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Loyola University Chicago

Marcella Niehoff School of Nursing

Course Descriptions

Leadership Courses

DNP 501: Leadership (3 sh)
This course assists students to create a vision for themselves as leaders in healthcare. Course content focuses on the evaluation of models and concepts of leadership and transformation for application in healthcare. This course provides the DNP student with knowledge of current approaches to systems and models for change management. The course will also examine key drivers effecting healthcare delivery today, such as the Quality and Safety movement and information systems, with the intention of offering new lenses through which to understand the necessity for an innovative nursing vision for healthcare in the 21st century. Special emphasis is placed on the DNP student’s personal and professional development as a leader with a clear individual vision for impacting the health of specific populations.

DNP 503: Health Care Policy (3 sh)
This course assists students to create a vision for themselves as leaders in the health care policy arena. A framework for understanding health care delivery systems and the ability to analyze health policy using selected theoretical models is incorporated. Values and preferences for making social choices within a pluralistic society will be considered. Students will identify the political, economic, legal, social and ethical forces which impact the heath policy-making process at the organization, local, state and national level. The changing role and responsibilities of government, private sector, health professionals and consumers will be examined in terms of access to care, health care financing, regulation, safety, quality and efficiency. Students will apply theoretical models to evaluate existing and proposed health policies from the perspective of relevant stakeholders. Specific methods and strategies which healthcare providers can use to influence health policy will be explored including grassroots organizing, advocacy, coalition building, lobbying, working with the media, working with special interest groups/professional organizations, relationships with legislators and expert professional testimony as part of the policy-making process.

DNP 505: Health Care Finance (3 sh)
Course content provides the DNP student with the advanced economic, financial and business knowledge and skills required to assume a leadership role in financial decision making in the healthcare arena. This course incorporates an integrated evidence-based model of practice and applies that model in the arena of healthcare finance. Emphasis is placed on building the business case for DNP- level entrepreneurial practice through innovative strategic thought and a solid understanding of business skills, culture and ethical behavior. Financial modeling for healthcare delivery system improvements that meet current and future patient population market-driven consumer needs is taught and opportunities for application in course exercises provided.

Advanced Practice Courses

DNP 502: Population-Focused Health (3 sh)
This course is designed to assist students with identifying, analyzing, and evaluating the key public health issues confronting the DNP prepared professional nurse in the provision of population-focused health care. The role of federal, state, and local governments in relationship to the core functions of public health will be explored. Health disparities and the needs of priority populations will be analyzed. Students will apply health promotion models to issues affecting specific populations. Population-focused health initiatives will be evaluated. The role of the World Health Organization, the U.S. government, and voluntary agencies in global health will be explored.

DNP 506: Epidemiological Principles of Health Care (3 sh)
This course introduces students to epidemiologic concepts and methods for disease prevention, surveillance, detection, and intervention to promote the health of populations. The levels of prevention model is used as an organizing framework. Morbidity and mortality data and steps in the epidemiologic investigation process as well as epidemiologic research methods are emphasized in order to describe patterns of health and disease in populations. Students will learn specific epidemiologic skills including accessing existing datasets, calculation of rates, analysis of published epidemiologic studies, data interpretation, and application of criteria for screening for disease in community. Opportunities for active participation in simulated disease investigations are included. Homework assignments are designed to provide practice in accessing, manipulating and interpreting epidemiologic data. Emphasis will be placed on the epidemiology of infectious diseases, environmental health hazards, new and emerging diseases and disaster preparedness as well as chronic disease and the epidemiology of unintended injuries. Students will be required to demonstrate the application of epidemiologic concepts and methods to their own area of interest as an advanced practice nurse..

Inquiry Courses

MPBH 404: Statistics for the Health and Biological Sciences (3 sh)
This course covers basic concepts in descriptive and inferential statistical methods. Topics include exploratory data analysis, central tendency, variability, score standardization, and the logic of hypothesis testing, including Student’s t-test for independent and related samples as well as the z test for independent proportions. The course also covers intermediate statistical concepts including analysis of variance (ANOVA) with planned comparisons and post-hoc tests, factorial ANOVA, bivariate linear correlation and regression, the chi-square tests for goodness of fit and association, the Mann-Whitney U test, and the essentials of sample size estimation. Students learn how to run menu driven procedures in Systat to carry out statistical computations. Analytical methods for program evaluation are discussed.

DNP 504: Translational Research (3 sh)
This course builds on student’s understanding of scholarly inquiry, knowledge generation, research designs, methods and research utilization as best practices in health care. Students will focus on developing leadership competencies in the areas of translational research, evidence-based practice and inter-professional collaboration with identification of practice problems and issues, critical evaluation of extant research, development of evidence-based protocols and/or clinical research proposals, implementation, data analysis and evaluation culminating in dissemination of findings. Social, cultural, political and ethical issues related to translational research are addressed consistent with the Jesuit values surrounding social justice.

DNP 510: DNP Capstone Project (1 sh required each semester for last three semesters)
The DNP capstone project demonstrates an in-depth knowledge of one’s area of specialization in nursing practice. This project relates to advanced practice in the nursing specialty and benefits a group, population, or community rather than an individual patient. The capstone project is a synthesis of the student’s work and lays the groundwork for future scholarship with the goal of a tangible and deliverable academic product derived from the practice immersion experience. The DNP capstone project, unlike that of PhD level research, may take a number of forms such as: practice change initiative; pilot study; program evaluation; quality improvement project; evaluation of a new practice model; or a consulting project. The Capstone Project Seminar address the unique needs and challenges second year DNP students face while completing their project. Seminar content focuses on skills necessary for successful clinical project completion through: presentations, selected readings and online forums. The seminar operates at the group level and is designed to work in concert with and support individual students’ capstone project committee activities. The Capstone Project Seminar course sections parallel the three overall stages of a Capstone Project: the design, proposal submission and proposal approval (Capstone I-fall term, 1SH); project implementation (Capstone II-spring term, 1SH); and, project defense, final product and dissemination (Capstone III-summer term, 1SH). Students are expected to have a DNP capstone project chair and committee in place prior to course entry.

Clinical Excellence Courses

DNP 511: DNP Practicum (6-12 sh)
Theory, evidence, and the systematic translation of research into practice serve as the foci for DNP practica experiences across the program of study. Students investigate clinical problems and refine their clinical translational capabilities within the context of the broader health care system. Clinical learning is directed toward systematic application of knowledge and scientific discovery in resolving new or persistent problems affecting the safety and quality of patient care. Mentored clinical application of evidence-based knowledge and skills, as well as independent investigation and evaluation of outcomes, support integration of the DNP role into the complex circumstances of contemporary nursing practice. Leadership, consultation, advocacy, fiscal accountability and interdisciplinary collaboration serve as core competencies to effect organizational change.

Elective Courses

Topics and courses from within nursing or from another discipline as selected by student and advisor (3 sh minimum).

Students in the Health Systems Management- H-QUEST Track are required to take three specialty courses: the CMAN 434: Health Program Planning & Evaluation; the CMAN 439 Outcomes Performance Management Theory course; and the CMAN 440: Outcomes Performance Management Methods as described below.

CMAN 434 –Health Program Planning & Evaluation (3 SH)
Evaluation of health programs using framework of evaluation of need, process, outcome, efficiency and impacts. Psychometric, economic, political, ethical and practical issues related to health program evaluation are analyzed. Knowledge & skills in evaluation are appropriate for graduate students in nursing, public health, medicine, social work, health law or business.

CMAN 439 Outcomes Performance Management Theory (3 SH)
This course focuses on models, concepts and processes of outcome performance management from national and local perspectives and their application in health care organizations. Creating the business case for quality, evidence-based practice, quality infrastructure design, consumer requirements and safety issues will be explored.

CMAN 440 Outcomes Performance Management Methods (3 SH)
This course focuses on methods, techniques, and tools employed in outcomes performance management and patient safety. Students will be expected to analyze and demonstrate major performance management and patient safety methods; techniques and tools, apply evidence based and research approaches to outcome evaluation and patient safety; design a local improvement project including problem definition, opportunity statement, scope, timetable, needed resources, anticipated outcomes and method of data analysis and evaluation; and incorporate appropriate methods, measurement tools and data elements in the quality improvement project and proposal.

Students in the Health Systems Management- Informatics Track are required to take the following specialty courses: CMAN 488: Systems Analysis and Design; CMAN 489: Knowledge Representation and Terminologies; CMAN 490: Clinical Decision Support Systems; and Quinlan School of Business ISOM 492: Data Base Management. Additional courses are available as electives as noted below.

Abbreviated Course Descriptions for Post-BSN Program (PIPES)

Masters Core

GNUR 401 – Concepts and Theories in Nursing (3 SH)
This course introduces the learner to the development and use of disciplinary knowledge as applied to advanced practice nursing. (Masters core)

GNUR 402 – Nursing Ethics Seminar (3 SH)
This course provides opportunities to explore the impact of ethical issues on nurses’ personal and professional lives. Individual, family, cultural, institutional, societal and global ethical issues are discussed. Students are guided in the application of frameworks that aid in resolving ethical dilemmas in professional practice including evaluating ethical aspects of health care policy. Emphasis is placed on developing skills in reflective moral thinking. (Masters core)

GNUR 450 – Principles of Nursing Research (3 SH)
This course prepares the student for scholarly inquiry, knowledge generation and utilization in nursing and health care. Methods of scholarly inquiry including formulating research questions, identifying existing literature through the study of the research process, research methodologies, sources of data, data analyses, and data interpretations. Social, cultural, political and ethical issues related to nursing research are addressed. (Masters core)

CMAN 411 – Host Defense, Infection and Control in an Era of Chemical and Biological Threat (3 SH)
This course provides the conceptual basis for understanding the diversity of the human immune response to infectious agents and host susceptibility/resistance to both microbial pathogens and immune-altering environmental threats. Variation in immunocompetence and host resistance to infectious diseases is explored. Identification of characteristics of microorganisms that permit them to invade and cause infectious disease is outlined. (PIPES Specialty Course)

CMAN 416 - Epidemiologic Principles of Health Care (3 SH)
Epidemiologic methods for disease prevention, surveillance, detection, and intervention to promote the health of populations. Emphasis is placed on the epidemiology of infectious diseases, environmental health hazards and epidemiology for new and emerging diseases and disaster preparedness. (PIPES Specialty Course)

CMAN 412 -Methods for Population-focused Infection Prevention and Environmental Safety (3 SH)
Theory and methods of infection prevention and environmental safety applicable to populations at risk (Healthy People 2010). Methods for prevention, surveillance, detection and intervention are applied to a variety of disease causing agents. Evidence-based practice standards and regulatory requirements for prevention of healthcare-associated infections are presented. Prototypes for evidence-based infection prevention based on national recommendations/standards are presented for patients/populations at risk in hospitals, ambulatory care, LTC, prisons, schools and the community. (PIPES Specialty Course)

CMAN 415 - Clinical Practicum in Population-Based Infection Prevention and Environmental Safety (this course is being revised (6 SH)
This practicum affords students the opportunity to apply core competencies in public health and infection prevention/patient safety (Healthy People 2010). Opportunities to acquire and apply skills in project management from concept to completion based on actual clinical situations are provided. Utilization of program planning, intervention and evaluation activities using theoretical models and management tools is expected. Practicum sites may include hospitals, ambulatory care, long-term care, correctional facilities, schools, laboratories, health departments and community settings. (PIPES Specialty Course)

CMAN 439 – Outcomes Performance Management Theory (3 SH)
This course focuses on models, concepts and processes of outcome performance management from national and local perspectives and their application in health care organizations. Creating the business case for quality, evidence-based practice, quality infrastructure design, consumer requirements and safety issues will be explored. Current political, legal, regulatory and ethical issues as they relate to the topic of performance management will be analyzed. (PIPES Core)

CMAN 440 –Outcomes Performance Management Theory (3 SH)
Methods, techniques, and tools employed in outcomes performance management and patient safety. Application of quality improvement, evidence-based practice & safety approaches; strengths, limitations, purposes and appropriate uses for accepted performance measurement and decision support methods; effective use of statistical process control, variance analysis, guidelines, protocols, root cause analysis, failure mode and effects analysis and other measurement tools and methods; design, implementation and evaluation of performance management programs; role of a project manager in directing all phases of the performance management process; role of national, expert panels in setting standards for national programs; and social, political, legal, regulatory and ethical issues. (PIPES Core)

CMAN 434 –Health Program Planning & Evaluation (3 SH)
Evaluation of health programs using framework of evaluation of need, process, outcome, efficiency and impacts. Psychometric, economic, political, ethical and practical issues related to health program evaluation are analyzed. Knowledge & skills in evaluation are appropriate for graduate students in nursing, public health, medicine, social work, health law or business (PIPES Core)

CMAN 569 – Comparative Effectiveness Research (3 SH)
The course is designed to introduce students to the political, socioeconomic, scientific and clinical aspects of comparative effectiveness research (CER) in health care. Emphasis will be placed on understanding the role of CER in legislative, regulatory and policy settings and interpretation and application of findings of CER.

DNP XXX – Health Behavior Change (3 SH)
This course uses the PATH model of Public Access to Health as an organizing framework. Theories, conceptual models and strategies for teaching and learning, models of health behavior change, and processes of health education for population groups are explicated. Emphasis is placed on evidence-based theories of learning and skill acquisition; changing attitudes and culture in organization to motivate change; and strategies to promote and maintain behavior change among patients, pre-professional students, health professionals, delivery systems and populations. Innovative teaching methodologies are highlighted including the use of technology such as web-based education tools, use of blogs, Facebook, Twitter, and electronic reminders. Cultural competency, the ability to tailor teaching strategies to population groups with different levels of development/health literacy and effective communication processes are accentuated. Social marketing strategies which can be targeted at sub-groups within populations are integral to the population focus of the PATH model. Evaluation strategies which link program logic models to outcomes of teaching are highlighted. DNP students will be prepared to be preceptors for undergraduate and graduate nursing students; clinical instructors in schools of nursing; and will be expert educators of patients, other healthcare providers and the public.

Additional DNP Courses: As described above for the general post-Masters DNP program.

Loyola

Marcella Niehoff School of Nursing

Undergraduate Programs: 1032 West Sheridan Road, BVM Hall, 8th Floor, Room 800, Chicago, IL 60660 · 773.508.3249

Graduate Programs: Medical Center Campus · 2160 South First Avenue, Building 125-4500, Maywood, IL 60153 · 708.216.9101

Health Sciences Division: Loyola University Chicago, 2160 S. First Avenue, Maywood, IL 60153 · http://www.LUC.edu/hsd

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