Nursing

The course focuses on the philosophical and theoretical based approaches to research methods and developing skill in utilization of the literature (reading, critiquing, and understanding for application).  Research utilization, evidence-based practice, the development process of a research idea and supporting research strategies are integrated as the basis for the study of quantitative and qualitative methodology.  Concepts of measurement and utilization of appropriate statistical methods and approaches are examined. The exploration of various forms of research methodology, research designs, sampling methodology, instrumentation and measurement, data collection, validity and reliability, ethical considerations, as well as the development of research questions and research proposals are explored.  This course is required as a foundational course for the advanced practice nursing research role.

Clinical prevention strategies and population health knowledge are critical for all professional nurses. The advanced practice nurse has an important role to play in improving population health locally, nationally, and globally. Students in this course will analyze population health using epidemiologic, biostatistical, environmental and sociologic data to determine the state of health in the aggregate and population level. Since population health cannot be separated from socioeconomic status and cultural environments, this analysis will include the sociopolitical environment of the healthcare system and the social determinants of health (SDOH). Through a synthesis of concepts from contemporary theory, macro system trends, emerging health care policy, and selected nursing issues, students will evaluate current health promotion and clinical prevention strategies; as well as develop strategies which integrate nursing theory, current nursing research, practice guidelines, interprofessional collaboration, and ethical standards into practice. Emphasis on the health of vulnerable and underserved populations will be threaded throughout this course, consistent with current ANA's Social Policy Statement and Code of Ethics. Students must be admitted to the DNP program to enroll in this course.

Concepts of group dynamics, therapeutic group approaches, and facilitative leadership styles in working with clients across the lifespan and/or staff are integrated. Emphasis is on the utilization of the theoretical and research literature or group processes in clinical practice. Experiential learning related to task groups, self-actualization groups, and therapy groups which facilitates self-growth, optimal group membership behaviors, and leadership skills is incorporated.  Offered spring only.

This course presents the nurse practitioner student with selected clinical diagnostic laboratory and imaging tests and selected procedures practiced by nurse practitioners across practice settings. Clinical decision making & differential diagnosis for selecting appropriate tests or procedures, and interpretation of diagnostic test results is addressed. Students will use evidence-based research to appropriately collect, assess, interpret, and manage objective diagnostic clinical data to diagnose common health problems across the lifespan. This course builds on previous knowledge of basic microbiology, pathophysiology, pharmacology, and clinical experience. Simulation including case studies provides opportunities for students to apply critical thinking skills and diagnostic reasoning and practice advanced clinical procedures.

A series of evolving topics and concepts in nursing.  Subject matter will change from semester to semester.  The exact nature of the content will be published with each semester's schedule.

This course is an analysis of multidisciplinary theories and evidence based practice models used in working with diverse clients across the lifespan with various mental disorders in a psychotherapeutic practice. This course includes theories that have applications in mental health promotion, mental illness prevention, and mental illness intervention and extend to other clients having experiences, such as, bereavement, palliative care, and coping with acute or chronic medical disorders. (Theory 37.5 hours)

Analysis of major concepts of family dynamics and processes. Overview of assessment tools and intervention strategies with application to selected target populations.

Designed to facilitate the student's degree completion, the purpose of this course is twofold: The first objective is to provide students with basic applied computing and statistical skills necessary for conducting nursing/health research and data analysis, via SPSS assignments. The second objective is for students to apply that knowledge to their research proposals for their final poster presentation.

Assessment of and interventions with clients with mental health problems. Short-term interventions and measurable outcomes within a managed-care environment are addressed. Critical thinking skills emphasized in making differential diagnoses of mental illnesses. Experiential opportunities provided to assess and diagnose mental illnesses.

An individualized practicum of clinical practice and scholarly activities designed to develop advanced practice skills and strategies for collaborative care management within an area of Psychiatric Mental Health Nursing.  Emphasis is on synthesis and evaluation of previous coursework.  (Seminar - 13 hrs; Clinical - 80 hrs.) 

This course emphasizes the development of diagnostic health assessment skills and recording methods used by Advance Practice Nurse. This course includes critical thinking skills necessary for the interpretations of history and physical findings and basic laboratory data including diagnostic studies to formulate differential diagnoses. Students learn to effectively and efficiently translate new scientific knowledge into clinical practice in order to improve the quality of health care, increase patient safety and improve clinical outcomes. (Theory 19.5 hours; Clinical 40 hours)

Theoretical and practical basis of advanced family nursing practice in primary care with a focus on the mature and aging family is the focus of this course.  Acute, episodic, and chronic health problems of this population are studied. Illness assessment and interventions are examined with ethical and legal implication within a multicultural population for individuals and aggregates. Research, collaboration and use of both medical and social resources are incorporated, with the focus on critical evaluation of the whole person within the family setting.

Advanced nursing practice in primary care especially with the mature and aging family is the focus of this course.  Acute and chronic health problems of the adult and geriatric population are studied in the clinical setting.  Illness assessment and interventions are examined with ethical and legal implications within a multicultural population for individuals that are seen in the clinical setting.  Research, collaboration, and use of both medical and social resources are incorporated, with the focus on critical evaluation of the whole person within the family setting.  (Clinical Conference - 6 hours, Internship - 200 hours)

This course is an in-depth study of pharmacodynamics and pharmacokinetics therapy of broad categories of drugs. This course focuses on the treatment and management of common conditions and diseases across the lifespan encountered by the advanced practice nurse in acute and chronic care.  Students will develop skill in the use of pharmacotherapeutic agents in a safe, high quality, cost-effective manner, based on current evidence and guidelines. Legal, technical and ethical aspects of prescription preparation are included and meet the licensure requirement for NYS Prescription and Recordkeeping.  (Theory 37.5 hours)  Restricted to matriculated graduate nursing students or permission of program director.

Clinical internship and scholarly activities designed to develop the direct care high level competence of the family, adult, and geriatric nurse practitioner with a selected population.  240 hours of  preceptored practicum (final practicum).  (Theory 12.5 class hours; clinical practicum 200 clinical practice hours).

This course is a comprehensive study of the pharmacodynamics and pharmacokinetics of pharmacologic agents used in treating diverse patients with mental illness throughout the lifespan. This course incorporates current evidence base practice in psychiatry and psychopharmacology and applies this knowledge to case studies. This course combines the physiological and pharmacological mechanisms of multifunctional agents and their impact on the central nervous system. (Theory-37.5 hours)

This course uses a variety of nursing theories and chronic care frameworks focused on adult-geriatric populations' self-management of chronic illness. Students synthesize evidence for practice to determine appropriate application of interventions across these populations. Through analysis of clinical problems in both the classroom and individually planned clinical setting, students develop expertise in the care of persons who are living with chronic illness. (Theory 19 hours; Clinical 60 hours)

The focus of this course is on the analysis and use of critical thinking skills in the care of the acutely and critically ill adult-geriatric client and family in a complex, technological, acute care environment. Theories and research related to critical thinking, clinical decision making, reasoning and judgment, and experiential learning in acute and critical care are emphasized. (Theory 37.5 hours)

The course focuses upon students' evaluation of healthcare quality, translational research and data driven system changes in the management of quality care of adult-geriatric populations. Organizational changes that promote patient safety, desirable clinical outcomes and attainment of national quality performance standards are also critiqued. (Theory 19 hours; Clinical 60 hours)

This course provides analyses and applications of models for healing, health promotion and protection, and self-care used in advanced nursing practice and evidence-based research. Design and implementation of nursing interventions and selected complimentary, alternative and integrative therapies (CAM) which facilitate lifestyle changes across the lifespan.  The nurse-client role, including nurse as coach, is applied. The impact of social determinants of health (SDOH) and health literacy related to prevention, self-care, and health promotion are examined. (Theory 37.5 hours)

Knowledge and application of the advanced practitioner in direct role as clinician and case manager, indirect role as educator, researcher, and consultant. Course content includes analysis of health policy, organizational change, legislative and economic trends which influence health care delivery and impact the legal, ethical regulatory, fiscal, and professional activities related to acute care nurse practitioner practice. (Theory - 12.5 hours; Clinical - 200 hours).

This course focuses on utilization of critical thinking skills in clinical decision making in a collaborative acute care practice environment with the Adult-Gerontology Acute Care Nurse Practitioner (AGACNP) as the principal manager of care.  The theoretical content and clinical practicum focus on the diagnosis of problems encountered by Adult and Geriatric clients with complex acute, critical illness and/or acute exacerbation of chronic illness related to conditions and the impact on their quality of life with regard to the Social Determinants of Health (SDOH), Health Disparities (HD) and the role of the AGACNP based on the 2008 Consensus Model for APRN Regulation: Licensure, Accreditation, Certification, and Education (LACE); AACN/NONPF Adult-Gerontology and Pediatric Acute Care NP Competencies (2021), and Nurse Practitioner Core Competencies Content (2017). A clinical practicum includes 250 hours with a nurse practitioner preceptor to develop and apply critical thinking and advanced AGACNP nurse practitioner skills in assessing and diagnosing, managing and evaluating care of the Adult and Geriatric clients with complex acute, critical and chronic illness.  (Clinical - 250 hours with clinical seminars)

The focus of this course is the theoretical basis of geriatric nursing practice in primary care with a focus on young-old, old-old and frail medically complex populations. Acute, episodic, chronic health problems, as well health promoting activities, are studied.  Illness assessment and interventions are examined with ethical and legal implications within multicultural populations for individuals and aggregates. Research, collaboration, and the use of both medical and social resources are incorporated, with the focus on critical evaluation of the geriatric patient within the family, community, and long-term setting. The goal of the adult/geriatric NP is to utilize evidence in practice designed to improve quality of care, patient safety, and health outcomes. Synchronous fully online delivered course theory.

The focus of this class is the practical basis of care of the older adult in primary care with emphasis on the aging patient (young old, old-old).  Acute, episodic, and chronic health problems in primary care are practiced in a geriatric clinical setting.  Illness assessments and interventions are examined with ethical and legal implications within a multicultural population for individuals and aggregates.  Research, collaboration, and use of both medical and social resources are incorporated, with the focus on critical evaluation of the geriatric client within the family, community, and long-term care setting.  The goal of the A/G NP is the utilization of evidence-based research in the geriatric practice designed to improve the quality of care, patient safety, and health outcomes.  This course includes 150 faculty supervised clinically precepted clinical hours in a setting that provides care to the geriatric population.  (2.0 Clinical, 1.0 Theory)  Synchronous online delivered course.

This course synthesizes the practice, leadership, management, research, and teaching knowledge into role application for functioning in the dynamic health care environment. The future trends in health care impact this role and the fulfillment of the role depth, competence, cohesiveness, and flexibility across the health care continuum. Theories from administration, management, economics, consultation, and teaching, with emphasis on initiation of change and delivery system trends will be explored.  Students will work in groups across nursing specialties to develop evidence based collaborative projects.

Emphasis is on the development of the advanced practice role, skills, and leadership strategies for collaborative care management with specific adult-geriatric population groups. This course builds upon knowledge of the continuum of care for client groups in a managed care environment. Development of role specialization is presented through synthesis of knowledge, integration of research activities, advanced clinical practice, experience and application of management practices. (Theory 12.5 hours; Clinical 80 hours)

This course provides practice and scholarly activities designed to develop the broad leadership role of the nurse functioning at the organizational level in an advanced practice role. Emphasis is on understanding social-cultural movements and their impact on the nurse leader. Adult-geriatric clinical experiences center around student interests and include designing and implementing system change strategies that improve the care environment both for patients and staff, or improving population clinical outcomes using evidenced-based care, information systems, and program development. Broad aspects of leadership theory, including application of chaos theory and complexity science will be examined. (Theory 12.5 hours; Clinical 80 hours) 

This course includes both classroom and clinical practicum experience.  The emphasis is on psychotherapeutic and prescriptive practice in working with children and adolescents with diverse cultures in the treatment modalities of individual, group, and family.  Additionally, the interrelationships of ethical considerations and contemporary issues and trends regarding advanced practice, and inter-professional and patient outcomes relative to quality improvement and system changes are discussed. 

This course includes both classroom and clinical practicum experience. The emphasis is on psychotherapeutic and prescriptive practice in working with adults and geriatric clients with diverse cultures in the treatment modalities of individual, group, and family. Additionally, the interrelationships of ethical considerations and contemporary issues and trends regarding advanced practice, and inter-professional and patient outcomes relative to quality improvement and system changes are discussed. 

Family Nurse Practitioners care for women, infant, growing child, and adolescent throughout the life span. Theoretical focus includes epidemiological selection of most commonly encountered health problems, advanced health assessment and therapeutic interventions using biomedical and advanced nursing models. Focus is on the management of client/family health and illness, teaching/counseling, healing and monitoring, and ensuring the quality of care.

Family Nurse Practitioners care for women, infant, growing child, and adolescent throughout the life span. Clinical experience includes epidemiological selection of most commonly encountered health problems, advanced health assessment and therapeutic interventions using biomedical and advanced nursing models. Focus is on the management of client/family health and illness, teaching/counseling healing and monitoring, and ensuring the quality of care.  (Seminar - 12 hours; Internship - 200 hours)

Specialized educator preparation for the core of knowledge and skills necessary to facilitate learning to think as a nurse, advance the development and professional socialization of the learner, design appropriate learning experiences and measurement of student outcomes. Application of current research in cognitive science and investigation of evidenced based practice in higher education and nursing.

Leadership role of the academic and clinical nurse educator providing the knowledge and skills necessary to organize, plan, and evaluate educational programs in nursing. Analysis of institutional and community support systems for nurse education program. Establishment of an adaptive decision making environment responsive to the changing environment of nursing education and practice. Application of research in cognitive psychology and evidenced based practice in higher education and nursing.

This course emphasizes the theoretical clinical management in the adult and aging individual in primary care. Both chronic and episodic medical problems will be explored with an emphasis on treatment and diagnostic modalities and the incorporation of research and clinical guidelines to provide quality evidence-based care. An incorporation of multicultural framework as well as discussion of health care disparities will be explored in terms of managing chronic disease.

This course focuses on Family Nurse Practitioner (FNP) care for children and families from birth through late adolescence. Theoretical and clinical experiences will include epidemiological selection of most commonly encountered health problems, advanced health assessment, and therapeutic interventions using advanced nursing models. Focus is on maintaining health and preventing illness, diagnosing and treating acute and chronic disease, teaching/counseling, healing and monitoring, and ensuring quality of care.

This course focuses on Family Nurse Practitioners (FNPs) care for the reproductive and sexual health of individuals across the lifespan. Theoretical and clinical experiences will include epidemiological selection of most commonly encountered health problems, advanced health assessment, and therapeutic interventions using advanced nursing models. Focus is on maintaining health and preventing illness, diagnosing and treating acute and chronic disease, teaching/counseling, healing and monitoring, and ensuring the equality and equity of care.

Nurse Practitioner students will explore education theory as it relates to curriculum development in nursing education. Additionally, students will also apply the different domains of learning styles to ht education of healthcare consumers and evaluate written materials for the appropriateness of health literacy levels. Students will be able to apply teaching strategies appropriate for the individual's health literacy level, cultural, socioeconomic, and educational factors.

Advanced nursing practice in primary care with a focus on caring for the adult population from adolescents through older adults. In the clinical setting the nurse practitioner student will learn to assess, diagnose, treat, and manage both acute and chronic illness. Interventions will be examined within the context of ethical and legal considerations in a multicultural population. Research and collaboration with multidisciplinary resources are incorporated throughout with a concentration on a patient centered focused plan of care.

This course presents the nurse practitioner student with selected clinical diagnostic laboratory and imaging tests and selected procedures practiced by nurse practitioners across practice settings. Clinical decision making and differential diagnosis for selecting appropriate tests or procedures, and interpretations of diagnostic test results is address. Students will use evidence-based research to appropriately collect, assess, interpret, and manage objective diagnostic clinical data to diagnose common health problems across the lifespan. This course builds on previous knowledge of basic microbiology, pathophysiology, pharmacology, and clinical experience. Simulation including case studies provides, opportunities for students to apply critical thinking skills and diagnostic reasoning and practice advanced clinical procedures.

Concepts of group and family dynamics utilizing therapeutic approaches and facilitative leadership styles in working with diverse clients throughout the lifespan and/or staff are integrated. Emphasis is on the utilization of the theoretical and research literature in clinical practice. Experiential learning related to task groups, self-actualization groups and therapy groups which facilitate self-growth, optimal group membership behaviors and leadership skills.

This course is a comprehensive study of the advanced assessment/diagnosis of mental illness and advanced pharmacodynamics/pharmacokinetics of pharmacologic agents used in treating this diverse patient population throughout the lifespan. This course incorporates current evidence-based practice in psychiatry/psychopharmacology, and applies this knowledge to case studies. Critical thinking skills emphasizes in making differentials diagnosis and interventions including psychopharmacology. Experiential opportunities provided to assess and diagnose mental health disorders and apply pharmacologic principles to manage this patient population.

This final practicum includes precepted clinical experiences and scholarly activities which are designed to prepare nurse practitioner students for their advanced practice role as a member of the interprofessional healthcare team. Legal, ethical, and policy issues will be explored, as well as the role of the nurse practitioner as a direct care provider across the continuum of care.

The purpose of this course is to provide students an overview of the role of information systems in health care organizations and a comprehensive understanding of fundamental health informatics principles so that they can function more effectively and more efficiently in the role of healthcare professionals. The overall structure of this course is designed to offer student both established principles as well as new and emerging trends in healthcare informatics and health information technology. Students will also acquire a working knowledge of the impact of information technology on health care practice and the utilization of knowledge and information in clinical decision making. Coursework emphasizes the discussion among students and with experts in the field of health care and health care informatics in order to come to some understanding of current issues. Using a combination of classroom-based seminars, group case studies, and online exercises, students will develop and exercise analytical skills for appraising health information systems, as well as acquire practical experience using clinical research databases, hospital information systems, and electronic medical records. Finally, the course will provide students with the opportunity to explore technical, organizational, clinical, and cost-benefit issues related to health care information systems, including clinical decision-support, electronic health records, telehealth, and other informatics solutions.

Contemporary analysis of paradigms and theory in nursing and associated methods of scientific and scholarly inquiry. Designed for the nurse leader and educator, the student will investigate strategies for knowledge development and inductive and deductive techniques for theory development. Critical analysis of the evidence used to support practice.

The congruity of public policy, bioethics, nursing higher education and global health care are analyzed from a systems approach. Factors such as cost, access, recruitment of students and professional nurses, delivery systems, and information management are explored from political, cultural, ethical and legal perspectives. Strategies are developed to influence policy change at varied levels.

An overview of advanced research methods with the goal of analysis and application of statistical analysis methods such as factor analysis, path analysis, multivariate analysis, power analysis, etc. The appropriate collection and analysis of data for these types of studies and its application to decision making about data is included. The advantages and disadvantages of statistical analysis systems will be analyzed. The evaluation and review of research studies using advanced statistics is applied to expectations of peer review.

An in-depth analysis of major paradigmatic perspectives influencing qualitative research approaches and analytic strategies. Focus on developing rigorous qualitative designs that contribute to the development of nursing and health care knowledge for diverse populations.

An analysis of measurement and evaluation theory and practice as applied to establishing effective data collection systems for analysis of education, clinical and research problems in nursing. Methodological approaches to collect data such as development of questionnaires and surveys, and evaluation studies will be emphasized. The process of developing instruments with effective questions and/or categories for observation tools. The development of an effective evaluation plan to assess outcomes/goals is part of the course expectations.

The focus of this course is cognitive science and models including short-term, working, and long-term memory of adults within the context of higher education and professional practice. Topics include the mind/brain as a complex system, neuro-anatomy and psychology, and the processes integral to knowledge acquisition and retrieval. Applications to foster high level cognitive growth to stimulate reflection and self-regulation, integration of learner beliefs about their ability, and subsequent achievement are analyzed. Theory and methods for understanding and working with a diverse population of learners are considered.

This course provides an introduction to the theory and practice of quantitative data analysis techniques. The goals are to provide students with the skills that are necessary to: 1) initiate the design and carry out studies that employ these techniques for testing substantive theories, 2) create a foundation to learn about more advanced statistical procedures; and 3) read, understand, interpret and evaluate the professional literature. The primary focus of this course is to develop the tools to be used in future courses and research at the conceptual level.

This course is the introduction to the research/dissertation sequence of the Doctor of Nursing Science program. It is the first of a series of three research practica designed to provide students with a developmental approach to their dissertation research within a cohort based community of learning. The purpose of this first course is to support students as they work to identify their phenomenon of interest for their dissertation, become familiar with the available research and consider broad frameworks/ concepts/research traditions identified in the literature.

This course is the second in the series of three one-credit research practica that are part of the research/dissertation sequence of the Doctor of Nursing Science program. The course provides students with a developmental approach to their dissertation research within a cohort based community of learning. The purpose of this second practicum is to support students as they work to further refine and develop the specific research topic/phenomenon of interest through an investigation of the peer reviewed research literature and other relevant resources.

This course is the third in the series of three one-credit Research Practica that are part of the research/dissertation sequence of the Doctor of Nursing Science program. The course provides students with a developmental approach to their dissertation within a cohort based community of learning. The purpose of this course is to support students as they work to finalize their choice of a specific research topic for their dissertation through conducting a comprehensive review of the literature.

This course will introduce students to intermediate and advanced data analytic and statistical techniques widely used in health research via nine separate course assignments. This course will also instruct students as to which statistical and data analytic techniques are appropriate to use for which specific types and levels of healthcare analyses.

This course will provide students with basic applied computing and statistical skills necessary for conducting nursing/health research and data analysis. Students will develop an understanding of the specific conditions under which different data management and manipulation techniques are to be applied. The skills learned in this course will be used as the students develop and implement their DNP Project.

This course will explore the use and significance of qualitative designs to investigate research questions relevant to nursing and the health sciences. Assumptions underlying qualitative approaches, qualitative designs and methodologies, strategies for managing and analyzing qualitative data, and critically analyzing the quality, rigor, credibility and trustworthiness of qualitative studies will be addressed.

The focus of DNP Residency I is to begin to implement the approved DNP project that was proposed in Research Project I. DNP Residency I is designed to be taken concurrently with Research Project II. Students will have individualized higher clinical experiences to apply advanced clinical knowledge as well as current research into practice. Students will collect and analyze data for their approved DNP project in collaboration with clinical preceptors and faculty advisors. Additionally, students will gain experience with grant writing, an imperative tool in both program evaluation and academic settings.

This course is the first of three sequential courses leading to the completion of the DNP Research Project. In this course, doctoral students will identify a clinical issue/problem that will be applicable as well as attainable for the APRN. Selected nursing theory/models will be utilized as the framework for project development. Using these frameworks, by the end of this course, students will formulate a proposal that will be the structure of the DNP Project.

DNP Project II is the continuation from DNP Project I. Students will revise and resubmit their IRB applications in the beginning of this course. After IRB approval, students will begin implementation and data collection on their approved DNP project. Class time will be used to discuss issues that arise and potential solutions. Students will implement solutions or modifications as the project progresses.

This course prepares the APRN/NP to examine the healthcare system through the lens of health policy and social justice. Students will focus on policy research analysis, development, and implementations of healthcare policy agendas. The course will address how to identify gaps in policy that have impact on health disparities and inequities at the institutional, local, state, regional, national, and/or international levels. The course will prepare the APRN/NP to analyze the policy process and advocate for equitable care for all patients.

The role of nurse as leader and educator in academic and health care environments is analyzed. Key characteristics and role components are examined in relation to the nurse leader in both settings. The role of nurse leader in policy formation is emphasized. Student Practicum includes a mentored experience with a nurse leader in a selected academic and/or health care setting.

Individualized scholarly investigation of an area of concern related to leadership in education and health care. A futuristic approach focuses on problem solving and decision making for changes in the system. An adaptive model for planning and change is used for the project model development. The project is focused on resolving realistic situations in nursing education and practice across health care settings. Individualized study with a DNP faculty member and other doctoral prepared health scientists. Completion of this course leads to admission to candidacy.

Continuation of individualized scholarly investigation of an area of concern related to leadership in education and health care. A futuristic approach focuses on problem solving and decision making for changes in the system. An adaptive model for planning and change is used for the project model development. The project is focused on resolving realistic situations in nursing education and practice across health care settings. Individualized study with a DNS faculty member and other doctoral prepared health scientists.

This course serves students who have the need for additional time to complete individual dissertation based research requirements of the DNP program. This is a repeatable course and is delivered to individual doctoral students on an as needed basis.

DNP Project III is the continuation from DNP Project II. Students will complete data analysis, discussion, implications, recommendations, conclusion of the DNP project, and a final abstract. After written DNP Project completion, students will prepare for their Project Defense. Students will present DNP Project findings for critique and suggestions with modifications made prior to final DNP Project Oral Defense. Strategies for DNP Project publication will also be reviewed.

DNP Project Continuation Course is the continuation from DNP Project III if additional time is needed to complete the written DNP Project, final abstract and/or Oral Defense. Students will complete data analysis, discussion, implications, recommendations, conclusion of the DNP project, and a final abstract. After written DNP Project completion, students will prepare for their Project Defense. Students will present DNP Project findings for critique and suggestions with modifications made prior to final DNP Project Oral Defense. Strategies for DNP Project publication will also be reviewed.

The focus of this course is on the examination of the philosophy of education over the course of history and the development of educational philosophy in relation to the larger social and political and economic conditions. The course integrates perspectives from an array of notable philosophers.