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University of Rochester (School of Nursing)




In an effort to incorporate the thoughts and ideas of key School of Nursing constituents into the search for our next dean, I have met so far with the Faculty Governance Committee, faculty, undergraduate and master's students, and doctoral students. On December 19th I will be meeting with staff (10:00-11:00 am, in Room 1W-502).
Highlights of the December 10th forum with SON undergraduate and master's students

Provost Kuncl discussed the role of the dean and provided students with an update on the search process.

As of today, the search committee has received the names of nearly fifty persons of interest who would be highly qualified candidates. We are in the process of making personal telephone calls to those and others in order to obtain their credentials and to get a sense of their interest in becoming a candidate. The student representative on the search committee is Sally Ellis Fletcher. It is our hope that on-campus interviews will be scheduled and students will have the opportunity to interview each finalist candidate if confidentiality is not an issue. President Seligman and Dr. Bradford Berk (Senior Vice President for Health Sciences and CEO for the Medical Center and Strong Health) will select the new dean from the list of finalists recommended by the search committee.

Undergraduate and master's students offered the following as characteristics they would like their next dean to possess:

* A willingness to interact with students and work towards solving issues together (designated weekly office hour, lunches)
* Ability to maintain the prestige and quality of faculty and students
* Experience in health care, research, teaching, clinical practice, and community outreach



School name:University of RochesterSchool of Nursing
Address:601 Elmwood Avenue
Zip & city:NY 14642 New York
Phone:585-275-2375
Web:http://www.son.rochester.edu/son/home
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School of Nursing Courses


PRINCIPLES AND APPLICATION OF EVIDENCE FOR NURSING PRACTICE
This course provides an introduction to evidence-based practice and the critical appraisal of best evidence literature. Students learn to formulate clinical questions in answerable format, search for and identify best evidence, and appraise that evidence for rigor and applicability to the clinical problem. Best evidence consists of pre-appraised individual studies and overviews. Basic principles of scientific inquiry, quantitative and qualitative research methods and research ethics are introduced in the context of clinically relevant research.

NURSING PORTFOLIO SEMINAR I
The portfolio seminars assist students to complete a self-reflective process for directing and documenting career development, past and future. Adult and self-directed learning theories are used to help students demonstrate prior learning from personal and professional experience, and to document this learning in measurable ways which may translate into elective credits within their program of study. Students are also assisted to create individualized plans with supporting documentation that facilitates completion of their RN/BS program and positions them optimally for future professional development.

PORTFOLIO SEMINAR II
The purpose of the portfolio seminars is to use a self-reflective process to document college level learning which students have achieved through past personal and professional experiences. Adult and self-directed learning theories are used to help students demonstrate prior learning and to document this learning in measurable ways that may translate into elective credits within a program of study. Students are assisted in creating individualized plans with supporting documentation that facilitates completion of RN to BS program requirements and positions them for future professional development. A total of two credits are awarded upon completion of the Portfolio Seminars, with the option of 1-6 additional elective credits awarded upon completion of variable credit petitions documenting learning outcomes.

HEALTH POLICIES AND DECISION MAKING IN HEALTH CARE SYSTEMS
This course provides an overview of decision-making processes used by professional nurses at the individual client and population levels. Strategies to effect health care policy decisions, which shape health care systems will be considered. Contemporary social and ethical issues as well as appropriate professional nursing roles are examined using concepts and principles of ethical decision-making, human diversity, global health care, and epidemiology. The impact of information and health care technologies on nursing care will be discussed.

CONCEPTS OF LEADERSHIP AND MANAGEMENT
This course provides an introduction to the fundamental principles of leadership and management pertinent to health care. Students will explore the interrelated processes of thinking systematically, developing reflective judgment, and exercising leadership. Competenciesnecessary to succeed in a nursing leadership role in complex organizations are analyzed and applied to clinical scenarios. Students utilize self-reflection toassess their own leadership potential and apply concepts through discussions and class assignments. A field study component enables them toobserve a nurse in an established leadership role and participate in a performance improvement project.

CONTEXTS OF HEALTH CARE
This course examines the changing context of health care systems and the settings in which services are provided. Forces affecting the delivery and utilization of health care services are examined. This course exposes students to a variety of health care systems and explores the environment in which nursing and health care is provided. Selected issues related to health service provision are examined including managed care, nursing case management, and collaborative community partnerships.

COMPREHENSIVE HEALTH ASSESSMENT OF THE INDIVIDUAL
This course builds on previous courses in the biopsychosocial sciences and focuses on techniques of history taking and physical examination in a cross-cultural context. Using a systems approach, focused and comprehensive assessments of essentially well clients throughout the lifespan are addressed. Students will describe findings and differentiate normal from atypical or abnormal. Diagnostic reasoning skills are developed through analysis of the assessment data. A laboratory/clinical experience provides opportunities for students to integrate communication, assessment and problem-solving skills with fundamental nursing care procedures.

PATHOPHYSIOLOGY/PHARMACOLOGY
This course focuses on the physiologic changes that occur as a result of disease processes, the clinical manifestations indicative of altered health and the drug therapy used to treat or effect these disease processes. The course integrates anatomy, chemistry, microbiology, physiology, and pharmacology and focuses on their application to clinical practice.

MANAGEMENT OF CARE
This course prepares nurses to assume leadership roles by designing, managing, coordinating, and evaluating care in health care delivery systems. Content focuses on the role of the nurse leader in the care of populations and groups; planning and effecting change, quality improvement, securing and managing financial and human resources, developing effective teams and work groups, and utilizing informatics and other technology. Issues related to health service provision are examined including health care systems, population health programs, nursing case management, legal issues relative to nursing management, and selected professional concerns. This course includes clinical experience in clinical nursing leadership, case management, and other service delivery units.

THERAPEUTIC INTERVENTIONS I
Therapeutic Interventions I is a clinical nursing course. This course focuses on acquisition of fundamental nursing skills. It is designed to also provide the student the opportunity to incorporate concepts and skills learned in Health Assessment in Health and Illness. It provides the student with a foundation for delivering therapeutic nursing care and interventions to individuals, families, and groups from diverse populations. In this course, the student will apply this learning in various practice settings to care for diverse consumers including individuals and families desiring health promotion as well as those experiencing alterations in health.

NURSING SCIENCE
This course examines nursing through three conceptual lenses: what nursing is, what nurses do, and what nurses do in relation to others. An historical and theoretical perspective of nursing will be used to present these conceptual areas with application to current and emerging nursing practice.

WOMEN'S HEALTH, NEONATAL, AND PEDIATRIC NURSING
The student learns to utilize the nursing process to provide and evaluate care for individuals and families in the childbirth and child-rearing stages of life. The student also learns about nursing role development as a collaborative interdisciplinary team member. This course provides nurses with a basic understanding of childbearing and pediatric nursing principles in a variety of clinical settings. Students are introduced to current research, theory, and biological foundations of childbirth and child rearing. The course content incorporates the American Nurses Association Standards of Practice, current treatment modalities, and legal implications of caring for pregnancy women and children. Throughout the course, the role of the obstetrical and pediatric nurse is examined as the nursing process is applied to the care of patients bearing and raising children. Clinical experiences are coordinated in a variety of settings and offer students the opportunity to engage with clients and to interact with interdisciplinary teams in providing.

PSYCHIATRIC MENTAL HEALTH NURSING
The course provides nurses with a basic understanding of psychiatric and mental health nursing principles in a variety of clinical settings. Students are introduced to current research, theory, and biological foundations of mental disease and mental illness. The course content incorporates the American Nurses Association Standards for Practice, current treatment modalities, and legal implications of caring for mentally ill clients. Throughout the course, the role of the psychiatric nurse is examined as the nursing process is applied to the care of patients with psychiatric-mental health needs. Clinical experiences are coordinated in a variety of settings and offer students the opportunity to engage with clients and to interact with interdisciplinary teams in providing care.

THERAPEUTIC INTERVENTIONS II
The course focuses on the acquisition of selected complex nursing skills. This course provides students a laboratory foundation for delivering therapeutic nursing care and interventions to individuals that is applied to patients in concurrent or subsequent clinical specialty courses.

ADULT AND HOME NURSING
The student learns to utilize the nursing process to provide and evaluate culturally sensitive care for individuals and families experiencing adult health problems across diverse settings including home. The student also learns about nursing role development as a collaborative interdisciplinary team member. Students apply principles of evidence-based care in planning, providing, and evaluating patient care outcomes. Clinical experiences are coordinated in a variety of settings and offer students the opportunity to engage with clients and interdisciplinary health care members to provide care across the health continuum.

GENETICS
This course provides nurses with basic information about the influences of genetics on human health and illness, practice in applying important tools for effective genetic nursing practice with consumers from various cultures and ethnic heritage, an arena for consideration of ethical and social implications of genetic knowledge, and experience in the use of printed matter and computers to support evidence based health care and life-long learning in applied human genetics.

NURSING INTEGRATION
This course provides an overview of the NCLEX exam process and format, as well as acomprehensive review of nursing concepts in preparation for professional nurse licensing examination (NCLEX).

ETHICS AND PUBLIC POLICY IN THE HEALTH CARE SYSTEM
This foundational course provides an overview of the structure, regulation, and financing of the health care system in the United States. nursing's past and present contributions and its potential to shape future health care are evaluated. Contemporary health care and policy issues are examined using concepts and principles of planned change, ethical decision-making, the policy process, and policy analysis.

PRINCIPLES OF EVIDENCE-BASED PRACTICE FOR ADVANCED NURSING PRACTICE I
This is the first of two courses in the master's nurse practitioner program that are designed to prepare advanced practice nurses to apply evidence to practice. This course focuses on: a) theoretical, methodological, and statistical concepts used in the development, implementation and evaluation of clinical research; and b) the foundations of evidence-based practice. Emphasis is placed on the process of developing clinical questions, the process of obtaining and appraising best evidence, and the application and evaluation of that evidence to the care of individuals.

PRINCIPLES OF EVIDENCE-BASED PRACTICE FOR ADVANCED NURSING PRACTICE II
This is the second of two courses in the master's nurse practitioner program that are designed to prepare advanced practice nurses to apply evidence to practice. The focus in this course is preparing advanced practice nurses as leaders of evidence-based care for populations or health care settings. Building on the principles introduced and applied in the first course to the management of health care for individuals, this course focuses on the process of identifying clinical problems in populations or settings, establishing priorities for solution and synthesizing best evidence into practice guidelines. The role of theory in framing clinical problems, shaping research, and choosing solutions is discussed.

PHYSIOLOGICAL AND PATHOPHYSIOLOGICAL BASES OF ADVANCED NURSING PRACTICE
A study of those physiological and pathophysiological processes that are a basis for advanced nursing practice. The focus is on regulatory mechanisms that maintain homeostasis and the clinical problems that arise in the pathophysiological state. Content is based on theories from physiologic and immunologic research. This course is offered with varying credit and consists of (Unit I) cell physiology and immunology; (Unit II) neurophysiology and endocrinology; (Unit III) cardiovascular and respiratory physiology; and (Unit IV) renal and gastrointestinal physiology.

ADVANCED HEALTH ASSESSMENT
This graduate level course provides the theoretical and clinical foundation for advanced comprehensive assessment of the health status of individuals and families. Building on undergraduate preparation, principles of complex interviewing and history taking, diagnostic reasoning, and advanced physical, psychosocial, cultural, developmental, and environmental assessment are presented. From a functional and developmental base, the course will emphasize techniques for discrimination and analysis of common abnormal findings, the process of differential diagnosis, and methods for presentation of findings. Theoretical contexts of health promotion will be discussed and applied to clinical findings. This course will include laboratory modules for specialty skill instruction.

EVALUATION AND MANAGEMENT OF COMMON HEALTH PROBLEMS OF ADULTS
This course focuses on the evaluation and management of manifestations of common health deviations across the adult lifespan in a variety of settings and across cultures. Biopsychosocial and pharmacological concepts are applied in formulating differential diagnoses and management plans. Emphasis is placed on developing the advanced practice role in the context of a comprehensive, interdisciplinary approach. This course builds on the advanced assessment concepts and skills in the synthesis of assessment data in order to develop a comprehensive plan of care including appropriate follow-up.

ADVANCED PEDIATRIC HEALTH ASSESSMENT AND CARE OF WELL CHILDREN AND ADOLESCENTS
This graduate level course provides the theoretical and clinical foundation for advanced comprehensive pediatric health assessment. Students will develop the necessary expertise to provide primary health care to well children and adolescents. Students will gain experience interviewing pediatric clients and their families and providing relevant anticipatory guidance, using age-appropriate techniques. Students will engage in health teaching regarding common pediatric health care concerns, including the provision of nutritional and breastfeeding advice, immunization guidance, promotion of healthy habits, safety promotion and injury prevention, and the management of common child behavioral issues. In addition, students will apply health and developmental screening techniques, and conduct age- appropriate physical examinations of infants, children and adolescents. Emphasis will be placed on the identification of normal and abnormal findings, as well as assessment of growth and development. Diagnostic reasoning analysis using the techniques of inspection, palpation, percussion and auscultation will be applied to all body systems, and the process of differential diagnosis will be developed. Course content will support students' clinical experience in the provision of primary health care to well infants, children, adolescents, and their families.

THEORETICAL FRAMEWORKS AND APPLICATION TO NURSING CARE OF FAMILIES
This course examines theoretical frameworks relevant to the family nursing interventions. The family in health and illness and the impact of transitions, crises, and stressful events on families are explored. Clinical situations with families are examined and analyzed in the light of theory and concepts. Students examine their own beliefs and family life experiences as these relate to family nursing.

MIDDLE AGE AND AGING
A development course spanning the middle adult and older adult years. This course focuses on physical, psychological, and social development during the later half of the life cycle. The purpose of this course is to provide an exposure to conceptual frameworks for the identification of health needs of middle-aged and older adults.

ADVANCED PHARMACOLOGY
This is an advanced course in pharmacology that includes: (Unit I) 1 credit of pharmacokinetics, pharmacodynamics, and interpretation of New York state and federal laws and regulations pertaining to prescribing drugs and record keeping; and (Unit II) 2 credits of pharmacotherapeutics and clinical decision making in drug management for the advanced practice of nursing.

ACUTE CARE NURSE PRACTITIONER I
This course is the first in a two-course specialty sequence for Acute Care Nurse Practitioner students. It is designed to build on the concepts of advanced health assessment and the diagnosis and management of common problems in adults. Emphasis is placed on content specific to the specialty areas of critical care, cardiovascular care, and oncology care. Content addressing theory and research is presented that: 1) cross areas of specialization, and 2) is focused within each of the three specialty populations. Both direct patient care and systems oriented advanced practice skills are included. Case examples and clinical experiences are provided in which students are expected to begin to implement the role of ACNPs, with specialty populations across settings.
ACUTE CARE NURSING II
This course is the second in a two-course sequence for ACNP students. It is designed to prepare students for advanced practice in the care of acutely ill specialty patients and their families. The course builds of the content from ACNP I. Emphasis is placed on the development of both direct patient care and systems support components of the advanced practice role. A major focus is on the development of leadership abilities within health care systems and interdisciplinary teams. Critical appraisal of how advanced practice nurses affect patient care delivery and health care practices at the institutional, local and national level is undertaken. Content addressing theory and research is presented that 1) cross areas of specialization, and 2) is focused within each of the three specialty populations (critical care, cardiovascular, and oncology). Case examples and clinical experiences are provided that allows students to become increasingly independent in their own clinical practice with respect to critical thinking and problem solving. Emphasis in role development is placed on effecting change and integration of the multiple roles for advanced practice nurses in an interdisciplinary, integrated health system.

ADVANCED PRACTICUM IN THE CARE OF THE HIGH-RISK NEONATE I
This is the first of two advanced clinical practicums designed to prepare students for leadership roles in the advanced nursing care of high-risk infants and their families within a culturally diverse society. The course has two major components: a) beginning development of leadership skills; and b) assessment and management strategies with high-risk infants experiencing increasingly complex illnesses. By the end of this practicum, students will be able to plan, implement, and evaluate strategies and programs for promoting optimal outcomes for high-risk infants, who are experiencing increasingly complex illnesses, and their families.

ADVANCED PRACTICUM IN THE CARE OF THE HIGH-RISK NEONATE II
This is the second of two advanced clinical practicums designed to prepare students for leadership roles in the advanced nursing care of high-risk infants and their families within a culturally diverse society. The course has two major components. The first is the further development of leadership and health care management skills, with special emphasis on integrated delivery systems, managed care, interdisciplinary team building, and case management. The second is on the development of competency in advanced practice nursing with high-risk infants, who are experiencing increasingly complex illnesses, and their families.

ADVANCED CONCEPTS IN CHILD AND ADOLESCENT DEVELOPMENT
This is an advanced course in child and adolescent development for those individuals who desire to gain greater knowledge and depth in the complex issues surrounding human development. Major theories of child development will provide a framework for the presentation of physical, cognitive, social and emotional development from conception through adolescence. Factors influencing growth and development will be highlighted. Discussion of classic and current studies as they relate to human development will be integrated throughout the course. Emphasis will be placed on developmental assessment and intervention for the health care provider. Course content will also include management strategies for common behavioral problems encountered at various stages of development.

NURSING CARE OF THE HIGH-RISK NEONATE
This course provides didactic content in the nursing care of high-risk neonates. Course emphases are on assessment and intervention strategies for infants requiring intensive care. The course also addresses content necessary to deliver comprehensive indirect care for this population of infants, such as discharge planning and provisions for follow-up care.

LEADERSHIP IN ADVANCED NURSING CARE OF CHILDREN AND FAMILIES
This is the first in a sequence of three clinical courses designed to prepare students for leadership roles in the advanced nursing care of children and families within a culturally diverse society. Emphasis will be placed on assessment and management strategies with children and adolescents who are well or who are experiencing minor health problems commonly encountered in primary care settings. Course content will be guided by a variety of theoretical and empirical perspectives relevant to clinical practice. Students will develop physical and psychosocial assessment and intervention skills specific to the pediatric population, using a diagnostic reasoning process. Clinical practice sites will include a variety of primary care settings.

ADVANCED CARE OF CHILDREN AND FAMILIES II: MANAGEMENT OF COMPLEX HEALTH PROBLEMS
This is the second of three clinical courses designed to prepare students for advanced nursing care of children and families within a culturally diverse society. The course has two major emphases: beginning development of leadership and health management skills, and development of competency in assessment and intervention strategies for children experiencing increasingly complex health, social and/or behavioral problems, and their families. nursing, developmental, family systems, role, organizational, leadership and other theoretical frameworks are used to examine the impact of complex health problems on children, families and society. Students also use these foundations to build abilities to plan, implement and evaluate strategies and programs for promoting optimal outcomes for children and families experiencing acute or chronic illness or disability.

ADVANCED CARE OF CHILDREN AND FAMILIES III: LEADERSHIP IN COMPLEX ORGANIZATIONS
This is third of three clinical courses designed to prepare students for leadership roles in the advanced nursing care of children and families within the context of a culturally diverse society and complex health care systems. The course has two major emphases. The first is on further development of leadership and health care management skills, with special emphasis on integrated delivery systems, managed care, reimbursement structures, interdisciplinary team building, and case management from both a community and population perspective. The focus in this area of emphasis is on developing skills for independence in indirect care, and on overcoming systems barriers as a change agent in health care for children and their families. The second emphasis is on development of competency in advanced nursing practice with children and adolescents who are experiencing the most complex health conditions, and their families.

PRIMARY HEALTH CARE I
Clinical experience, seminars, topical discussions, and case examples provide an opportunity for synthesis and integration in all aspects of primary care nursing. New content relating to the natural history of health and disease within families over time is included. The student broadens her/his perspective of the health care provider role in developing the competence and confidence of professional colleague, advanced clinician, consultant, and leader. Providing primary health care to a specific consumer population over an extended period allows the student to assume and share responsibility and accountability in dealing with broad ongoing consumer health care needs as they occur in the family environment.

PRIMARY HEALTH CARE II
This course is a continuation of NUR 444, with seminars, clinical topic discussions, case examples, and clinical practicum. Special emphasis is placed on leadership, teaching and research in the larger community, and on the evaluation of health care services. Emphasis in role development is placed on effecting change and integration of the multiple roles for advanced practice nurses in an interdisciplinary, integrated health system.

EVALUATION AND CARE OF THE ELDERLY
This course focuses on health issues of aged individuals to ensure basic understanding of normal physiological, psychological and social changes that occur as a result of the aging process. Concepts of function/dysfunction are addressed in the context of achieving and maintaining health and optimal functioning. Emphasis is placed on differentiating symptomatology with attention to intervention and management techniques.

WOMEN'S HEALTH CARE FOR PRIMARY CARE GENERALISTS
This course is designed to prepare primary care students for advanced practice in the reproductive health care of women. The course focuses on the management of the most commonly encountered obstetric and gynecologic health care needs for thehealthy woman throughout her adolescent and adult years, with the explicit understanding that the woman is an active partner in her own care. The course emphasizes consideration of each woman's health within the unique context of her physical, interpersonal, and sociocultural environments and encourages analysis of resources and deficits for health from both the individual and health systems perspective. Critical synthesis of research for application to practice is stressed.

PSYCHOPATHOLOGY
This is a foundational course that provides the graduate student with a biopsychosocial framework for the practice of psychiatric mental health nursing. Students will develop advanced knowledge of current theories related to the etiology and classification of adult personality development and psychopathology. Personality development is conceptualized as an evolutionary lifespan process arising from the continual interaction of person with environment. Personality patterns are depicted along a continuum ranging from adaptive to maladaptive, and are identified and explored through case examples. Students will be able to apply psychological and physical assessment knowledge and skills to determine functional and/or organic causes of alteration in biopsychosocial functioning. They will begin to develop a perspective of the role of the advanced practice nurse and will develop the initial skills required for this role.

INDIVIDUAL PSYCHOTHERAPY FOR THE PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER
This course is a systematic exploration of the theory and practice of individual psychotherapy as a primary function of the advanced practice psychiatric nurse. The course builds upon the student's knowledge of psychosocial development, mental health assessment and psychopathology. Prevailing models of psychotherapy are analyzed, including underlying theoretical assumptions, relevant concepts, and strengths and limitations of each. Nursing interventions are derived from various theoretical frameworks and applied to case examples. Psychotherapy research is examined, and implications for nursing practice and research are explored. Ethical and public policy issues related to the nursing practice of individual psychotherapy are addressed in terms of diverse client populations. Acquired knowledge is applied to the clinical practice of psychotherapy in a supervised psychotherapy experienced with individual clients from diverse populations.

GROUP PSYCHOTHERAPY FOR THE PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER
This course provides the theoretical basis for the understanding and implementation of group psychotherapy. Consumers will include the group as client as well as the group as the context of care for the individual client. Students will develop an advanced knowledge of current theories related to the practice of group psychotherapy and will develop the beginning skills required of a psychiatric mental health nurse practitioner.

FAMILY PSYCHOTHERAPY FOR THE PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER
This course provides the theoretical basis for the understanding and implementation of family psychotherapy. Consumers will include the family as client as well as the family as the context of care for the individual client. Students will develop an advanced knowledge of current theories related to the practice of family psychotherapy and will develop the beginning skills required of a psychiatric nurse practitioner.

SPECIAL INTEREST CLINICAL FOR THE PSYCHIATRIC MENTAL HEALTH NURSE
Building on foundational knowledge from preceding master's course work, this course provides a comprehensive clinical experience in psychiatric-mental health nursing in a setting of the student's choice. The chosen clinical focus may be based upon a specific mental/emotional disorder (i.e., substance abuse, chronic mental illness, cognitive disorders) a particular modality (i.e., individual, group or family psychotherapy, psychopharmacological interventions), and/or a specific role or function (i.e., consultation/liaison, nurse- psychotherapist, case management). Class content will be tailored to discuss cases and issues students encounter in their clinical settings. The course enhances the development of professional competence and skills in the APN role in collaboration with individual clients, families and other health care providers. Emphasis in role development is placed on effecting change and integration of the multiple roles for advanced practice nurses in an interdisciplinary, integrated health system.

PATHOPHYSIOLOGY OF MENTAL ILLNESS
This course integrates knowledge from the neurosciences, physiology, and psychology to explore the pathophysiology of psychiatric illness. Normal and disturbed biologic rhythms biologic theories, and the pathophysiology of major psychiatric disorders are the focal topics. Biologic hypotheses of psychiatric disorders are conceptualized, discussed, and analyzed within a multidimensional framework, with psychobiologic factors as integral components. The course provides a solid foundation for the advanced practice nurse primary mental health care provider from which to understand etiology, diagnosis, and treatment strategies for psychiatric illness.

THE ROLE OF THE PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER
This course enhances the development of professional competence and skills in the APN role in collaboration with individual clients, families and other health care providers. Emphasis in role development is placed on effecting change and integration of the multiple roles for advanced practice nurses in an interdisciplinary, integrated health system. This is the companion course to NUR 474.

PSYCHOPHARMACOLOGY
This course provides an in-depth treatment of psychopharmacologic concepts in the care of individuals and families living with major psychiatric illness. Building upon basic concepts of pharmacokinetics and pharmacodynamics, course content includes designing and implementing medication treatment regimens in collaboration with patients and their families/significant others. Direct and indirect roles of the APN around meeting the psychopharmacologic needs of patients are also course foci.

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