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Online Nursing Courses

Online Nursing Courses

Online Nursing Courses

Earn Your MSN in Two Years

By taking one course every eight-week session, you could earn your degree in just two years and be on your way to a more fulfilling career.

The core courses of the online Master of Science in Nursing at Sacred Heart University are designed to provide you with an advanced theoretical and clinical foundation. The specialization courses further enhance your leadership skillset in the field chosen.

The Family Nurse Practitioner (FNP) specialization of the MSN program has a specialized set of courses along with a different academic calendar.

The program consists of 36 or 39 graduate semester credit hours divided between core courses and specialization courses.

Core Courses Credit Hours
NU 501 Health Care Policy & Ethics for Contemporary Nursing Practice 3
NU 530 Theory and Professional Roles for Contemporary Nursing Practice 3
NU 601 Principles of Health Care Research for Contemporary Nursing Practice 3
NU 602 Evidence-based Practice for Quality Care 3
Clinical Nurse Leader (CNL) Specialization Courses Credit Hours
NU 550 Family and Community Context for Health Care 3
NU 553 Advanced Pathophysiology 3
NU 554 Application of Comprehensive Health Assessment Methods 3
NU 575 Health Care Information Systems 3
NU 605 Pharmacology for the Clinical Nurse Leader 3
NU 611 Care Management and Resources Across the Continuum 3
NU 612 Disease Management and Outcomes Assessment 3
NU 680 CNL Role Immersion Practicum 3
NU 681 CNL Capstone 3
Nursing Management & Executive Leadership* Specialization Courses Credit Hours
NU 617 Health Care Delivery System 3
NU 511 Role Development for Nursing Management and Executive Leadership 3
NU 575 Health Care Information Systems 3
NU 576 Management of Financial Resources 3
NU 521 Creating a Professional Work Environment 3
NU 665 Quality and Safety in Practice 3
NU 672 Nursing Management and Executive Leadership (NMEL) Practicum 3
NU 673 Nursing Management and Executive Leadership (NMEL) Capstone 3

*Nursing Management & Executive Leadership (NMEL) has replaced the former administrative track of Patient Care Services Administration (PCSA). The name change and curricular updates and modifications have been made to reflect current leadership trends to enhance the program. For current students finishing up the PCSA track, click here for a reference of the curriculum.

Nursing Education Specialization Courses Credit Hours
NU 553 Advanced Pathophysiology 3
NU 554 Application of Comprehensive Health Assessment Methods 3
NU 555 Pharmacology for the Nurse Educator 3
NU 575 Health Care Information Systems 3
NU 588 Theoretical Basis of Teaching and Learning in Nursing Education 3
NU 589 Curriculum Development and Evaluation in Nursing Education 3
NU 619 Principles of Patient and Staff Education 3
NU 690 Nursing Education Role Practicum 3
NU 691 Nursing Education Role Capstone 3

 

Prerequisite Courses will be added to your curriculum plan if not completed previously

NU 325 Health Assessment for RNs – Prerequisite for all MSN specialization tracks Utilizing the conceptual framework of the nursing program, this course focuses on comprehensive health assessment. Adequate data collection and careful analysis for diagnostic and planning purposes is stressed. The student will use the diagnostic reasoning process to formulate nursing diagnoses based on the North American Nursing Diagnosis Association (NANDA) nomenclature. The nursing laboratory experience is available for students but not required. Videotaping assessment skills is a required course tool.  Prerequisite: Acceptance to the RN-BSN or RN-MSN Nursing Major

View Course Objectives

Upon completion of this course, the student will:

  1. Integrate knowledge from nursing and the sciences into the health assessment of individuals throughout the lifespan.
  2. Demonstrate skills in health assessment through interviewing, history taking, physical assessment and functional assessment.
  3. Utilize the diagnostic reasoning process to accurately formulate judgments about health assessment data.
  4. Demonstrate principles of adequate and accurate documentation related to the health assessment of an individual.
  5. Discuss the legal and ethical implications of the role of the nurse related to health assessment.

MA131 Statistics for Decision Making – Prerequisite for NU 601 and all MSN tracks This course is geared towards liberal arts, science and health science majors. It introduces descriptive statistics, probability distributions: both discrete and normal confidence intervals, hypothesis testing and correlation. Real world applications are offered and computer statistical software may be used. Prerequisite: One college-level Mathematics course or placement by Mathematics Department

Core Courses

 

NU 501 Health Care Policy & Ethics for Contemporary Nursing Practice This core course focuses on history, policy, and ethics in nursing and health care. It examines health care policy, including global health considerations, health care financing, quality and safety in health care, and the ethics of health care. Current practices in nursing and health care are viewed from the past and present as a way to contemplate the future. The course builds on a framework of critical thinking, as students explore aspects of the history of nursing and medicine, analysis of current policy development, and implications of the past for present and future actions in nursing and health care.

View Course Objectives

Upon completion of this course, the student will:

  1. Explore and evaluate selected aspects of health care policy and their impact on health care services and outcomes.
  2. Discuss key issues and trends in health care delivery and legislation including scope of practice, standards of practice, credentialing, licensure, certification and prescriptive authority.
  3. Describe the major principles of health care financing, noting their relationship to policy decisions and ethical issues.
  4. Discuss the evolution of the organization and structure of health care institutions and systems within the context of achievement of health care goals and outcomes.
  5. Identify and analyze common ethical dilemmas in health care using ethical principles and decision strategies.
  6. Describe major documents that guide health care in the United States including the Institute of Medicine Report (October 2010) The Future of Nursing and the Patient Protection and Affordable Care Act (ACA), and reports from the Institute of Medicine, and their implications for professional nursing.
  7. Initiate a portfolio to begin the process of compiling and displaying a comprehensive set of professional works that reflect achievement of MSN end of program competencies.

NU 530 Theory and Professional Roles for Contemporary Nursing Practice This course is one of the graduate core classes that provides the foundation for advanced practice nursing. The role of the advance practice nurse as a member of the profession will be emphasized. Students will be introduced to theories from nursing, natural, social, biological and organizational sciences to frame their future practice. Further, students consider issues of cultural diversity and competence to assure the delivery of culturally competent care and minimization of health disparities.

View Course Objectives

Upon completion of this course, the student will:

  1. Describe the role of advanced practice nurses as a member of the profession.
  2. Reflect on learning needs and opportunities for transition into the advanced practice role.
  3. Assess personal communication effectiveness.
  4. Critique, evaluate and utilize appropriate theory from nursing, natural, social, organizational and biological sciences.
  5. Develop an understanding for and appreciation of human diversity to assure the delivery of culturally competent care.
  6. Reflect on how one’s own world view and culture affects personal and professional relationships.

NU 601 Principles of Health Care Research for Contemporary Nursing Practice This course studies the field of research and its relationship to problems related to nursing and health care. Each step of the research process is explored in-depth to develop the skills to apply research to practice. Students apply critical analysis to relevant research literature to determine its usefulness and application. Statistical methods and concepts are reviewed and integrated throughout the course to promote an understanding of those concepts within the context of health care research. Emphasis is on understanding the research process through proposal development. Prerequisite: MA 131

View Course Objectives

Upon completion of this course, the student will:

  1. Examine the evolution of nursing and health care research.
  2. Generate well-worded research questions.
  3. Compare and contrast different research designs.
  4. Prepare an integrative literature review in a specified area of interest.
  5. Evaluate the strength of research evidence by critiquing key methodological steps within research reports.
  6. Interpret the relevance of statistical information in published reports.
  7. Apply principles of ethical and legal issues involved in conducting research.

NU 602 Evidence-Based Practice for Quality Care This course builds on the content of Principles of Health Care Research for Contemporary Nursing Practice (NU 601) and begins with principles inherent to a sound data collection and analysis, including both philosophical and pragmatic differences between qualitative and quantitative research. Content areas of substance include evidence-based practice, nursing theory in research, statistical analysis from the prospective of application and critique, research utilization, and issues in nursing and health care research from a national perspective. Students critique research articles according to criteria and develop a project related to evidence-based practice.

View Course Objectives

Upon completion of this course, the student will:

  1. Describe the process of evidence based practice in nursing and the role of the advanced practice nurse.
  2. Use knowledge of nursing research to critically appraise research studies for their implementation into practice.
  3. Apply change theory in the implementation of an evidence based practice initiative to improve practice.
  4. Discuss national issues related to healthcare policy and quality.
  5. Interpret the relevance of statistical information in published reports.
  6. Synthesize and deepen knowledge of nursing research.
  7. Discuss best evidence, patient concerns, and clinical judgment in evidence based practice.

Clinical Nurse Leader

 

NU 550 Family and Community Context for Health Care This course, the first within the Family, Primary Care, and Community sequence, addresses selected family, primary care, and community theories within the context of advanced practice nursing and clinical leadership roles. The family system is viewed as both unique and dynamic, existing interdependently with the community and the environment and requiring advanced nursing expertise and caring at various times across the life cycle. Particular emphasis is placed on family and community assessment strategies, the impact of culture upon the family and community systems, and the impact of various primary care-oriented health problems on family roles and functions. In addition, relevant concepts and principles of epidemiology are applied to the current and emerging health status of families and communities. Faculty collaborate with students as they apply advanced clinical knowledge to the family system in a community setting. Students function interdependently with other health team members in the care of families and evaluate a plan of care using standards for advanced clinical practice.

View Course Objectives

Upon completion of this course, the student will:

  1. Critically analyze the family and community as clients using a systems and developmental approach.
  2. Analyze the multiple variables that shape family and community systems to determine the health status and needs of client families within a community context.
  3. Discuss components of primary care theory in correlation to family functioning within the community.
  4. Synthesize advanced nursing, family, community, and primary care theories for application to a family plan of care.
  5. Integrate the various components of culturally competent care into the design and implementation of effective family and community plans of care.
  6. Demonstrate advanced nursing assessment skills in caring for a selected family within the community context.
  7. Analyze the impact of selected health problems on family and community systems.
  8. Collaborate with a selected family to evaluate progress of this family toward mutually determined health goals.
  9. Analyze relevant facets of family systems, such as socialization of family members and utilization of resources that provide an ability to function as an effective citizen within society.
  10. Demonstrate an evolving understanding of the legal-ethical ramifications of advanced practice nursing and clinical leadership in the care of families within the community context.
  11. Demonstrate an evolving commitment to self-reflection and self-evaluation.
  12. Utilize relevant principles of epidemiology in the assessment of a selected family within the community context.

NU 553 Advanced Pathophysiology This course further prepares each student to assess in-depth the pathophysiology of common disease states. Clinical pathology content addresses alterations in major body systems that are commonly found in the primary care settings, as well as common testing used in the diagnostic process. This course assists the student in the role of advanced practice nurse with the preparation to assess clients across the lifespan.

View Course Objectives

Upon completion of this course, the student will:

  1. Demonstrate knowledge of pathophysiology and be able to integrate this knowledge in identification of clinical findings.
  2. Demonstrate the principles of critical thinking in processing and evaluating clinical findings.
  3. Differentiate between normal and abnormal clinical findings during the health assessment process.
  4. Discuss the relevance of common abnormal clinical findings to the client.
  5. Demonstrate an understanding of the pathophysiology in common diseases and be able to apply that knowledge to typical primary care situations.
  6. Discuss appropriate use of common medical testing employed in the diagnosis of disease states.

NU 554 Application of Comprehensive Health Assessment Methods This course prepares the learner to assess in depth the biopsychosocial health status of clients across the life span by obtaining a complete and accurate health history and by performing a systematic physical examination. Acquired data will be used to formulate a comprehensive problem list for the client and refine documentation skills Content will be designed to provide correlation of assessment strategies with an understanding of the mechanisms of illness and health problems of the main body systems. Health and wellness in the context of disability will be addressed. This course assists in the socialization of the learner into the role of the clinical nurse leader or nurse educator in the current health care delivery system. The laboratory component enables the learner to develop comprehensive assessment skills. Prerequisite: NU 325

View Course Objectives

Upon completion of this course, the student will:

  1. Obtain a complete and accurate health history on clients of all ages using a developmental approach.
  2. Record data gleaned from the health history in a complete and accurate manner.
  3. Perform a focused accurate physical assessment on clients of varying ages using correct techniques of examination.
  4. Record data obtained from the physical assessment in an accurate manner.
  5. Integrate knowledge of pathophysiology, including cultural and genetic influences, with the identification of clinical findings.
  6. Differentiate between normal and abnormal clinical findings during the health assessment process.
  7. Discuss the relevance of common abnormal clinical findings to the client.
  8. Use diagnostic reasoning to formulate both a problem list and a differential diagnosis based on assessment findings, which reflects both normal and abnormal clinical findings.
  9. Discuss common laboratory and imaging studies that could be used to facilitate diagnosis.
  10. Develop performance and procedural skills necessary to complete the health assessment process.
  11. Respect the individuality, dignity, cultural beliefs, and privacy of the client.
  12. Protect the client's legal and moral rights to confidentiality.

NU 575 Health Care Information Systems An introduction to health information systems as tools for decision making and communication in health care. This course builds on prior knowledge of systems theory and utilizes change theory and information processing theory to analyze, manage and evaluate health care information. Emphasis is also on the ability to utilize information systems in the delivery of patient care and the exploration of the variety of tools available to assist in the analysis of quality care.

View Course Objectives

Upon completion of this course, the student will:

  1. Explore theoretical foundations for the processing of information and change within nursing and the health care system.
  2. Explore the process of implementing technology and its impact on health care delivery.
  3. Integrate relevant knowledge from nursing and organizational theory to the management of information to guide managerial decision making.
  4. Propose a healthcare informatics project based on nursing process, change theory, and administrative strategies for assessing, planning, implementing and evaluating informatics in a healthcare organization.
  5. Examine social, ethical and legal issues involved in computerized procedures related to health care delivery.
  6. Evaluate data management and computer applications used in clinical practice, nursing and healthcare administration.

NU 605 Pharmacology for the Clinical Nurse Leader This course will focus on the pharmacotherapeutic principles of drugs most commonly used and evaluated by the Clinical Nurse Leader across health care settings. Basic pharmacological concepts, including pharmacokinetics, pharmacodynamics and pharmacotherapeutics, as well as the principal classifications of drugs in clinical use today are discussed in relation to physiologic and psychologic concepts. The role of the Clinical Nurse Leader in teaching patients safe and effective medication administration and assessment of medication management in patients with chronic disease is emphasized. A variety of interactive and experiential activities will be utilized to enable the student to apply pharmacological theory to clinical situations and patient education.

View Course Objectives

Upon completion of this course, the student will be able to:

  1. Relate the importance of pharmacology in nursing practice.
  2. Discuss the concepts and principles related to pharmacokinetics, pharmacodynamics, and pharmacotherapeutics of commonly used prescription, non-prescription drugs, and alternative therapies for common health problems experienced by individuals across the life span.
  3. Identify the relevant influencing factors that impact drug therapy with emphasis on evidence based drug classification selection, monitoring of drug therapies, identification and avoidance of adverse drug reactions and interactions.
  4. Demonstrate an understanding of the major drug classifications in terms of their mechanism of action, therapeutic uses, adverse effects and nursing implications.
  5. Identify the effects of cultural beliefs on nursing interventions for drug therapy across the lifespan.
  6. Assess the legal, ethical and interdisciplinary implications for the Clinical Nurse Leader in the administration of drug therapy.
  7. Critique, evaluate and utilize evidence based practice guidelines in pharmacology and drug therapy.
  8. Discuss competency in teaching principles of medication preparation and administration identifying nursing interventions which maximize therapeutic effectiveness and minimizes adverse reactions.
  9. Discuss monitoring strategies, case evaluation, and patient counseling to ensure appropriate outcomes in specific disease states, for both acute and chronic conditions.

NU 611 Care Management and Resources Across the Continuum Reviews the basic approaches to care or case management and utilization in their evolution, driving factors, and contemporary roles within a variety of health care settings. The role of practice guidelines and key relationships among nursing roles and interprofessional team members is considered along with the contributions of technology and financial considerations.

View Course Objectives

Upon completion of this course, the student will:

  1. Articulate the contributions of the Clinical Nurse Leader (CNL) or Nursing Educator to the quality and cost of healthcare.
  2. Define the evolution of the role of the CNL or Nurse Educator.
  3. Value lifelong learning plan.
  4. Identify how the CNL or Nurse Educator effects healthcare change through advocacy for the profession, interdisciplinary health care team and/or the client.
  5. Analyze the clinical Microsystem and the projected impact on quality and safety.
  6. Appraise how staff development education influences quality client outcomes.
  7. Critique how patient education needs are assessed/planned/coordinated/delivered based on desired outcomes consistent with evidence-based guidelines and quality care standards.
  8. Interrupt IOM strategies (core competencies) for restructuring clinical education to improve quality care and enhance patient safety.
  9. Participate in a professional organization/or agency wide committee.
  10. Discuss the role of the CNL or Nurse Educator as a leader and partner in the interdisciplinary health care team.
  11. Articulate the cost of chronic disease management and the role the CNL or Nurse Educator plays in management of cost effective quality care.
  12. Participate in systems review to critically evaluate and anticipate risks to client safety to improve quality of client care delivery.
  13. Analyze a trend analysis report of an incident and a root cause analysis of a sentinel event.
  14. Appraise information systems and technology at the point of care to improve health care outcomes.
  15. Identify health care management issue(s) and propose evidenced based strategies to monitor or resolve identified issue(s).

NU 612 Disease Management and Outcomes Assessment Introduces the concept of disease management as an evolution of case management and explores the benefits of a comprehensive case and disease management program in selected settings. Health priorities, models of chronic illness and important concepts related to health status (including quality of life and functional status) are discussed. Research on the outcomes of case and disease management is covered along with strategies for identifying and measuring outcomes of care.

View Course Objectives

Upon completion of this course, the student will:

  1. Identify skills for management of illness and disease across the lifespan.
  2. Articulate the impact social, physical, psychological and spiritual responses have on health promotion, illness prevention, and health maintenance.
  3. Identify evidenced based strategies for disease management and strategies for identifying and measuring outcomes of care.
  4. Identify physical and psychological symptoms related to disease and treatment.
  5. Describe actions directed towards restoration, and optimization an individual’s level of functioning.
  6. Discuss how to manage complications of disease progression.
  7. Compare and contrast interventions for the moderation of pain and suffering.
  8. Differentiate pharmacological and non-pharmacological therapies.
  9. Explain the importance of pharmacological evaluation (polypharmacy), patient education, and supervision to prevent drug related complications.
  10. Identify cultural influences on individual and family reactions to the illness experience and end of life.
  11. Summarize strategies to assist patients in achieving a peaceful end of life.
  12. Define the scope of the health literacy problem.
  13. Recognize health system barriers faced by patients with low literacy.
  14. Describe the application of case management skills and principles in the delivery and supervision of client care across a continuum.
  15. Critique principles of infection control.
  16. Evaluate behavioral change through concepts of patient’s readiness and ability to accomplish recommended lifestyle changes.
  17. Synthesize data, information and knowledge on patient self-efficacy.
  18. Examine the Social Ecological Theory, Transtheoretical Model/Stages of Change, Lewin’s Stages of Change, and/or the self-efficacy concepts.

NU 680 CNL Role Immersion Practicum This is the first course in the nursing sequence for the clinical nurse leader role practicum providing the opportunity for in-depth analysis of the CNL role within various health care settings and specialties through a guided role immersion practicum experience. Integration of prior coursework related to advanced assessment and pathophysiology, pharmacology, information systems, ethics, research, evidence-based practice and health care systems occurs through clinical role practice, case studies, and student presentations. A team of preceptors provide guidance and support as CNL students identify and enact the role components of the CNL role while analyzing the organizational context for this new role.

View Course Objectives

Upon completion of this course, the student will:

  1. Practice application and synthesis of CNL role competencies in a designated clinical setting, working with one or more preceptors.
  2. Analyze and reflect on the CNL role in the designated setting including one's own level of competency development and the competencies of CNL role models/preceptors.
  3. Conduct an organizational assessment in (NU 611) and propose a Performance Improvement /Evidence Based Practice Project that incorporates the healthcare agency needs and correlates with student interests and CNL Competencies.
  4. Implement and evaluate a Performance Improvement /Evidence Based Practice Project (during NU 680 and NU681) that incorporates the healthcare agency needs and correlates with student interests and CNL Competencies.
  5. Assess knowledge regarding CNL certification exam content and develop a remediation plan to address identified weaknesses.
  6. Develop a poster presentation that describes the performance improvement/evidence based practice project, outcomes, and practice implications.
  7. Disseminate EBPP through publication and/or poster exhibit.

NU 681 CNL Capstone This capstone course is the final in the nursing sequence for the clinical nurse leader role practicum providing the opportunity for in-depth analysis of the CNL role within various health care settings and specialties through a guided role immersion practicum experience. Integration of prior coursework related to advanced assessment and pathophysiology, pharmacology, information systems, ethics, research, evidence-based practice and health care systems occurs through clinical role practice, case studies, and student presentations. A team of preceptors provide guidance and support as CNL students identify and enact the role components of the CNL role while analyzing the organizational context for this new role.

View Course Objectives

Upon completion of this course, the student will:

  1. Practice application and synthesis of CNL role competencies in a designated clinical setting, working with one or more preceptors.
  2. Analyze and reflect on the CNL role in the designated setting including one’s own level of competency development and the competencies of CNL role models/preceptors.
  3. Conduct an organizational assessment and propose a Performance Improvement/Evidence Based Practice Project that incorporates the healthcare agency needs and correlates with student interests and CNL Competencies.
  4. Implement and evaluate a Performance Improvement/Evidence Based Practice Project that incorporates the healthcare agency needs and correlates with student interests and CNL Competencies.
  5. Assess knowledge regarding CNL certification exam content and develop a remediation plan to address identified weaknesses.
  6. Develop a poster presentation that describes the performance improvement/evidence based practice project, outcomes, and practice implications.
  7. Disseminate EBPP through publication and/or poster exhibit.

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Nursing Management & Executive Leadership Specialization Courses

 

NU 617 Health Care Delivery System This course focuses on the current health care delivery system and the impact on patient care. An evaluation of the health care delivery system will incorporate the impact of social issues, economics, politics, culture, education and technology on the health care system. Past, future and contemporary trends in health care delivery will be incorporated into the analysis of organizational Micro and Macro systems.

View Course Objectives

At the conclusion of this course, students will be able to:

  1. Analyze and evaluate key issues and trends in health care delivery and legislation including scope of practice, standards of practice, healthcare financing, inpatient and outpatient delivery of care, long-term care, and accountable health organizations.
  2. Discuss the global impact of US health systems and emerging health related trends.
  3. Understand the public and private decision making processes for determining insurance coverage and payment of health care services.
  4. Analyze the incentives of health care suppliers, and apply this analysis to understand equilibrium in health markets.
  5. Apply knowledge learned to the student’s own local and community healthcare system to develop more effective and efficient healthcare delivery models in their own practice.

NU 511 Role Development for Nursing Management and Executive Leadership This course introduces the student to contemporary theories of leadership, change, complexity science and organizational structure and design. The underlying framework of the course is transformational leadership and complexity science. Concepts such the clinical microsystems, nursing care innovations, strategic planning, and change, are covered. Students will be introduced to the concept of evidence based management and encourage to support their ideas with evidence. Students will complete an assessment of their leadership strengths and weaknesses and develop a professional leadership plan which will guide their progress throughout the rest of the program.

View Course Objectives

Upon completion of this course, the student will:

  1. Assess one’s leadership competencies based on transformational leadership theory in order to assume or improve the student’s role as a nursing administrator (manager or executive).
  2. Analyze the parent organization’s impact on how the nursing department functions based on its structure, culture, mission, vision and strategic plan.
  3. Analyze the microsystem in which one works.
  4. Develop a mission, vision and strategic plan for a microsystem.
  5. Develop an innovation in one’s practice based on change theory and principles of complexity science.
  6. Use scholarly evidence to support one’s opinions about, analysis of, and personal development for transformational leadership and change.

NU 575 Health Care Information Systems An introduction to health information systems as tools for decision making and communication in health care. This course builds on prior knowledge of systems theory and utilizes change theory and information processing theory to analyze, manage and evaluate health care information. Emphasis is also on the ability to utilize information systems in the delivery of patient care and the exploration of the variety of tools available to assist in the analysis of quality care.

View Course Objectives

Upon completion of this course, the student will:

  1. Explore theoretical foundations for the processing of information and change within nursing and the health care system.
  2. Explore the process of implementing technology and its impact on health care delivery.
  3. Integrate relevant knowledge from nursing and organizational theory to the management of information to guide managerial decision making.
  4. Propose a healthcare informatics project based on nursing process, change theory, and administrative strategies for assessing, planning, implementing and evaluating informatics in a healthcare organization.
  5. Examine social, ethical and legal issues involved in computerized procedures related to health care delivery.
  6. Evaluate data management and computer applications used in clinical practice, nursing and healthcare administration.

NU 576 Management of Financial Resources An overview of the budgeting process in the health care setting. This course explores the building blocks that are utilized to develop sound financial projections. The course also reviews and explores the health care system and the multiple payers and their impact on the financial picture of health care organizations. Emphasis is on the ability to utilize information systems in the development and ongoing analysis of financial data.

View Course Objectives

Upon completion of this course, the student will:

  1. Develop understanding of the various components within hospital finances.
  2. Identify the available revenue base of a population in a given market sector.
  3. Explore the elements required in the development of staffing requirements.
  4. Develop an understanding of the specific elements necessary to complete a Salary/FTE Budget.
  5. Develop an understanding of the specific elements necessary to complete a Non-Salary Budget.
  6. Develop an understanding of the specific elements necessary to complete a Capital or Project specific budget.
  7. Demonstrate knowledge and skill in data analysis of financial statements.

NU 521 Creating a Professional Work Environment In this course the student will appreciate the rationale for and strategies for creating a positive work environment for nursing and the interprofessional team. Topics will include organizational culture, structural empowerment, shared governance, and the adoption of Magnet Hospital tenets (no matter the setting) among others. Human resource management principle such as selection, development, performant appraisal and nurse satisfaction will be considered within the framework of creating an environment of professional practice. Further how a positive work environment supports quality and safety will be discussed based on evidence. Fostering high performance from individuals and well as the team will be stressed.

View Course Objectives

Upon completion of this course, the student will:

  1. Define the elements of a positive work environment at the microsystem level.
  2. Consider strategies that empower nurses and increase nurse satisfaction.
  3. Apply policies of human resource management to the creation of a positive work environment.
  4. Apply principles of team science to one’s practice.
  5. Discuss how conflict, diversity, collaboration, and communications can be positively managed to contribute to work harmony.
  6. Use evidence to support ideas and strategies for practice.

NU 665 Quality and Safety in Practice During this course the students will proceed in a step by step progression through the continuous quality improvement (CQI) process. This approach prepares the student with the necessary skills to complete a CQI capstone project in the practicum courses. The student will review the historical background and theory of quality improvement and apply it to the current health care environment. After a review of the national and regulatory issues of patient safety, the student will identify one issue to use in the course to apply CQI methods.

View Course Objectives

  1. Review the historical development and theories of quality assurance and improvement in other industries and health care.
  2. Discuss the implications of the national initiatives on patient safety for nurse managers and executives.
  3. Discuss the implications of federal and accreditation regulations on desired patient outcomes and implications for reimbursement.
  4. Compare and contrast the CQI process in use today in the health care industry today and identify the one used in the student’s practice setting.
  5. Assess the culture of safety in one's microsystem.
  6. Compare your microsystem performance against national and local benchmarks.
  7. Use quality improvement tools to assess a quality or safety issue.
  8. Identify the stakeholders for a specific CQI initiative.

NU 672 Nursing Management and Executive Leadership Practicum (60 hours clinical) This is the next to the last course in the nursing sequence for the Nursing Management and Executive Leadership track. Nursing 672 will focus at the larger organization’s macro-system level. Students will apply and analyze the theories, competencies and concepts of previous courses in a designated role practicum experience using a preceptor. Further, students will examine the application of theories / evidence from scholarly readings and their application to practice through a (private) weekly journal entry to the professor that will be appropriately referenced. They will also share their reflections with other course participants through a weekly discussion using appreciative inquiry to describe a significant learning on the strengths of their clinical site focused on the course objectives. The core role competencies for the nurse manager and executive leader frame the course activities including managing client needs and expectations, marketing, managing financial resources, assessing quality and safety, visioning and strategic planning, designing care management systems, and developing operational plans for accountability and ethical practice. Leadership strategies for accomplishing this work are explored. Current issues and trends in health care, nursing management and executive leadership are covered in course readings and integrated into the course assessments/project. In this course, the student will perform an organizational assessment and evaluation (macro-system level) in two parts and complete Part I of the capstone project.

View Course Objectives

Upon completion of this course, each student is expected to demonstrate the following learning outcomes by being able to:

  1. Analyze organizational, ethical, and leadership theories which guide the organization’s leaders and their administrative practice at the macro-system level, as derived from the literature.
  2. Review the organization’s macro-system level strategic and operational plans and the importance of developing these plans along with how they cascade down through the microsystems in the organization.
  3. Review and determine how the organization’s marketing plan positions it to meet its mission and serve the community/population’s needs - describing those needs using data.
  4. Analyze the organization’s macro-system level care delivery system in terms of ability to meet its community/population needs; meet patient safety/quality goals; achieve clinical, functional and financial outcomes (pay for performance) with emphasis on collaboration among disciplines and across departments.
  5. Propose an evidence-based Performance Improvement (PI) project based on the knowledge acquired by performing the organizational assessment and evaluation.
  6. Conduct a review of the literature and an action plan for change for the evidence-based PI project.
  7. Engage in self-reflection and continued learning to enhance competencies in the role of nurse leader.
  8. Use theory and research from nursing and other disciplines to direct nursing practice as a nurse manager/nurse executive.
  9. Apply/Implement the role of nurse manager/nurse executive.
  10. Practice collaboratively with a multidisciplinary administrative team.
  11. Demonstrate competence in the scholarship of the NMEL track, the ability to work independently, and the ability to present the results of investigation effectively.

NU 673 Nursing Management and Executive Leadership Capstone (60 hours clinical) This is the last course in the nursing sequence for the Nursing Management and Executive Leadership track. Nursing 673 will focus on the larger organization’s macro-system level. Students will apply and analyze the theories, competencies and concepts of previous courses in a designated role practicum experience using a preceptor. Further, students will examine the application of theories/evidence from scholarly readings and their application to practice through a (private) weekly journal entry to the professor that will be appropriately referenced. Students will also be sharing their reflections with other course participants through a weekly discussion using appreciative inquiry to describe a significant learning on the strengths of their clinical site focused on the course objectives. The core role competencies for the nurse manager and executive leader frame the course activities and include assessing the following areas: human resource management, workforce development, succession planning, culture of safety, The Joint Commission (TJC) national patient safety goals, public reporting and accountability, automation in healthcare and redesign of workflow, meaningful use, accountability care organizations, healthcare reform, care across the continuum, and raising the bar – learning from excellence. Current issues and trends in health care, nursing management and executive leadership and are covered in course readings and integrated into the course assessments/project. In this course, students will complete their capstone project and the organizational assessment and evaluation (macro-system level).

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At the conclusion of this course, students will be able to:

  1. Learn and evaluate the organization’s macro-system level management of human resources including leadership competencies, workforce development and succession planning as well as, identify opportunities for performance improvement.
  2. Learn and evaluate the organization’s safety/quality/performance improvement culture and macro-system level plan paying specific attention to current trends and benchmark statistics as described on the organization’s internal dashboards, as well as publically reported dashboards (Hospital Compare, Joint Commission).
  3. Analyze the organization’s macro-system level current and future plans for the application and integration of automated information systems to support its strategic and operational macro-system plans (support care delivery system; enable performance improvement and transparency with public reporting; meet meaningful use criteria and healthcare reform goals etc.).
  4. Develop a plan to implement and evaluate the change(s) for the evidence based practice Performance Improvement project.
  5. Engage in self-reflection and continued learning to enhance competencies in the role of nurse leader.
  6. Use theory and research from nursing and other disciplines to direct nursing practice as a nurse manager/nurse executive.
  7. Apply/Implement the role of nurse manager/nurse executive.
  8. Practice collaboratively with a multidisciplinary administrative team.
  9. Demonstrate competence in the scholarship of the NMEL track, the ability to work independently, and the ability to present the results of the investigation and capstone project effectively.

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Nursing Education Specialization Courses

 

NU 553 Advanced Pathophysiology This course further prepares each student to assess in-depth the pathophysiology of common disease states. Clinical pathology content addresses alterations in major body systems that are commonly found in the primary care settings, as well as common testing used in the diagnostic process. This course assists the student in the role of advanced practice nurse with the preparation to assess clients across the lifespan.

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Upon completion of this course, the student will:

  1. Demonstrate knowledge of pathophysiology and be able to integrate this knowledge in identification of clinical findings.
  2. Demonstrate the principles of critical thinking in processing and evaluating clinical findings.
  3. Differentiate between normal and abnormal clinical findings during the health assessment process.
  4. Discuss the relevance of common abnormal clinical findings to the client.
  5. Demonstrate an understanding of the pathophysiology in common diseases and be able to apply that knowledge to typical primary care situations.
  6. Discuss appropriate use of common medical testing employed in the diagnosis of disease states.

NU 554 Application of Comprehensive Health Assessment Methods This course prepares the learner to assess in depth the biopsychosocial health status of clients across the life span by obtaining a complete and accurate health history and by performing a systematic physical examination. Acquired data will be used to formulate a comprehensive problem list for the client and refine documentation skills Content will be designed to provide correlation of assessment strategies with an understanding of the mechanisms of illness and health problems of the main body systems. Health and wellness in the context of disability will be addressed. This course assists in the socialization of the learner into the role of the clinical nurse leader or nurse educator in the current health care delivery system. The laboratory component enables the learner to develop comprehensive assessment skills. Prerequisite: NU 325

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Upon completion of this course, the student will:

  1. Obtain a complete and accurate health history on clients of all ages using a developmental approach.
  2. Record data gleaned from the health history in a complete and accurate manner.
  3. Perform a focused accurate physical assessment on clients of varying ages using correct techniques of examination.
  4. Record data obtained from the physical assessment in an accurate manner.
  5. Integrate knowledge of pathophysiology, including cultural and genetic influences, with the identification of clinical findings.
  6. Differentiate between normal and abnormal clinical findings during the health assessment process.
  7. Discuss the relevance of common abnormal clinical findings to the client.
  8. Use diagnostic reasoning to formulate both a problem list and a differential diagnosis based on assessment findings, which reflects both normal and abnormal clinical findings.
  9. Discuss common laboratory and imaging studies that could be used to facilitate diagnosis.
  10. Develop performance and procedural skills necessary to complete the health assessment process.
  11. Respect the individuality, dignity, cultural beliefs, and privacy of the client.
  12. Protect the client's legal and moral rights to confidentiality.

NU 555 Pharmacology for the Nurse Educator This course will focus on the pharmacotherapeutic principles of drugs most commonly used across health care settings. Basic pharmacological concepts, including pharmacokinetics, pharmacodynamics and pharmacotherapeutics, as well as the principal classifications of drugs in clinical use today are discussed in relation to physiologic and psychological concepts. The role of the nurse educator in teaching students safe and effective medication administration is emphasized. A variety of interactive and experiential activities will be utilized to enable the student to apply pharmacological theory to clinical situations and patient education.

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Upon completion of this course, the student will:

  1. Relate the importance of pharmacology in nursing practice.
  2. Discuss the concepts and principles related to pharmacokinetics, pharmacodynamics, and pharmacotherapeutics.
  3. Identify the relevant influencing factors that impact drug therapy.
  4. Demonstrate an understanding of the major drug classifications in terms of their mechanism of action, therapeutic uses, adverse effects and nursing implications.
  5. Identify nursing interventions which maximize therapeutic effectiveness and minimize adverse reactions.
  6. Identity the effects of cultural beliefs on nursing interventions for drug therapy across the lifespan
  7. Assess the legal, ethical and interdisciplinary implications for the nurse educator in the administration of drug therapy.
  8. Critique, evaluate and utilize evidence based practice guidelines in pharmacology and drug therapy.
  9. Demonstrate competency in teaching principles of medication preparation and administration.

NU 575 Health Care Information Systems An introduction to health information systems as tools for decision making and communication in health care. This course builds on prior knowledge of systems theory and utilizes change theory and information processing theory to analyze, manage and evaluate health care information. Emphasis is also on the ability to utilize information systems in the delivery of patient care and the exploration of the variety of tools available to assist in the analysis of quality care.

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Upon completion of this course, the student will:

  1. Explore theoretical foundations for the processing of information and change within nursing and the health care system.
  2. Explore the process of implementing technology and its impact on health care delivery.
  3. Integrate relevant knowledge from nursing and organizational theory to the management of information to guide managerial decision making.
  4. Propose a healthcare informatics project based on nursing process, change theory, and administrative strategies for assessing, planning, implementing and evaluating informatics in a healthcare organization.
  5. Examine social, ethical and legal issues involved in computerized procedures related to health care delivery.
  6. Evaluate data management and computer applications used in clinical practice, nursing and healthcare administration.

NU 588 Theoretical Basis of Teaching and Learning in Nursing Education This course covers research-based educational theory and evidence based teaching/learning strategies. The theories will be examined for their application in a variety of settings, level of education, and for the adult learner. It will introduce the impact of diversity and emphasis is placed on who the learner is and how he/she learns. External issues and trends impacting on nursing education will be explored including ethical/legal considerations in course curriculum design and implementation; virtual environments for teaching/learning and external issues and trends impacting on nursing education will be explored.

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Upon completion of this course, the student will:

  1. Analyze educational theory and evidence based teaching/learning practices and their application to teaching and learning in nursing education.
  2. Examine the implications of ethical and legal issues in nursing education and in program/curriculum design.
  3. Recognize the diversity of learners related to culture, learning style, and motivation and select effective teaching strategies and learning activities for diverse learners based on evidence.
  4. Discuss the role and responsibilities of faculty in preparing and developing the nursing workforce.
  5. Develop evidence based teaching plan for current healthcare problem with evaluation measures with several teaching strategies and at least one evaluation method.
  6. Utilize technology in the development of an on-line teaching strategy as a part of a teaching plan.
  7. Analyze trends and issues in society, higher education, health care, and nursing and their implications for nursing education.
  8. Engage in self-reflection on how the major concepts impact personal values related to nursing education practice.

NU 589 Curriculum Development and Evaluation in Nursing Education This course prepares the student to design and implement curriculum based on evidence-based teaching/learning theory. Focus is on the process of curriculum development for an individual course including course objectives, content, learning activities, delivery of the content and student evaluation. The role of the faculty in program evaluation of the curriculum is explored.

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Upon completion of this course, the student will:

  1. Explore the concepts of regulation and accreditation in nursing education programs.
  2. Analyze the process of needs assessment to curriculum development.
  3. Apply the components of curriculum development to a variety of educational environments.
  4. Evaluate nursing curriculum according to published accreditation standards.
  5. Design an evaluation tool to evaluate learning on a selected topic for a group of nursing students or nursing staff.
  6. Apply evidence based assessment and evaluation strategies to evaluate learning in the classroom, online, and/or the clinical practice setting.
  7. Analyze the role of faculty in program evaluation.
  8. Explore trends and challenges in curriculum development, delivery and evaluation.

NU 619 Principles of Patient and Staff Education The focus of the course is to explore the master’s prepared nurse’s role in education in a hospital or clinical setting. Theory and research based knowledge in the design, coordination, and evaluation of the delivery of patient care and staff education will be reviewed. Communication skills and strategies necessary to interact and collaborate with members of the interdisciplinary health care team in addition to develop a therapeutic alliance with the patient will be discussed.

This course is designed to introduce the Nurse Educator to concepts directed towards maximizing patient outcomes through empowering patients and families for the management of illness and disease across the lifespan. This course will include a range of topics including: roles of the nurse educator in a clinical setting, leading and managing change, patient education and health literacy, educating special population in the clinical setting, laws and regulation related to patient education, impact of the nurse practice act and state regulation on nursing education, and a review of the organization of health care systems and the function of the nurse educator within that system. The course is designed to prepare the master’s prepared nurse to be a leader in the development of educational programs in the clinical setting.

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Upon completion of this course, the student will:

  1. Articulate the various roles performed by a master’s prepared nurse educator in a clinical setting.
  2. Demonstrate knowledge of various leadership and change theories and appropriately apply them.
  3. Develop appropriate patient education material based on patient’s age, reading level, and level of comprehension.
  4. Examine the needs of diverse populations in order to plan and deliver appropriate care from a nurse educator perspective.
  5. Evaluate the relevance of health literacy to patient’s ability to navigate the health care system and engage in their self-care.
  6. Demonstrate their ability to assess the needs of nursing staff and plan and implement relevant staff education programs.
  7. Interpret the laws, policies and regulations that directly impact both patient education and nursing education in a clinical setting.
  8. Articulate and demonstrate the relevancy of the QSEN Competencies (pre-licensure) to the planning of educational materials for nursing staff.
  9. Develop an understanding of how healthcare delivery systems are organized and the functions of a nurse educator within that system.
  10. Discuss how nurse educators partner with others within an interdisciplinary system.

NU 690 Nursing Education Role Practicum This is the first course in the nursing sequence for the role immersion experience in nursing education. Students apply and analyze the theories, competencies, and concepts of the two previous courses in a designated role practicum experience using a preceptor. Through this experience the student will develop an evidence based teaching project. Further, the student applies theory to practice in seminar discussion and readings. Current issues and trends in health care and nursing are integrated within each topical area.

View Course Objectives

Upon completion of this course, the student will:

  1. Socialize into the role of the nurse educator.
  2. Engage in self-reflection and continued learning to improve teaching practices that facilitate learning.
  3. Assess the impact of current and future trends in society, health care, higher education, nursing, ethical/legal issues, and nursing education on the role practicum site.
  4. Analyze the organizational systems in a nursing education program as they relate to planned project.
  5. Assess the nursing educational organization, including the nursing curriculum needs.
  6. Synthesize the evidence supporting planned Capstone teaching project.
  7. Analyze the role of the faculty in the department and organization.

NU 691 Nursing Education Role Capstone This is the final course in the nursing sequence for the role immersion experience in nursing education. Students apply and analyze the theories, competencies, and concepts of the previous nurse educator courses in a designated role practicum experience using a preceptor. Through this experience the student will develop an evidence based teaching proposal. Further, the student applies theory to practice in seminar discussion and readings. Current issues and trends in health care and nursing are integrated within each topical area.

View Course Objectives

Upon completion of this course, the student will:

  1. Socialize into the role of the nurse educator.
  2. Engage in self-reflection and continued learning to improve teaching practices that facilitate learning.
  3. Assess the impact of current and future trends in society, health care, higher education, nursing, ethical/legal issues, and nursing education on the role practicum site.
  4. Analyze the organizational systems in a nursing education program as they relate to planned project.
  5. Assess the nursing educational organization, including the nursing curriculum needs.
  6. Propose an assessment plan for the outcomes of the planned Capstone teaching project.
  7. Analyze the role of the faculty in the department and organization.123qwe

Find out more about the curriculum of Sacred Heart's online MS in Nursing degree program. Call us today at 877-791-7181 or request more information online.

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