Hosted by the Betty Irene Moore School of Nursing, the Nursing Science and Health-Care Leadership Graduate Degree program is composed of faculty from across campus with expertise in nursing, medicine, health informatics, nutrition, biostatistics, public health and other fields. A graduate group allows the School of Nursing to leverage the university's strengths in interdisciplinary learning, innovative technology, state-of-the-art evidence-based practice, contemporary leadership and management training.
Click the links below to read more about some of the unique courses offered through the Nursing Science and Health-Care Leadership program.
Graduate students in medicine and nursing, local community members, and faculty and staff from the UC Davis School of Medicine, the UC Davis Program in Public Health and the Betty Irene Moore School of Nursing at UC Davis, took a road trip down Highway 99 to learn about the history and people of California’s Central Valley.
Leadership development is a core element featured throughout the programs at the Betty Irene Moore School of Nursing at UC Davis and woven into every aspect of the school’s curriculum. In their first year of study, all students complete a unique leadership course that provides an in-depth look at the specific challenges of leadership in health care, both at the health system and policy levels.
The Betty Irene Moore School of Nursing at UC Davis partners with health organizations and providers in Humboldt County to provide expanded rural clinical experiences for physician assistant and nurse practitioner students.
From the start of their graduate education, Betty Irene Moore School of Nursing at UC Davis students solve health-care challenges while immersed in local and regional organizations. Purposefully developed to differ from other nursing fieldwork courses, the year-long Community Connections course partners students with a community mentor to research and implement a system-wide solution. “This course requires students to take risks, to break out of comfort zones,” said Deborah Ward, associate dean for academics for the Betty Irene Moore School of Nursing. “Students are embedded within an agency and they get their hands messy — so to speak — to create a pathway to change. For some students, the topic is not within their expertise, and that’s OK because we want them to forge partnerships with those who are the experts and learn how to facilitate change.”
Redesigning health-care systems to be safer, more effective and more efficient is complex work that is more fully understood when health-care professionals actually engage with quality improvement efforts in the settings where care is delivered and as part of interprofessional teams. For that reason, the new Improving Quality in Health Care course piloted in 2012-13 at the UC Davis schools of health employs a learn-by-doing approach in which students actively test and analyze ongoing quality improvement interventions in the field. “You have to be operating in a real, working health-care environment to fully understand what your specific quality improvement challenges are,” said Debra Bakerjian, one of the co-creators of the course.
For the first time, graduate students in nursing programs across the University of California system learned together as part of a hybrid—online and in-person—course led by the Betty Irene Moore School of Nursing at UC Davis. Graduate nursing students from UC Davis, UC Irvine and UC San Francisco participated in the course, Methods for Teaching Nursing and Health Sciences: Assessment/Evaluation of Learning, during the 2013 winter quarter.
Graduate nursing and medical students came together in a unique cancer care course offered for the first time at UC Davis this year as part of the health system’s commitment to transcend professional boundaries to improve health. Complex health-care problems are solved through collaborative efforts that most readily include multidisciplinary professionals. The 2009 launch of the Betty Irene Moore School of Nursing at UC Davis — a school dedicated to ensuring health professionals learn multiple perspectives to work and communicate as teams — was a significant step toward the accomplishment of that interprofessional goal. The cancer care course was one of the first interprofessional courses provided during the school’s inaugural year of classes.