Education Database Online

This course examines theories and teaching/learning strategies relating to the development of effective educational experiences. Factors affecting the learning environment are explored in relation to staff development, patient education, and nursing education. Strategies for developing the educator role are included.

This course examines current theories of curriculum design in K12 education, with an emphasis on both the application and evaluation of best practices in the context of local and national standards-based education.

This course examines the use of selected technologies that are appropriate to the instruction and curriculum process.The course will provide an introduction to the applications of educational technologies including: educational hardware and software, multimedia, interactive media, and, appropriate Internet use in classroom, online, and distance settings. Ethical and legal issues related to technology and teaching will also be discussed.

This course explores the principles and practices involving evaluation methods integral to nursing education. Concepts related to assessment, measurement, and evaluation in nursing are developed and analyzed. The process of analysis and modification of educational programs is emphasized to promote compliance with relevant standards, criteria for evaluation, and accountability.

This course is the first of two practicum courses. This course will provide the student with a mentored learning experience in the content area and site selected by the student and approved by the clinical coordinator. The student will also begin an evidence-based project proposal that is to be completed in MN 600.

This course is the second of two practicum courses. This course will continue to provide the student with a mentored learning experience in their content area. The student will also complete and present an evidence-based project proposal at the end of the course.

This course explores skills and strategies essential to successful advanced nursing role implementation, as well as graduate program completion. Analysis of existing and emerging roles provides a foundation for selection of an individual advanced role specialization and an individual career development plan.

This course explores the evolution of nursing theory and its contribution to advanced nursing science. There is an emphasis on the historical and philosophical foundation of theory development and its impact on nursing practice. Conceptual models are explored relative to nursing administration, education, and practice.

This course focuses on using an evidence-based approach to provide high-quality health care, initiate change, and improve nursing practice by nurses in advanced roles. The focus is on assessing current and relevant research for delineating issues, translating research, developing competencies in analysis and evaluation of relevant research, practice innovations, and evidence-based practice. Qualitative and quantitative methods of inquiry are explored.

This course incorporated theoretical and empirical concepts related to health beliefs, health promotion, and risk reduction of diverse populations. Principles from the Healthy People 2010 initiative, epidemiology, biostatistics, and cultural competence guide comparisons of groups and inference development. Strategies and benefits of health promotion interventions are emphasized.

This course introduces major ethical theories and provides an opportunity to analyze the ethical principles underlying health care. Students examine selected concepts and principles of ethics and law within a framework of ethical decision making for advanced nursing roles.

This course provides students with an understanding of health care policy formation and evaluation, facilitated by opportunities to investigate public policy and politics. The organization and delivery of health care is explored including financial aspects of health care systems and pertinent issues in the relationship between policy and health care system change. Specific focus is placed on the leadership role of the nurse in current system dilemmas and issues.

This course provides students with an in-depth analysis of health care policy development in the United States of America. Students focus on health care policy formation and evaluation by investigating public policy and politics. Students consider a variety of elements that factor into health policy development such as economics, political science, management, communications, and public health.

The purpose of this course is to introduce students to Walden University and to the requirements for successful participation in an online curriculum. The course will also provide a foundation for the student’s academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on the practical application of writing and critical-thinking skills and the integration of professional practice with professional and academic excellence as they relate to practice in nursing.

This course focuses on theories and principles that identify the diverse learning needs of adults. Strategies to meet these needs, within the framework of student-centeredness, are presented. Major topics include socialization, motivation, critical thinking, learning styles, and the impact of societal values on the learning environment. The unique needs of nontraditional, international, educationally disadvantaged, and physically challenged students are addressed. The goal of nurse educators is to recognize students’ individual and collective needs to create a supportive learning environment. Course assignments focus on nursing practice applications.

This course focuses on theories and principles that support a variety of evidence-based teaching strategies. Personal and professional teacher attributes that demonstrate positive role-modeling are presented. Major topics include a toolbox of instructional strategies, effective communication, reflective thinking, student interactions, and student engagement. The goal of nurse educators is to develop a learning environment that supports student success. Course assignments focus on nursing practice applications.

This course focuses on informational technologies and their application in a teaching/learning environment. The uses of media, multimedia, computer-based technologies, models, and simulations are explored. Processes for evaluating and selecting technology are presented. Technologies that support course processes—such as tracking student assignments and participation, outcomes assessment, and grading—are included. Distance and online education modalities are examined. Student and instructor use of online information resources, presentation systems, and information storage systems, and the integration of technology included with texts and printed materials are explored. The goal of nurse educators is to use current and evolving technology to enhance student learning. Course assignments focus on nursing practice applications.

The educational environment is impacted by social, economic, regulatory, and technological transformations. Nursing education curricula must be relevant and meet the health and nursing needs of society. This course focuses on curriculum development and the many processes that contribute to it. The philosophical foundations of curriculum development are addressed. Major topics include curriculum components; societal, professional, and educational trends; frameworks, competencies, and outcomes; organizational constraints; and selection of learning activities. The processes of curriculum assessment and evaluation are defined and presented in the context of program, course, and student outcomes. The goal of nurse educators is to develop curricula that address the nursing needs of society, are supported by standards of practice, and prepare graduates for practice in diverse settings. Course assignments focus on nursing practice applications.

This course focuses on the roles, responsibilities, and relationships that are part of being a nurse educator. While those nurses in academic settings are the most widely recognized as educators, nurses are also educators in other healthcare settings. The significance of the educator role is explored as it applies to diverse settings. Concepts related to being change agents and leaders, role socialization, legal and ethical expectations, and development are examined. Major topics include professional development, balancing role demands, using evidence to improve teaching, scholarship related to teaching, development of partnerships, collaboration, and advocacy. The goal of nurses, in all settings, is to be effective educators who guide and facilitate learning and contribute to the educational goals of the organizations in which they work. The knowledge gained in the previous courses provides the foundation for implementing this role in an educational setting. A field experience is included to allow for application to practice settings. Course assignments focus on nursing practice applications.

This course provides an overview of foundational nursing academic content that helps learners prepare for master’s-level course work. Learners study nursing concepts, principles, and research; critical-thinking and problem-solving techniques; evidence-based plans of care; and practices used to promote patient safety and quality outcomes.

This course provides an introduction to the role and scope of practice for the graduate-level nurse. Learners explore the ways theoretical frameworks can be effectively applied in nursing practice and the ways technology and information systems can be used to enhance health care practice. Learners also focus on developing the skills needed to apply evidence-based practice to individuals and groups and analyze the institutional, social, political, and economic forces that impact health care delivery.

In this course, learners focus on using advanced nursing concepts, theories, research, best practices, and materials to enhance nursing practice while maintaining the ethical requirements of the profession. Learners consolidate theories and evaluate emerging challenges, opportunities, trends, and needs applicable to specific health care situations. Learners also practice using effective oral, written, virtual, and technological communication strategies.

The focus of this course is regulatory control, quality control, and policy as a basis for ethical decision making in professional nursing practice. Learners evaluate the impact of health policy issues and trends on clinical practice and health care delivery; articulate health care concerns affecting the needs of individuals, communities, and populations to appropriate officials and consumers; and identify clinical practice improvement areas in response to health care policy. Learners also incorporate ethical decision making and cultural competence in personal and professional nursing practice while analyzing common ethical dilemmas in the health care environment.

This course presents a variety of theories and factors impacting cultural competence in health care delivery. Learners explore health variants, including physiological variations, in a wide range of age, gender, racial, cultural, and ethnic groups and evaluate the ways they may influence assessment and plan of care. Learners also build advanced skills in practicing in a diverse, global environment to meet the needs of individuals, groups, and vulnerable populations and address their own assumptions and beliefs associated with culture and diversity, applying cultural competence in professional nursing practice.

Learners in this course study advanced knowledge and skills associated with research and the use of technology and information systems in health care environments. Learners differentiate between various types of research and research strategies; examine ways to access research information effectively and efficiently; and evaluate research information, its sources, and its applications in professional nursing practice. Learners also explore ethical and legal considerations of conducting research and using technology and information systems and apply appropriate research findings to professional nursing practice.

In this course, learners study advanced skills associated with health care system management, leadership, finance, and cost-effective decision making. Learners explore what it means to be a leader in today’s global health care environment; evidence-based leadership practices in health care decision making; policies and regulations affecting health care delivery; and planning strategies for promoting health and disease management. Learners also apply appropriate leadership and management theory to professional nursing practice.

This course presents a multidisciplinary approach to using strategic planning and resource allocation to foster population-based health care promotion and disease management and prevention. Learners explore the causes of various health disparities; the influences of and barriers to health care access; and the theories, research, and evidence-based best practices used to promote and preserve health and healthy lifestyles in populations. Learners also study advanced skills in writing comprehensive, holistic care plans that both address the health care promotion and disease prevention needs of populations and incorporate data into a model of health care promotion and disease management and prevention.

In this course, learners synthesize and apply theories, knowledge, and best practices of nursing and related disciplines in a final project that is intended to affect the well-being of diverse populations. Learners demonstrate the ability to apply evidence-based practices of health care promotion, disease prevention, and disease management; management and leadership concepts; effective communication skills using information systems and technology; cultural competence; and ethical and legal standards of professional nursing practice. The final project is designed to present a single practice model for fostering health care promotion, disease prevention, and disease management for individuals, groups, communities, and vulnerable populations.

In this course, learners examine the history of education, nursing, and clinical education; explore the role of the nurse educator from personal, professional, and ethical perspectives; and develop a personal nursing education philosophy. Learners evaluate the responsibilities of the nurse educator and integrate the practices and behaviors of the professional nurse educator into professional practice. Learners also practice cultural competence and personal and professional development in nursing education.

This course covers instructional frameworks, learning environments, and classroom and student management and motivation techniques. Learners explore theories associated with optimizing the teaching experience and student outcomes and gain an understanding of the teaching, learning, communication, and motivation strategies used for specific learning situations and student populations. Learners identify various learning barriers and formulate appropriate teaching strategies to address them, including acknowledging and using emotional intelligence.

In this course, learners explore various curriculum frameworks and models and study the skills needed to design effective nursing and health-related curricula for diverse learning populations and environments. Learners integrate health care knowledge and technology into the curriculum planning and design phase and examine the importance of building an ongoing evaluation process into the curriculum design phase to promote quality instruction and meet student needs.

Learners in this course build on current knowledge of technology and information systems from a nurse educator perspective. Learners explore health care technology systems, data collection systems, distance- and e-learning environments, and the use of simulations in the classroom setting. Learners also consider the effect of multimedia on diverse student critical thinking, knowledge acquisition, and motivation and develop effective instructional strategies for integrating technology into nursing curriculum design.

In this course, learners study the skills needed to effectively assess, evaluate, and revise nursing and health-related curricula to meet the diverse learning needs of individuals, groups, communities, and populations. Learners differentiate between assessment and evaluation in the education process and apply strategies to assess and evaluate student achievement and program effectiveness. Learners also use evaluation results to revise curricula to meet program outcomes and incorporate the concept of ongoing assessment and evaluation in health education programs to promote high-quality clinical and academic achievement and continued process improvement.

This course examines nursing as a profession and a discipline and the individual nurse’s role as a member of the profession. The theoretical foundations for nursing practice and roles are explored and applied. Emphasis is placed on developing scholarly writing and presentation skills. Critical thinking skills are refined as students discuss and synthesize the literature that guides nursing practice with a special emphasis on caring, diversity, and spirituality.

This course focuses on the critical analysis of nursing and health care research and its application to nursing education, nursing practice, and the delivery of health care services. Emphasis is placed on strategies to access current and relevant data, synthesize the information, and translate new knowledge to practice. Ethical issues in the design and conduct of research are addressed. Prerequisite: NUR 502.

This course utilizes health care policy as a framework to analyze how health is defined and health care is designed and delivered in the United States and around the world. Emphasis is placed on issues of cost, quality, access, disparities, and finance. The various roles of the master’s prepared nurse in the health care system are explored. Prerequisite: NUR 504.

This course focuses on advanced physiology, pathophysiology, and pharmacologic principles. This course will guide the Nursing Education student in interpreting changes in normal function that result in symptoms indicative of illness and the effects of select pharmacologic substances on that process. Evidence-based research provides the basis for determining the safe and appropriate utilization of medications and herbal therapies on human function. Appropriate education for various prescribed pharmacologic agents is incorporated. Prerequisite: NUR 508.

This course builds upon the student’s previous health assessment knowledge offering more advanced health assessment content to provide the foundation for the advanced-professional nursing role of the nurse educator. This course emphasizes knowledge of health assessment, including physical, psychosocial, spiritual health assessment, risk assessment, and functional assessment in diverse populations in the promotion of health and prevention of disease. To maintain a nursing focus on patient responses to health, illness, or the threat of illness the nurse must exhibit effective communication and client teaching, which is incorporated throughout the course. The importance of effective documentation and health recordkeeping is included. Prerequisite: NUR 641E

This course examines professional standards as a foundation for curriculum design in nursing education in all settings. It explores the nature of traditional academic education and nontraditionalacademic education, as well as continuing nursing education. This course also focuses on theories of teaching/learning, traditional and alternative instructional strategies, and nursing education in the classroom and clinical setting. The course incorporates the development of curriculum frameworks and learning activities for adult learners from diverse backgrounds. Strategies to enhance critical thinking are included. Prerequisite: NUR 645E.

This course incorporates technology into the educational process from the use of personal technology to institutional technology. Students have the opportunity to develop (or convert) educational programs to be delivered in an online format. Principles of curriculum development, teaching/learning theories, and implementation of evaluation strategies will be modified to the online learning environment. This course also examines professional regulatory and accreditation standards as an evaluation framework for curriculum design in nursing education in all settings. Strategies to assess learning are included from the assignment evaluation to the program evaluation based on outcomes. Prerequisite: NUR 647E.

This Is A Culminating Practicum Experience Completed With A Nurse Educator Preceptor In A Selected Setting. This Clinical Practicum Affords Students The Opportunity To Refine Educational Expertise In Their Selected Areas Of Interest (e.g., Assessment Of Learning Needs, Program/curriculum Planning, Implementation, And Assessment/evaluation In Either A Traditional Or Nontraditional Setting). This Course Offers Opportunities For Students To Begin Integrating The Role Of The Nurse Educator Into Their Professional Behaviors. Prerequisite: Nur 649e. This Course May Be Taken Concurrently With Nur 699

This Capstone Course Provides An Opportunity For Students To Develop An Evidence-based Practice Project Proposal That Addresses A Problem, Issue, Or Concern In Professional Practice. Students Identify A Problem Amenable To Research-based Intervention; Search Literature; Propose A Solution; And Develop A Plan To Implement The Solution, Evaluate Its Outcome(s), And Disseminate The Findings. Problems Identified Are Those That Are Appropriate To Students’ Specialty Tracks: Nursing Leadership, Nursing Education, Clinical Nurse Specialist, And Family Nurse Practitioner. This Course Must Be Taken After Completion Of Specialty Courses. Prerequisite: One Of The Following: 1) Nur 508 Or 2) Nur 508 And Nur 649e.

Role Development for Advanced Nursing Practice Students will learn how to function effectively within an organization including the use of ethical principles, professional values and beliefs as a framework for nursing practice. Students will apply ethical principles to healthcare delivery and use a decision-making process to resolve ethical dilemmas as well as contribute to the visibility, growth, and quality of the nursing profession. Students will design and implement culturally competent healthcare services using social and epidemiological principles to perform community assessment as well as environmental data to draw inferences. Students will develop and monitor comprehensive, holistic plans for health promotion and disease prevention. Role Development for Advanced Nursing (DCT2) Performance assessment.

Proctored, computer-based objective exam

This course surveys theories, skills, risks, and rewards related to professional nursing leadership and innovation. This course also examines the dynamics of change and how it influences strategic planning.

This course examines the philosophical underpinnings associated with the science of nursing. The learner will critique philosophical views of science that have influenced the process of knowledge development and discovery.

n/a

n/a

This course is designed to provide students with an overview of qualitative research approaches and the application to organizational inquiry. Various methods for data collection and analyses will be discussed including ethnography, grounded theory, case studies, discourse analysis, and phenomenology.

No any Description

n/a

n/a

n/a

n/a

n/a

This 2-week online orientation introduces learners to key components of the doctoral program. Through structured activities and facilitator-guided dialogue, learners gain a foundational understanding of the doctoral program goals, structure, and culture. Learners develop strategies for successfully engaging in doctoral learning and building an effective doctoral community.

Course Description: As an orientation to doctoral learning, this course challenges learners to engage in a transformational learning process by positioning themselves within their cultural context, the emerging doctoral community, and the larger field of interest. Learners will develop their critical consciousness as scholars, practitioners, and leaders. Class activities will include critical reading and writing, dialogic interaction, reflexive practice, and collaborative projects. As an outcome of the course, learners will refine their disposition toward the doctoral process and develop theoretical models and practical skills to succeed in the program. Course Competencies * Actualize theory and practice to cultivate personal and group learning. * Integrate critical and creative processes to initiate lifelong leadership development. * Develop a scholar/practitioner/leader voice to communicate across boundaries. * Review and apply models of ethical, inclusive, and compassionate behavior within the doctoral learning community. * Apply research-based reflective processes to understand individual and shared epistemological and ontological positions. Topics and Objectives Critical Reflection Critical Reading Developing a Scholarly Community Engaging in Praxis Leadership and Voice Prerequisites: COM705

This course is designed to provide students with an overview of quantitative research approaches and their application to decision making in complex organizations. Various methodologies for data collection and statistical analyses will be discussed, with an emphasis on the ways in which quantitative analyses are utilized in professional settings. Course Competencies * Demonstrate understanding of fundamentals of quantitative data analysis procedures, which include: descriptive and inferential statistical procedures; assumptions—what they measure— and their appropriateness to different types of research designs and data commonly used in institutional and organizational research. * Demonstrate understanding of fundamentals of quantitative methods and their applications to different types of research problems within organizations. * Demonstrate understanding of fundamentals of quantitative research designs, how they differ, and their appropriateness to different types of educational problems. * Identify knowledge gaps in a selected subfield of study, synthesize relevant information, and formulate focused quantitative research questions to address these gaps to expand the body of knowledge in the field of study. * Demonstrate understanding of applied research within organizations and how the results of quantitative research can inform decision-making, policy-making, and programming. * Critique published research in the field of education that implements and reports research designs. * Demonstrate understanding of ethical implications and human subjects policy associated with research endeavors in the field of education. Topics and Objectives Reading Week Research Design – Introduction and Overview Data Collection, Assessment and Measurement, Statistical Validity and Reliability Descriptive Statistics, Variables, and Correlations Statistics Surveys and Sampling, Data Preparation, Analysis, Inference, and Interpretation Inferential Statistics and Categorical Variable Analysis Ethical Considerations in Research and Regression Analysis Prerequisites: DOC710R

This course focuses on global health care systems with the objective of improving the U.S. health care systems. Topics include global health issues, advocacy organizations, comparative political processes, and the economic of health financing. Students will understand the role of various international governing structures on health policy development.

Managing risk in an organization requires demonstration of an understanding of legal, licensure, certification, and accreditation dynamics, as well as litigation management within the context of corporate compliance. The student will apply concepts from labor law, risk financing, contract law, partnership agreements, and professional credentialing. Discussion will also include human subjects' research, data security, and biotechnology.

This course will assist learners in determining their dissertation topic. Learners will work on their own dissertation prospectus/proposal as well as discuss the work of the other learners in the class. Upon completion of this course, learners will develop their problem statement, purpose statement, and determined the most effective research tradition to use for their dissertation. At the end of this course, learners will have incorporated this information to form the first chapter of their dissertation proposal. Course Competencies * Formulate an appropriate dissertation topic. * Identify knowledge gaps in a selected field by synthesizing relevant literature. * Define a problem to address the current issues and gaps in knowledge. * Select an appropriate research design and methodology for a topic of inquiry. * Develop research questions and hypothesis to address knowledge gaps. Topics and Objectives Reading Week Epidemiology in Health Care Overview Use of Epidemiologic Assessments at the Population Level Epidemiologic Tools and Assessments Use and Evaluation of Epidemiologic Analyses in Community Health Financial and Economic Evaluations of Epidemiologic Data Applications of Epidemiology in Health Care Organizations Prerequisites: DOC710R

Course Description: Learners will undertake research into the intertwined aspects of social and political constructs as they impact ethical decision-making in higher education. Stakeholders, economics, political agendas, beliefs, values, cultures, and spirituality will be examined within a framework of ethical theories of problem-solving and resolution strategies. Students will conclude the course by designing a 21st century higher education institution based on social, political, and ethical constructs. Course Competencies * Analyze the social aspects and stakeholders of campus, city, state or nation, and global communities of higher education. * Evaluate the impact of political aspects of campus, city, state or nation, and global communities of higher education. * Integrate ethical and spiritual components of social and political contexts into the decision making processes within higher education. * Evaluate the application of social, political, and ethical concepts to higher education situations across a variety of cultures and constituencies. Topics and Objectives Reading Week Social Aspects of Higher Education and Their Application Stakeholders and Their Influence Political Aspects of Higher Education and Their Application Ethics, Spirituality, and Culture Application of Social, Political, and Ethical Theory in Higher Education Across Cultures The 21st Century Campus Prerequisites: DOC720

This course prepares the contemporary health administrator to utilize research methodologies in making decisions regarding the cost effectiveness of specific health programs. Case studies will be used that incorporate disease-specific programs, community-wide health interventions, and population-specific care management programs across a variety of health settings.

This Non-credit-bearing, 3-day Course Is Required Only When A Learner Has Not Completed The Dissertation Within 12 Months Of Completing All Courses, Excluding Doc/733 And Doc/734. This Residency Session Is Designed To Allow For Concentrated Time Between The Learner And A Faculty Member, Focusing On Dissertation Completion. This Annual Renewal Residency Is Required For Every Full Year A Learner Remains In “all But Dissertation” Status.