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admin | Category: What Cause Ed | 30.04.2014
As the healthcare workforce continues to grow, demand is high for qualified instructors to teach and train the next generation of nurses. From a basic understanding of the issues surrounding nursing education to the latest advances in curriculum design and evaluation, a Master of Science in Nursing with a Nursing Education specialization will prepare you for a rapidly growing and critically important role in our nation's healthcare system. The Nursing Education track of the SHU Online MSN fulfills the education requirement for the certification as a Nurse Educator certified through the National League for Nursing (NLN). If you have questions regarding the requirements for certification, please contact NLN directly.
Learn more about how you can teach and guide other nurses with Sacred Heart's online MSN with a Nursing Education specialization: call us at 877-791-7181 or request more information. NU 325 Health Assessment for RNs – Prerequisite for all MSN specialization tracks Utilizing the conceptual framework of the nursing program, this course focuses on comprehensive health assessment. Integrate knowledge from nursing and the sciences into the health assessment of individuals throughout the lifespan. Demonstrate skills in health assessment through interviewing, history taking, physical assessment and functional assessment.
Utilize the diagnostic reasoning process to accurately formulate judgments about health assessment data. Demonstrate principles of adequate and accurate documentation related to the health assessment of an individual.
Discuss the legal and ethical implications of the role of the nurse related to health assessment.
MA 131 Statistics for Decision Making – Prerequisite for NU 601 and all MSN tracks This course is geared towards liberal arts, science and health science majors.
NU 501 Health Care Policy & Ethics for Contemporary Nursing Practice This core course focuses on history, policy, and ethics in nursing and health care.
Explore and evaluate selected aspects of health care policy and their impact on health care services and outcomes.
Discuss key issues and trends in health care delivery and legislation including scope of practice, standards of practice, credentialing, licensure, certification and prescriptive authority.
Describe the major principles of health care financing, noting their relationship to policy decisions and ethical issues.
Discuss the evolution of the organization and structure of health care institutions and systems within the context of achievement of health care goals and outcomes. Identify and analyze common ethical dilemmas in health care using ethical principles and decision strategies.
Describe major documents that guide health care in the United States including the Institute of Medicine Report (October 2010) The Future of Nursing and the Patient Protection and Affordable Care Act (ACA), and reports from the Institute of Medicine, and their implications for professional nursing.
Initiate a portfolio to begin the process of compiling and displaying a comprehensive set of professional works that reflect achievement of MSN end of program competencies. NU 530 Theory and Professional Roles for Contemporary Nursing Practice This course is one of the graduate core classes that provides the foundation for advanced practice nursing.
Reflect on learning needs and opportunities for transition into the advanced practice role. Critique, evaluate and utilize appropriate theory from nursing, natural, social, organizational and biological sciences. Develop an understanding for and appreciation of human diversity to assure the delivery of culturally competent care. Reflect on how one’s own world view and culture affects personal and professional relationships. NU 601 Principles of Health Care Research for Contemporary Nursing Practice This course studies the field of research and its relationship to problems related to nursing and health care. Evaluate the strength of research evidence by critiquing key methodological steps within research reports.
NU 602 Evidence-Based Practice for Quality Care This course builds on the content of Principles of Health Care Research for Contemporary Nursing Practice (NU 601) and begins with principles inherent to a sound data collection and analysis, including both philosophical and pragmatic differences between qualitative and quantitative research. Describe the process of evidence based practice in nursing and the role of the advanced practice nurse.
Use knowledge of nursing research to critically appraise research studies for their implementation into practice.
Apply change theory in the implementation of an evidence based practice initiative to improve practice. NU 553 Advanced Pathophysiology This course further prepares each student to assess in-depth the pathophysiology of common disease states. Demonstrate knowledge of pathophysiology and be able to integrate this knowledge in identification of clinical findings.
Demonstrate the principles of critical thinking in processing and evaluating clinical findings. Differentiate between normal and abnormal clinical findings during the health assessment process. Demonstrate an understanding of the pathophysiology in common diseases and be able to apply that knowledge to typical primary care situations. Discuss appropriate use of common medical testing employed in the diagnosis of disease states.
NU 554 Application of Comprehensive Health Assessment Methods This course prepares the learner to assess in depth the biopsychosocial health status of clients across the life span by obtaining a complete and accurate health history and by performing a systematic physical examination. Obtain a complete and accurate health history on clients of all ages using a developmental approach.
Perform a focused accurate physical assessment on clients of varying ages using correct techniques of examination. Integrate knowledge of pathophysiology, including cultural and genetic influences, with the identification of clinical findings.
Use diagnostic reasoning to formulate both a problem list and a differential diagnosis based on assessment findings, which reflects both normal and abnormal clinical findings.
Develop performance and procedural skills necessary to complete the health assessment process. NU 575 Health Care Information Systems An introduction to health information systems as tools for decision making and communication in health care. Explore theoretical foundations for the processing of information and change within nursing and the health care system. Integrate relevant knowledge from nursing and organizational theory to the management of information to guide managerial decision making. Propose a healthcare informatics project based on nursing process, change theory, and administrative strategies for assessing, planning, implementing and evaluating informatics in a healthcare organization. Examine social, ethical and legal issues involved in computerized procedures related to health care delivery. Evaluate data management and computer applications used in clinical practice, nursing and healthcare administration. Recognize the diversity of learners related to culture, learning style, and motivation and select effective teaching strategies and learning activities for diverse learners based on evidence. Discuss the role and responsibilities of faculty in preparing and developing the nursing workforce. Develop evidence based teaching plan for current healthcare problem with evaluation measures with several teaching strategies and at least one evaluation method.
Utilize technology in the development of an on-line teaching strategy as a part of a teaching plan. Analyze trends and issues in society, higher education, health care, and nursing and their implications for nursing education.
Engage in self-reflection on how the major concepts impact personal values related to nursing education practice. Design an evaluation tool to evaluate learning on a selected topic for a group of nursing students or nursing staff. NU 605 Pharmacology for the Nurse Leader This course will focus on the pharmacotherapeutic principles of drugs most commonly used and evaluated by the Nurse Leader across health care settings.
Discuss the concepts and principles related to pharmacokinetics, pharmacodynamics, and pharmacotherapeutics of commonly used ;prescription, non-prescription drugs, and alternative therapies for common health problems experienced by individuals across the life span. Identify the relevant influencing factors that impact drug therapy with emphasis on evidence based drug classification selection, monitoring of drug therapies, identification and avoidance of adverse drug reactions and interactions. Demonstrate an understanding of the major drug classifications in terms of their mechanism of action, therapeutic uses, adverse effects and nursing implications. Identify the effects of cultural beliefs on nursing interventions for drug therapy across the lifespan.


Assess the legal, ethical and interdisciplinary implications for the Nurse Leader in the administration of drug therapy. Critique, evaluate and utilize evidence based practice guidelines in pharmacology and drug therapy. Discuss competency in teaching principles of medication preparation and administration identifying nursing interventions which maximize therapeutic effectiveness and minimizes adverse reactions.
Discuss monitoring strategies, case evaluation, and patient counseling to ensure appropriate outcomes in specific disease states, for both acute and chronic conditions. NU 619 Principles of Patient and Staff Education The focus of the course is to explore the master’s prepared nurse’s role in education in a hospital or clinical setting. This course is designed to introduce the Nurse Educator to concepts directed towards maximizing patient outcomes through empowering patients and families for the management of illness and disease across the lifespan. Articulate the various roles performed by a master’s prepared nurse educator in a clinical setting. Demonstrate knowledge of various leadership and change theories and appropriately apply them.
Develop appropriate patient education material based on patient’s age, reading level, and level of comprehension. Examine the needs of diverse populations in order to plan and deliver appropriate care from a nurse educator perspective. Evaluate the relevance of health literacy to patient’s ability to navigate the health care system and engage in their self-care.
Demonstrate their ability to assess the needs of nursing staff and plan and implement relevant staff education programs. Interpret the laws, policies and regulations that directly impact both patient education and nursing education in a clinical setting.
Articulate and demonstrate the relevancy of the QSEN Competencies (pre-licensure) to the planning of educational materials for nursing staff. Develop an understanding of how healthcare delivery systems are organized and the functions of a nurse educator within that system. NU 690 Nursing Education Role Practicum This is the first course in the nursing sequence for the role immersion experience in nursing education.
Engage in self-reflection and continued learning to improve teaching practices that facilitate learning.
Analyze the organizational systems in a nursing education program as they relate to planned project.
NU 691 Nursing Education Role Capstone This is the final course in the nursing sequence for the role immersion experience in nursing education. Post-Baccalaureate Teacher Preparation Program, Science (5-9 or 5-12)Post-Baccalaureate Teacher Preparation Program, Social Science (5-12)M.A.
WGU offers online RN to MSN programs for those looking to elevate and enhance their careers in nursing. The RN to MSN degree program in Nursing Education also requires the successful completion of a capstone project. Along with offering some of the top RN to MSN online programs out there, WGU’s College of Health Professions is also accredited by the Commission on Collegiate Nursing Education (CCNE). WGU Texas is designed to let you go to school on your time, not according to a class schedule. The average time it takes to complete the RN to MSN in Nursing Education online degree program at WGU is 3 years. You’ll collaborate with your Faculty Mentor to determine the learning resources that will help you develop and demonstrate your competency in each subject area. We're committed to keeping tuition low and making sure our online education degree programs remain the very best value for hardworking students. You’ll pay the same low tuition each 6-month term, regardless of how many courses you complete.
For this program, a full-time course load is 12 competency units per term for your undergraduate courseswork and 8 CUs per term for the graduate-level coursework. WGU's RN to MSN in Nursing Education degree program is typically about half the cost of other equally reputable nursing programs.
WGU's financial aid experts are on hand to help you finance your education in the smartest way possible. Western Governors University is regionally accredited by the Northwest Commission on Colleges and Universities. You can learn more about how employers view WGU grads by exploring our National Student Success and Performance Data.
WGU Texas is an accredited online university offering online bachelor’s and master’s degree programs. We're emailing you the app fee waiver code and otherinformation about getting your degree from WGU. Master of Science in Nursing (MSN)The Master of Science in Nursing (MSN) program at Colorado Christian University is designed for nurses with a bachelor’s degree in nursing who are ready to take on greater leadership roles in health care and education. To help address the growing demand for expert nurses with a master’s degree, CCU’s MSN program offers you two opportunities for specialization. Students have opportunities throughout the coursework to develop specialized nursing competency with a biblical worldview perspective.
The MSN program utilizes national accreditation standards to help prepare graduates for national certification. Unlike some online MSN nursing programs, our coursework integrates faith, learning, and living with emphasis on Christian nursing theory, moral leadership, and spiritual care. The online format enables nurses to earn their Master of Science in Nursing online, right in their home community, while collaborating with other nurses throughout the country. Learn more about the mission, goals, program philosophy and organizing framework of CCU's undergraduate and graduate programs in nursing in our Nursing Student Handbook (PDF). By submitting this form, I agree to be called by or on behalf of CCU using an automatic telephone dialing system at the phone number provided on this form. Read more about the College of Adult and Graduate Studies student experience on our CAGS Blog!
Seated (L-R) Accelerated BSN student Queeneth Jones, MSN student Kara Godwin and DNP student Jodi Duffield each display the CCNE certificate officially accrediting their program. The College of Nursing received official notice that the BSN and MSN programs attained 10-year reaccreditation and the DNP program attained initial 5-year accreditation.
In October, the College welcomed the on-site evaluation team from the Commission on Collegiate Nursing Education (CCNE), and all three programs received a positive initial evaluation in the exit report. During the on-site evaluation, the CCNE team visited several nursing classes and clinical sites and spoke with students, faculty, staff, alumni, preceptors and members of the university and professional community to learn about and assess the College’s educational programs. College of Nursing students and faculty representing the various academic areas of the College proudly display the accreditation certificates for each of the three programs accredited: BSN, MSN and DNP. Accreditation by the CCNE is voluntary, self-regulatory and ensures the quality and integrity of the College of Nursing’s programs. Accreditation is based on four standards surrounding program quality and effectiveness: mission and governance, institutional commitment and resources, curriculum and teaching-learning practices, and aggregate student and faculty outcomes. The evaluation team detailed their findings in an exit report, which was shared with the College faculty at the conclusion of the on-site evaluation. The Commission on Collegiate Nursing Education (CCNE) Recognizes the Strength of UF Programs College of Nursing receives official reaccreditation of BSN and MSN programs, initial accreditation of DNP program   The College of Nursing received official notice that the BSN and MSN programs attained 10-year reaccreditation and the DNP program attained initial 5-year accreditation. More Than Meets the Eye: The Gator Nurse introduces you to six very different nurses within our College The Mom and Babe Advocate Jane Houston, DNP, CNM, delivered her first baby in 1990 as a midwife student in her native Scotland.
The Accreditation Commission for Education in Nursing (ACEN) is pleased to announce that after careful review and consideration of all comments received, the ACEN Board of Commissioners voted at its July 2016 meeting to approve the revisions to the Standards. A question often asked is why is the accreditation timeframe for ACEN eight (8) years instead of ten (10) years like other accrediting agencies, and whether ACEN is considering changing its accreditation cycle from eight (8) years to ten (10) years?
Sacred Heart's Nursing Education specialization will complement your clinical training with the latest theories and strategies in teaching and learning. Graduates of the SHU Online MSN program who have completed all Nursing Education courses and 120 hours of clinical are eligible to seek NLN Certified Nurse Educator certification. Adequate data collection and careful analysis for diagnostic and planning purposes is stressed. It introduces descriptive statistics, probability distributions: both discrete and normal confidence intervals, hypothesis testing and correlation. It examines health care policy, including global health considerations, health care financing, quality and safety in health care, and the ethics of health care.


Each step of the research process is explored in-depth to develop the skills to apply research to practice. Content areas of substance include evidence-based practice, nursing theory in research, statistical analysis from the prospective of application and critique, research utilization, and issues in nursing and health care research from a national perspective. Clinical pathology content addresses alterations in major body systems that are commonly found in the primary care settings, as well as common testing used in the diagnostic process. Acquired data will be used to formulate a comprehensive problem list for the client and refine documentation skills Content will be designed to provide correlation of assessment strategies with an understanding of the mechanisms of illness and health problems of the main body systems.
This course builds on prior knowledge of systems theory and utilizes change theory and information processing theory to analyze, manage and evaluate health care information.
The theories will be examined for their application in a variety of settings, level of education, and for the adult learner. Focus is on the process of curriculum development for an individual course including course objectives, content, learning activities, delivery of the content and student evaluation. 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.
Theory and research based knowledge in the design, coordination, and evaluation of the delivery of patient care and staff education will be reviewed. This course will include a range of topics including: roles of the nurse educator in a clinical setting, leading and managing change, patient education and health literacy, educating special population in the clinical setting, laws and regulation related to patient education, impact of the nurse practice act and state regulation on nursing education, and a review of the organization of health care systems and the function of the nurse educator within that system.
Students apply and analyze the theories, competencies, and concepts of the two previous courses in a designated role practicum experience using a preceptor. Students apply and analyze the theories, competencies, and concepts of the previous nurse educator courses in a designated role practicum experience using a preceptor.
We’ve worked with leading hospital corporations to develop our robust and comprehensive RN to MSN programs. Our online degree program is flexible and puts you at the center of your education: you choose when and where to complete your coursework. You’ll be able to move quickly through material you already know so you can spend your time focusing on what you still need to learn.
If you choose to and are able, you can add courses and move more quickly through your program.
76% of WGU students receive some type of financial aid.Federal Financial Aid is available to most students.
The Northwest Commission is also responsible for the accreditation of other major universities in the West, including the University of Washington, the University of Oregon, Gonzaga University, and the University of Utah, among many others. You'll be given ample opportunity to master the subject matter and re-take assessments as needed in order to graduate. View our Enrollment Checklist for the easy steps to getting started.Applicants must possess a current, unencumbered registered nurse (RN) license. When making this decision, you should know that a degree is a great investment in yourself that will pay for itself many times over.
Recent healthcare reforms and the ongoing shortage of nurse educators have increased the demand for nurses with master’s degrees who can help fill the gap in meeting the needs of a growing patient population.CCU’s graduate nursing program offers a unique distinctive online program. The program emphasizes the core foundations of the Clinical Nurse Specialist (CNS) in Adult and Geriatrics, which is an advanced practice nurse specialty role. Standing are recent BSN graduate Brittany Gannon and new Accelerated BSN student Michael Lo. Official word of the programs’ accreditation was sent this spring after the CCNE board deliberated and reached a final decision. The CCNE encourages continuing self-assessment by nursing programs and supports continued growth and improvement of collegiate professional education. The College met all standards and the evaluation team did not identify any compliance concerns. Votes may be cast until July 31, 2016, and newly elected members will take office October 1, 2016. With this specialization, graduates can explore career opportunities in nursing schools or instructor positions at hospitals or other healthcare organizations. The student will use the diagnostic reasoning process to formulate nursing diagnoses based on the North American Nursing Diagnosis Association (NANDA) nomenclature. Current practices in nursing and health care are viewed from the past and present as a way to contemplate the future. Students will be introduced to theories from nursing, natural, social, biological and organizational sciences to frame their future practice. Students apply critical analysis to relevant research literature to determine its usefulness and application. Students critique research articles according to criteria and develop a project related to evidence-based practice. This course assists the student in the role of advanced practice nurse with the preparation to assess clients across the lifespan.
Emphasis is also on the ability to utilize information systems in the delivery of patient care and the exploration of the variety of tools available to assist in the analysis of quality care. The role of the Nurse Leader in teaching patients safe and effective medication administration and assessment of medication management in patients with chronic disease is emphasized. Communication skills and strategies necessary to interact and collaborate with members of the interdisciplinary health care team in addition to develop a therapeutic alliance with the patient will be discussed. The course is designed to prepare the master’s prepared nurse to be a leader in the development of educational programs in the clinical setting. It provides the knowledge and skills that enable graduates to design, implement, and manage nursing programs as well as effectively teach nursing courses. Your final project will address a key issue, need, gap, or opportunity resulting from an identified need in nursing education or healthcare. Online courses let you work towards your master’s degree on your own time and with your own schedule. Individuals with a bachelor’s degree earn on average almost a million dollars more over the course their careers compared to those without one. The site visitors complimented the College’s on the competence and professionalism of students, faculty and staff. The course builds on a framework of critical thinking, as students explore aspects of the history of nursing and medicine, analysis of current policy development, and implications of the past for present and future actions in nursing and health care.
Further, students consider issues of cultural diversity and competence to assure the delivery of culturally competent care and minimization of health disparities. Statistical methods and concepts are reviewed and integrated throughout the course to promote an understanding of those concepts within the context of health care research.
This course assists in the socialization of the learner into the role of the clinical nurse leader or nurse educator in the current health care delivery system. A variety of interactive and experiential activities will be utilized to enable the student to apply pharmacological theory to clinical situations and patient education.
Competencies for this specialty were derived from the NLN Nurse Educator standards and the Masters Essentials for Professional Nursing practice. The capstone project provides you the opportunity to demonstrate your competency and commitment to ultimately improving health outcomes. You can also get an affordable education, as the nonprofit WGU only charges one flat tuition rate. Still, your program will be flexible enough to fit into your schedule, not the other way around. The pace at which you complete your WGU program depends upon how quickly you are able to take and pass the required assessments.
Current issues and trends in health care and nursing are integrated within each topical area. You can use your life and work experience and gain competencies while working towards RN to MSN online degree programs because of WGU’s unique competency-based approach to online learning. You should definitely consider federal financial aid if it means the difference between getting your degree or not.



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