Master of Science in Nursing (M.S.N.)

253.535.7672

www.plu.edu/msn/

The School of Nursing offers three program options leading to the Master of Science in Nursing degree, each differing in the degree requirements for entry:

Traditional Master of Science in Nursing (M.S.N.) program is designed for prepared registered nurses with a Bachelor of Science in Nursing (B.S.N.)
The RN-B to M.S.N. program is designed for registered nurses with a baccalaureate degree in a non-nursing field.
The Entry-Level Master of Science in Nursing program is a 27-month accelerated program designed for students with a prior non-nursing baccalaureate degree to earn RN licensure and achieve the advanced generalist M.S.N. degree.

Accreditation

The School of Nursing is a member of the American Association of Colleges of Nursing (AACN) and is approved by the Washington State Nursing Care Quality Assurance Commission. The Master of Science in Nursing program is accredited by the Commission on Collegiate Nursing Education (CCNE) (www.aacn.nche.edu/ccne-accreditation).

The Care and Outcomes Manager (COM) curriculum meets the eligibility requirements for Clinical Nurse Leader Certification.

M.S.N. Application Priority Deadlines

M.S.N. candidates may apply for admission at any time during the year; however, application by the indicated program-specific priority deadline will enhance applicants’ potential for admission and for arranging financial assistance.

B.S.N. to M.S.N.: November 15/Rolling admissions for the following Summer (June). March 1/Rolling admissions for the following Fall Semester.
RN-B to M.S.N.: November 15/Rolling admissions for the following Summer (June).
Entry-Level M.S.N.: November 15/Rolling admissions for the following Summer (June).

Admission Criteria

The following are the minimum criteria for consideration of admission to the Master of Science in Nursing program. Admission to the School of Nursing program is competitive; meeting minimum criteria does not guarantee admission:

Completion of a baccalaureate degree from a regionally-accredited college or university.
B.S.N. to M.S.N. applicants only: Hold a baccalaureate degree in nursing from a nationally accredited school of nursing.
B.S.N to M.S.N. and RN-B applicants only: Hold an active, unencumbered Washington State RN license.
A minimum cumulative GPA of 3.00 (B) on a 4.00 scale for all college work.
Minimum grade of 3.00 (B) on a 4.00 scale in each prerequisite course.
Submission of PLU Graduate Application forms and $55 non-refundable fee.
Submission of School of Nursing Addendum packet, which includes:
- Questions Relative to Licensure;
- Policy/Procedures for students who have attended another school of nursing; and
- Policy/Procedures Regarding English Proficiency;
- Physical/Psychological Expectations of Nurses preparing for Professional Practice.
Official transcripts from each college and university attended.
Official Graduate Record Exam (GRE) results from within five years. Minimum scores:
- 500 in both the verbal and quantitative section (or 150 verbal, 150 quantitative on the new scale) and 4.00 in analytical writing.
Professional résumé.
Statement of professional goals.
Two letters of recommendation.
Civil, administrative and criminal history clearance in all states as well as any other applicable territory or country.
Fluency in speaking, reading, writing and comprehending graduate-level English (see policy and procedures in the Graduate Application Addendum).
Any EL – M.S.N. applicant who has previously attended any school or college of nursing must submit a letter of good standing.
Any B.S.N.- M.S.N. applicant who have previously attended any graduate nursing program must submit a letter of good standing.

Program Prerequisites

All prerequisite courses must be completed at an accredited college or university with a minimum grade of 3.00 (B) or higher on a 4.00 scale before beginning the nursing program. Prerequisites vary for the M.S.N. program options; see individual program descriptions for a detailed list of prerequisite course requirements.

Advance Deposit

There are limitations on the numbers of students accepted into the M.S.N. programs and concentrations each year. Applicants accepted into the program are required to make a non-refundable $300 advance tuition payment to confirm their acceptance of an offer of admission within three weeks of their acceptance date.

Program Requirements

All admitted nursing students must provide valid documentation of the following by designated dates and before enrollment in any practicum/clinical course:

Immunization and health status;
CPR certification;
Comprehensive personal health insurance; and
Civil, administrative, and criminal history clearance in all states, as well as any other applicable territory or country.

In addition to these requirements, all B.S.N. to M.S.N. and RN-B to M.S.N. students in M.S.N. concentration coursework must also provide documentation of:

Unrestricted licensure as a registered nurse in the State of Washington.

Drug Testing Policy

All nursing students will be required to submit to a drug, marijuana, and alcohol screening at least once yearly as part of their continuing School of Nursing health requirements. Students may be required to submit to additional drug screenings as required by the clinical agencies and School of Nursing. The screenings may be scheduled or they may occur at random and unannounced. Students will be expected to adhere to any deadline set by the agencies and/or the School of Nursing.

Advising

The advising, admission, and student support coordinator for the School of Nursing typically completes initial advising and program planning with applicants and admitted students. M.S.N. applicants are strongly encouraged to seek advising prior to applying to the program. Upon matriculation, all students are assigned a graduate faculty advisor.

Non-Matriculated Students

B.S.N.-prepared registered nurses may, with permission of the dean of the School of Nursing, enroll in up to nine semester hours of M.S.N. courses on a non-matriculated basis with School of Nursing approval. Non-matriculated students are by definition non-degree seeking individuals. For more information on non-matriculated status, see the Graduate School policies.

M.S.N. Program for B.S.N. Prepared Registered Students

The traditional Master of Science in Nursing program is designed for Bachelor of Science in Nursing (B.S.N.) prepared registered nurses. The sequence of study recognizes the academic and professional success of the nursing graduate as groundwork for graduate study. A limited number of candidates is admitted each year and admission is competitive.

The Master of Science (M.S.N.) degree prepares professional nurses for roles such as advanced generalist, Clinical Nurse Leader, as well as clinical nurse educator. The program also prepares the graduate for doctoral studies. The M.S.N. curriculum is evidence-based and practice-oriented, and consists of a common core (theory, advanced practice roles, evaluation and outcomes research, leadership and management, and advanced health promotion), specialty didactic and clinical/practicum experiences, and a capstone course (Scholarly Inquiry or Thesis). Each M.S.N. student completes coursework leading to the Care and Outcomes Manager concentration. The latter may be further differentiated through focus areas, including Clinical Nurse Leader, nursing administrator, or clinical nurse educator. In contrasts to the Entry-Level M.S.N. applicant, prospective regular-entry M.S.N. students apply for admission and direct-entry into the Care and Outcomes Manager (COM) concentration.

M.S.N. core and concentration requirements may be completed in four to five full-time semesters over two years. Part-time study is an option for students in the B.S.N. to M.S.N. route. Graduate-level nursing classes are structured to accommodate the part-time working nurse.

The M.S.N. Care and Outcomes Manager (COM) program is designed to equip nurses with the knowledge and skills to lead change, promote health and elevate care in various roles and settings. The curriculum prepares the M.S.N. COM graduate to provide flexible leadership and critical action within complex, changing systems, including health, educational, and organizational systems. The core M.S.N. curriculum prepares an advanced generalist, who has the knowledge and skills required for all masters-prepared nurses as determined by the AACN Essentials of Master’s Education in Nursing (2011). The COM coursework is organized around learning modules that allow the program to be further tailored toward a specific role. Role specialization can include: nurse educator, Clinical Nurse Leader® (CNL), or nurse administrator. Students who focus on the nurse educator role are additionally required to take NURS 550 (Curriculum and Instruction) and focus their minimum 360 hour clinical practica in the education role to meet the nurse educator core competencies. In the CNL focus students meet the competencies for the Clinical Nurse Leader role during the 400 hours of clinical practica and complete a 300 hour immersion in the CNL role. Students choosing to focus in nursing administration take approved graduate business courses; at the minimum, one course for three semester hours, as well as doing all their COM practica in the nursing administration role.

Master of Science in Nursing Degree Requirements

33 to 48 semester hours

Prerequisite Course for Traditional M.S.N.: Introductory Statistics (including inferential and descriptive)

M.S.N. Core
19 semester hours

NURS 523: Role of the Advanced Nurse (3)
NURS 524: Advanced Health Promotion (2)
NURS 525: Theoretical Foundations (3)
NURS 526: Nursing Leadership and Management (3)
NURS 527: Evaluation and Outcomes Research (3)
NURS 540: Illness/Disease Management (2)
NURS 580: Advanced Pathophysiology (3)

M.S.N. Capstone
2 to 4 semester hours

NURS 596: Scholarly Inquiry (2) or
NURS 599: Thesis (4)

Concentration Coursework
12 to 23 semester hours, as outlined below for the COM and FNP

Care and Outcomes Manager (COM) Concentration
12 semester hours

Required Courses:

NURS 530: Resource Management (3)
NURS 531: Care & Outcomes Manager Practicum I (3)
NURS 532: Care & Outcomes Manager Practicum II (6)

Additional courses are required for other COM role specializations. Please note that students who do not complete a role specialization graduate from the COM concentration as Advanced Generalist.

M.S.N. Care and Outcomes Manager Sample Curriculum

12 to 15 months
33 semester hours (minimum)

First Year: Summer Session

First Year: Fall Semester

First Year: January Term

First Year: Spring Semester

Second Year: Summer Session

RN-B TO M.S.N. Program Registered Nurses with a Non-Nursing Bachelor’s Degree

The RN-B to M.S.N. Program is designed to allow registered nurses with a previous non-nursing bachelor’s or higher degree to earn the M.S.N. degree in the Care and Outcomes Manager, Advanced Generalist area of focus; this program does not confer the B.S.N. degree. The sequence of study recognizes the academic success of the non-nursing graduate and RN licensure as groundwork for graduate study. The program is academically intensive to assure the student of adequate development as a master’s prepared advanced generalist by the completion of the RN-B to M.S.N. program, but is structured to maximize the participant’s ability to sustain employment. A limited number of candidates is admitted each year and admission is competitive.

All students are admitted to the RN-B to M.S.N. program in the Advanced Generalist focus, which is part of the Care and Outcomes Manager (COM) Concentration. Enrolled RN-B to M.S.N. students who demonstrate a strong potential for success in a specialty may, when space allows, apply to be considered for selection into clinical specializations, such as COM-Clinical Nurse Educator focus, etc. RN-B to M.S.N. students must apply and be selected for a change of COM focus area or concentration at the completion of the first semester of M.S.N. core coursework. Students who do not apply or are not selected for participation in an alternative COM focus area remain in the COM-Advanced Generalist M.S.N. program. Admission to the RN-B to M.S.N. program does not guarantee progression into any other COM focus area or specializations (CNL, Educator, etc.); admission to specialties is highly selective and space is not guaranteed or reserved for RN-B to M.S.N. students. Students admitted to a specialty will incur additional time and expense, and depending on the specialty, are advised that intensive practica may impact their ability to work outside the program.

RN-B to M.S.N. students follow the traditional M.S.N. Advanced Generalist curriculum (see above), with the additional requirement of NURS 430: Situations with Communities (5 semester hours). NURS 430 is offered Spring and Fall Semesters at PLU. Enrollment in NURS 430 at PLU requires approval; space is limited). Nursing courses taken off-campus toward fulfillment of this requirement must be approved for equivalency by the dean of the School of Nursing prior to admission to the program.

RN-B TO M.S.N. Program Sample Curriculum

32 semester hours (graduate-level, at minimum)

Prerequisite Courses

Introductory Statistics (including inferential and descriptive)
Human Anatomy and Physiology I (with lab)
Human Anatomy and Physiology II (with lab)
Introductory Microbiology (with lab)
Lifespan Developmental Psychology

RN-B to M.S.N. Program Requirement

NURS 430: Nursing Situations with Communities (5)

Year One: Summer (COM-Advanced Generalist)

Year One: Fall Semester (M.S.N. Core)
- NURS 523: Roles of the Advanced Nurse (3)
- NURS 525: Theoretical Foundations (3)
- NURS 526: Leadership and Management (3)

Year One: January Term (M.S.N. Core)
- NURS 524: Advanced Health Promotion (2)
- NURS 540: Illness and Disease Management (2)

Year One: Spring Semester (COM – Advanced Generalist)
- NURS 527: Evaluation and Outcomes Research (3)
- NURS 530: Resource Management (2)
- NURS 531: Care and Outcomes Manager Practicum I (3)

Year Two: Summer Session (COM-Advanced Generalist)
- NURS 532: Care and Outcomes Manager Practicum II (6)
- NURS 596: Scholarly Inquiry (2)

Entry-Level Master of Science in Nursing Program

Care and Outcomes Manager Concentration, Advanced Generalist Focus

The Entry-Level M.S.N. is a cohort program designed to prepare candidates with a previous bachelor’s or higher degree to gain RN licensure and the M.S.N. degree. The sequence of study recognizes the academic success of the non-nursing graduate by providing a focused immersion into nursing followed by graduate study. Students do not receive a B.S.N. degree, but following successful completion of the first 15-months of study, they are eligible to sit for the NCLEX-RN for registered nurse licensure and to continue in the M.S.N. program in the Care and Outcomes Manager (COM) concentration, Advanced Generalist focus. A limited cohort is admitted each year and admission is competitive.

The Entry-Level M.S.N. program is clinically and academically intensive to assure the student of adequate exposure to the RN role and responsibilities, as well as to develop the student as master’s-prepared Advanced Generalist by the completion of the Entry-Level M.S.N. program. All students are admitted to the Entry-Level program in the Advanced Generalist focus, which is part of the Care and Outcomes Manager (COM) concentration. Entry-Level M.S.N. students may apply to be considered for selection into other clinical specializations, such as FNP, COM-Clinical Nurse Educator focus, etc. Students who do not apply for, or are not selected for, participation in the alternative COM focus area remain in the COM-Advanced Generalist M.S.N. program.

Entry-Level M.S.N. students must maintain full-time status throughout their entire program of study. Prior to entering graduate-level studies, Entry-Level M.S.N. students participate in a 15-month intensive program at the undergraduate level leading to RN eligibility. During the pre-licensure program component, outside employment is not recommended because it may significantly impair student performance. After obtaining RN licensure midway through the program, the students are encouraged and expected to work part-time as nurses while enrolled full-time in graduate-level courses. Students are expected to complete the entire 27-month program with their cohort.

Please note: Students withdrawing from the Entry-Level M.S.N. program after RN licensure, but before completing the graduate degree, will not have an academic nursing degree from Pacific Lutheran University and may not be able to sustain/obtain licensure in the State of Washington and/or other states.

Entry-Level M.S.N. Pre-Licensure and Advanced Generalist Focus Curriculum

55 semester hours (pre-licensure)
30 semester hours (post-licensure, at minimum)

Prerequisite Courses

Introductory Statistics (including inferential and descriptive) (4)
Human Anatomy and Physiology I (with lab) (5)
Human Anatomy and Physiology II (with lab) (5)
Introductory Microbiology (with lab) (4)
Lifespan Developmental Psychology (4)

Year One: Summer (Pre-Licensure)
- NURS 220: Nursing Competencies I (4)
- NURS 270: Health Assessment and Promotion (4)
- NURS 320: Nursing Competencies II (2)
- NURS 580: Advanced Pathophysiology (3)

Year One: Fall (Pre-Licensure)
- NURS 260: Professional Foundations I (4)
- NURS 330: Pharmacology & Therapeutic Modalities (4)
- NURS 340: Nursing Situations w/ Individuals: Adult Health I (4)
- NURS 350: Nursing Situations w/ Individuals: Mental Health (4)

Year One: January (Pre-Licensure)
- NURS 380: Nursing Situations with Families: Childrearing (Peds) (4)

Year One: Spring (Pre-Licensure)
- NURS 370: Nursing Situations w/ Families: Childbearing (OB) (4)
- NURS 430: Nursing Situations with Communities (5)
- NURS 440: Nursing Situations w/ Individuals: Adult Health II (4)
- NURS 441: Situations Seminar (1)

Year Two: Summer (Pre-Licensure)
- NURS 480: Professional Foundations II (2)
- NURS 499: Nursing Synthesis (6)

After completing the pre-licensure curriculum and upon successfully obtaining RN licensure in Washington State, students continue the Entry-Level M.S.N. curriculum in the COM-Advanced Generalist focus (see below). Admission to the Entry-Level M.S.N. program does not guarantee progression into any other COM focus area or specializations (Educator, etc.). Entry-Level M.S.N. students must apply and be selected for a change of COM focus area or concentration at the completion of their first post-RN licensure semester. The availability of seats in other COM focus areas is not guaranteed or implied; when and if available, seats are limited and selection is therefore highly competitive.

Year Two: Fall (Licensure Pending, M.S.N. Core)
- NURS 523: Roles of the Advanced Nurse (3)
- NURS 525: Theoretical Foundations (3)
- NURS 526: Leadership and Management (3)

Year Two: January (Post-Licensure, M.S.N. Core)
- NURS 524: Advanced Health Promotion (2)
- NURS 540: Illness/Disease Management (2)

Year Two: Spring (COM – Advanced Generalist)
- NURS 527: Evaluation and Outcomes Research (3)
- NURS 530: Resource Management (3)
- NURS 531: Care and Outcomes Manager Practicum I (3)

Year Three: Summer (COM-Advanced Generalist)
- NURS 532: Care & Outcomes Manager Practicum II (6)
- NURS 596: Scholarly Inquiry (2)

Master of Science in Nursing Courses

GNUR 305 : Patho/Pharm I

This is the first course in a series of 3 that provide an integrated understanding of the human response to pathological conditions and the associated pharmacological principles of major drug classifications, therapeutic modalities, and alternatives to pharmacologic interventions of these conditions. (4)

GNUR 306 : Foundations of Care Delivery & Health Promotion

Focuses on the core knowledge and competencies necessary to promote health and provide nursing care across the lifespan. (3)

GNUR 307 : Health & Physical Assessment

Focuses on the core knowledge and competencies necessary to perform health and physical assessment across the lifespan. (3) (2 credits didactic, 1 credit lab)

GNUR 308 : Clinical Practicum I

Focuses on the practical application of core knowledge and competencies across the lifespan. Includes simulation, lab, and clinical practicum. (3)

GNUR 309 : Professional Foundations & Principles of Leadership

Focuses on the core knowledge and competencies of nursing practice. (2)

GNUR 310 : Scholarly Writing Concepts

Focuses on the basic rules of APA Style in writing term papers, research reports, and journal articles. (1)

GNUR 311 : Patho/Pharm II

This is the second course in a series of 3 that provide an integrated understanding of the human response to pathological conditions and the associated pharmacological treatment modalities and alternatives to pharmacologic interventions of these conditions. (2)

GNUR 314 : Care of Chronic Conditions

Focuses on the core knowledge necessary to apply the nursing process to the care of patients across the lifespan living with chronic conditions. (3)

GNUR 315 : Psych/Mental Health

Focuses on the core knowledge necessary to apply the nursing process to the care of patients across the lifespan experiencing mental health issues. (2)

GNUR 316 : Clinical Practicum II

Focuses on the practical application of core knowledge and competencies across the lifespan. Includes simulation, lab, and clinical practicum. (5)

GNUR 320 : Fundamentals of Nursing

Introduces foundational nursing principles and skills for safe, high-quality, person-centered care. Students examine the history, scope, and ethical responsibilities of nursing while building competencies in the nursing process, interprofessional communication, and critical thinking. Emphasis is placed on safety, infection control, and quality care. Students learn to support individual across the lifespan through evidence-based, holistic, and equitable care. Lab and clinical experiences promote development of basic nursing skills and professionalism. (6)

GNUR 330 : Health & Physical Assessment

Provides foundational skills for conducting health assessments across the lifespan. Students collect health histories, perform systematic physical exams, and differentiate normal from abnormal findings in various care settings. Emphasizes health promotion, community and environmental factors, and the influence of social determinants of health. Prepares students to apply clinical judgement and evidence-based practices to assessment and patient education. (4)

GNUR 340 : Pathophysiology

Introduces disease mechanisms and their effects on physiological function. Students distinguish normal from pathological states, assess disease progression, and correlate signs and symptoms with diagnostic data. Emphasis is placed on clinical reasoning and the integration of pathophysiological knowledge into evidence-based nursing care. (4)

GNUR 350 : Pharmacology

Builds foundational pharmacological knowledge to support safe, person-centered care. Covers drug classes, actions, uses, precautions, and patient education. Students apply critical thinking and clinical judgment to promote health through pharmacotherapy, emphasizing safety, accurate documentation, and interprofessional communication. (3)

GNUR 360 : Nursing Care of Adults I

Prepares students to care for adults with select acute and chronic conditions. Emphasizes clinical judgment, evidence-based practice, and interprofessional collaboration. Students apply foundational knowledge in pathophysiology, pharmacology, and nursing interventions while addressing ethical, cultural, and social factors. Lab and clinical experiences promote continued development of nursing skills and professionalism. (7)

GNUR 370 : Research, Theory, & EBP

Explores the integration of nursing theory, research, and evidence-based practice. Students learn to evaluate research using critical appraisal skills and apply findings to clinical decision-making. Emphasizes the nurse's role in advancing care through the use of evidence and inquiry. (2)

GNUR 380 : Mental Health Nursing

Prepares students to support mental health across the lifespan and care for individuals experiencing psychiatric conditions. Emphasizes biological, psychological, social, and cultural influences on mental health; including, trauma, social determinants of health, and stigma. Clinical experiences promote continued development of nursing skills and professionalism. (3)

GNUR 390 : Diversity & Population Health

Explores the structural, socio-cultural, and political factors that drive health inequities in the U.S. and globally. Students examine how systemic inequalities, shaped by race, ethnicity, language, religion, class, ability, nationality, sexuality, and gender affect health outcomes and access to care. Emphasizing social determinants of health, students analyze disparities through an intersectional lens and compare global health systems and public health strategies. (5)

GNUR 401 : Care of Complex Conditions

Focuses on the core knowledge necessary to apply the nursing process to the care of patients across the lifespan with exacerbations of chronic and/or acute conditions in complex care situations. (3)

GNUR 402 : Patho/Pharm III

This is the final course in a series of 3 that provide an integrated understanding of the human response to pathological conditions and the associated pharmacological principles of major drug classifications, therapeutic modalities, and alternatives to pharmacologic interventions of these conditions. (2)

GNUR 403 : Clinical Practicum III

Focuses on the practical application of core knowledge and competencies across the lifespan. Includes simulation, lab, and clinical practicum. (5)

GNUR 404 : Healthcare Diversity

Focuses on core knowledge and competencies necessary to give culturally congruent care to people from diverse populations. Open to non-nursing students with instructor permission. (4)

GNUR 405 : Informed Practice

Focuses on the core knowledge of research required to assess research quality and its applicability to nursing practice. (2)

GNUR 406 : Continuity of Care

Focuses on the core knowledge necessary to apply the nursing process to ensure continuity of care across settings for individuals and populations. (3)

GNUR 407 : Clinical Practicum IV

Focuses on the practical application of core knowledge and competencies across the lifespan. Includes simulation, lab, and clinical practicum. (6)

GNUR 420 : Nursing Care of Adults II

Continues to prepares students to care for adults with acute and chronic conditions not covered in Nursing Care of Adults I. Emphasizes clinical judgement, evidence-based practice, and interprofessional collaboration. Students apply foundational knowledge in pathophysiology, pharmacology, and nursing interventions while addressing ethical, cultural, and social factors. Lab and clinical experiences promote continued development of nursing skills and professionalism. (6)

GNUR 430 : Gerontological Nursing

Explores the complexities of aging and nursing care to support functional ability, well-bring, and quality of life. Students examine geriatric syndromes, multimorbidity, and health disparities in older adults. Emphasizes evidence-based care models, family support, and interdisciplinary collaboration to improve outcomes in aging populations. (2)

GNUR 440 : Pediatric Nursing

Prepares students to care for infants, children, and adolescents and their families, emphasizing a family-centered approach. Explores normal growth and development, health promotion and maintenance, and the identification of normal and abnormal findings. Focuses on safe and developmentally appropriate interventions and professional nursing practice. Clinical experiences promote continued development of nursing skills and professionalism. (3)

GNUR 450 : Maternal Newborn Nursing

Focuses on nursing care for childbearing individuals, newborns, and families. Students apply evidence-based, person-centered care across routine and high-risk perinatal scenarios. Topics include physiological changes, health equity, and the impact of social determinants of health. Emphasizes ethical and respectful care through interdisciplinary collaboration. Clinical experiences promote continued development of nursing skills and professionalism. (3)

GNUR 460 : Applied Nursing I: Informatics

Introduces students to artificial intelligence (AI), informatics, and healthcare technology within specific practice areas. Students will explore how digital tools support clinical decision-making, improve outcomes, and advance evidence-based care, with attention to ethical, legal, and policy considerations. Content is applied in a specific nursing environment, allowing students to examine real-world use of technology while building skills in documentation, communication, and collaboration. The course also provides an opportunity to learn about specific practice areas to support career exploration. (3)

GNUR 470 : Community Health Nursing

Prepares students to assess communities using systems thinking and the nursing process. Examines the role of public health nursing, epidemiology, and interprofessional collaboration. Emphasizes health promotion, equity, and disease prevention. Explores healthcare policy and advocacy in local, national, and global contexts. Clinical experiences promote continued development of nursing skills and professionalism. (3)

GNUR 480 : Applied Nursing II: Leadership

Introduces students to clinical judgment and leadership within specific practice areas. Students will apply principles of critical thinking, decision-making, and team leadership to complex patient care scenarios, while exploring strategies to guide safe, effective nursing practice. Content is grounded in a specific nursing environment, allowing students to examine real-world applications of clinical judgement and leadership while building skills in documentation, communication, and collaboration. The course also provides an opportunity to learn about specific practice areas to support career exploration. (3)

GNUR 483 : Transition to Practice

Transition and socialization into the BSN prepared Registered Nurse role is explored. Role transition includes the BSN's professional practice, certification, and licensure requirements. (1)

GNUR 487 : Special Topics in Nursing

To provide prelicensure students with new, one-time, and developing courses not yet available in the regular curriculum. The title will be listed on the student term-based record as ST: followed by the specific title designated by the academic unit. (1 to 4)

GNUR 491 : Independent Study

Individualized study in consultation with an instructor. Prerequisite: permission of the dean. (1 to 4)

GNUR 496 : Transition to Practice

Prepares students to transition from knowledge-based learners to clinically-prepared, critically thinking professional nurses. Emphasizes an understanding of prioritization, safe decision-making, and adaptive reasoning. Guides students through NCLEX preparation and provides structured opportunities to identify and address personal knowledge gaps and hone test-taking strategies for all NCLEX item types. Promotes critical thinking and clinical judgements through the iterative application of complex, real-world scenarios. Encourages self-reflection of readiness for practice and development of a personalized plan for continued competence and professional growth as a nurse. (2)

GNUR 497 : Capstone

Provides students with a culminating academic and clinical experience that integrates theoretical knowledge with professional practice. Synthesizes learning across the nursing curriculum through a capstone project and a supervised clinical preceptorship. The capstone project focuses on developing and disseminating a scholarly work that addresses a relevant issue in nursing practice, education, leadership, or healthcare policy. The clinical preceptorship focuses on demonstrating clinical competency, refinement of clinical judgement and critical thinking, and provision of safe, effective, nursing care. (5)

GNUR 498 : Capstone Seminar

Focuses on the practical application of nursing knowledge by synthesizing core knowledge, competencies, professional values, and leadership skills in nursing situations as evidenced by completion of a scholarly project. (2)

GNUR 501 : Advanced Pathophysiology

Examines the mechanisms of disease across the lifespan through the integrated lens of normal physiology and pathophysiologic disruption. Emphasis is placed on how disease begins at the genetic and cellular level and leads to changes in organs and body systems. Content is presented using a systems-based approach and focuses on linking pathophysiology to advanced clinical reasoning. The course prepares students to apply pathophysiologic principles to diagnosis, prevention, and treatment planning in advanced practice. (3)

GNUR 502 : Advanced Pharmacology

Prepares the advanced practice nursing student for prescriptive authority and focuses on the pharmacokinetic basis for and pharmacotherapeutic management of simple and complex disease processes. Students will develop a comprehensive understanding of drug therapy principles and apply them within legal and procedural aspects of prescriptive authority as they pertain to the advanced practice registered nurse (APRN) role. (3)

GNUR 503 : Advanced Physical Assessment

Students will move beyond fundamental assessment skills to develop proficiency in advanced assessment techniques, the synthesis of subjective and objective data, and the formulation of differential diagnoses. The course integrates current evidence-based clinical guidelines, social determinants of health, and culturally responsive assessment practices. Content spans all human body systems and addresses assessment across diverse and special populations; including, pediatric, geriatric, pregnant, and gender-diverse patients. (4; 2 didactive, 2 lab)

GNUR 504 : Advanced Practice Roles & Leadership

Explores the evolution of the Advanced Practice Registered Nurse (APRN) role, focusing on leadership, interprofessional collaboration, and healthcare policy. Students will examine the legal, ethical, and professional responsibilities required to lead within complex healthcare systems. (3)

GNUR 505 : Clinical Inquiry & EBP

Focuses on the systematic process of clinical inquiry. Students develop skills to critically appraise scientific evidence and translate research findings into clinical practice. Emphasis on applying the steps of the Evidence-Based Practice (EBP) process to real-world clinical problems as well as ethical research principles. (3)

GNUR 506 : Clinical Informatics & DX

Focuses on the development of advanced diagnostic reasoning skills in the Nurse Practitioner (NP) through the scholarly understanding and application of health informatics and healthcare technology. It is designed to cultivate the NP student's ability to critically utilize data and health technology to inform accurate clinical judgment and enhance patient safety in complex care environments (3)

GNUR 507 : Population Health & Prevention

Introduces advanced practice nurses to the principles of population health, epidemiology, and health promotion. Students will examine patterns of health and disease in populations, analyze the influence of social determinants, and evaluate strategies for improving wellness and reducing disparities. Emphasis is placed on applying population-level evidence to inform clinical decision-making and preventive care. (3)

GNUR 508 : Transition to Practice

This culminating course prepares students for the transition from advanced practice student to professional nurse practitioner. Emphasis is placed on synthesizing clinical knowledge, developing strategies for successful board certification, navigating licensure and credentialing requirements, and planning for the first year of practice. Students will explore professional, legal, and practical considerations to enter practice with confidence. (3)

GNUR 509 : FNP 1: Foundations of Primary Care

Focuses on the synthesis of core knowledge into beginning Family Nurse Practitioner practice. Building upon prior mastery of advanced health assessment, pathophysiology, and pharmacology, students transition into the clinical management of common acute and chronic conditions across the lifespan. Emphasis is placed on the FNP role in evidence-based treatment, patient-centered communication, and navigating the ethical and systemic complexities of primary care, including, health equity and wellness-focused visits. (4; 2 didactic, 2 clinical)

GNUR 510 : FNP 2: Acute & Mental Health

Diagnose and manage common acute illnesses and behavioral health conditions within the primary care setting. Students develop the clinical reasoning necessary to differentiate between routine presentations and high-risk symptoms requiring urgent intervention. The course emphasizes the screening, diagnosis, and evidence-based treatment of mental health disorders, integrating both pharmacological and non-pharmacological strategies into the primary care encounter. (4; 2 didactic, 2 clinical)

GNUR 511 : FNP 3: Gender & Lifespan Care

Diagnose and manage the unique healthcare needs of pediatric, geriatric, and gender-specific populations. Students synthesize evidence-based guidelines to treat acute and chronic conditions while navigating the distinct physiological and psychosocial transitions inherent to these groups. Emphasis is placed on tailoring clinical reasoning to address the complexities of care across specialized populations in the primary care setting. (4; 2 didactic, 2 clinical)

GNUR 512 : FNP 4: Chronic Disease

Diagnose and manage chronic diseases across the lifespan within the primary care setting. Students synthesize clinical data and evidence-based guidelines to treat long-term conditions involving various organ systems and physiological processes. This course focuses on the longitudinal diagnosis and treatment of chronic disease, with an emphasis on interprofessional coordination of care across healthcare systems to optimize patient outcomes and prevent disease progression. (4; 2 didactic, 2 clinical)

GNUR 513 : FNP Diagnostics & Procedures

Integrating evidence-based practice, clinical reasoning, and patient safety principles in the selection, performance, interpretation, and documentation of diagnostic tests. In addition, students gain hands-on experience in common primary care procedures, developing proficiency in procedural skills, infection control, and patient-centered techniques. (3; 2 didactic, 1 lab)

GNUR 514 : PMHNP I: Didactic & Clinical

Evaluates the neurobiological and psychological foundations of mental health to guide clinical decision-making. Students perform mental health assessments and refine differential diagnosis skills within a supervised clinical setting. By integrating didactic concepts with real-world cases, learners produce professional documentation and manage complex plans of care for patients across the developmental spectrum. (4; 2 didactic, 2 clinical)

GNUR 515 : PMHNP II: Didactic & Clinical

Evaluates the neurobiological and psychological foundations of mental health to guide clinical decision-making. Students perform advanced mental health assessments and refine differential diagnosis skills within a supervised clinical setting. By integrating didactic concepts with real-world cases, learners produce professional documentation and manage complex plans of care for patients across the developmental spectrum. (4; 2 didactic, 2 clinical)

GNUR 516 : PMHNP III: Didactic & Clinical

Integrates nursing, biological, social, and psychological sciences to deliver person-centered, evidence-based, and compassionate psychiatric mental health care. Students exercise advanced clinical judgement by synthesizing multifaceted patient data to formulate prioritized differential diagnoses. Through direct clinical application, learners design and present comprehensive care plans that incorporate health promotion, preventative strategies, and management interventions for diverse populations across the lifespan. (4; 2 didactic, 2 clinical)

GNUR 517 : PMHNP IV: Didactic & Clinical

Analyzes major conceptual frameworks of individual, group, and family psychotherapy to implement diverse treatment modalities across the lifespan. Students evaluate complex psychodynamics to tailor therapeutic interventions for children, adolescents, adults, older adults, families, and groups. By integrating theoretical frameworks with clinical application, learners demonstrate advanced proficiency. (4; 2 didactic, 2 clinical)

GNUR 518 : Psychopharmacology

Focuses on the principles of psychiatric pharmacotherapy across the lifespan, biological mechanisms of action of psychotropic drugs, and the role of the advanced practice psychiatric nurse prescriber. Application of the neurobiological underpinnings of symptom etiology and treatment will form the basis of clinical decision-making in all phases of psychopharmacological treatment for child/adolescent, adult, and geriatric populations. (3)

GNUR 521 : Leadership in Population Health & Policy

Integrates leadership theory, health promotion frameworks, and policy analysis to drive systemic health equity and organizational excellence. Students examine the nurse leader's role in navigating the legal and regulatory landscape to influence local health outcomes, manage resources, and mitigate social determinants of health. Emphasis is placed on using systems thinking to design evidence-based interventions and lead interprofessional teams in the promotion of culturally responsive, high-quality care across diverse populations. (4)

GNUR 523 : Roles of the Advanced Nurse

Facilitates the development and transition into the advanced nursing roles through analysis of ethical, professional, social, and practice perspectives. (2) (2 credits didactic)

GNUR 525 : Theoretical Foundations

Preparation for critique, evaluation, and use of a range of relevant theories that provide guiding perspectives for the provision of client-centered, clinically-measurable, advanced nursing practice. (3) (3 credits didactic)

GNUR 526 : Nursing Leadership & Management

Introduction to policy, organization, and financing of health care. Preparation for provision of quality cost-effective care, participation in the design and implementation of care, and assumption of the leadership role in managing resources. (3) (3 credits didactic)

GNUR 527 : Evaluation & Outcomes Research

Preparation for the critique and use of new knowledge to provide, change, and evaluate advanced nursing practice focused on client-centered, clinically-demonstrable care. (3) (3 credits didactic)

GNUR 530 : Resource Management

Management of resources in the planning, coordination, and/or delivery of health care with an outcome perspective at the system level. Financial and human resources and systems management will be examined from a quality perspective. (3) (3 credits didactic)

GNUR 531 : Clinical Outcomes Management I

Direct and/or indirect care given in a defined specialty setting with focus on evaluation and outcomes. Includes clinical practicum of 120 hours. Prerequisite: GNUR 544. (4) (1 credit didactic, 1 credit seminar, 2 credits clinical)

GNUR 532 : Clinical Outcomes Management II

Direct care or indirect clinical management, supervision, or education to achieve client goals by implementing approaches, interventions, outcomes, and evaluation method. Includes clinical of 240 hours. Prerequisite: GNUR 531. (5) (1 credit seminar, 4 credits clinical)

GNUR 534 : Informatics in Nursing and Healthcare

Develop an understanding of clinical and administrative information systems in the healthcare field. The focus will be on collaborating to design and utilize information systems to make better decisions to improve patient health and organizational performance. (2) (2 credits didactic)

GNUR 538 : Program Development

Integrates theoretical models, clinical parameters, and program planning principles through the construction of a detailed program for care and outcomes management education track. (3) (3 credits didactic)

GNUR 541 : Advanced Health Assessment & Health Promotion

Development and performance of the skills needed for advanced health assessment of individuals, families, or communities throughout the lifespan. Prerequisites: Basic health assessment skills. (3) (1.5 credits didactic, 1.5 credits clinical)

GNUR 542 : Advanced Pathophysiology and Pharmacology for Nursing Practice

Integrates principles of advanced pathophysiology as the basis for nursing symptom assessment and management of disease processes. (2) (2 credits didactic)

GNUR 544 : Advanced Nursing Management of Illness & Disease

Builds on the foundations of pathophysiology, pharmacology, and health assessment and focuses on the attainment of positive clinical outcomes for a cohort or population. Includes clinical practicum of 60 hours. (4) (3 credits didactic, 1 credit clinical)

GNUR 545 : Teaching Strategies & Scholarship

Explores evidence-based teaching strategies and the scholarship of teaching and learning in nursing education. Emphasis is placed on learner-centered instruction, assessment strategies, inclusive teaching practices, and scholarly dissemination of teaching innovations. (5; 2 didactic, 3 clinical)

GNUR 546 : Nursing Education & Informatics

Explores the integration of informatics and educational technologies in nursing education and practice. Emphasis is placed on learning technologies, simulation, and ethical use of information systems. (2)

GNUR 547 : Curriculum Design & Evaluation

Explores the role of the nurse educator in curriculum design, leadership, and organizational governance. Students examine educational frameworks, accreditation standards, learner outcomes, and systematic evaluation methods to support continuous program improvement. (5; 2 didactic, 3 clinical)

GNUR 548 : Scholarship & Writing

Develops advanced scholarly writing skills essential for graduate nursing education and professional practice. Emphasis is placed on critical appraisal and synthesis of literature, academic writing conventions, ethical scholarship, and dissemination of nursing knowledge to diverse audiences. (3)

GNUR 550 : Curriculum, Instruction, & Evaluation

Examination of the theory and practice of curriculum planning, development, implementation, and evaluation. Theoretical and philosophical principles of the teaching/learning process. Analysis of adult teaching strategies and the process of self and student evaluations. (3) (3 credits didactic)

GNUR 587 : Special Topics in Nursing

To provide graduate students with new, one-time, and developing courses not yet available in the regular curriculum. The title will be listed on the student term-based record as ST: followed by the specific title designated by the academic unit. (1 to 4)

GNUR 591 : Independent Study

Opportunities for advanced study in selected topic related to student's area of interest. Consent of dean required. (1 to 4)

GNUR 594 : M.S.N. Project

This culminating course provides students with the opportunity to integrate and apply advanced nursing knowledge through the completion of a scholarly project. The project addresses a practice, education, or systems-based issue using evidence-based methods. (4; 1 didactic, 3 clinical)

GNUR 595 : Internship

To permit graduate students to relate theory and practice in a work situation. The title will be listed on the student term-based record as Intern: followed by the specific title designated by the instructor in consultation with the student. Repeatable for credit. (1 to 12)

GNUR 596 : Scholarly Inquiry in Nursing Practice

Development and submission of professional paper or project related to one's area of specialization based on an evaluation and outcomes model. Cross-listed with NURS 599. (2) (2 credits didactic)

GNUR 597 : FNP Capstone: Complex Primary Care

Demonstrates advanced clinical judgment and professional accountability through the comprehensive management of the full clinical spectrum in primary care. This culminating clinical course emphasizes the transition to professional practice, requiring students to integrate evidence-based standards with real world practice. Students execute clinical leadership and facilitate interprofessional collaboration while navigating the ethical management of care transitions across the lifespan. By synthesizing advanced practice skills with a commitment to high-quality equitable care, learners finalize the transition from student to autonomous prfoessional provider. (6; 2 didactic, 4 clinical)

GNUR 598 : PMHNP Capstone

Demonstrates advanced competency and professional accountability in the delivery of comprehensive psychiatric-mental health care across the lifespan. Students solidify clinical expertise by implementing specialized psychotherapeutic and pharmacological interventions for a self-identified population of choice. Through the execution of a personalized learning plan, learners bridge remaining competency gaps and validate readiness for national certification and licensure. This culminating experience integrates clinical mastery with professional practice management, including navigating contract negotiation and regulatory requirements, to ensure a seamless transition into the PMHNP role. (6; 2 didactic, 4 clinical)

GNUR 602 : Translational Scholarship & QI

Prepares students to translate evidence into practice using quality improvement methods. Emphasis on skills needed to evaluate structures, processes, and outcomes within healthcare delivery systems. Students focus on the practical mechanics of change. (3)

GNUR 603 : Applied Statistics

Provides the applied analytical framework necessary for conducting a scholarly project. Emphasis on the practical application of statistics to real-world data and the development of data analysis plans. (3)

NURS 523 : Roles of the Advanced Nurse

Facilitates the development and transition into the advanced nursing roles through analysis of ethical, professional, social and practice perspectives. (2) (2 credits didactic)

NURS 525 : Theoretical Foundations

Preparation for critique, evaluation, and use of a range of relevant theories that provide guiding perspectives for the provision of client-centered, clinically measurable advanced nursing practice. (3) (3 credits didactic)

NURS 526 : Nursing Leadership and Management

NURS 527 : Evaluation and Outcomes Research

Preparation for the critique and use of new knowledge to provide, change, and evaluate advanced nursing practice focused on client-centered, clinically demonstrable care. (3) (3 credits didactic)

NURS 530 : Resource Management

NURS 531 : Clinical Outcomes Management I

Direct and/or indirect care given in a defined specialty setting with focus on evaluation and outcomes. Includes clinical practicum of 120 hours. Prerequisite: NURS 523. (3) (1 credit didactic, 2 credits clinical)

NURS 532 : Clinical Outcomes Management II

Direct care or indirect clinical management, supervision, or education to achieve client goals by implementing approaches, interventions, outcomes, and evaluation method. Includes clinical of 240 hours. Prerequisite: NURS 538 (or as a corequisite). (6) (2 credits didactic, 4 credits clinical)

NURS 534 : Informatics in Nursing and Healthcare

NURS 541 : Advanced Health Assessment and Health Promotion

NURS 542 : Advanced Pathophysiology and Pharmacology for Nursing Practice

Integrates principles of advanced pathophysiology as the basis for nursing symptom assessment and management of disease processes. (2) (2 credits didactic)

NURS 544 : Advanced Nursing Management of Illness and Disease

Builds on the foundations of pathophysiology, pharmacology, and health assessment and focuses on the attainment of positive clinical outcomes for a cohort or population. Includes clinical practicum of 30 hours. (4) (2 credits didactic, 2 credits clinical)

NURS 591 : Independent Study

Opportunities for advanced study in selected topic related to student's area of interest. Consent of dean required. (1 to 4)

NURS 595 : Internship

NURS 596 : Scholarly Inquiry in Nursing Practice

Development and submission of professional paper or project related to one's area of specialization based on an evaluation and outcomes model. Cross-listed with NURS 599. (2) (2 credits didactic)

NURS 599 : Thesis

Faculty-guided application of the research process. May involve replication of previous study, secondary analysis of research data, an evaluation project, or an original investigation. Prerequisites: Completion of core courses, approval by School of Nursing. Minimum program requirement is four credits. Once enrolled, must continue to enroll for at least one credit each semester of the academic year until thesis is completed. Capstone course. Course may be taken more than once; this is a four-credit course; if repeated, credits may vary. (1 to 4) (1 to 4 credits didactic)

Catalog 2015-16