Daemen College : Academics & Research : College Catalog : Graduate : Nursing

Nursing

Philosophy of the Nursing Department

The many influences that shape today’s world inform the nursing curriculum at both the baccalaureate and Master levels. Consistent with the stated mission of Daemen College, the nursing philosophy embodies the ideals of leadership, love of learning, and dedication to the health and well being of both the local and global communities. The nursing curriculum also reflects the goals of Daemen College. Professional standards of nursing practice and education established by such bodies as the American Academy of Colleges of Nursing (AACN), the National Organization of Nurse Practitioner Faculties (NONPF), the Pew Health Professions Commission, and the American Nurses Association (ANA) guide the nursing curriculum.

The faculty believes that diploma and associate degree prepared registered nurses should have the opportunity to achieve advanced degrees in nursing. The nursing program embodies the elements of nursing's metaparadigm, person, environment, health, and nursing. The nurse explores the person or client (an individual, family, group, or community) as an open system in continuous interaction with the environment. Environment is viewed as the context in which nursing care is both embedded and delivered. Health is understood as a process of actualization of full potential not only in the human body, but also in human feeling, mind, and spirit. Nursing is explored as an inquiry and practice discipline, with nursing theory as the framework for providing care. At the graduate level, the adult nurse practitioner program seeks to provide the additional foundation necessary to function as an independent care provider. The palliative care nursing program meets the changing needs of the health care system as its focus moves from cure to care. The nursing executive leadership program provides students with the requisite background in nursing concepts (theory and research) as well as in leadership and executive models and theories.

The faculty views nursing as a human science incorporating nursing knowledge as well as relevant information from the arts and sciences. The nursing curriculum focuses on the concepts of human valuing, communication, research, critical thinking, theory, and lifelong learning. Human valuing begins with the nurse’s evolving self-understanding. The lived experience of self and others provides an essential context for the delivery of truly holistic nursing care and is essential for professional nursing practice. At both the graduate and undergraduate levels, human valuing is actualized by the faculty through their caring and humanistic interactions with others. Nursing faculty encourages the exploration of multiple realities through the use of group discussions, dialogue based interactions, and debates.

The faculty considers communication an integral part of professional nursing practice. An important component of communication, the teaching-learning process involves the mutual exchange of lived experiences that promotes the development of a therapeutic nurse-client relationship and contributes to effective nursing practice.

Recognizing the importance of communication to the advancement of professional nursing practice, the faculty is committed to assisting nurses in refining their written work and verbal presentation skills. The nursing faculty appreciates the use of communication via technology as another important component of professional nursing practice. The nursing faculty value both qualitative research and quantitative research as methods for advancing the knowledge base in professional nursing. Evidence-based practice serves as a necessary foundation for professional nursing. The faculty believes that research is an essential component in preparing nurses to meet the challenges of providing excellence in nursing care at the undergraduate and graduate level.

 

The faculty view professional nursing as a process that applies concepts and theoretical/conceptual frameworks from the liberal arts, sciences, and nursing. Building on this foundational knowledge, nurses enter into a therapeutic alliance with individuals, families, groups, and/or communities, as well as members of the multidisciplinary team. The cognitive, intuitive, holistic, and humanistic activities of professional nursing practice require critical thinking. The design of classroom and clinical experiences enhances the student’s critical thinking skills. The graduate student continues to expand in the use of critical thinking skills within the context of a more intensive and extensive knowledge base. The student works to consistently exercise sound judgment in complex clinical situations.

The application of theory to practice enhances professional nursing. As a foundation for nursing practice, theories direct and organize nursing assessments, planning, and actions, and link basic human valuing to nursing practice. Conversely, nursing practice is the source of knowledge from which new theories are generated. The student analyzes and synthesizes theory from nursing, natural science, medical science, and social science. Appropriate theories in clinical practice settings and research provide additional foundation for learning. The Master student has an opportunity to greatly expand on his/her knowledge base throughout the graduate program. Theory from nursing, natural science, medical science, and social science is analyzed and synthesized. The student selects and applies appropriate theories in clinical practice settings.

With openness to lifelong learning, nurses synthesize knowledge gained from life experiences (e.g. interactions with clients), knowledge gained through individual study (e.g. attendance at workshops, seminars, or advanced certification or degree programs), and knowledge acquired from participation in community and professional organizations to advance their professional practice.

Admission

In addition to satisfying the general criteria for graduate admission to Daemen College, applicants for admission to the graduate programs will be assessed on an individual basis according to these additional criteria.

1. Possession of a baccalaureate degree in nursing from a NLNAC or CCNE accredited program.
2. One year medical-surgical clinical experience (or equivalent).
3. Completion of an undergraduate or graduate statistics course with a grade of “C” or better.
4. Cumulative grade point average of 3.25 or above (on a 4.0 scale) from all colleges/universities attended. Applicants with GPAs below 3.25 in undergraduate studies may be admitted on a provisional basis if they submit evidence of the potential to be successful in graduate studies.
5. New York State License & current professional nurse registration.
6. Three letters of recommendation.
7. Interview with the nursing faculty.

Degree and Pathway Rules

On applying for admission, the student will select the program pathway he or she wishes to complete: RN to MS in Nursing/Adult Nurse Practitioner (completion of 30-32 post-baccalaureate credits), BS to MS Adult Nurse Practitioner (completion of 36-38 graduate credits), Post Masters Certificate (completion of 24 graduate credits), BS to MS Palliative Care Nursing (30 credits), or post-baccalaureate Palliative Care Nursing Certificate (16 credits). The pathways can be completed on a full-time or part-time basis. (A full-time course load is nine credits per semester. In order to be considered for financial aid of any kind, a student must be registered for at least five credits per semester.)

To earn the Master of Science degree or the Post Baccalaureate or Post Masters Certificate, the student must complete all curricular requirements with a minimum grade of “B” in all courses. Students may repeat a maximum of two different courses, one time each, in the event the minimum grade of “B” is not achieved.

Scholarships

The Palliative Care, Nursing Executive Leadership, and Nursing Education programs will each award one $2,000 merit-based scholarship every fall. Eligibility criteria for the awards (in order of weight) are:

1. New graduate students matriculated in the 15-month or 2-1/2 year progression plan in the palliative care, nursing executive leadership, or nursing education program
2. Interview with the program coordinator, Nursing Graduate Program Director and/or Nursing Department Chair
3. Admissions application data:
   • GPA from all previous colleges and universities attended
   • Letters of reference
   • Letter of intent

 

Students are eligible for funding for the first year of study only. Students receiving full tuition reimbursement from other sources (e.g. employer reimbursement, other grants or scholarships) are not eligible for this scholarship program.

In the event that more than one student in a program equally meets the criteria, the scholarship funds will be split evenly among the qualifying students.

Time Limitation

For the Master of Science degree or the Post Baccalaureate or Post Masters Certificate, there is a strict time limit for completion of degree/certificate requirements of four calendar years. For students following the RN to MS pathway, this time limitation commences when the student is moved from undergraduate to graduate status.

Insurance

When a student enrolls in NUR 561 and NUR 562, or NUR 531 and NUR 601 a mandatory fee of $40.00 is imposed to cover malpractice insurance during the clinical practicum experiences. This is required by the College regardless of whether the student has additional malpractice insurance of his or her own.

MASTER OF SCIENCE IN ADULT NURSE PRACTITIONER

The Curriculum

The curriculum consists of three components: the graduate nursing core, the advanced nursing core, and nurse practitioner specialty courses. No undergraduate course work may be used to satisfy any of the curriculum requirements.

Organization of the Curriculum

Graduate Nursing Core Courses Credit hours

NUR 515 Theoretical Perspectives in Advanced

Practice Nursing 2

NUR 602 Qualitative Research 2

NUR 603 Quantitative Research 2

NUR 604/605 Thesis/Project 4-6

_________

10-12

 

 

Advanced Nursing Core Courses

 

NUR 505 Advanced Health Assessment 4

NUR 509 Advanced Physiology/Pathophysiology 3

NUR 511 Conceptual Basis for Advanced Practice Nursing 2

NUR 513 Issues in Advanced Practice Nursing 2

NUR 517/519 Pharmacology for the

Advanced Practice Nurse 3 (1+2)

_________

14

 

Nurse Practitioner Specialty Courses

 

NUR 561 Adult Primary Health Care I 6

NUR 562 Adult Primary Health Care II 6

_________

12

TOTAL 36-38 credits

 

 

Outcome Objectives: Adult Nurse Practitioner

 

Upon completion of the masters program, the graduate will:

1. Attend to the health and illness experiences of clients from a variety of familial-socio-cultural backgrounds.
2. Create a supportive, caring environment that enhances each client’s dignity and acknowledges his/her strengths.
3. Use applicable research and theory to assist clients in changing modifiable risk factors.
4. Synthesize information from a variety of disciplines to develop differential diagnostic and treatment strategies for clients with common, acute, and/or chronic illnesses.
5. Work to enhance the lived experience for clients with acute illnesses, clients with chronic illnesses, and clients who are dying.
6. Provide therapeutic interventions and regimens that incorporate an understanding of the client’s needs and desires, while considering multiple systems variables and the impact of these variables on treatment options (e.g. treatment efficacy, cost factors, and safety issues).
7. Work collaboratively with other health care team members in providing care for clients with complex health care needs.
8. Monitor the quality of health care provided to clients in a variety of settings.
9. Incorporate professional, legal, moral, and ethical standards into practice.
10. Critically analyze and synthesize research to determine applicability to clinical practice.
11. Develop a research project or thesis pertinent to advanced nursing practice.
12. Contribute to professional nursing through advanced nursing practice and professional involvement.

 

Accelerated RN to MS Program Policies

The accelerated RN to MS program is designed for associate degree and diploma prepared nurses who want to pursue the adult nurse practitioner MS degree. Students may enter the Adult Nurse Practitioner Master Program through this accelerated track option. Criteria for admission to the accelerated program are as follows:

 

GPA of 3.25 or better upon admission to Daemen College. Students must meet all of the other admission criteria for the graduate program (except for the possession of a baccalaureate degree).

 

Students entering the Daemen College undergraduate nursing program with a GPA of less than 3.25 will be considered to be on provisional status for admission to the MS program. These students will be required to complete a minimum of fifteen (15) undergraduate credits at Daemen College and to maintain a GPA of 3.25 or above in order to be eligible for acceptance into the RN to MS accelerated track. Acceptance into the accelerated track is contingent on space availability in the nurse practitioner graduate program. Students in the accelerated RN-MS/ANP track may take NUR 509 in lieu of BIO 407 and NUR 517/519 in lieu of an undergraduate elective.

 

The post-masters program is designed for those nurses who have a Master degree in a clinical area and wish to complete requirements in order to be eligible to take the adult nurse practitioner certification exam.

 

Criteria for admission to the certificate program are as follows:

• Possession of a Master degree in a clinical area of nursing from an NLNAC/CCNE accredited program.
• License to practice as a registered professional nurse.
• One-year medical-surgical clinical experience (or equivalent).
• Three letters of recommendation.
• Interview with the nursing faculty.
• Letter of intent.
• Submission of a resume summarizing professional activities and completed continuing education.

 

The post-Master certificate program prepares qualified nurses to be eligible to sit for the certifying exam, and is not a degree-granting program. Admission to the certificate program is granted on a space available basis.

 

The certificate program is designed as a part time program. For most students, the following courses will satisfy the requirements for the certification exam:

NUR 505 Advanced Health Assessment 4 credits

NUR 507 Pharmacology for the Advanced Practice Nurse 3 credits

NUR 509 Advanced Physiology/Pathophysiology 3 credits

NUR 511 Conceptual Basis for Advanced Nursing Practice 2 credits

NUR 561 Adult Primary Health Care I 6 credits

NUR 562 Adult Primary Health Care II 6 credits

TOTAL 24 credits

 

PALLIATIVE CARE NURSING

Palliative care is “...the active total care of patients whose disease is not responsive to curative treatment. Control of pain, of other symptoms, and of psychological, social, and spiritual problems is paramount. The goal of palliative care is achievement of the best quality of life for patients and their families...” (World Health Organization, 1990).

 

The Palliative Care Nursing program is one of the first graduate programs in New York State to focus on end of life care. The increasing use of high technology in health care and the dramatic growth of the aging population have fueled the demand for quality end of life care.

 

This innovative program will build on the student’s previous nursing education and experience and present an interdisciplinary approach to improving end of life care. Intensive clinical experiences may be designed to meet the individual goals and interests of students. Specialization in specific areas of health care such as oncology, gerontology, hospice care, and chronic disease can be arranged using the wide variety of clinical agencies in the Western New York area.

 

The program can be completed in as little as 15 months (full-time) or on an individualized part-time basis. Classes are offered in a block-schedule format to meet the needs of working professionals.

 

Outcome Objectives

Upon completion of the masters program in palliative care nursing, the graduate will:

1. Attend to the health and illness experiences of clients from a variety of socio-cultural backgrounds.
2. Create a supportive, caring environment that enhances each client’s dignity and acknowledges his/her strengths.
3. Use applicable research and theory to assist clients in changing modifiable risk factors.
4. Synthesize information from a variety of disciplines to develop diagnostic and treatment strategies for clients with chronic illnesses.
5. Work to enhance the lived experience for clients with chronic illnesses and those who are dying, and their significant others.
6. Provide therapeutic interventions and regimens that incorporate an understanding of the client’s needs and desires, while considering multiple systems variables and the impact of these variables on treatment options (e.g. treatment efficacy, cost factors, and safety issues).
7. Work collaboratively with other health care team members in providing care for clients with complex health care needs.
8. Monitor the quality of health care provided to clients in a variety of settings.
9. Incorporate professional, legal, moral, and ethical standards into practice.
10. Critically analyze and synthesize research to determine applicability to clinical practice.
11. Develop a research project or thesis pertinent to advanced nursing practice.
12. Contribute to professional nursing through advanced nursing practice and professional involvement.

 

Curriculum Plan

 

Graduate Nursing Core Courses Credit hours

NUR 515 Theoretical Perspectives in Advanced

Practice Nursing 2

NUR 602 Qualitative Research 2

NUR 603 Quantitative Research 2

NUR 604 Thesis or

NUR 605 Project 4-6

_________

10-12

 

Advanced Nursing Core Courses

NUR 511 Conceptual Basis for Advanced Practice Nursing 2

NUR 513 Issues in Advanced Practice Nursing 2

_________

4

 

Palliative Care Advanced Practice Courses

NUR 506 Foundations of Palliative Care 1

NUR 524 Care for the Caregiver 1

NUR 525 Ethical Dilemmas in Palliative Care 2

NUR 531 Palliative Care Management I 6

NUR 601 Palliative Care Management II 6

_________

16

TOTAL 30-32 credits

 

 

Post-Baccalaureate Palliative Care Certificate

The post-baccalaureate certificate program is designed for those nurses who wish to attain expertise in palliative care.

 

Criteria for admission to the certificate program are as follows:

1. Possession of a minimum of a baccalaureate degree in nursing from an accredited (NLNAC and/or CCNE) program.
2. License to practice as a registered professional nurse.
3. One year medical surgical clinical experience (or equivalent).
4. Three letters of recommendation.
5. Interview with the nursing faculty.
6. Submission of a resume summarizing professional activities and completed nursing education.

 

The post-baccalaureate certificate program is not a degree-granting program, and is designed as a part-time program. Students who pursue the post-baccalaureate certificate have the option of continuing in the program to complete the requirements for the Master of Science in Palliative Care.

 

The following courses are required for the post-baccalaureate certificate in palliative care nursing:

 

Credit hours

Foundations of Palliative Care 1

Ethical Dilemmas in Palliative Care 2

Care for the Caregiver 1

Palliative Care Management I 6

Palliative Care Management II 6

____

TOTAL 16

 

MASTER OF SCIENCE IN NURSING EXECUTIVE LEADERSHIP

The purpose of this program is to prepare masters level nurses who are skilled in fulfilling leadership and executive roles within the health care system. The constantly changing nature of the current health care system demands masters level nurses who can serve as leaders for the nursing profession. In light of the current nursing shortage, there is an urgent need for nurse executives who can promote the growth of the profession as well as work to improve the current RN working conditions that have contributed to the decreasing numbers of active nurses. In addition, there is a great need for nursing faculty to prepare new nurses to enter the profession. Nurses who complete the Nursing Executive Leadership program will be prepared to fill either of these roles.

 

Outcome Objectives

Upon completion of the masters program in Nursing Executive Leadership, the graduate will:

1. Exhibit leadership skills in working with staff and colleagues to address the health and illness experiences of clients from a variety of familial-socio-cultural backgrounds.
2. Create a leadership environment within a health care agency that enhances each client’s dignity and acknowledges his/her strengths.
3. Use applicable research and theory to lead staff and other colleagues to assist clients in changing modifiable risk factors.
4. Synthesize information from a variety of disciplines to develop strategies for change for colleagues and staff.
5. Work collaboratively with and lead other health care team members to provide care for clients with complex health care needs.
6. Direct continuous quality improvement initiatives to enhance care provided in a health care agency.
7. Incorporate professional, legal, moral, and ethical standards into practice.
8. Critically analyze and synthesize research to determine applicability to practice.
9. Develop a research project or thesis pertinent to executive nursing leadership.
10. Contribute to professional nursing through advanced nursing leadership practice and professional involvement.
11. Exhibit change in leadership behavior as evidenced by enhanced self-knowledge, cultural sensitivity, team dynamics and systems thinking.
12. Demonstrate creative and critical thinking skills necessary to effect personal and organizational change.

 

Program Requirements

The program consists of graduate nursing core courses and executive leadership and change courses that have been combined to provide students with the requisite backgrounds in nursing concepts (theory and research) as well as in leadership and executive functions.

 

The required courses include:

 

Graduate Nursing Core Courses Credit hours

NUR 515 Theoretical Perspectives in Advanced

Practice Nursing 2

NUR 602 Qualitative Research 2

NUR 603 Quantitative Research 2

NUR 604 Thesis or

NUR 605 Project 4-6

_________

10-12

 

Executive Leadership and Change Courses

LEAF 500 Organizational Leadership and Self Development 3

LEAF 501 Critical Thinking, Problem Solving, and Decision

Making: Methods of Organizational Research 3

LEAF 502 Leadership and Organizational Ethics, Values, and

Social Environment 3

LEAF 513 Developing Leadership Skills: One-on-One

Leadership, Conflict Management, and Team Building 3

LEAF 515 The Business of Leadership: Financial,

Organizational and Cultural 3

LEAF 528 Leadership in Health Care Organizations 3

LEAF 560 Capstone Course in Leadership 3

 

Students will also choose one elective course:

 

LEAF 514 Leadership and Community: Empowerment,

Collaboration and Dialogue 3 OR

LEAF 529 Transformational Leadership and Organizational

Change 3 OR

LEAF 530 Customers, Stakeholders, and Markets 3

 

Total Program Credits 34-36

 

Program Structure and Time Limitations for Completion of Program

The Nursing Executive Leadership Program can be completed in two options. First, the Weekend program offers each LEAF course in 10 class meetings over a five-week period. The weekend program can be completed in sixteen months. The second option offers LEAF courses on Tuesday evenings (each LEAF class runs for eight consecutive weeks). This option can be completed in two years. The Graduate Nursing Core Courses are offered on a traditional semester-long basis.

 

Students in the Nursing Executive Leadership Program enter and finish as a cohort, maintaining continuous registration in sequenced courses. The cohort model provides the opportunity to build leadership skills within a "real world" context of collaborative work, mutual challenge, and support. While this model offers an optimal learning experience, exceptions can be made for people who must temporarily leave the program. Such students must discuss their situation with the program director and file a formal leave of absence. The precise timing of the student's return from leave will be subject to the sequence availability within an appropriate cohort for the student's program re-entry. In cases where lack of an appropriate cohort causes a student to exceed the allowed one-year's leave of absence from the graduate program, the student will be permitted, and expected, to re-enroll at the earliest availability of an appropriate cohort. All other Daemen College policies on leaves of absence and time limitations for program completion (including extensions) will apply.

 

POST-BACCALAUREATE CERTIFICATE PROGRAM IN NURSING EXECUTIVE LEADERSHIP

A post-baccalaureate certificate program is available for nurses who possess a minimum of a Bachelor of Science in Nursing degree. The purpose of this program is to enhance the student’s knowledge and skills in nursing leadership. This program would meet the needs of two potential groups of nurses. First, for nurses who are already in nursing managerial positions, the program would help them to optimize their current job performance as well as to enhance their career potential. The program would also be useful for nurses who are not currently in nurse managerial positions, but who wish to enhance their credentials such that they may be considered for such a position. Students who pursue the post-baccalaureate certificate would also have the option of continuing in the program to complete the requirements for the Master of Science in Nursing Executive Leadership.

 

Program Requirements for the Post-Baccalaureate Certificate Program in Nursing Executive Leadership

 

Executive Leadership and Change Courses

LEAF 500 Organizational Leadership and Self Development 3

LEAF 501 Critical Thinking, Problem Solving, and Decision

Making: Methods of Organizational Research 3

LEAF 502 Leadership and Organizational Ethics, Values, and

Social Environment 3

LEAF 513 Developing Leadership Skills: One-on-One

Leadership, Conflict Management, and Team Building 3

LEAF 515 The Business of Leadership: Financial, Organizational

and Cultural 3

LEAF 528 Leadership in Health Care Organizations 3

LEAF 560 Capstone Course in Leadership 3

 

Students will also choose one elective course:

 

LEAF 514 Leadership and Community: Empowerment,

Collaboration and Dialogue 3 OR

LEAF 529 Transformational Leadership and Organizational Change 3 OR

LEAF 530 Customers, Stakeholders, and Markets 3

 

Total Certificate Program Credits 24

 

MASTER OF SCIENCE IN NURSING EDUCATION

The purpose of this program is to prepare master level nurses who are skilled in fulfilling the educator role in nursing programs. Nursing education requires nursing faculty prepared at the master level, who can serve as educators and leaders for the nursing profession. In light of the current nursing faculty shortage, there is a critical need for nurse educators, who can promote the growth of nursing students and prepare new nurses to enter the profession. Nurses who complete the Master of Science in Nursing Education will be prepared to fill the educator role.

 

Admission Requirements

 

Applicants must meet the general criteria for graduate admission:

1. Possession of a baccalaureate degree in nursing from an NLNAC or CCNE accredited college or university, or an equivalent degree from a foreign university or college.
2. Three letters of recommendation, preferably one from the last school attended.
3. A written statement describing educational objectives and areas of personal interest.
4. Submission of a resume summarizing professional activities and completed continuing educational courses.
5. An interview with the graduate program director/department chair is required; a telephone interview may be arranged if an on-site interview is not possible.

 

In addition, applicants must meet the following graduate nursing program admission requirements:

1. One year clinical experience as an RN.
2. Completion of an undergraduate or graduate statistics course with a grade of “C” or better.
3. Cumulative grade point average of 3.25 or above (on a 4.0 scale) from all colleges/universities attended. Applicants with GPA’s below 3.25 in undergraduate studies will be admitted on a provisional basis if they submit evidence of the potential to be successful in graduate studies.
4. New York State License & current professional nurse registration.

 

Outcome Objectives

Upon completion of the masters in nursing education program, the graduate will:

1. Engage in the scholarship of teaching to facilitate student learning, professional development and socialization.
2. Create an environment that promotes critical thinking and problem solving within the teaching-learning process.
3. Use applicable educational principles, theory and research to develop and implement teaching strategies that optimize student learning.
4. Synthesize information from a variety of disciplines to develop strategies for change in nursing education and curricular development.
5. Work collaboratively within the institutional environment and the academic community to function effectively as a nurse educator.
6. Integrate the values of respect, collegiality, professionalism and caring to build an organizational climate that fosters the development of learners.
7. Incorporate professional, legal, moral, and ethical standards into practice.
8. Critically analyze and synthesize research to determine applicability to practice.
9. Develop a research project or thesis pertinent to nursing education.
10. Contribute to professional nursing through advanced nursing education practice and professional involvement.
11. Exhibit leadership behavior as a nurse educator as evidenced by enhanced self-knowledge, cultural sensitivity, team dynamics, and systems thinking.
12. Analyze the impact of community, societal, and professional trends in health care on nursing education.

 

Curriculum Plan

 

Graduate Nursing Core Courses Credit hours

NUR 515 Theoretical Perspectives in Advanced

Practice Nursing 2

NUR 602 Qualitative Research 2

NUR 603 Quantitative Research 2

NUR 604 Thesis or NUR 605 Project 6

______

12

 

Advanced Nursing Core Courses

NUR 511 Conceptual Basis for Advanced Practice Nursing 2

NUR 513 Issues in Advanced Practice Nursing 2

______

4

 

Nursing Education Courses

NUR 504 Strategies and Theories in Education 3

NUR 528 Assessment and Evaluation in Nursing Education 3

NUR 600 Curriculum Design and Implementation 3

NUR 620 Nursing Education Practicum (90 hours) 5

______

14

TOTAL 30 Credits

 

POST-MASTER CERTIFICATE PROGRAM IN NURSING EDUCATION

 

A post-master certificate program is available for nurses who possess a minimum of a Master of Science in Nursing degree. The purpose of this program is to enhance the student’s knowledge and skills in nursing education. This program would meet the needs of nurses who are already in nursing education positions without a nursing education academic preparation. The program would help them to optimize their current job performance as well as to enhance their career potential. The program would also be useful for nurses who hold graduate degrees in clinical practice areas who are seeking nursing faculty positions and wish to enhance their credentials.

 

Program requirements for the Post-Masters Certificate Program in Nursing Education

 

The program requirements for the certificate program are the same courses as the specialty course component of the Nursing Education Masters Program, with a total of 90 hours devoted to the nursing education practicum. These specialty courses include:

 

Nursing Education Courses

NUR 504 Strategies and Theories in Education 3

NUR 528 Assessment and Evaluation in Nursing Education 3

NUR 600 Curriculum Design and Implementation 3

NUR 620 Nursing Education Practicum (90 hours) 3

 

Total Certificate Program Credits 12

 

 

 

NURSING

 

Course Descriptions

 

NUR 504 Strategies and Theories in Education (3)

This course focuses on the development and implementation of effective communication skills and strategies in the teaching/learning process to foster the development of the nurse educator as a leader within the nursing profession. The course explores contextual environments, advances in technology, diversity in learners’ backgrounds and experiences, and covers both traditional and innovative pedagogies in nursing education. Emphasis is placed on building collegial relationships, critical thinking, reflective thinking, and communication skills through evidenced based practice. This course is offered in a web-enhanced format. This course requires a three-hour classroom lecture session. Prerequisite or Co-requisites: None. Offered Each Year (Fall).

 

NUR 505 Advanced Health Assessment (4)

This course is designed to provide the adult nurse practitioner student with the knowledge and skills necessary to perform a complete health and physical assessment on clients from young adulthood through senescence. It is expected that students are prepared to conduct a basic history and physical exam when they enroll in this course.

 

The course emphasizes student competencies in data gathering, assessing, recording and integrating information obtained from the client. Information from the assessment is utilized as a database for establishing differential diagnoses and developing treatment plans. Risk factor assessment and health promotion and disease prevention strategies for the adult client are described.

 

This course requires a three-hour classroom lecture session and a two-hour laboratory session per week, as well as a minimum of 20 clock hours during the semester. Prerequisite or Co-requisites: NUR 509, NUR 517 and NUR 519 must be completed no more than two years prior to registering for Health Assessment. Offered Each Year (Fall).

 

NUR 506 Foundations of Palliative Care (1)

This course is designed to introduce the student to concepts relating to palliative care. Contextual factors impacting upon peoples’ views of death, the history of the palliative care movement, policy factors relating to palliative care, and future directions for palliative care will be addressed. This course is meant to serve as an introduction to the field of palliative care and to sensitize the student to macro and micro factors impacting upon end of life care. Offered Each Year (Fall).

 

NUR 509 Advanced Physiology/Pathophysiology (3)

This course examines concepts and theories related to disorders of physiological processes which result in health alterations and disease across the lifespan. Fundamental concepts from cellular to clinical manifestations of altered health and disease are presented. Critical thinking, reasoning, and problem-based learning are utilized to support the application of theoretical knowledge about physiology and altered physiology (pathophysiology) to actual patient situations. Offered Each Year (Fall).

 

NUR 511 Conceptual Basis for Advanced Practice Nursing (2)

This course explores selected concepts essential to the advanced practice nursing role. The scope of practice is discussed and roles of the advanced practice nurse (including clinician, independent practitioner, collaborator, researcher, educator, consultant, and administrator) are explored. Standards of care and professional performance including evaluation of advanced nursing practice are discussed. Legal issues specific to the advanced practice role, methods of health care delivery, and regulation of advanced practice nursing are addressed. This course is offered on-campus in a web-enhanced format. Offered Each Year (Fall).

 

NUR 513 Issues in Advanced Practice Nursing (2)

This course focuses on issues surrounding health and illness in our society. The course is designed to familiarize advanced practice nurses with multiple understandings of the health/illness experience from a wide range of perspectives. Beginning with an historical frame of reference, the student will explore issues relating to nursing, health and the quality health care delivery. Students will be challenged to view health care from societal, evidence-based, provider and patient perspectives. With enhanced analytic skills, students will develop nursing interventions which empower patients. Controversial issues facing nursing will be explored and debated. This course is offered in a web-based format. Offered Each Year (Summer).

 

NUR 515 Theoretical Perspectives in Advanced Practice Nursing (2)

This course explores nursing theories and theories from other disciplines in relation to advanced nursing practice. The origins and structure of nursing knowledge are identified and examined and selected theories/conceptual models of nursing and other disciplines are analyzed. The relationship among theory, research, and practice is explored. Emphasis is placed on applying theoretical perspectives in identifying and managing disease conditions and promotion of health. The student's own theoretical base for practice is identified and developed. This course is offered in a web-enhanced format. Lecture: two hours per week. Offered Each Year (Summer).

 

NUR 517 Introductory Topics in Pharmacology for the Advanced Practice Nurse (1)

This course provides a foundation for the understanding of pharmacological principles that will assist the adult health nurse practitioner in prescribing and administering medications. An introduction to general principles of pharmacology that are essential for an understanding of individual drug actions will be presented, and a few specific groups of medications will be covered. Topics include important aspects of pharmacokinetics and routes of administration, important aspects of pharmacodynamics and drug-receptor interactions, and also pharmacotherapeutic considerations such as side effects and drug interactions. Groups of medications to be studied include drugs that affect the autonomic nervous system (cholinergic and anticholinergic drugs, adrenergic and antiadrenergic\ drugs) and antibacterial drugs. Information about these medications will be presented in a manner that is relevant to the needs of the adult health nurse practitioner who cares for patients in a variety of clinical settings.

 

Discussion and class content regarding these medications will focus on drug actions, therapeutic usage, side effects, drug interactions, and monitoring in adult clients. Also, principles of rational prescription writing, as well as Federal and New York State laws pertaining to noncontrolled and controlled prescription medications, will be discussed in detail.

A research paper assignment will require students to develop methods for effectively communicating with colleagues and clients regarding expected drug effects, uses, cautions, and potential side effects of prescribed pharmacological agents. This course is a companion course to NUR 519, and together with NUR 519, fulfills the pharmacology requirement for the graduate adult health nurse practitioner program. Offered Each Year (Fall).

 

NUR 519 Selected Topics in Pharmacology for the Advanced Practice Nurse (2)

The focus of this course is the study of selected categories of medications that are commonly used in primary care. Groups of medications to be studied include antihypertensives, diuretics, antianginals, drugs for heart failure, anticoagulants, hypolipemics, antidiabetic drugs, thyroid drugs, sex hormones, NSAIDs, dermatological drugs, antiasthmatic drugs, gastrointestinal drugs, antifungals and antivirals, sedative-hypnotics, and antidepressants. Information about these medications will be presented in a manner that is relevant to the needs of the adult health nurse practitioner who cares for patients in a variety of clinical settings. Discussion and class content regarding these medications will focus on drug actions, therapeutic usage, side effects, drug interactions, and monitoring in adult clients. A research paper assignment will require students to critically analyze research information regarding pharmacologic agents used in advanced nursing practice. This course is a companion course to NUR 517, and together with NUR 517, fulfills the pharmacology requirement for the graduate adult health nurse practitioner program. Offered Each Year (Spring).

 

NUR 524 Care for the Caregiver (1)

This one credit course focuses on the needs of caregivers to individuals who are near the end of life. Strategies to assist lay and professional caregivers in caring for self and others will be explored. The benefits of self-help groups, crisis debriefing, and stress management techniques will be highlighted. Recognizing the need for referral and identification of appropriate referral resources will also be addressed. Offered Each Year (Spring).

 

NUR 525 Ethical Dilemmas in Palliative Care (2)

Health care providers who practice in today’s health care system soon realize that making ethical decisions is a common part of every day health care. As health care technology continues to advance into the 21st century, making ethical decisions has become more and more difficult. The ability to make sound ethical decisions is based on awareness of underlying ethical principles, ethical theories or systems, a decision-making model, and the profession’s Code of Ethics. The course will explore some of the important issues in today’s health care delivery system and focus on the role of the health care provider in palliative care settings. Offered Each Year (Fall).

 

NUR 528 Assessment and Evaluation in Nursing Education (3)

This graduate level course focuses on methodologies to assess the learner’s level of learning, evaluation of course and program objectives, as well as evaluation of clinical practicum settings. The course will also familiarize the graduate student with accreditation models and provide content related to the development of nursing program standards and policies regarding admission, progression, and graduation. This course requires a three-hour classroom lecture session. Prerequisite or Co-requisites: None. Offered Every Other Year (Fall).

 

NUR 531 Palliative Care Management I (6)

This course focuses on the assessment and management of symptoms caused by advanced disease, thereby enhancing quality end stage living. All lectures will incorporate information regarding pathophysiology, clinical assessment, pharmacology, and complementary modalities, as deemed appropriate to topic. This course includes four hours of lecture/discussion weekly, and a total of 250 hours of clinical practice. Clinical seminars will be scheduled at specific times during the semester to discuss clinical issues and offer time for student presentations. Prerequisites: NUR 506, NUR 525. Pre or Co-requisite: NUR 524. Offered Every Other Year (Spring).

 

NUR 561 Adult Primary Health Care I (6)

The first clinical practicum focuses on the role of the nurse practitioner in providing basic primary care for adult clients from young adulthood through senescence. Students apply concepts, theories, and skills from core and prerequisite courses along with a functional, life span orientation. Emphasis is placed on comprehensive assessment of the health status of adult clients, health promotion and disease prevention, and differential diagnosis and treatment of common acute and chronic illnesses. Supervised clinical experiences emphasize clinical decision-making and implementation of evidence-based practice, integrating clinical assessment, management skills, and client teaching. This course involves four hours of in-class course delivery and 20 hours of clinical practice weekly for a total of 250 clock hours for the semester. Additional clinical seminars/laboratories are scheduled during the semester to allow for skills review and discussion of clinical issues. Students are individually supervised in the clinical setting by either a physician or a nurse practitioner preceptor. Ongoing interaction between Daemen College faculty and clinical preceptors is maintained throughout the semester. Prerequisites: NUR 505, NUR 509, and NUR 517. Prerequisite or Co-requisite: NUR 519. This course is held on-campus in a web-enhanced format. Offered Each Year (Spring).

 

NUR 562 Adult Primary Health Care II (6)

This second clinical practicum focuses on the role of the nurse practitioner in providing care for adult clients with complex health problems from young adulthood through senescence. Students apply concepts and theories from the core courses along with a functional life-span orientation toward research and nursing practice. Emphasis is placed on comprehensive assessment of the health status of adult clients with multiple and complex problems, case management, health promotion, preventative health care, differential diagnosis, and application of appropriate management protocols. Supervised clinical experiences include an emphasis on decision-making and implementation of evidence-based practice, which integrates, advanced assessment and management skills and client teaching. This practicum involves four hours of in-class course delivery and 20 hours of clinical practice weekly for a total of 250 clock hours for the semester. Clinical seminars are scheduled throughout the semester to discuss clinical issues. Ongoing interaction between Daemen College faculty and clinical preceptors is maintained throughout the semester. Prerequisite: NUR 561. This course is held on-campus in a web-enhanced format. Offered Each Year (Fall).

 

NUR 600 Curriculum Design and Implementation (3)

This course focuses on the development, implementation, and evaluation of nursing curricula. Emphasis is placed on designing nursing curricula based on evidenced based education and practice, program outcomes, institutional philosophy and mission, societal and healthcare trends and needs, and community and clinical partnerships. The course explores educational principles, change theories and strategies, and philosophical and theoretical frameworks in curricula development. Methods for analyzing curricula and formulation of evaluation strategies and curricular revisions will also be investigated. This course is offered in a web-enhanced format. This course requires a three-hour classroom lecture session. Prerequisite: NUR 504: Strategies and Theories in Education, or permission from the course instructor. Offered Each Year (Fall).

 

NUR 601 Palliative Care Management II (6)

This course is designed to facilitate the application of palliative care theory and research to advanced nursing clinical practice. Grounded in Watson’s Transpersonal Caring-Healing Theory, the course addresses communication, stigma, spirituality, and culture related to end of life care. The course emphasizes clinical management of individuals who are near end of life, support of significant others through care giving and bereavement, and identification of/intervention with individuals who are experiencing complicated bereavement. This course includes four hours of weekly lecture/discussion. The clinical component of the course involves 250 hours of clinical practice. Clinical seminars will be scheduled at specific times during the semester. Prerequisite: NUR 531 or permission of the instructor. Offered Every Other Year (Fall).

 

NUR 602 Qualitative Research (2)

This course addresses the inductive mode of research. The history, methods, and outcome of qualitative research are described in detail. Different qualitative research methodologies, including phenomenology, grounded theory, and ethnography, are explored. Issues of reliability and validity in qualitative research are discussed. The use of computers in qualitative research is addressed. A qualitative research proposal, including a human subjects consent form, is developed. In addition, qualitative research studies in the area of advanced practice nursing are reviewed and critiqued. Lecture: two hours per week. Offered Each Year (Summer and Fall).

 

NUR 603 Quantitative Research (2)

This course will provide an examination of the significance of quantitative research as well as a foundation of the principles and methods for conducting quantitative research. We will consider the theoretical foundation for both quantitative research methods (correlational, quasi-experimental and experimental designs), and apply appropriate descriptive and inferential statistical techniques. Lecture: two hours per week. Offered Each Year (Summer).

 

NUR 604 Thesis (4-6)

The thesis option provides the student with an opportunity to consider a theoretical question in relation to Adult Health Nurse Practitioner practice and to attempt to answer this question through the research process. The thesis is geared towards the development of a research proposal and the implementation of a pilot study that addresses an issue related to Adult Health Nurse Practitioner practice. For the thesis option, the student is expected to identify a research question, choose a theoretical framework or a conceptual model, select an appropriate methodology, collect, analyze, and discuss data. Students registering for Thesis for the first time are required to attend a one-credit Introduction to Thesis seminar on-campus.

 

At least two (2) members should be on each thesis committee, with the committee chairperson being a full-time faculty member from the Nursing Department. After a successfully thesis defense, two hard bound copies of the thesis must be submitted to the Nursing Department. Offered Each Year (Fall, Spring, Summer).

 

Note: A student who has registered for the 6th credit of thesis/project and who does not complete the thesis/project in that semester will receive a grade of "Incomplete.” In such a case, the student will have one additional semester to complete the thesis/project and the grade of "Incomplete" will be changed to "Pass Complete.” In the event that the student does not complete the thesis/project in the additional semester, the grade of "Incomplete" will revert to a grade of "F.” The student will then need to register for one credit hour of 604/605.

 

 

NUR 605 Project (4-6)

The project option is a demonstration of expertise in a field of interest to Adult Health Nurse Practitioner practice, which serves to either contribute new knowledge to the field or to apply advanced knowledge in a creative manner. Students who are practice oriented, with the goal of developing advanced skills and knowledge, may choose to complete a project focusing on a clinical nursing practice issue.

 

The purpose of the project is to allow the student a concentrated learning experience with graduate nursing faculty guidance. The project is designed to promote creative and unique approaches to advanced nursing care. The project method will vary depending on the subject matter chosen. Some examples of appropriate projects include: development of a health teaching module, use of media to promote health teaching, application of existing research to a particular clinical setting, and evaluation of existing health services. The way in which the project may contribute to the student’s professional nursing expertise would be delineated in the proposal. Students registering for Project for the first time are required to attend a one-credit Introduction to Thesis seminar on-campus.

 

At least two (2) members should be on each project committee, with the committee chairperson being a full-time faculty member from the Nursing Department. When the project is completed, the student is expected to submit a detailed report of the findings or outcome. Further, upon completion of the project, two hard bound copies of the project or – if in a media format – one high quality media copy along with supporting documentation, must be submitted to the Nursing Department. Prerequisite and/or Co-requisite: NUR 602 and 603. Offered Each Year (Fall, Spring, Summer).

Note: A student who has registered for the 6th credit of thesis/project and who does not complete the thesis/project in that semester will receive a grade of "Incomplete.” In such a case, the student will have one additional semester to complete the thesis/project and the grade of "Incomplete" will be changed to "Pass Complete.” In the event that the student does not complete the thesis/project in the additional semester, the grade of "Incomplete" will revert to a grade of "F.” The student will then need to register for one credit hour of 604/605.

 

 

Note: A minimum of four credits must be completed for the thesis or project. Depending on the topic and depth of research, six credits may be taken. Credit may be distributed over several terms.

 

NUR 620 Nursing Education Practicum (3-5)

The course emphasizes development of the nurse educator as leader in the practice environment. Focus is placed on functioning in the role of nurse educator and applying the core competencies of nursing faculty which include: facilitation of learning, facilitation of learner development and socialization, use of assessment and evaluation strategies, functioning as a change agent and leader, pursuing continuous quality improvement in the nurse educator role, and functioning within the educational environment. Lecture: 3 hours, nursing education practice: 150 clock hours. Prerequisites: NUR 504: Strategies and Theories in Education, NUR 528: Assessment and Evaluation in Nursing Education, or permission from the course instructor. Prerequisite or Co-requisite: NUR 600. Offered Each Semester.

 

Note: For the post-master certificate, NUR 620 may be taken for three credit hours, including three hours per week of lecture and 90 clock hours of clinical nursing education practice.

 

 

 

 

NURSING DEPARTMENT GRADUATE FACULTY

 

Lisa S. Ball, PhD, RN, FNP-BC.  Bachelor of Science in Nursing, The University of Western Ontario; Master of Science in Family Nurse Practitioner, Post-Masters Certificate in Nursing Education, Doctor of Philosophy in Nursing, University at Buffalo.  Dr. Ball has extensive experience working as a family nurse practitioner in the Buffalo West Side community.  Her research interests are in the area of emotional intelligence as it pertains to nursing students as well as mixed methods research.  Dr. Ball has published in the areas of computer-assisted instruction, data analysis, and mixed methods research.

Lynda Cessario, PhD, RN. Bachelor of Science in Nursing, University at Buffalo; Master of Science in Community Health Nursing, D'Youville College; Doctor of Philosophy in Adult Education, University at Buffalo. Professor Cessario has experience in community based nursing and has served as a consultant to various community health organizations. Her research interests include curriculum development, the perception of stress by RNs returning to school, and web based learning.

 

Zena Hyman, DNS,  RN, CNE, ANP-C. Bachelor of Science in Nursing, University at Buffalo; Master of Science in Nursing, Adult Nurse Practitioner, University at Buffalo; Doctor of Nursing Science, University at Buffalo. Professor Hyman has extensive experience as an adult nurse practitioner in the field of addiction.  Her research interests include curriculum development, substance abuse, and translation of research into practice.

 

Catherine Mann, MSN, RN. Bachelor of Science in Nursing, Niagara University; Master of Science in Community Health Nursing, D’Youville College. Professor Mann has extensive experience in home health and community health and has worked in both clinical and administrative roles. She is the Coordinator of the 1-2-1 Partner Curriculum Program.

 

Cheryl Nosek, DNS, RN. Bachelor of Science in Nursing, State University of New York at Albany; Master of Science in Community Mental Health Nursing, University at Buffalo; Doctor of Nursing Science, University at Buffalo. Professor Nosek has experience in mental health nursing and has worked in both clinical and administrative roles. Her research interests include family caregiving, depression, and quality improvement.

 

Mary Lou Rusin, RN, EdD, ANEF. Bachelor of Science in Nursing, University at Buffalo; Master of Science in Child Health Nursing, University at Buffalo; Doctor of Education, Curriculum Planning and Supervision, University at Buffalo. Professor Rusin has been the Chair of the Nursing Department since 1987. Her professional activities include serving as a program evaluator and member of the National League for Nursing Accrediting Commission. She consults extensively on such topics as ergogenic drug abuse, and curriculum design, implementation and evaluation.

 

Diane Ryan, PhD, RN, MS, ANP-C, GNP-C, FNP-C and CNS.  Bachelor of Science in Nursing from D’Youville College; Master of Science in Nursing, Adult Nurse Practitioner, State University of New York at Buffalo; PhD in Nursing Science, State University of New York at Buffalo. Dr. Ryan  has additional nurse practitioner certifications in gerontology and family practice and is the Coordinator of the MS/Adult Nurse Practitioner Program. She has extensive experience as an adult nurse practitioner in community health and gerontology. Dr. Ryan's research interest is the role of the nurse practitioner with advance directives and end-of-life planning.

Virginia M. Hart, RN, MS, ANP-BC, RPA-C.  Bachelor degrees from Canisius College and Regents College, Albany, NY; Master of Science, Adult Nurse Practitioner, State University of New York at Buffalo.  Extensive clinical experience in surgical/head and neck oncology, otolaryngology, cardiology, internal medicine and hospital medicine.  Research experience in cardiovascular and device clinical trials.  Past consultant for program development, Registered Nurse First Assistant Programs.  Current doctoral research in cardiovascular risk factor knowledge and behavior theory in women.  Professional activities include Past President, New York State Nurse Practitioner Association, Past President Nurse Practitioner Association of Western New York.

Theresa M. Joyce, PhD. Bachelor of Arts, Psychology, State University College of New York at Fredonia; Master of Education, School Counseling, University at Buffalo; Doctor of Philosophy, Education and Leadership, Higher Education, University at Buffalo.  Professor Joyce has held leadership positions in Cooperative Education and the Registrar's Office at Daemen for more than 20 years, and has taught career and interdisciplinary courses for undergraduates, along with leadership at the graduate level.  Her research areas are leadership, gender and leadership, as well as organizational cultures.