undergraduates must have permission of instructor.

This course examines the process that leads to change in health care settings and situations. Students will develop skills that lead to effective negotiations in interpersonal and organizational settings. Included in the discussion are: concepts of organizational structure and power, negotiating in difficult situations, and the role of the health care professional in negotiation and change. The course also examines techniques leading to successful implementation of negotiated change in the practice setting.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

549. Quality Improvement Process in Healthcare. (B) Burke.

This course is designed to introduce the student to the quality improvement process in healthcare. The key programs and tools used to improve the quality of healthcare will be addressed. The role of the nurse executive in leading a healthcare organization for continual improvements will be examined. Students will analyze several case studies and participate in process improvement exercises and projects. The student does not need to have any prior experience with formal improvement methods.

550. (NURS368) Home Health Care Concepts: Mgmt. & Delivery of Community-Based Care. (A) Buhler-Wilkerson.

551. Applied Health Informatics. (A) Bowles. Prerequisite(s): Experience in using the Internet to retrieve information. Basic knowledge of Microsof Access is expected.

Catalogue Description: This course is designed to address issues related to the impact of information technology on health care practitioners and consumers of all ages. Students will learn about and gain experience with practical applications of information technology (Access, handheld devices, telehealth, Internet resources) that improve the quality of health care communication and delivery and facilitate health care research. Class projects include working with clinical databases and evidence based information sources.

555. (GSOC555) Women and Incarceration. (A) Brown, K.; Guidera; Durain. Registration By Permission Only.

This elective course will afford students the opportunity to participate in service learning and health education in the Philadelphia prison system, in particular to incarcerated women. Students will explore the social and historical framework and trends in the incarceration of women and the health status of incarcerated women. During seminar discussions with experts in the criminal justice system and with staff and inmates at Riverside, the Philadelphia women's jail, students will explore the health, health care and health care needs of incarcerated women and identify specific areas in need of attention, especially with regard to health education. In collaboration with Philadelphia jail staff and female inmates, students will design and implement a health education project.

557. (NURS367) Advanced Illness, Dying and Death: Psychosocial and Policy Perspectives. (A) Reifsnyder; Strumpf; Vito. Prerequisite(s): Undergrad Students: NURS 104, 106 Graduate Students: None. for Graduate Students and Junior and Senior Undergraduate Nursing Students (with Course Faculty Permission).

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

559. (NURS359) Quality Care Challenges in an Evolving Health Care Market. (J) Lang.

560. Pediatric Pharmacology and Therapeutics in Nursing. (B) Boullata; O'Neill. Prerequisite(s): NURS 684.

Principles of clinical pharmacology are applied to the nursing care of pediatric patients. Prescribing and monitoring procedures for the drug regimens used to treat pediatric patients are reviewed. Problems inherent in misuse of commonly used drugs are also considered.

561. Human Genetics. (B) Ganguly. Prerequisite(s): NURS 605, 607, 684, 695, or recent completion of first two years of required undergraduate sciences.

This course is designed to promote an understanding of human molecular genetics and its implications for health. Heredity in terms of molecular structures is explained. The role of genetic alterations in human disorders and cancers is examined. Analysis of selected clinical disorders illustrates the promise of applied genetic technology, as well as the ethical, legal, and social challenges.

562. (NURS362) Case Study in Complementary and Alternative Medicine. (K) Cuellar. Undergrads Need Permission.

566. (NURS366) Living with Dementia. (M) Strumpf; Cotter.

567. Managing Life-Threatening Illness From a Palliative Care Perspective. (B) Strumpf; Reifsnyder; Vito. for Graduate Students and Junior and Senior Undergraduate Nursing Students (with Course Faculty Permission).

Managing Life-threatening Illness from a Palliative Care Perspective focuses on the application of evidence-based methods for systematic assessment and relief of physical symptoms accompanying advanced illness within a framework of nationally recognized standards for adult geriatric, oncology, palliative and end-of-life care. This course meets requirements for graduate-level elective credit

L/R 570. (PUBH500) Introduction to Public Health. (A) McCauley, L.; Morrssink; Cotroneo. Prerequisite(s): Undegrads Need Permission.

This course will provide a foundational overview of the field of public health and grounding in the public health paradigm. Content will include the history of public health, an introduction to the basic public health sciences including behavioral and social sciences, biostatistics, epidemiology, environmental public health, policy and management and prevention of chronic and infectious diseases and injuries, future directions for public health and an introduction to issues in international health, ethics, context analysis (specifically the notion of urban health), health promotion and disease prevention paradigms.

580. Pharmacology of Anesthesia and Accessory Drugs I. (A) Magro; Lynn. Prerequisite(s): NURS 617.

This course explores the various routes of anesthetic administration addressing the potential benefits and risk of each. Special emphasis is placed on specific anesthetic agents and their appropriate use. The responses and common complications associated with these agents are discussed.

581. Pharmacology of Anesthetics and Accessory Drugs II. (B) Magro; Lynn. Prerequisite(s): NURS 508.

This course examines the classifications of anesthetics, their pharmacokinetics and pharmacokinetics and the most common side effects and adverse effects. Adjuvant therapies most commonly utilized with anesthesia are reviewed and their interactions are explained. Anesthetic techniques related to pain management are presented. Monitoring techniques employed with the administration of anesthetics are reviewed.

588. (GSOC588) The Politics of Women's Health Care. (B) McCool; Durain; Lewis, L.

This course will utilize a multidisciplinary approach to address the field of women's health care. The constructs of women's health care will be examined from a clinical, as well as sociological, anthropological and political point of view. Topics will reflect the historical movement of women's health care from an obstetrical/gynecological view to one that encompasses the entire life span and life needs of women. The emphasis of the course will be to undertake a critical exploration of the diversity of women's health care needs and the past and current approaches to this care. Issues will be addressed from both a national and global perspective, with a particular focus on the relationship between women's equality/inequality status and state of health.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

589. Mind-Body Medicine and Mindfulness Meditation: Theory and Practice. (B) Stringer; Baime. Junior and Senior Undergraduates and Graduate Students.

This course, for nursing and medical students explores theory and research about physiologic stress responses as the basis for a standardized, replicable mindfulness-based stress reduction intervention. Mindfulness-based stress reduction intervention is a previously standardized, evidenced based, clinical intervention that provides a systematic approach to develop enhanced awareness of moment-to-moment experience (mindfulness) of perceptible mental processes. The concept of the stress reaction, the biology of the effects of stress on the body, mindfulness-based communication, and its role in healing experienced by patients, will be critically examined in a culturally relevant context.

600. Curriculum & Teaching in Advanced Practice Nursing & Midwifery. (A) McHugh; Keim; Kershbaumer. Prerequisite(s): Baccalaureate in Nursing plus a Master's Degree in Nursing or in a Health Related Area. Current Master or Doctoral Students with permission of the Program Director and the Course Director. 2 c.u.

This course is designed to provide expert advanced practice nurses and midwives, currently holding faculty positions, with a theory and practice base to promote excellence in classroom teaching. The focus of the course is theories and principles of teaching and learning related to adult learning. Personal and educational philosophies and their relationship to the learner are explored. Basic components of curriculum development are integral to the course. A designated mentor teacher at the home university with a Masters or Doctorate degree, nominated by the student and approved by the Course Director, works in partnership with the student and Penn faculty.

601. Clinical Teaching & Evaluation for Advanced Practice Nurses & Midwives. (B) McHugh; Keim; Kershbaumer. Prerequisite(s): NURS 600.

This course builds on the knowledge attained in NURS 600 as well as the knowledge and skills of the expert clinician. The focus of the course is clinical teaching for the advanced practitioner, perceptor preparation and issues related to establishing and maintaining clinical sites. Academic responsibilities of faculty members, ethical and legal issues in education and educational effects of professional trends, health care policies and rapidly changing environments are also explored.

L/R 607. Advanced Physiology and Pathophysiology. (A) Lafferty / Tkacs. Prerequisite(s): Completion of undergraduate courses that include Biochemistry, Nutrition, Anatomy and Physiology or permission of the instructor.

This course integrates advanced pathophysiology and clinical implications for graduate nursing students. Recent scientific advances will be discussed with application to new approaches to disease and symptom management. The interrelationships between clinical pathophysiology and basic physiology and genetics are emphasized.

610. Concepts in Healthcare Economics. (B) Piper, A.

This course examines health care from an economic perspective tailored for the nurse manager and executive. Emphasis is on the allocation of health care resource policies in the United States with examination of different health care programs. Within the health care industry, focus is on public and private health care funding in addition to the role of managed care systems with relation to financing and delivery of health services.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

611. Conceptual & Theoretical Foundations of Advanced Nursing Practice. (M) Breckenridge.

Exploration of the conceptual-theoretical basis of nursing. Analysis and evaluation of conceptual models of nursing and nursing theories with emphasis on implications for nursing practice.

617. Principles of Nurse Anesthesia Practice I. (L) Magro; Lynn. 12-Week Summer Session.

This course explores the various routes of anesthetic administration addressing the potential benefits and risk of each. Special emphasis is placed on the monitoring of patients during the intra-operative phase. The responses to the common complications that occur during the intra-operative phase are discussed utilizing a case study approach.

618. Principles of Nurse Anesthesia Practice II. (B) Magro; Lynn. Prerequisite(s): NURS 617.

This course explores the indications, contraindications and considerations regarding the administration of regional, epidural and spinal anesthesia. Anatomical and physiological considerations regarding the administration, monitoring and reversing of anesthetic agents are reviewed. Common side effects and adverse effects are discussed and the effective treatments of each are explained. Factors leading to substance abuse are identified and discussed. Opportunities to practice spinal needle placement and administration of anesthetics are provided in the simulation laboratory.

619. Principles of Nurse Anesthesia Practice III. (L) Magro; Lynn; Winner. Prerequisite(s): NURS 618. 12-Week Summer Session.

This course explores the special considerations of pediatric, obstetric, and geriatric patients undergoing anesthesia. The pre-anesthesia assessment of these patients is discussed with particular emphasis on the commonly occurring complications and how to anticipate and manage them. Monitoring for anesthetic effect, hemodynamic effect and potential adverse reactions is reviewed using a case study approach

620. Principles of Nurse Anesthesia Practice IV. (A) Magro; Lynn. Prerequisite(s): NURS 619.

This course provides a systems approach to examining specialty surgical procedures and the anesthesia requirements for each. Analysis of the pre-anesthesia assessment, the intraoperative monitoring and the post-anesthesia care required for patients undergoing the surgical procedure will be presented. Population specific considerations will be emphasized.

621. Principles of Nurse Anesthesia Practice V. (B) Magro; Lynn. Prerequisite(s): NURS 620.

622. Pathogenesis of Mental Disorders Across the Lifespan. (A) Hanrahan; Tkacs.

The conceptual and practice application of brain-behavior relationships for individuals with mental health and psychiatric conditions is developed in this course. Students learn interview and differential diagnostic skills to screen for neuropsychological etiologies of mental disorders such as schizophrenia, bipolar disorders, mood disorders and anxiety disorders. The course reviews specific theories of etiology and diagnostic classifications found in the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition- Text Revision (DSM IV- TR). Students develop the ability to make critical decisions as they learn finer points of differential diagnosing of mental disorders using a case based method of learning, allowing students to focus on specific populations such as aged, adults, adolescents, an children.

625. Clinical Modalities Across the Life Cycle in Advanced Practice Psychiatric Mental Health Nursing. (A) Coleman, C. Prerequisite(s): NURS 622.

Crisis intervention, brief psycho-therapy, group processes and practices, milieu therapy, and intervention with families are examined as they relate to nursing practice in mental health.

626. Family and Organizational Systems Across the Life Span. (L) Gillis-Donovan. Summer Session I.

This course presents Bowen Family Systems Theory as it applies to families over the life and organizations over time. This is a theoretical course whose purpose is to provide the student with a broad, systemic perspective on human functioning. The course begins with a detailed presentation of Systems Theory, from both a family and organizational perspective. As presented there is a continual compare and contrast to other dominant theories of human functioning. It then applies the concepts of Systems Theory to the understanding and assessment of the stages of the normal family life cycle from a multi-generational, multi-cultural perspective. This is followed by discussions of the theory's application to the emotional problems of children, adolescents, adults and their families. Likewise, application to organizational behavior is made, including health care organizations. Relevant research is discussed throughout.

628. Mental Health and Aging. (B) Evans; Kurlowicz.

An examination of the psycho-socio-cultural processes which influence the behavior patterns, coping, and adaptation of older adults. The course emphasizes strategies to promote mental health as well as assessment, presentation, and intervention in the major acute and chronic psychiatric disorders affecting the older adult.

630. Understanding Statistics. (A) Tulman; Ratcliffe. Permission from Department Required.

The relationship between statistical methodology and interpretation will be examined. Understanding the uses of basic statistical methods, how to perform them in SPSS, and how to interpret the results will be the focus of this course. Published nursing research will be evaluated for statistical merit in order to build critical statistical thinking.

SM 631. The Bridge to Scholarship: Establishing the Pathway. (B) Keane / Griffiths. Permission from Department Required.

This course will promote personal and professional socialization of master's students for transition to doctoral study and emphasize mentoring and experiential learning as tools to support scholarly development. A range of scholarly literature will be examined to focus on existing programs of research and related methodological concerns. Critical thinking will be emphasized. Teaching strategies will provide opportunities to confirm the purpose of doctoral study in nursing, to understand the scope of the researcher role, to define personal and professional goals, to identify the contributions of research in the development of new nursing knowledge, to understand and value the need to create the next generation of nurse scientists, and to develop productive mentoring relationships. Opportunities will be provided for dialogue and active participation with nurse researchers and definition of beginning research questions, along with the requisite skills to understand approaches to them.

SM 632. Research Internship: Becoming a Member of the Research Team. (A) Keane; Griffiths. Permission Required from Department.

This course will support students' transition to membership on a research team and foster a relationship with a research mentor who facilitates students' ability to think critically and pursue scholarly investigations. Course activities will provide opportunities to develop an appreciation of the literature supporting the research team's scholarly investigation and an understanding of the range of research team roles and activities. Course discussion and readings will emphasize the responsible conduct of research including conflicts of interest, responsible authorship, standards of research conduct, policies guiding the inclusion of human subjects, clinical trials, and data management.

SM 633. Grant Writing for Research Training Fellowships. (M) McCauley, L.; Keane; Griffiths; Porreca. Prerequisite(s): Master's-level course in research design and permission of the faculty. Permission Required from Department.

This seminar provides an overview of the process of applying for external funding for research traineeships. Through a series of lectures and discussions and computer laboratories, students will prepare a draft application that incorporates the essential components of describing the candidate, a research plan, sponsor or mentor, and the training environment. Students will become familiar with the process of submitting grants, developing time frames and work plans for the completion of applications. Students will also participate in activities designed to further develop a competitive application for doctoral study.

637. Introduction to Research Methods and Design. (C) Rogers, A.; Riegel; Polomano; Bowles. Prerequisite(s): NURS 230 or equivalent. Also offered in 6 week Summer Session I and 12 week Summer Session I & II.

The relationships among nursing theory, research and practice will be examined. An emphasis will be placed on research competencies for advanced practice nurses (APNs), including understanding nursing research methods and strategies in order to evaluate research results for applicability to practice and to design projects for evaluating outcomes of practice. An understanding of statistical techniques will be integrated into the course and build on the required undergraduate statistics course. Published nursing research studies will be evaluated for scientific merit and clinical feasibility, with a focus on evidence-based practice.

SM 638. (NURS338, NURS838) "Sweet Little Old Ladies and Sandwiched Daughters": Social Images and Issues in our Aging Society. (B) Kagan. Prerequisite(s): Permission of Instructor Needed.

640. (SOCI640) Global Health and Health Policy. (M) Aiken.

This participatory interdisciplinary seminar course examines contemporary issues in public health policy and global health. The organizing framework is social determinants of health. We consider evidence that inequalities in education, income, and occupation influence health status, and the policy dilemma that broad interventions to improve population health may increase health disparities. We critically examine whether prevention is always better than cure, and what modern medicine has to offer in terms of health. We explore the public policy process in health using the "tobacco wars" as a case example, of how politics, policy, law, commercial interests, and research intersect to affect the public's health. We examine whether global health is in a state of decline, and the extent to which failures in public health, public policy, and foreign policy have contributed to increasing threats to world health. Likewise we will examine the potential for greater integration of health into foreign policy to create global infrastructure upon which to advance health. We will examine the global health workforce and the impact of widespread global migration of health professionals on receiving and sending countries.

There are no prerequisites. The course is designed for graduate students in the social and behavioral sciences, health professions, public health, business and law. Advanced undergraduate students will be admitted with permission.

644. Health Care in an Aging Society. (B) Bradway; Strumpf.

Individual and societal influences on the care of older adults are examined in detail within the context of an emerging health care system. Normal changes in physical and psychological health are explored in depth. Significant issues affecting care of older adults and their families at the global and national level are discussed.

645. Psychopharmacology Across the Lifespan. (B) Hanrahan. Prerequisite(s): NURS 622.

This course focuses on the development of knowledge and skills related to the use of psychopharmacologic agents to treat mental illness by the advanced practice nurse. Using a case study method to encourage the application of knowledge to clinical practice, the course addresses culturally diverse client populations, across the life span, who present with a range of symptom manifestations, at all levels of severity. The course emphasizes evidence-based practice, research-based clinical decision making and a holistic approach to integrating the science and biology of the mind with social and behavioral interventions. The case base method allows students to focus on specific populations such as older adults, adults, adolescents, and children.

646. Primary Care of the Middle Aged and Older Adult. (C) Sullivan-Marx; O'Sullivan; Houldin. Prerequisite(s): NURS 657.

This course focuses on primary care problems encountered by middle-aged and older people and their families in ambulatory and occupational settings. Students have the opportunity to build on previously acquired skills and to apply concepts of primary care to manage the complex health problems of middle-aged and older adults.

647. Clinical: Primary Care of the Middle Aged and Older Adult. (C) Sullivan-Marx; O'Sullivan. Prerequisite(s): NURS 657. Corequisite(s): NURS 646.

Management and evaluation of primary care problems of middle-aged and older adults in a variety of ambulatory and occupational settings. Opportunity to implement the role of the nurse practitioner with middle-aged and older adults and their families in the community. Interdisciplinary experiences will be pursued & collaborative practice emphasized. Students are expected to assess and begin to manage common chronic health problems in consultation with the appropriate provider of care. The initiation of health promotion & health maintenance activities with individuals and groups is stressed. Includes 16 hours a week of clinical experience with a preceptor.

648. Primary Care: The Frail Older Adult. (B) Strumpf; Cotter. Prerequisite(s): NURS 646, 647.

The role of the gerontological nurse practitioner in the care and management of frail elders and their families in institutions and in the community is emphasized. Content is directed at assessment and management of acute presentations of illness and complex, multiple health problems. Issues in eptor. rehabilitation and the maintenance of quality of life are addressed.

649. Primary Care of the Frail Older Adult II. (B) Strumpf; Cotter. Prerequisite(s): NURS 646, 647. Corequisite(s): NURS 648.

Opportunity is given to implement the role of the gerontological nurse practitioner with frail elders and their families in institutions and in the community. Students are expected to assess and to take a prominent role in the management of more complex health problems in consultation with the appropriate provider of care. Synthesis of the entire clinical experience is used to help students articulate the new roles they will assume. Sixteen hours a week of clinical experience with a preceptor is required.

L/L 650. Health Systems Analysis. (B) Burke, K.; Keim.

This course focuses on the integration of systems thinking and the practice of nursing administration in various settings such as acute care, occupational health, home care and long term care. Systems Theory and Stakeholder Analysis will provide theoretical frameworks for examining the external and internal environments affecting nursing practice. This course may be taken as an elective by non majors

651. Nursing Informatics. (L) Bowles; Staff. Prerequisite(s): Basic Computer Skills. Summer Session II.

This course is designed to introduce the student to fundamental concepts and issues surrounding technology and information management in today's rapidly changing health care environment. Emphasis will be placed on defining informatics and the models and theories used in its development. To prepare the student to take a leadership role in information system design and selection the class will study the process of information systems analysis, implementation and evaluation involving functional, organizational and human aspects.

652. Health Care Accounting and Financial Management. (L) Keim; Fuir. Summer Session I.

This course focuses on the management of financial resources in the health care industry, with a focus on acute care, ambulatory care, home care, and long-term care. Specific emphasis is on applied financial management, management control systems, budgeting and nursing staffing.

This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

654. Business and Strategic Planning. (A) Piper, L. Prerequisite(s): NURS 652.

This course focuses on Healthcare strategic planning and the role of the Nursing Executive/Leader in that process. The course will involve the development of a business plan for a selected internal organizational project. The content will include use of executive Dashboards, sources of internal and external data.

655. Nursing Administration Practicum. (C) Burke; K.; Keim. Prerequisite(s): NURS 699.

This administrative practicum will be individually tailored to meet each student's career goals. Students will be placed with an expert role model who in most instances will be a practicing nurse executive. The setting may vary according to the student's interests and objectives. Examples include acute care, home care, long term care, occupational health, community based clinics, consulting groups and political/legislative experiences.

656. Primary Care Concepts in Urban Health. (A) O'Sullivan. Corequisite(s): NURS 657.

Intended for nurses planning a career in primary health care practice, this course includes lectures, discussions and readings focused on health, social, economic and professional factors influencing health care delivery. It is a companion course to NURS 657.

L/L 657. Clinical Decision Making in Advanced Nursing Practice. (A) Zurakowski; Cross; O'Hara; Bosnick; Buzby.

This is a laboratory/clinical course designed to help prospective nurse practitioners develop advanced clinical assessment skills. Provider-patient interaction, data collection, and hypothesis formulation are emphasized. All participants engage in actual practice with fellow students, and/or models, and consenting patients.

658. Clinical Management of Primary Care with Young Families. (C) O'Sullivan. Prerequisite(s): NURS 656, 657. Corequisite(s): NURS 659.

Assessment and treatment of the young child in ambulatory care settings is the focus of this developmentally organized course. This course provides the nurse practitioner student with the necessary knowledge and experience to assist individuals with the most common health problems, including acute episodic illness as well as stable chronic disease. The concepts of health promotion and health maintenance are integrated throughout the curriculum. Using a developmental framework, the maturational tasks and problems of children and their families in relation to illness and health are explored.

659. Clinical Practicum: Primary Care with Young Families. (C) O'Sullivan. Prerequisite(s): NURS 656, 657. Corequisite(s): NURS 658.

Management and evaluation of primary care problems of children in a variety of ambulatory settings. Opportunity to implement the role of nurse practitioner with children and their families in the community occurs under the guidance of faculty and experienced preceptors. The initiation of health promotion and health maintenance activities with individuals and groups is stressed. Collaborative, interdisciplinary practice is emphasized as students assess and manage common problems in consultation with an appropriate provider of care. 20 hours a week of clinical experience with a preceptor is arranged.

SM 660. Clinical Practice with Select Populations: Adolescents. (L) O'Sullivan. Prerequisite(s): NURS 656, 657, 658, 659. Summer Session I.

Focus on assessment and treatment of adolescents in a variety of settings. Didactic emphasis is on the special needs encountered among adolescents. This course adds to the student's previous knowledge and skill in the delivery of primary care. Working with this specific population the student gains necessary knowledge and experience in assisting individuals with most common health problems, including acute episodic illness and stable chronic disease, as well as health promotion needs.

SM 661. Clinical Management of Primary Care with Adults. (L) O'Sullivan. Prerequisite(s): NURS 646, 647 or NURS 658, 659. Summer Session I.

Assessment and treatment of younger adults in ambulatory care settings is the focus of this clinical course. The course provides the nurse practitioner student with the necessary knowledge and experience to assist individuals with most common health problems, including acute episodic illness. The concepts of health promotion and health maintenance are integrated throughout the curriculum. Using a developmental framework, maturational tasks and problems of the adult and family in relation to illness and health are explored.

SM 663. Advanced Concepts in Primary Care. (L) O'Sullivan. Prerequisite(s): NURS 660 or NURS 661. Summer Session II.

In conjunction with the development of advanced clinical skills, students focus on advanced practice role development and the study of issues in health service delivery related to the practice of primary health care. Economics, case management and cultural/ethical aspects of care are discussed.

664. Advanced Practice Nursing for Oncology Care. (L) Hollis; Polomano. Prerequisite(s): NURS 607; NURS 637. Summer 12 Week Session ; Permission to take this course as an elective must be approved by the course faculty.

Students are introduced to cancer epidemiology and pathophysiology, cancer genetics, prevention, risk assessment and reduction for specific cancers, screening techniques, diagnostic procedures and criteria, and local and systemic therapies used to treat cancer. The influence of individual characteristics on health promotion, health behaviors, population cancer risk, and cancer detection are explored in the context of biological, psychological, socioeconomic and sociocultural factors across age groups from adolescents to older adults. Evidence-based practice guidelines and research are applied to promote healthy lifestyles, monitor cancer risk, address psychosocial issues, facilitate access to care, and reduce health care disparities for populations at risk and diagnosed with cancer, and cancer survivors.

666. Effects of Cancer and Cancer Therapy. (B) Houldin. Prerequisite(s): NURS 646, 664. Corequisite(s): NURS 667.

Principles of cancer treatment, associated responses and symptom management are presented. Emphasis is on the development of advanced clinical decision making skills in identifying multiple alterations resulting from cancer and cancer therapy.

667. Oncology Nursing: Assessment, Diagnosis, & Cancer Management. (B) Houldin. Prerequisite(s): NURS 646, 664. Corequisite(s): NURS 666.

Emphasis is on the application of critical thinking and diagnostic reasoning skills in advanced clinical decision making. Students access, diagnose, and manage the care of oncology patients with a variety of cancers. The delivery of care and evaluation of role effectiveness within the health care system are examined.

668. Oncology Nursing as a Philosophical, Social and Professional Experience. (L) Houldin. Prerequisite(s): NURS 646, 664, 666, 667. Corequisite(s): NURS 669. Summer Session I.

Long-term sequelae of cancer and cancer treatment are explored, including issues of quality of life, rehabilitation, and palliative care. Socioeconomic, legal, and ethical issues related to cancer care across the disease trajectory are addressed. The role components of consultation and collaboration within multidisciplinary settings are analyzed and synthesized.

669. Clinical Fieldwork in Oncology Nursing: Advanced Practicum. (L) Houldin. Prerequisite(s): NURS 646, 664, 666, 667. Corequisite(s): NURS 668. Summer Session II.

Students integrate the various aspects of the oncology advanced practice nurse's role with terminally and chronically-ill patients, family members, and cancer survivors. Emphasis is on the implementation of advanced clinical decision making knowledge and skills to address and resolve complex clinical problems in a variety of settings.

677. (PUBH530) Environmental Toxicology: Risk Assessment and Health Effects. (L) McCauley, L. Undergraduates Need Permission.

This course presents general principals of toxicology and the disposition of toxins in the body. Case studies of the effects of environmental and occupational toxins on individuals will be analyzed. This course is designed for students who desire a strong foundation in toxicological concepts and principals and provides an overview of major toxins in our environment and their association with human health.

678. (PUBH533) Exposure Assessment and Safety in the Workplace. (B) McCauley, L.; O'Hara.

This course is designed to present an overview of the interdisciplinary nature of monitoring and controlling workplace hazards. Didactic course content on the major factors contributing to occupational health hazards and safety will be presented along with discussion of regulatory and site-specific interventions to promote worker safety and health. Five site visits will be conducted to apply the principles of workplace assessment and to discuss strategies that are used for hazard recognition and evaluation in different work environments. Experts in workplace hazard recognition and control will share current challenges and priorities from their worksites.

679. Issues in Occupational Health Nursing. (A) McCauley, L.; O'Hara.

Designed as an exploration of concepts, issues and content relevant to occupational health nursing, this course is presented as a series of lectures and seminars. Participants can expect to gain an understanding and appreciation for the specialty of occupational health and the nurse's roles in this area of specialization.

SM 680. Advanced Practicum/Residency in Occupational Health. (A) McCauley, L.

This course should be taken in the last semester of the Occupational Health Nursing Program. As such, it is meant to provide opportunity for the students to focus upon the occupational health setting, integrate course work and test their roles in occupational health in concert with an experienced colleague. Whenever possible, team assignments will be made for administration/consultation option and primary care options students so they can act in complimentary roles in the residency. Selected seminars are included to focus discussion and learning on health problems and concerns in occupational health.

681. Applied Physiology for Nurse Anesthetists I. (L) Magro; Lynn; Tkacs. 12 Week Summer Session.

This course provides an in-depth analysis of the anatomy, physiology and patho-physiology of the respiratory and cardiovascular systems and related anesthesia implications. The concepts of ventilation and perfusion as they relate to oxygen and anesthetic delivery and metabolism are examined. The effects of compromised cardiac and pulmonary function and their implications for the patient and anesthesia plan are reviewed. The impact of anesthesia on the structure and function of the heart as a pump as well as the characteristics of systemic circulation will be explored. The effect of surgery and anesthesia on the respiratory and cardiovascular systems will be emphasized.

682. Applied Physiology for Nurse Anesthetists II. (A) Magro; Lynn; Badellino. Prerequisite(s): NURS 681. Corequisite(s): NURS 607.

This course provides an in-depth analysis of the anatomy, physiology and pathophysiology of the hepatic, renal, nervous, hormonal, immunologic and hematological systems and related anesthesia implications. The focus of discussion will be on the special considerations when delivering anesthetic agents to patients. Emphasis will be placed on the assessment of the patient with common disorders of these systems. Nurse anesthesia care related to patients undergoing surgeries involving each system will be discussed.

683. Applied Science Related to Anesthesia. (B) Magro; Lynn; Scanga. Prerequisite(s): NURS 607, 681, 682.

This course is an in-depth analysis of the chemical and physical principles as they apply to nurse anesthesia practice. Aspects of organic and biochemistry including the chemical structures of compounds and its significance in pharmacology will be explored. Applications of the laws of physics as they pertain to nurse anesthesia practice will be reviewed with specific examples. Emphasis on the dynamics of the anesthesia delivery system and related equipment will be presented.

L/R 685. Advanced Developmental Physiology and Pathophysiology. (A) Trimarchi; Marino; Lafferty. Prerequisite(s): Undergraduate course in Anatomy & Physiology.

This course will address advanced human embryology, physiology and pathophysiology. Biochemical genetics and the genetic basis of disease will be discussed. Normal fetal development and physiology of organ systems will be used as the foundation for understanding the pathophysiology of disease across the lifespan.

686. (NURS736, NURS781) Well Woman Health Care. (A) McCool; Durain. Prerequisite(s): NURS 657 (may also be taken as a Co-Req). Corequisite(s): NURS 737.

Theory and practice related to nurse-midwifery management of preconception and interconceptional care. Includes anatomy and physiology of postpartum and perimenopausal women, endocriniology, current contraceptive methods, minor gynecological conditions. Seminars and clinical practice.

688. Complementary/Alternative Therapies in Women's Health. (A) Grube; Durain.

The dramatic rise in the use of complementary and alternative medicine (CAM) by the American public requires that the contemporary health care practitioner have an awareness of CAM therapies and modalities currently available. The end result of this is course will not be proficiency in the practice of any of these modalities in particular, but rather a basic understanding of each approach to common conditions and their potential contribution to health and well being. The focus of the CAM modalities discussed in this course will center on their use in women's health care provision.

693. Professional Issues in Midwifery. (A) McCool; Reale; McHugh. Prerequisite(s): NURS 686, 687, 689, 690. Corequisite(s): NURS 691.

In-depth discussion of current issues facing the profession of nurse-midwifery which impact on professional education, certification, and practice. Includes ethical, legal, and political aspects of nurse-midwifery practice.

699. Advanced Roles in Administrative Nursing Practice. (L) Rich ; Keim. Prerequisite(s): For Students of the Nursing Administration and Healthcare Leadership Only. Summer II Semester.

Offered at the end of the Nursing and Health Care Administration or Health Care Leadership programs, this course prepares the graduate for entry into a myriad of administrative or leadership roles. Students will explore role responsibilities for various levels of management positions; health care consultants; health policy advocates; global health leaders; staff development directors; and administrators in non-traditional settings i.e., journal editors, professional associations etc.

701. Sleep Across the Lifespan. (A) Weaver. Part of the Post-Masters Certificate Program in Sleep.

This one semester survey course provides an overview of sleep across the lifespan. It will consider normal sleep during childhood, adolescence, adulthood, and changes associated with aging. Components of normal sleep will be addressed in addition to discussing the health and societal consequences of sleep deprivation. Measurement of sleep will also be addressed.

702. Diagnosis and Management of Selected Sleep Disorders. (B) Rogers, A. Prerequisite(s): NURS 701. Part of the Post-Masters Certificate Program in Sleep.

This course explores the diagnosis, and management of common sleep disorders across the lifespan. Symptoms, pre-disposing factors, differential diagnosis, and management will be discussed. The use of questionnaires and common diagnostic tests and questionnaires will also be included in course content. Special emphasis will be placed on cognitive-behavioral therapies and strategies to improve CPAP compliance. s.

703. Clinical Practicum in Sleep. (L) Richards; Cuellar. Prerequisite(s): NURS 701, NURS 702. Part of the Post-Masters Certificate Program in Sleep.

This one semester clinical course provides a supervised practicum in managing patients with a variety of sleep disorders. The initial two weeks of the practicum will be completed onsite at the Penn Sleep Disorders Center with the remaining clinical experiences completed under the guidance of a preceptor in the student's geographic area. Clinical experiences at the Penn Sleep Disorders Center will be selected to expose students the use of cognitive behavioral therapy for treatment of insomnia and to a variety of patients that may not be seen in smaller centers.

SM 705. (NURS771) Advanced Practice Psychiatric Mental Health Nursing I. (A) Scharff.

Supervised advanced psychiatric mental health nursing practice with children, adolescents and their families, or adults and/or older adults and their families in a variety of settings, depending on the subspecialty option selected. Focus is on clinical assessment/diagnosis and decision-making. A minimum of 16 hours of practice and 3 hours of small group supervision is required.

SM 706. (NURS772) Advanced Practice Psychiatric Mental Health Nursing II. (B) Scharff.

Supervised advanced psychiatric mental health nursing practice with children, adolescents and their families, or adults and/or older adults and their families in a variety of settings, depending on the subspecialty option selected. Refinement and development of clinical intervention with an increasingly diverse caseload. A minimum of 16 hours of practice and 3 hours of small group supervision is required.

SM 707. (NURS773) Advanced Practice Psychiatric Mental Health Nursing III. (L) Scharff. Summer Session I.

Supervised advanced psychiatric mental health nursing practice with children, adolescents and their families, or adults and/or older adults and their families in a variety of settings, depending on the subspecialty option selected. Outcome evaluation, termination and professional role development. A minimum of 16 hours of practice and 3 hours of small group supervision is required.

708. Public Policy Leadership in the American Public/Private System of Health Care. (B) Durain.

This course will explore the philosophy and growth of public policy that has directed the American Health Care System in its ever expanding movement toward universal health care for all citizens. Analysis of health policy and systems content will assist the students to identify the knowledge and skills needed for the health or human service provider to assume leadership roles in the formulation of public policy for change; this includes system restructuring, service delivery and funding of health care. Emphasis will be on the effect of policy on the individual/family user of health care services rather than the effect on professional health care providers or health care delivery systems. Special attention will be given to the effect of policy on populations, both urban and rural, living near and below the poverty level.

710. (NURS731) Principles of Critical Care Nursing of Children I. (B) Verger; Perkel. Prerequisite(s): NURS 684, 720, 721. Corequisite(s): NURS 711.

Provides the foundation for advanced practice in pediatric critical care. Body system failure is examined as the potential common outcome from a variety of etiologic agents. The adaptation of children and their families to critical illness and intensive care is analyzed. Management strategies based on clinical decision making include nursing, medical, pharmacological, and other therapies and resources.

711. (NURS733) Clinical Practicum in Critical Care Nursing of Children I. (B) Verger; Perkel. Prerequisite(s): NURS 684, 720, 721. Corequisite(s): NURS 710.

This clinical course is designed to assist prospective advanced practitioners, in pediatric critical care develop advanced assessment and management skills through structured, supervised interventions with critically ill children. Particular emphasis is placed on the role components of expert practitioner. The student gains the necessary management skills to provide specialized care to critically ill children and their families and to assist them with adaptation.

712. (NURS776) Principles of Critical Care Nursing of Children II. (L) Verger; Perkel. Prerequisite(s): NURS 560, 710, 711. Corequisite(s): NURS 713. Summer Session I.

This course examines specific pathophysiological mechanisms which may result in body system failure. Strategies for clinical management are examined based on a synthesis of biological, behavioral, medical, pharmacological, and nursing knowledge. Theoretical analysis of the roles of the advanced practitioner with critically ill patients is emphasized.

713. (NURS777) Clinical Practicum in Critical Care Nursing of Children II. (L) Verger; Perke. Prerequisite(s): NURS 560, 710, 711. Corequisite(s): NURS 712. Summer Session I.

This clinical course is designed with emphasis on continued development of advanced clinical skills in the care of critically ill children. Emphasis is placed on integration of the roles of the advanced practitioner. This course adds to the student's previous knowledge and skills in advanced practice and prepares them to manage care of critically ill children.

714. (NURS778) Clinical Practicum in Critical Care Nursing of Children III. (L) Verger; Perkel. Prerequisite(s): NURS 712, 713. Summer Session II.

This clinical course is designed with emphasis on continued development of advanced clinical decision-making skills in the care of critically ill children. Emphasis is placed on knowledge and skills that allow the advanced practitioner to efficiently and effectively manage children who are dependent upon or assisted by technological devices to carry out life processes.

715. Pediatric Oncology Theory I. (A) Hobbie; Mooney-Doyle.

This course examines the unique contribution made by nurses with advanced clinical skills in the care of children with oncologic and hematologic disorders, and their families, from the time of diagnosis throughout the treatment period and beyond. The course provides the student with the most recent advances in knowledge about cancer in childhood. While the focus is on oncology, hematologic disorders as well as AIDS will be discussed. Recent methods of treatment and the nursing management of children and their families will be addressed.

717. Pediatric Oncology Theory II. (B) Hobbie; Mooney-Doyle.

The focus of this course will be current practices, research, and issues related to the care of infants, children, and adolescents with cancer and hematologic disorders. Emphasis is given to developing a framework for practice based on a synthesis of biological, behavioral, nursing, and medical knowledge through the process of clinical decision making.

720. Nursing of Children Theory I: Child and Family Development. (A) Deatrick; Murphy, K.

This course focuses on developmental theories and concepts that form the basis for nursing assessment and intervention with children and families. Emphasis is given to current research and issues in child and family development and functioning.

L/R 721. Nursing of Children Clinical: I. (A) Lipman; Reilly, L. Corequisite(s): NURS 684.

This clinical course is designed to help prospective advanced practitioners develop advanced skills in physical and developmental assessment of children in a variety of well-child, ambulatory, and hospital settings. The medical management and pharmacologic treatment of various disorders will also be discussed. Data collection, data interpretation, and hypothesis formulations are emphasized. The role of the practitioner in health promotion is incorporated throughout the course. Collaboration as an integral part of screening will be an ongoing focus.

722. Nursing of Children Theory II. (B) Deatrick; Lipman. Prerequisite(s): NURS 684, 720, 721. Corequisite(s): NURS 723.

The focus of this course is the current practices, research and issues related to the care of children and adolescents with acute health deviations. Emphasis is given to developing a framework for practice based on a synthesis of biological, behavioral, nursing, and medical knowledge through the process of clinical decision making with children who have serious acute health deviations and their families.

723. Nursing of Children Clinical: II. (B) Deatrick; Lipman; Murphy, K. Prerequisite(s): NURS 684, 720, 721. Corequisite(s): NURS 722 or NURS 717.

This clinical course focuses on the implementation of the role of the advanced practice nurse. Applications of nursing, biological and behavioral science are emphasized in the clinical assessment and management of acutely ill children and their families. The student gains the necessary clinical management skills to provide specialized care to acutely ill children and to assist their adaptation and the adaptation of their families.

724. Nursing of Children Theory III. (L) Deatrick; Lipman; Murphy, K. Prerequisite(s): NURS 722, 723. Corequisite(s): NURS 725. Summer Session I.

This course focuses on current practices, research and issues related to the care of children and adolescents with chronic health deviations. The role of the advanced practice nurse in promoting optimal child/family outcomes is emphasized.

725. Nursing of Children Clinical: III. (L) Deatrick; Lipman; Murphy, K. Prerequisite(s): NURS 722, 723. Corequisite(s): NURS 724. Summer Session I.

This clinical course focuses on the continued development of advanced clinical skills in the care of acute and chronically ill children. Emphasis is placed on experiences that integrate the roles of the advanced practice nurse with children who have chronic illnesses with particular emphasis on management, consultation, and research dissemination skills.

731. (NURS710) High-Risk Neonate, Theory. (B) Verger; Perkel. Prerequisite(s): NURS 684, 720, 721. Corequisite(s): NURS 733. Summer Session I.

This course focuses on the care of high-risk neonates within the context of the family unit. The biological and psychosocial aspects are studied as a basis for nursing practice. Emphasis is placed on the role of the Advanced Practice nurse in improving services to high-risk neonates with the purpose of decreasing mortality and morbidity rates and improving the quality of life of high-risk newborns and infants.

733. (NURS711) Clinical Practicum for the High Risk Neonate. (B) Verger; Perkel. Prerequisite(s): NURS 684, 720, 721. Corequisite(s): NURS 731.

This clinical course focuses on the care of the high risk infant within the context of the family unit. Clinical experiences provide students with opportunities to expand their skills in managing the care of infants, both acutely ill and growing neonates. Students continue their experiences with neonatal nurse practitioners to examine role issues of these individuals.

740. Advanced Practice Concepts for the Childbearing Family. (A) Steele.

The seminar will provide students with the skills necessary to provide primary health care to high risk infants in ambulatory settings. Course material will include detailed physical assessment skills of the infant through the first year of life. The clinical component will include home visits and experience in the ambulatory and long term care settings.

741. Nursing of Children Clinical: IV. (L) Deatrick; Lipman; Murphy, K. Prerequisite(s): NURS 724, 725. Summer Session II.

This clinical course focuses on the implementation of the role of the advanced practice nurse with particular emphasis on providing continuity of care for children with specialized health needs across their transitions in sites of care delivery and throughout phases in the cycle of their illnesses. Application of nursing, biological and behavioral science is emphasized in the community aspects of clinical assessment and management of children with health care needs and their families.

743. Fetal Evaluation. (B) Stringer. Prerequisite(s): NURS 607.

This course focuses on identifying at risk and high risk maternal fetal dyads, developing knowledge relating to assessment of fetal well being, and understanding the implications of obstetric, non obstetric, and fetal complications on the management of the high risk pregnancy. Additionally the course provides an understanding of the scientific basis for new technologies used to evaluate at risk and high risk populations. Information about the physics of ultrasound, pulse echo imaging, and doppler techniques will be provided. Students must be able to practice ultrasound skills while in this course.

746. Evidence-Based Practice for Nurse Anesthetists I. (L) Magro; Lynn; Gidaro. 12 Week Summer Session.

This course examines the evidence-based research to determine whether the procedures and techniques performed by nurse anesthetists are supported by the literature. Population specific topics of concern to nurse anesthetists are discussed. Student led seminars will guide the classroom discussions.

747. Evidence-Based Practice for Nurse Anesthetists II. (A) Magro; Lynn; Gidaro. Prerequisite(s): NURS 746.

748. Leadership Development for Health. (A) Burke, K.; Sherr A.

This course will provide the conceptual and theoretical framework for examining the concept of leadership within the contexts of health systems, health professionals and health policy. It will focus on characteristics of personal and professional leadership, change theory, and the application of critical thinking to the analysis of work environments, systems and the politics of health.

749. History, Health and Social Policy. (B) D'Antonio.

This course explores the impact of historical ideas, events, and actors on current issues in health and illness care. Topics include the movement from hospitals to health care systems; the changing definitions of professionalism and professional practice patterns; and the ways historical context shapes definitions of leadership roles and theoretical knowledge.

750. Inquiry and Nursing. (A) Fairman. For doctoral students in nursing.

This course introduces students to the process of intellectual inquiry. It explores the intellectual foundations of scholarly disciplines in general and the discipline of nursing in particular. Emphasis is placed on the process of knowledge development, with particular emphasis on historical, philosophical, positivist, and gendered and phenomenological ways of knowing. Emphasis is also placed on having students develop their particular intellectual approach to disciplinary inquiry and on formulating ideas for publications and presentations.

752. Issues of Nursing Leadership in Planning and Policy Making. (A) McCausland; O'Sullivan. For doctoral students in nursing.

A critical examination of the role of nursing leadership in light of current health care issues. Among the topics to be considered are: identification of leadership behaviors and characteristics that influence organizations and individuals; processes required to influence the improvement of health; theoretical models of planned change; and different views of futurist models.

753. Evolving Nursing Science. (B) Medoff-Cooper. For doctoral students in nursing.

A consideration of contemporary nursing research as it pertains to the current state of the art and directions for future study. Advanced analysis of methodology, assumptions, and theoretical structures that underpin the work.

754. Quantitative Research Design and Methods. (B) Tulman; Pinto-Martin. For doctoral students in nursing.

This one semester survey course provides an overview of quantitative clinical research design and methods. Ethical and legal considerations in human subjects research, access to patient populations, sampling designs and power analysis, experimental and non-experimental designs, measurement of variables, data collection techniques, and data management are included. This course is intended for doctoral students in the health sciences.

761. Principles of Acute Care I. (A) Becker; Doherty.

This didatic course examines the diagnostic and management issues related to the care of acutely ill adults. Students will examine the pathophysiologic as well as the psychosocial influences underlying acute illness and injury. The dynamic interplay of assessment, diagnosis, management and treatment options relevant to patients with acute illnesses and injuries will be examined in detail. An evidence-based approach to the nursing and medical management as well as pharmacologic and other therapies will be emphasized. Content will focus on patients with cardiovascular, pulmonary, infectious and nutritional issues.

762. Principles of Acute Care II. (B) Becker; Doherty. Prerequisite(s): NURS 605.

This didactic course continues to examine diagnostic and management issues related to the care of acutely ill adults. Students will examine the pathophysiologic as well as the psychosocial influences underlying acute illness and injury. The dynamic interplay of assessment, diagnosis, management and treatment options relevant to patients with acute illnesses and injuries will be examined in detail. An evidence-based approach to the nursing and medical management as well as pharmacologic and other therapies will be emphasized. Content will focus on patients with neurologic, gastrointestinal, renal and metabolic health problems.

763. Principles of Acute Care III. (L) Becker; Doherty. Prerequisite(s): Nursing 605. Summer Session I.

This course expands the emphasis on the acute care nurse practitioner's assessment and management of acutely ill and injured adults. Emphasis is placed on clinical decision making and multifaceted treatment options as they relate to the evaluation and management of patients in a variety of acute care settings. Nursing and medical interventions as well as other treatment modalities are explored and tested. Emphasis is placed on research-based practice and the role of the acute care nurse practitioner in conducting, evaluating, and utilizing research. Content will focus on special populations of patients with commonly encountered acute health problems.

764. Advanced Technologies & Clinical Decisions in Acute Care. (A) Becker. Prerequisite(s): NURS 605, 657. Corequisite(s): NURS 761.

This fieldwork course focuses on development of a systematic approach to advanced physical assessment, the use of diagnostic technologies and the development of a diagnostic reasoning as it applies to patient management of the acutely ill and injured. Emphasis is placed on development of competence to perform a comprehensive history and decision making for the management of acutely ill patients.

765. Acute Care Nurse Practitioner: Professional Role & Clinical Practicum I. (B) Becker. Prerequisite(s): NURS 764. Corequisite(s): NURS 508, 762.

In this course students will explore issues relevant to the role of the Acute Care Nurse Practitioner within the multiple layers of the American health care system. The development of advanced clinical competencies and clinical decision making abilities will be emphasized. Strategies to maintain continuity in the patient's psychosocial support system, and nursing and medical management in the face of a fragmented health care system will be discussed. Reimbursement issues, role development, and nursing interventions will be introduced and discussed in the classroom, and principles will be applied in the clinical practicum.

766. Acute Care Nurse Practitioner: Professional Role and Clinical Practicum II. (L) Becker. Prerequisite(s): NURS 761, 762, 764, 765. Corequisite(s): NURS 763. Summer Session I.

This course focuses on the role of the Acute Care Nurse Practitioner and the expansion of advanced clinical competencies and clinical decision making abilities. Clinical experiences in acute care settings provide the student with opportunities to explore multiple governmental, social and personal resources available to acutely ill and injured adults. The application of advanced nursing, medical and biopsychosocial knowledge in the management of patients and the collaboration between the nurse practitioner and the patients, family and other health care professionals are emphasized.

767. Acute Care Nurse Practitioner: Professional Role & Clinical Practicum III. (L) Becker; Doherty. Prerequisite(s): NURS 764, 765, 766. Summer Session II.

This course will provide the student with the opportunity to refine the role and develop the clinical expertise necessary to function as an Acute Care Nurse Practitioner. Within the clinical setting students will expand clinical decision making abilities and practice advanced, complex, case management under the supervision of an appropriate professional preceptor. Analysis of the role of the ACNP will be emphasized.

768. Role of the Clinical Nurse Specialist. (A) Pawlow; Becker; Dubendorf.

This didactic and seminar course explores the core theory of the Clinical Nurse Specialist (CNS) role and the development and practice within the context of the complex health care delivery system. Students will examine and discuss the key characteristics of the CNS role. The dynamic interplay of the characteristic role components will be explored and will include discussion of how these components interact with each other and the complex systems in which CNS practice takes place. The role of the CNS in optimizing patient outcomes will be examined. Strategies to enhance professional practice, both by the CNS and by professional colleagues will be discussed.

769. Clinical Nurse Specialist Clinical I. (C) Dubendorf; Becker. Prerequisite(s): NURS 657. Corequisite(s): NURS 768.

This fieldwork course focuses on the application of CNS theory to practice and will enable nurses to enhance their implementation of the role by acquiring knowledge and skills characteristic of CNS practice. Students will apply their knowledge of key components of the CNS role to their practice environments. Barriers and facilitators to professional practice in complex health care systems they affect patient care and influence patient outcomes will be explored.

SM 771. (NURS705) PMHN CNS ADV PRAC I. (A)

SM 772. (NURS706) PMHN CNS ADV PRAC II. (B)

SM 773. (NURS707) PMHN CNS ADV PRAC III.

776. (NURS712) High Risk Neonate Theory II. (L) Verger; Perkel. Prerequisite(s): NURS 731, 733. Corequisite(s): NURS 777.

777. (NURS713) High Risk Neonatal Clinical II. (L) Verger; Perkel. Prerequisite(s): NURS 731, 733. Corequisite(s): NURS 776.

778. (NURS714) High Risk Neonatal Clinical III. (L) Verger; Perkel. Prerequisite(s): NURS 776, 777.

780. Health Care of Women and Primary Care. (L) Grube; Durain; McHugh. Corequisite(s): NURS 657.

The focus of this course is a clinical approach to primary care problems commonly encountered by women in an ambulatory setting. This course provides the women's health care nurse practitioner and midwifery student with the knowledge and problem solving approach to assist individuals with the most common health problems, including acute episodic illness as well as stable chronic disease. The concepts of health promotion and health maintenance are integrated throughout the curriculum.

781. (NURS686) Well Women Health Care, Theory. (A) Stringer; Durain; Grube. Prerequisite(s): NURS 607, 657, 780. Corequisite(s): NURS 782.

This course focuses on the management and evaluation of physical, emotional, socio-cultural and educational needs of gynecologic primary health care of women from adolescence through post-menopausal years. The content is directed at expanding the expertise of the student in meeting the primary women's health care needs in contemporary society. Social influences that have an impact on women's lives are also explored.

782. Well Women Health Care, Clinical. (A) Stringer; Durain; Grube. Prerequisite(s): NURS 607, 657, 780. Corequisite(s): NURS 781.

This clinical course further prepares students in understanding and developing the Health Care of Women nurse practitioner and Nurse-Midwifery roles. This clinical course focuses on the management and evaluation of physical, emotional, socio-cultural and educational needs of gynecologic primary health care needs of women from adolescence through post-menopausal years. Emphasis is placed on promoting and maintaining wellness, clinical decision making, systematic health interview, physical assessment, interpretation of laboratory findings, and diagnosis and treatment of gynecological problems.

783. (NURS687, NURS734) Health Care of Childbearing Women, Theory. (B) Stringer; Durain; Grube; McHugh. Prerequisite(s): NURS 781, 782. Corequisite(s): NURS 784.

The antepartum course builds upon the well-woman health care course. The focus is management of prenatal care for the childbearing family. Conceptual threads of public policy and ethics are integrated within the content to help students to identify broader implications for prenatal care. Content includes theory and practice related to nurse-midwifery/ nurse practitioner management of the normal pregnant woman, and nurse-midwifery/ nurse practitioner management and strategies to reduce selected obstetric complications.

784. (NURS735) Health Care of Childbearing Women, Clinical. (B) Stringer; Durain; Grube; McHugh. Prerequisite(s): NURS 781, 782. Corequisite(s): NURS 783.

This course focuses on the management and evaluation of the childbearing women and their families in primary care settings. The course presents the opportunity to implement the role of the Nurse Practitioner with the childbearing woman and her family. The focus is on comprehensive physical, psychosocial and educational management of women and their families during pregnancy and postpartum.

785. (NURS739) Integration I. (L) Stringer; McCool; Grube; Reale. Prerequisite(s): NURS 783, 784.

Intensive integration of theory and clinical practice in women's health care with emphasis on ambulatory care. Clinical practice in all areas of ambulatory women's health care, teaching rounds, case presentations, and seminars with professional colleagues.

786. Integration II: Midwifery Integration. (A) McCool; Reale. Prerequisite(s): NURS 783, 784. Corequisite(s): NURS 785.

Intensive integration of theory and clinical practice in women's health care with emphasis on intrapartum, postpartum, and newborn care. Clinical practice during the intrapartum and postpartum, teaching rounds, case presentations, and seminars with professional colleagues.

787. Intrapartum / Postpartum / Newborn Care, Theory. (L) McCool; Reale ; Stringer. Prerequisite(s): NURS 783, 784. Corequisite(s): NURS 788.

Anatomy and physiology relevant to the care of the women and their families during the intrapartum, postpartum and newborn periods. Includes management of selected obstetrical emergencies and medical complications.

788. Intrapartum / Postpartum / Newborn Care, Clinical. McCool; Reale; Stringer.

Clinical care and management of women, newborns and their families during the intrapartum, postpartum and newborn periods. Includes management of selected obstetrical emergencies and medical complications. Clinical assignments related to module objectives.

SM 791. Clinical Fieldwork in Nurse Anesthesia Practice I. (A) Magro; Lynn; Briel.

This course provides students the opportunity to integrate theory into practice within the clinical setting. The focus is on the development of diagnostic, therapeutic, ethical and cultural judgments with the perioperative patient. Students progress from the care of healthy patients undergoing minimally invasive surgical procedures to the more complex patient with multiple health issues. The student begins to develop an advanced practice nursing role that integrates role theory, nursing theory, and research knowledge through weekly seminars. Scope of practice, role development and nursing interventions will be introduced and explored in the classroom, and principles will be applied in the clinical practicum.

SM 792. Clinical Fieldwork in Nurse Anesthesia Practice II. (B) Magro; Lynn; Briel. Prerequisite(s): NURS 791.

This course provides the opportunity for students to integrate theoretical knowledge and research finding into practice within the clinical setting. Students progress by providing anesthesia care for patients with more complex health problems. Techniques for managing the acute pain of clients are emphasized. Anesthetic requirements as dictated by patient assessment including the surgical procedure are studied in greater depth. The student now possesses the ability to combine theories and skills in selected clinical situations. The guidance of CRNA faculty preceptors contributes to the development of the student's critical thinking.

SM 793. Clinical Fieldwork in Nurse Anesthesia Practice III. (L) Magro; Lynn; Briel. Prerequisite(s): NURS 792. 12 Week Summer Session.

This course focuses on the delivery of anesthesia care within advanced nursing practice in a broad range of clinical situations for patients with multiple, complex health problems. Through refinement of assessment and management skills, critical thinking is further developed. Students progress by providing anesthesia care for special populations of patients with simple and complex health problems. The guidance of CRNA faculty preceptors contributes to the development of the student's critical thinking. Collaborative practice within a care team model is emphasized and with supervision, the student assumes more overall responsibility for the quality of care for the patients throughout the perioperative experience.

SM 794. Nurse Anesthesia Residency I. (A) Magro; Lynn; Briel. Prerequisite(s): NURS 793.

This course is the first of two residencies that provide the nurse anesthetist student the opportunity to attain competencies within the Certified Registered Nurse Anesthesia (CRNA) scope of practice. Throughout the residency, the nurse anesthesia resident will utilize appropriate clinical judgment to manage the complex medical, physical and psychosocial needs of clients in the perioperative phases. Further refinement of the patient assessment, anesthesia administration, and critical thinking skills is emphasized. Students progress by providing anesthesia care for patients throughout the continuum of health care services. The guidance of CRNA faculty preceptors contributes to the development of the independence of the CRNA student. Collaborative practice within a care team model is emphasized and the student assumes more overall responsibility for the quality of care for the patients throughout the perioperative experience, with clinical support as required.

SM 795. Nurse Anesthesia Residency II. (B) Magro; Lynn; Briel. Prerequisite(s): NURS 794.

This course is the second of two residencies that provide the nurse anesthetist student the opportunity to attain competencies within the Certified Registered Nurse Anesthesia (CRNA) scope of practice. Throughout the residency, the nurse anesthesia resident will utilize appropriate clinical judgment to manage the complex medical, physical and psychosocial needs of clients in the perioperative phases. Further refinement of the patient assessment, anesthesia administration, and critical thinking skills is emphasized. Students progress by providing anesthesia care for patients throughout the continuum of health care services. The guidance of CRNA faculty preceptors contributes to the development of the independence of the CRNA student. Collaborative practice within a care team model is emphasized and the student assumes more overall responsibility for the quality of care for the patients throughout the perioperative experience, with clinical support as required.

SM 800. (NURS801) Dissertation Seminar I. (A) Richmond; Strumpf. Prerequisite(s): NURS 750, 753, 754, 813, 2 semesters of Statistics, plus six concentration courses. For doctoral students in nursing.

Advanced study and research in nursing leading to the completion of the dissertation proposal.

SM 802. Proseminar in Applied Clinical Scholarship. (A) Graduate Group Faculty. Prerequisite(s): Permission of Faculty. For Nursing PhD Students Only.

Field observation with written logs and faculty supervision designed to assist beginning PhD students in developing potential research topics. Doctorally-prepared faculty with direct involvement in the delivery of care and/or nursing service leadership will help students design a tailored experience to build students' abilities to recognize researchable clinical phenomena and develop research questions.

SM 810. Doctoral Seminar: Cultural Perspectives in Nursing and Health Care. (M) Staff. For doctoral students in nursing.

Exploration of selected cultural theories, concepts and issues related to nursing and health care. Emphasis on research approaches and the analysis and evaluation of culturally relevant nursing research and research from other disciplines. Topics tailored to the individual needs and interests of students in the seminar.

SM 811. Historical Thought in Nursing. (B) Fairman; Buhler-Wilkerson. For doctoral students in nursing.

A seminar open to enrolled doctoral students who plan to conduct historical research as some aspect of their program. Meets for one semester on a schedule determined by participants and faculty.

SM 813. Qualitative Paradigm Empirical Nursing Research. (A) Deatrick. Prerequisite(s): NURS 750. For doctoral students in nursing.

Study of selected qualitative paradigm empirical research approaches, including design and methodology. Critique of selected qualitative research reports from the literature of nursing and related disciplines. Fieldwork exercise and research proposal required.

SM 814. Doctoral Seminar: Ethics and Nursing. (K) Deatrick. For doctoral students in nursing.

A critical review of the theoretical and empirical literature dealing with bioethics, nursing ethics, moral development, women's ethics and specific ethical concerns in health and illness care. Students will study topics related to their own interests/needs, guided by the instructor in relation to the discipline of ethics.

SM 816. Health Status, Functional Status, & Quality of Life. (H) Tulman; Richmond; Weaver. For doctoral students in nursing.

This course focuses on diverse perspectives of health status, functional status, and quality of life during normal life transitions, such as parenthood and aging, and critical life situations, such as acute and chronic illness and injury. Predictors and consequences of changes in health status, functional status, and quality of life will be considered. Conceptual and measurement issues will be explored.

SM 817. Theoretical Perspectives of Growth and Development: A Health Care Perspective. (A) Medoff-Cooper; Deatrick; Lipman; O'Sullivan.

This seminar will explore issues related to the theoretical perspectives of growth and development during childhood. Areas of emphasis will include: methodological issues related to research of childhood growth and development, the analysis of developmental data, and measurement issues common to research of development. Included in the discussion will be an analysis of theories in relationship to research of childhood development. The seminar will conclude with an agenda for future directions of research of growth and development.

SM 818. Families and Research. (J) Deatrick. For doctoral students in nursing.

This seminar will explore issues related to research of families. Included in the ongoing discussion will be an analysis of nursing and other theories in relationship to research of families. Methodological issues related to research of families will be discussed, as will the analysis of family data and measurement issues common to research of families. The seminar will conclude with an agenda for future directions to research of families.

SM 819. Seminar on the Social History of Nursing. Fairman. For doctoral students in nursing.

This course will involve a guided review of the pertinent literature relating to the history of technology in 20th century America. The focus will include a critical examination and review of the social origins and implications of technological development and diffusion in healthcare. Various theoretical frameworks in the history of technology will be closely examined in attempt to assist the student in the development of their own framework.

SM 820. Current Topics in Neuroscience and Clinical Implications. (M) Tkacs. For doctoral students in nursing.

This course reviews basic neurobiology concepts and builds on that foundation to explore recent advances in neurobiology research as they relate to a variety of clinical disorders. Emphasis will be placed on the students synthesis of underlying concepts and applications of this knowledge pertinent to their own programs of research. Textbook readings will be accompanied by primary research articles for class discussion of the methodological approaches used in the field of neuroscience.

SM 821. (SOCI821) Proseminar in Health Outcomes Research. (B) Lake; Aiken. Prerequisite(s): Prior coursework at undergraduate or masters level in statistics and quantitative methods.

This the first of a two-course sequence designed for doctoral students interested in conducting health outcomes research. The first course (821) focuses on conceptual, methodological, statistical, feasibility and data issues central to the conduct of health outcomes research; the second course (822) focuses on applying health outcomes research through the development and implementation of a research project. In the first course Penn faculty researchers will use their ongoing studies to illustrate how study design, sampling, measurement, and advanced statistical techniques can be employed to address the various challenges inherent in health outcomes research. In the second course, students will design and implement a health outcomes research project.

SM 822. (SOCI822) Applications of Health Outcome Research. (C) Aiken. Prerequisite(s): Prior coursework at undergraduate or masters level in statistics and quantitative methods, Nursing 821/Sociology 821 is preferred.

This the second of a two-course sequence designed for doctoral students interested in conducting health outcomes research. The first course (821) focuses on conceptual, methodological, statistical, feasibility and data issues central to the conduct of health outcomes research; the second course (822) focuses on applying health outcomes research through the development and implementation of a research project. In the first course Penn faculty researchers will use their ongoing studies to illustrate how sampling, study design, measurement , and advanced statistical techniques can be employed to address the various challenges inherent in health outcomes research. In the second course, students will design and implement a health outcomes research project.

SM 823. Designing Interventions to Promote Health and Reduce Health Disparities. (M) Jemmott; Teitelman. Doctoral Students Only.

Advanced analysis, design and evaluation of interventions to promote health and reduce health disparities with a focus on underserved vulnerable minority or ethnic populations, through culturally competent research, education and clinical practice. Areas to be evaluated include: -- Health disparities as it relates to health promotion and disease prevention behavioral intervention research in vulnerable communities -- Concepts of marginalization, race, ethnicity, class, gender and culture as it relates to health disparities -- Social-psychological theoretical and research approaches related to developing culturally congruent health promotion interventions to reduce health disparities for vulnerable populations -- The use of elicitation, focus groups and ethnographic techniques to tailor health behavior theory to meet the needs of the population -- Culturally competent research methodologies, involving education and/or clinical practice, e.g. culturally competent measures, recruitment, retention, and informed consent in hard to reach populations -- Community participatory research as a strategy for working with the community to build research partnership and build capacity for sustained health promotion initiatives -- Health promotion intervention strategies for reducing health disparities in vulnerable communities -- Strategies to evaluate the effectiveness of interventions using randomized controlled trials (RCTs) in community and clinical settings -- Strategies for tailoring successful evidenced-based health promotion interventions to a variety of different populations for use in clinical trials and community settings -- Examine approaches for the translating and disseminating evidenced-based intervention research

SM 825. Proseminar in Gerontological Nursing Research. (A) Strumpf. For Doctoral Students Only.

SM 826. Advanced Qualitative Research Methods. (B) Kagan. For Doctoral Students Only.

The course extends beginning qualitative research methods skills to a more advanced level. Students planning a dissertation or career focus in qualitative or mixed methods may use the course to refine interest and skill. The focus of the course centers on interactionist perspectives and collective analysis though methods tangential to these perspectives. Standpoint and participatory methods and analysis may be considered given sufficient student interest. Students are actively involved in selection and critique of seminal and critical readings. Students must have at their disposal a suitable dataset with commensurate permissions or have plans to collect qualitative data amenable to analysis during the course term. This data base can be from previous research proposals and fieldwork can be used as the building blocks for the course assignment(s). The course will focus on data collection, analyses, interpretation, and presentation of results. Skill building will center on collection and management of data; analytic technique including comparative, narrative, and text analysis; development and management of coding schemas; abstraction and development of situation specific theory; and dissemination and diffusion of findings, theories, and relevance to similar phenomena and use in practice.

SM 827. Self-Care of Chronic Illness. (M) Riegel. For PhD Students Only.

This course introduces the history, definitions, predictors, measurement, and outcomes of self-care in chronic illness. Historical, classic and current literature from various disciplines will be studied to give students a broadened perspective of the self-care construct and the issues that patients face when dealing with chronic illness.

SM 828. Response to Chronic Illness: Theory and Research. (A) Riegel. Prerequisite(s): Permission of faculty.

Millions of people of all ages live with chronic illness(es). A diagnosis of a chronic illness is a life-changing event, causing disruption and a sense of loss for many. Common early responses are stress, anxiety, depression, fear, and anger. Over time, with support and experience with the illness, many adjust. But, others report persistent feelings of loss due to physical, emotional, spiritual/existential, social, occupational, and/or financial influences of chronic illness. Those who adjust the best typically find a way to return a sense of normalcy to their lives. Loved ones and caregivers are equally affected by chronic illness and much has been written in recent years about caregiver burden. However, some individuals (caregivers and patients) report positive responses to illness, including a deepened purpose for living and a reordering of life priorities.

The focus of this course is on individual responses to chronic illness- the person diagnosed and his/her loved ones. This course is intended to complement N818, which focuses on families and dyads dealing with chronic illness. In this course we will explore the major theoretical perspectives that underlie this field. The literature describing common responses of both those diagnosed and their loved ones as well as the social and cultural context that helps explain the responses of individuals facing chronic illness will be examined. Methods used to study chronic illness will be explored in depth.

831. Advanced Topics in Health Informatics. Bowles. Prerequisite(s): NURS 651, NURS 551, SYS 528, or permission of instructor.

This course is designed to survey a broad range of advanced topics in the field of health informatics. Course faculty and invited speakers will provide the content for weekly meetings conducted in a blended environment (both on-line and in the classroom). Each week, students will listen to a lecture and then participate in a group discussion. Approximately half of these lecture/discussion sessions will take place in a "live" classroom, while the remainder will be available asynchronously in an online setting (i.e. using Blackboard). There will be no textbook; however each speaker will provide links to web-based resources that provide either background information or further elaboration of their topic. A group of students (depending upon size of class, probably 2-3 per topic) will take the lead for each topic, communicating with the speaker and facilitating the class discussion. As a final project, these student groups will also develop a more complete web resource for their selected topic.

SM 838. (NURS338, NURS638) Seminar on Socially Defined Images and Issues of Aging. (B) Kagan. For PhD students developing interests allied with an aging society.

This doctoral seminar explores selected topics in social gerontology and consequences of advancing age in the 21st century. The examination is designed to analyze and critique social images, constructions and processes. Contemporary and historical ideas ranging from stereotypes of the dirty old man and the sweet little old lady to language of intergenerational conflict and the sandwich generation are fair game. Foundations used include classical works in social gerontology and emerging research in aging studies and related fields viewed through a critical lens built from understandings of diverse individual, familial, cultural and societal notions of aging and human experience and drawing on student and faculty background and life experience. Skills for theory and research critique as well as participant observer field work in the tradition of thick description are built to allow reflection of current representations of aging and being old in contrast to the contemporary and historical ideas gleaned from the literature.

SM 840. Proseminar in Advanced Quantitative Designs and Methods for Nursing & Health Research. (B) Tulman. Prerequisite(s): Completion of (or concurrently completing) research methods and statistical analysis course requirements in doctoral program; postdoctoral fellow; permission of instructor. For Predoctoral students, postdoctoral fellows, and advanced graduate students only.

Proseminar on selected topics in quantitative design and analysis of nursing and health research. Topics will vary by semester based on the research interests of the students. In Spring 2009, topics included database construction, measurement selection, factor analysis, recruitment and sampling issues, secondary analysis, subset analysis, and hierarchical modeling.

890. Nursing Doctoral Teaching Residency. (A) Designated Member of the School of Nursing Grad Group. For Nursing Doctoral Students Only.

The purpose of this required one semester teaching residency is to enhance the expertise of students in the role of educator. The residency will be tailored to the student's individual learning needs. At the minimum, students with no or minimal prior teaching experience will gain a beginning level of expertise in course planning, course evaluation, dealing with difficult student situations, test construction, paper assignment construction and grading, content delivery methods, as well as other aspects of the faculty teaching role. Students with more extensive teaching experience will tailor their residences with their residency supervisor to enhance their expertise in these various areas.

897. Nursing Doctoral Research Residency. (A) Designated Member of the School of Nursing Grad Group. For Nursing Doctoral Students Only.

The purpose of this required one semester research residency is to enhance student research training early in the doctoral program by providing a mentored research experience. The residency is designed to be a tailored hands-on experience to provide students with exposure and the opportunity to participate in one or more aspects of an on-going research project. Research residencies are experiential activities designed to meet the student's individual learning needs. At the minimum, students with no or minimal prior research experience will gain a beginning level of experience on a variety of components of an ongoing research project. Students with more extensive research experience will tailor their residences with their residency supervisor to enhance their expertise in these various areas.

900. Directed Study. (C)

Must be arranged with the written permission of the sponsoring faculty member prior to registration.

995. Dissertation. (C)

Dissertation General Tuition