Master's Entry Program in Nursing Program Curriculum | Betty Irene Moore School of Nursing, UC Davis

SUMMER 1st YEAR


COURSE	COURSE TITLE and TOPIC	UNITS
NRS 220	Social, Cultural and Behavioral Determinants of Health: Health is not merely the absence of disease but instead represents a state of physical, mental and social well-being. The social determinants of health are mostly responsible for health inequities – the unfair and avoidable differences in health status seen within and between countries. The purpose of this course is to help students understand and synthesize the impact of these circumstances on population health and the well-being of individuals across the lifespan. The effect of globalization, social, economic and political systems, local and global economies, culture, race, class, gender and sexuality on population health will be examined. Bio-psycho-social factors associated with personal health across the life span will be assessed.	2
NRS 221	Biophysical Concepts: This course is an introduction to concept-based learning. In this course, students learn pathophysiological processes that contribute to different disease states across the lifespan and human responses to those processes. Students will explore authentic case studies in order to learn to make selective clinical decisions using current, reliable sources of pathophysiology information.	3
NRS 222A	Research Quality Improvement and Evidence Based Practice: This theory course provides students with important foundational knowledge and skills needed in order to provide safe, competent and compassionate care in a highly technical and digital environment. Students will enhance their capacity to apply concepts related to safety, quality and research to clinical practice. They will also develop skills in navigating the electronic health record and in managing a variety of electronic equipment used in nursing practice.	2
NRS 272	Foundations of Pharmacology: This course introduces the theoretical background that enables students to provide safe and effective care related to drugs and natural products to persons throughout the lifespan. It includes the foundational concepts of principles of pharmacology and additional classes of drugs. Students will learn to make selected clinical decisions in the context of nursing regarding using current, reliable sources of information, understanding of pharmacokinetics and pharmacodynamics, developmental physiologic considerations, monitoring and evaluating the effectiveness of drug therapy, teaching persons from diverse populations regarding safe and effective use of drugs and natural products, intervening to increase therapeutic benefits and reduce potential negative effects and communicating appropriately with other health professionals regarding drug therapy. Drugs are studied by therapeutic or pharmacological class using an organized framework.	2
NRS 420	Foundations of Clinical Nursing Practice: This foundational course introduces students to core concepts of clinical nursing, including clinical reasoning, professional ethics, therapeutic communication and activities of daily living. Students will begin to develop the knowledge, skills and attitudes required for the provision of safe, high quality, culturally-sensitive, person-centered care across the lifespan. Students will also develop beginning competency in fundamental psychomotor and technological skills used by nurses in a variety of health care settings to promote patient health and independence.	3
NRS 421	Health Assessment Across the Lifespan: This course prepares students to conduct a health history assessment using developmentally and culturally appropriate approaches for individuals across the lifespan. Students will acquire the knowledge, understanding and skills needed to perform, interpret and communicate a health history using motivational interviewing and physical exam, identifying obvious deviations from normal in adult, elderly and pediatric populations.	3
NRS 429A	Collaborative Practice A: This interprofessional course uses a wide variety of experiential learning activities including simulation, role play and case studies to facilitate the integration of key concepts presented throughout the curriculum. Concepts include but are not limited to; communication, person-centered care, ethical decision making, end-of-life decisions, culturally appropriate care, quality and safety, social justice and professionalism.	1
TOTAL		16

FALL 1st YEAR


COURSE	COURSE TITLE and TOPIC	UNITS
NRS 222B	Research Quality Improvement and Evidence Based Practice: This theory course builds on the important foundational knowledge and skills needed in order to provide safe, competent and compassionate care in a highly technical and digital environment. Students will enhance their capacity to apply concepts related to safety, quality and research to clinical practice.	2
NRS 273	Pharmacology Concepts in Nursing: This course builds on foundational concepts of pharmacology and helps students learn how to apply those principles for safe and effective use of medications and natural products. Students will learn to use current, reliable information regarding pharmacokinetics, pharmacodynamics and developmental physiology in order to make selected clinical decisions. They will also learn how to monitor and evaluate the effectiveness of drug therapy, teaching patients from diverse populations regarding safe and effective use of medications and natural products, how to intervene to increase therapeutic benefits and reduce potential negative effects and communicate appropriately with other health professionals regarding drug therapy. The course is organized by therapeutic or pharmacological class of drugs.	2
NRS 422	Care of Adults with Chronic Conditions: This combined theory and clinical nursing course introduces students to concepts central to the effective management of a variety of common chronic illness and disabling conditions across the lifespan in a variety of different settings. Students will practice using motivational interviewing techniques in order to conduct an in-depth health assessment of individuals with chronic conditions that is person-centered and both developmentally and culturally appropriate. They will also learn how to partner with individuals, their families and other health professionals in order to manage chronic conditions and make desired changes in health behavior to reduce the long-term risks.	6
NRS 423	Psychosocial Wellness and Illness: This combined theory and clinical nursing course explores the biological, psychological, cultural, societal and environmental factors that affect psychological wellness and illness. Students will develop beginning competencies in providing nursing care to individuals and families experiencing disruptions in mental health secondary to physical or psychiatric illness, trauma or loss.	5
NRS 429B	Collaborative Practice B: This interprofessional course uses a wide variety of experiential learning activities including simulation, role play and case studies to facilitate the integration of key concepts presented throughout the curriculum. Concepts include but are not limited to; communication, person-centered care, ethical decision making, end-of-life decisions, culturally appropriate care, quality and safety, social justice and professionalism.	1
TOTAL		16

WINTER 1st YEAR


COURSE	COURSE TITLE and TOPIC	UNITS
NRS 203	Leadership in Health care: This course is a critical examination of leadership using theoretical and philosophical perspectives. Focus is placed on specific challenges in health care and leadership in various levels (e.g., unit, organizational, and policy levels), as well as in a variety of organizational settings and environments. Small and large group discussions, individual reflection, shared experiences and case studies will be used to explore the complexity of leadership styles in both highly successful and less successful leaders. The goal of this class is for students to form a practical foundation for building or enhancing their own leadership skills and style.	4
NRS 212	Technology and Innovations in Health Care: This interprofessional course on technology and innovations in health care will incorporate a multidisciplinary approach including nursing, medicine, social and behavioral sciences, as well as information technology and engineering perspectives to stimulate new thinking in the practice, process and delivery of health care. The goal of the course is to stimulate thinking about new processes, technologies and strategies designed to improve overall health outcomes.	2
NRS 425	Family Focused Nursing: This combined nursing theory and clinical course will focus on the family as the unit of nursing and interprofessional care. Content includes the roles and influences of family on health and illness, reproductive and gender/sexuality issues across the lifespan, pregnancy, birth and child-rearing, as well as the health and illness in children and youth.	9
NRS 429C	Collaborative Practice C: This interprofessional course uses a wide variety of experiential learning activities including simulation, role play and case studies to facilitate the integration of key concepts presented throughout the curriculum. Concepts include but are not limited to; communication, person-centered care, ethical decision making, end-of-life decisions, culturally appropriate care, quality and safety, social justice and professionalism.	1
TOTAL		16

SPRING 1st YEAR


COURSE	COURSE TITLE and TOPIC	UNITS
NRS 202	Implementation Science: Change processes in Health care from political, historic, economic and sociologic frameworks. Historic and current examples of transformative change in the health care system. Skills for system transformation through health policy, practice, research and education are emphasized.	4
NRS 223	Quality and Safety Education in Health care: This theory course builds on the important foundational knowledge and skills needed in order to provide safe, competent and compassionate care in a highly technical and digital environment. Students will enhance their capacity to apply concepts related to safety, quality and research to clinical practice.	2
NRS 426	Nursing Care of Adults with Complex Illness or Injury: The combined theory and clinical nursing course prepares the student to provide comprehensive, patient-centered nursing care for patients with acute or complex illness and injury. Building on a foundation from the natural and behavioral sciences as well as content from previous MEPN courses, the theory part of this course will focus on concepts associated with complex physiological alterations. In addition, students will have an opportunity to address a variety of psychosocial and professional concepts through the use of case studies and in the clinical setting.	8
NRS 429D	Collaborative Practice D: This interprofessional course uses a wide variety of experiential learning activities including simulation, role play and case studies to facilitate the integration of key concepts presented throughout the curriculum. Concepts include but are not limited to; communication, person-centered care, ethical decision making, end-of-life decisions, culturally appropriate care, quality and safety, social justice and professionalism.	1
TOTAL		15

SUMMER 2nd YEAR


COURSE	COURSE TITLE and TOPIC	UNITS
NRS 224	Developing Future Nurse Leaders: The focus of this theory course is on the development of skills necessary for effective decision making, fiscal and environmental stewardship, initiating and maintaining effective working relationships, using mutually respectful communication and collaboration, care coordination, delegation and supervision and conflict resolution.	2
NRS 424	Nursing Care of Older Adults: This combined theory and clinical nursing course will use a combination of case-based learning, simulation and clinical in order to help build skills in the management of complex clinical situations involving older adults. Students will also build skills in administering and interpreting standardized assessment tools used with older adults. Working individually and in groups, students will develop plans of care for older adults experiencing a variety of geriatric syndromes.	3
NRS 427	Fostering Healthy Communities: The focus of this combined nursing theory and clinical course is on populations/communities as the unit of nursing and interprofessional care, with an emphasis on working with diverse communities in providing health promotion, chronic disease management, transitional support and crisis intervention. The course emphasizes the development of skills needed to critically analyze and shape health policy and develop accessible community resources based on a culturally-sensitive assessment of need in order to promote health equity.	7
NRS 429E	Collaborative Practice: This interprofessional course uses a wide variety of experiential learning activities including simulation, role play and case studies to facilitate the integration of key concepts presented throughout the curriculum. Concepts include but are not limited to; communication, person-centered care, ethical decision making, end-of-life decisions, culturally appropriate care, quality and safety, social justice and professionalism.	1
TOTAL		13

FALL 2nd YEAR


COURSE	COURSE TITLE and TOPIC	UNITS
NRS 201	Health Status and Care Systems: This graduate-level core course examines comparative health status data and major current health issues around the globe, in the US and in northern and central California from a variety of perspectives, including social, political and economic determinants of health. Health care systems and health data at a variety of levels are examined and evaluated with regard to whether and how they support health. Small groups will examine data to assess health from multiple perspectives either in a geographic area e.g. California counties) or relevant to health intervention (e.g. child maltreatment prevention programs).	4
NRS 225	Professional Nursing Role Formation: This seminar is designed to facilitate the transition from nursing student to professional nurse. Concepts include ethical comportment, professional values of social justice, autonomy, advocacy, altruism, human dignity and integrity. Students will be required to pass a mastery exit examination in nursing and to complete a graduate level capstone project.	3
NRS 428	Capstone Clinical Nursing Practicum: This practicum experience is designed to facilitate transition to professional practice. Students are placed in a healthcare setting with a preceptor with expertise in that area. The majority of student placements are on adult acute care units however their may be limited opportunities for specialty preceptorships including pediatrics, OB, critical care, community/ambulatory care, public health, rural health and mental health. Emphasis is on the synthesis of previous and concurrent learning, development of independence in nursing practice, skill in clinical decision-making and application of nursing leadership and management theory and skills.	8
NRS 429F	Collaborative Practice F: This interprofessional course uses a wide variety of experiential learning activities including simulation, role play and case studies to facilitate the integration of key concepts presented throughout the curriculum. Concepts include but are not limited to; communication, person-centered care, ethical decision making, end-of-life decisions, culturally appropriate care, quality and safety, social justice, and professionalism.	1
TOTAL		16