Jun 01, 2024  
2020-2021 Graduate Studies Bulletin 
    
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2020-2021 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Course Descriptions

 

Music (MUS)
  

  • MUS 262 - Instrumental Conducting: Techniques and Methodology


    Semester Hours: 3
    Summer
    Offers an opportunity for those trained in any conducting method to explore basic and advanced conducting techniques through group and individual training and technical exercises using the “Proactive Conducting Method.” This method, developed by Dr. Peter Boonshaft, is designed to provide greater control while achieving extremely musical results.

    Prerequisite(s)/Course Notes:
    Credit given for this course or MUS 273D, not both.
  

  • MUS 263 - Wind Literature and Rehearsal Techniques


    Semester Hours: 3
    Summer
    Details the study of wind composers and their works of various levels and styles, and how to study and research information about a work. Other topics include rehearsal techniques, score study, the teaching of ensemble performance skills, repertoire lists, and the critical evaluation of ensemble performance.

    Prerequisite(s)/Course Notes:
    Credit given for this course or MUS 273F, not both.
  

  • MUS 264 - Advanced Instrumental Conducting and Rehearsal Techniques


    Semester Hours: 3
    Summer
    Offers an opportunity to explore, through class study and the use of a laboratory wind ensemble, advanced conducting techniques, gestures, nuances, score study and rehearsal techniques toward the goal of emulating sound in motion. Each day, all participants conduct a college-level wind band, which serves as the laboratory ensemble for the course.

    Prerequisite(s)/Course Notes:
    Credit given for this course or SED 258 , not both. May not be taken on a Pass/Fail basis.
  

  • MUS 270A - Orff-Schulwerk Certification Program, Level I


    Semester Hours: 3
    An in-depth study of Orff-Schulwerk. A multifaceted approach to developing good musicianship. Courses include study of major classic compositions, compositions for recorder, orchestration techniques, movement and pedagogic sequence for developing music reading, performance and creativity skills.

    Prerequisite(s)/Course Notes:
    Permission of instructor required.
  

  • MUS 270B - Orff-Schulwerk Certification Program, Level II


    Semester Hours: 3
    An in-depth study of Orff-Schulwerk. A multifaceted approach to developing good musicianship. Courses include study of major classic compositions, compositions for recorder, orchestration techniques, movement and pedagogic sequence for developing music reading, performance and creativity skills.

    Prerequisite(s)/Course Notes:
    Level I. Permission of instructor required.
  

  • MUS 270C - Orff-Schulwerk Certification Program, Level III


    Semester Hours: 3
    An in-depth study of Orff-Schulwerk. A multifaceted approach to developing good musicianship. Courses include study of major classic compositions, compositions for recorder, orchestration techniques, movement and pedagogic sequence for developing music reading, performance and creativity skills.

    Prerequisite(s)/Course Notes:
    Level I, II. Permission of instructor required.
  
  
  
  
  

  • MUS 274 A-Z - Special Topics: Contemporary Issues in Music Education, Orff Schulwerk


    Semester Hours: 1
    Fall, Spring
    This course provides opportunities to investigate current issues in music education. Topics to be selected change each semester. Workshops will focus on preparing teachers and future teachers to develop multifaceted learning strategies which will in turn enable their students to acquire musical skills and concepts through song, chant, poetry, instrument playing, movement and literature.

    Prerequisite(s)/Course Notes:
    Specific titles and course descriptions for special topics courses are available in the online class schedule.
  

  • MUS 275A - Italian, English, and Latin Diction for Singers


    Semester Hours: 1
    Once a Year
    This course is designed to provide students with opportunities to improve their articulation and pronunciation of Italian, English, and Latin texts in vocal literature. Students will learn to transcribe utilizing the International Phonetic Alphabet and have multiple opportunities to perform their work in class. Students must have taken at least one semester of private voice instruction or be enrolled in private voice instruction.
  

  • MUS 275B - German and French Diction for Singers


    Semester Hours: 1
    Once a Year
    This course is designed to provide students with opportunities to improve their articulation and pronunciation of German and French texts in vocal literature. Students will learn to transcribe utilizing the International Phonetic Alphabet and have multiple opportunities to perform their work in class. Students must have taken at least one semester of private voice instruction or be enrolled in private voice instruction.

Natural Science (NSC)
  
  

Nursing (NUR)
  

  • NUR 200A - Registered Nurse First Assistant (RNFA) Didactic


    Semester Hours: 3
    This didactic course is the first of two courses designed to prepare the nurse participant with a comprehensive theoretical foundation of the educational preparation necessary to assume the role of the RNFA during operative and other invasive procedures, using an innovative approach to learning. The didactic content emphasizes the expanded functions unique to the RNFA during preoperative, intraoperative, and postoperative phases of care. Specialized surgical areas for this course include gastrointestinal, obstetrics and gynecology, breast, endocrine, plastic and reconstructive, ophthalmic, Otorhinolaryngologic (ENT) and neurosurgery. Professional role development as well as scope of practice is emphasized. The course clinical component emphasizes the integration of the didactic role delineation throughout the periprocedural continuum into practice. Multiple innovative learning methodologies add depth and breadth to the learner’s experience and facilitate enhanced comprehension of the periprocedural management and care of the patient. Instructional strategies used throughout the course include, but are not limited to, case-based/problem-based case studies, simulations, and large group facilitated discussions by content experts. Formative and summative learner assessments will be conducted periodically and cumulatively throughout the course. The course uses an interprofessional approach to the content emphasizing holistic, evidence-based, patient-centered care.
  

  • NUR 200B - Registered Nurse First Assistant (RNFA) Clinical Immersion


    Semester Hours: 3
    This is the second of two didactic and clinical courses designed to prepare the nurse participant with a comprehensive theoretical foundation of the educational preparation necessary to assume the role of the RNFA during operative and other invasive procedures, using an innovative approach to learning. The didactic content emphasizes the expanded functions unique to the RNFA during preoperative, intraoperative, and postoperative phases of care. Professional role development as well as scope of practice is emphasized. The course clinical component emphasizes the integration of the didactic role delineation throughout the periprocedural continuum into practice. Specialized surgical areas for this course include trauma, integrative medicine as well as cardiac, hepatobiliary, orthopedic, vascular, thoracic and genitourinary surgery. Additional emphasis in pediatric and gerontology patient populations is included in the course. Professional role development as well as scope of practice is emphasized. Multiple innovative learning methodologies add depth and breadth to the learner’s experience and facilitate enhanced comprehension of the periprocedural management and care of the patient. Instructional strategies used throughout the course include, but are not limited to, case-based/problem-based case studies, simulations, and large-group facilitated discussions by content experts. Formative and summative learner assessments will be conducted periodically and cumulatively throughout the course. The course uses an interprofessional approach to the content emphasizing holistic, evidence-based, patient-centered care.  

    Prerequisite(s)/Course Notes:
    NUR 200A  
  

  • NUR 201 - Advanced Pathophysiology Across the Life Span


    Semester Hours: 3
    This course is designed to prepare the nurse practitioner students with a comprehensive foundation of the pathophysiological processes associated with alterations in human physiology, using an innovative approach to learning. The course is organized by body system, relating alterations and dysfunction of disease processes found in a diverse community across the lifespan. The complexity of pathophysiology across the lifespan will be presented to provide the foundation necessary for critical thinking and clinical reasoning as part of the care and management of the multidimensional patient. Multiple innovative learning methodologies add depth and breadth to the learner’s experience and facilitate enhanced comprehension of pathophysiology. Instructional strategies used throughout the course include, but are not limited to, case-based/problem-based learning (PEARLS), mini-case studies, simulations, large-group facilitated discussions, and cadaver-based anatomic and clinical correlations to pathophysiology. PEARLS (patient-centered case-based explorations) is the pedagogy specifically focused on the integration of the content of NUR 201: Pathophysiology Across the Lifespan with that of NUR 203: Advanced Pharmacology and Pharmacotherapeutics. Formative and summative learner assessment will be conducted periodically and cumulatively throughout the course. The course uses an interprofessional approach to the content emphasizing holistic, evidence-based, patient-centered care.

    Prerequisite(s)/Course Notes:
    Corequisite: NUR 203. For Graduate Nursing Majors only. (Formerly Pathophysiology Across the Life Span.)
  

  • NUR 202 - Advanced Health Assessment Across the Life Span


    Semester Hours: 3
    This course is innovatively designed to build on the basic health assessment skills and knowledge of the sciences. The goal is to develop a comprehensive knowledge base in critical thinking and clinical decision-making skills using Case-Based/Problem-Based Learning. Advanced Health Assessment is partnered with principles of pharmacology to simulate real-life patient clinical situations. This model provides learners with the opportunity to evaluate a diverse community of patients presenting with multiple clinical problems, multiple drug regimens and socioeconomic problems across the lifespan.  The Case-Based/Problem-Based Learning case studies facilitate knowledge building by developing differential diagnoses in Advanced Health Assessment, and applying the pharmacotherapeutic principles in the management of the same case. Using case studies with patients with multiple disease processes, requiring multidrug class therapy provide opportunities to gain a greater depth and breadth of knowledge in the clinical application. This innovative methodology mirrors the complexity of multidimensional patients in clinical practice. The case studies and other learning activities enable the student to apply principles of critical thinking and clinical decision-making in an environment that promotes understanding rather than learning through traditional learning methods. Partnering Advanced Health Assessment with pharmacology is operationalized through Case-Based/Problem-Based PEARLS (Patient-centered Explorations in Active Reasoning, Learning, and Synthesis) cases, mini-cases, simulation, OSCEs (Observed Structured Clinical Experiences), histological and clinical correlations. The course also includes the discussion of the role of the NP in New York State, as well as the New York State NP Scope of Practice standards. An interprofessional learning environment using holistic, scientifically sound, evidence based and patient-centered care will be integrated into the process of learning.

    Prerequisite(s)/Course Notes:
    Prerequisites: Basic Health Assessment within five years; passing a performance exam; NUR 201 . Corequisite: NUR 203 . For Graduate Nursing Majors only.
  

  • NUR 203 - Advanced Pharmacology and Pharmacotherapeutics Across the Lifespan


    Semester Hours: 3
    This course is designed to prepare the advanced practice nurse with a well-grounded understanding of basic pharmacologic principles, including, but not limited to, the cellular responses, pharmacokinetics, and pharmacodynamics of broad categories of pharmacologic agents. The advance practice nurse will develop a robust knowledge of the indications, contraindications, precautions, adverse effects, complications, doses, routes of administrations, and available formulations for the most commonly prescribed pharmacotherapeutics. The course is organized by system. The course implements an interprofessional learning environment using holistic, scientifically sound, and patient-centered care into the process of learning. It is designed to prepare nurse practitioner students with a comprehensive scientific foundation of the principles and concepts supporting the safe, effective, evidence-based prescription of pharmacotherapeutics. The course is one three-credit course extending across two semesters. In the first half of the course (Fall Semester), nurse practitioner students develop an understanding and appreciation of the pharmacokinetics and pharmacodynamics for broad overarching classes and subcategories of drugs. In particular, the course facilitates nurse practitioner student formation of conceptual frameworks linking drug classes and subcategories with corresponding mechanisms of action. The interrelationships between drug mechanisms of action, the effects of drugs on normal physiology and the pathophysiological processes of disease, are highlighted and emphasized. In the second half of the course (Spring Semester), nurse practitioner students integrate knowledge from semester one with newer concepts: how information derived from the history and physical examination impact drug selection decisions and overall formulation of the plan of care. Multiple innovative learning methodologies add depth and breadth to the learner’s experience and facilitate enhanced comprehension of pathophysiology, including, but are not limited to, PEARLS (patient-centered case-based explorations; a case-based/problem-based pedagogy), mini-case studies, simulations, large-group facilitated discussions, and cadaver-based anatomic learning that provide clinical applications that correlate clinically to pathophysiology principles and processes. PEARLS is the pedagogy specifically focused on the integration of the content of NUR 203: Advanced Pharmacology and Pharmacotherapeutics with NUR 201: Advanced Pathophysiology Across the Lifespan and NUR 202: Advanced Health Assessment* (together, these courses form the “3Ps”). In the Fall Semester, PEARLS cases align and link pharmacology concepts with those from NUR 201: Advanced Pathophysiology Across the Lifespan. In the Spring Semester, PEARLS cases align and link pharmacology concepts with those from NUR 202: Advanced Health Assessment. This innovative scaffolding and alignment of NUR 203 with the other components of the 3Ps using PEARLS allows nurse practitioner students to directly correlate the scientific basis for using pharmacotherapeutics (to restore homeostasis and health) as they consider the pathophysiologic processes causing disease. PEARLS also allows nurse practitioner students to directly apply such knowledge to formulate preventative and therapeutic management plans based on hypotheses and differential diagnoses derived from data obtained through an advanced patient assessment. PEARLS also provides a context to discuss the ethical, legal, psychosocial, health literacy, cultural literacy and socioeconomic issues relevant to the use of pharmacotherapeutics. Other weekly sessions throughout the semester focus specifically on pharmacology content and incorporate a diversity of pedagogies to accommodate a variety of adult learning preferences and to provide nurse practitioner students with adequate exploration of content depth and breadth. Formative and summative learner assessment will be conducted periodically and cumulatively throughout the course. The course also includes the required content for prescriptive writing which fulfills the criteria for nurse practitioners to prescribe in New York State.

    Prerequisite(s)/Course Notes:
    Prerequisite: NUR 201 . Corequisite: NUR 202 . For Graduate Nursing Majors only.
  

  • NUR 204 - Population Health


    Semester Hours: 2
    This course provides an introduction to concepts in population health as well as the interprofessional nature, key historical events, models and frameworks for understanding health problems in diverse populations.  Students will gain a greater knowledge of the disparities in diverse populations.  Social determinants of health influenced by healthcare, individual behavior, social environment, physical environment, and genetics highlight the need for community-based solutions to the disparities in healthcare.  Trends in changing healthcare reimbursement and models of reimbursement serve to determine health outcomes, shifting the responsibility of population health outcomes to providers, such as medical groups and health systems.  Case studies of significant population health challenges and achievements will be analyzed to illustrate how the health of groups can be transformed by working at multiple levels of the social ecologic model.  Methods for designing and evaluation the success of health interventions will be included in the learning process in an interprofessional learning environment, using holistic, scientifically sound, evidenced based and patient-centered mode.

    Prerequisite(s)/Course Notes:
    For Graduate Nursing Majors only.
  

  • NUR 205 - Research Methods and Design


    Semester Hours: 3
    This course prepares nurse practitioner (NP) students to be collaborative participants in the research process. To enable participants to be effective research collaborators, the course emphasizes the fundamentals of research structure and process, including the choice of appropriate research designs and methods.  NP students will also learn to recognize and evaluate the translation and application of research findings to evidence-based practice. To strengthen students’ skills in translating research into practice, the course includes instruction in locating, retrieving, and critically evaluating clinical research.

    Prerequisite(s)/Course Notes:
    Undergraduate statistics within five years. For Graduate Nursing Majors only.
  

  • NUR 206 - Health Policy


    Semester Hours: 2
    This is a pivotal time in U.S. health policy and health care delivery. The entry of the baby boomers into Medicare, implementation of the Patient Protection and Affordable Care Act, introduction of new care and payment models, and focus on population health are all based on policy assumptions and responses. This graduate-level course is an introduction to health policy issues including the determinants, components and process of health policymaking. Topics discussed will include the history and processes of policy development, the importance of data in informing policy issues, payment systems, the role of federal and state government in health policy, global/international health policy, and policy in relation to different program aspects of the health care delivery system.

    Prerequisite(s)/Course Notes:
    For Graduate Nursing Majors only.
  

  • NUR 208 - Health Information Technology


    Semester Hours: 1
    This course will provide the nurse practitioner student with an overview of the current trends, opportunities and future trends of health information technology.  Learners will gain experience with practical applications of health information technology that improve the quality of healthcare delivery, enhance care team communications, facilitate health care research and practice.  Ethical, legal and social impacts of health information technology implementation will be discussed.  Seminar will include a blend of group discussions, case studies, and experiential learning of innovative patient-centered technologies.

    Prerequisite(s)/Course Notes:
    For Graduate Nursing Majors only.
  

  • NUR 209 - Health Literacy


    Semester Hours: 1
    This course is designed to introduce the student to fundamental concepts and issues surrounding health literacy in today’s rapidly changing healthcare environment. Conducted in an intensive and interactive format, this seminar will use educational strategies and tools that promote effective written and oral communication and are designed to address issues related to culturally and linguistically appropriate effective communication. Learners will gain experience with practical applications of health literacy that promote changes in healthcare delivery systems that improve health information, communication, informed decision-making, and access to health services. Students will utilize evidence-based health literacy research and learn how to implement personal and organizational strategies that promote effective communication, patient-centered care and positive health outcomes. The course implements an interprofessional learning environment to prepare the nurse practitioner with a foundational knowledge of the issues and challenges of low health literacy and implications to safety, outcomes and health equity that can be integrated into their roles as nurse practitioners.

    Prerequisite(s)/Course Notes:
    For Graduate Nursing Majors only.
  

  • NUR 212 - Leadership and Role Transition I


    Semester Hours: 0.5
    This is the first of four Leadership and Role Transition seminars that will integrate the materials from courses offered concurrently in each semester. The seminar series is designed to provide the learner with a comprehensive foundation of the knowledge and skills to develop as a nursing leader, and transition to the role of the nurse practitioner. Seminars will increase in complexity as the learner progresses through the program.  Problem-based learning case studies will explore major theoretical and conceptual models of health care leadership and role transition. Each seminar will integrate the scope of practice of a nurse practitioner in New York State. Challenging leadership and role transition issues from real-life clinical practice scenarios, including legal and ethical issues, will be discussed. Self-assessment and learning activities through the use of Myers Briggs Type Indicator (MBTI) and Emotional Intelligence (EQ) assessments, administered during orientation, will identify individual strengths and abilities. This course will promote recognition and respect for the contributions of inter-professional team members, and encourage advanced practice nurses to collaborate in the management of patients and their families. The course implements an inter-professional learning model introducing perspectives of administrators, physicians, advanced practice nurses, and registered nurses into the process of learning.

    Prerequisite(s)/Course Notes:
    For Graduate Nursing Majors only.  
  

  • NUR 213 - Leadership and Role Transition II


    Semester Hours: 0.5
    This is the second of four Leadership and Role Transition seminars that will integrate the materials from courses offered concurrently in each semester. The seminar series is designed to provide the learner with a comprehensive foundation of the knowledge and skills to develop as a nursing leader and transition to the role of the nurse practitioner.  Seminars will increase in complexity as the learner progresses through the program.  The series will promote recognition and respect for the contributions of inter-professional team members, and encourage advanced practice nurses to collaborate in the management of patients and their families. Elements of successful team leadership are incorporated.  The course implements an inter-professional learning model introducing administrators, physicians, advanced practice nurses, and registered nurses into the process of team-based learning. Continued focus will be on the development of leadership capabilities and demonstration of leadership behaviors. Problem-based leadership case studies will provide learning activities used to engage learners in the application of concepts that were introduced in the prior seminar. Concepts and learning activities that relate to the importance of mentoring in the successful role transition will be integrated into learning activities.

    Prerequisite(s)/Course Notes:
    NUR 212 . For Graduate Nursing Majors only.  
  

  • NUR 214 - Leadership and Role Transition III


    Semester Hours: 0.5
    This is the third of four Leadership and Role Transition seminars that will integrate the materials from courses offered concurrently in each semester. The seminar series is designed to provide the learner with a comprehensive foundation of the knowledge and skills to develop as a nursing leader and transition to the role of the nurse practitioner. Seminars will increase in complexity as the learner progresses through the program. Problem-based learning case studies will continue to explore major theoretical and conceptual models of health care leadership and role transition. Each seminar will integrate the scope of practice of a nurse practitioner in New York State. Challenging leadership and role transition issues from real-life clinical practice scenarios include legal and ethical issues which the newly graduated NP is unfamiliar. This course will continue to promote recognition and respect for the contributions of interprofessional team members, and encourage advanced practice nurses to collaborate in the management of patients and their families.  The course implements an interprofessional learning model that was introduced in the prior seminars.
     

    Prerequisite(s)/Course Notes:
    NUR 212 , 213 . For Graduate Nursing Majors only.  
  

  • NUR 215 - Leadership and Role Transition IV


    Semester Hours: 0.5
    This is the fourth of four Leadership and Role Transition seminars that will integrate the materials from courses offered concurrently in each semester. The seminar series is designed to provide the learner with a comprehensive foundation of the knowledge and skills to develop as a nursing leader and transition to the role of the nurse practitioner.  Seminars will increase in complexity as the learner progresses through the program.          Problem-based leadership case studies will provide learning activities used to engage learners in the application of concepts that were introduced in the prior seminars. Each seminar will integrate the scope of practice of a nurse practitioner in New York State. Challenging leadership and role transition issues from real-life clinical practice scenarios include legal and ethical issues which the newly graduated NP is unfamiliar. This course will continue to promote recognition and respect for the contributions of interprofessional team members, and encourage advanced practice nurses to collaborate in the management of patients and their families.  The course implements an interprofessional learning model that was introduced in the prior seminars. Learners will continue to explore major theoretical and conceptual models of healthcare leadership incorporating principles of quality improvement and the use of data for decision making.
     

    Prerequisite(s)/Course Notes:
    NUR 212 , 213 , 214 . For Graduate Nursing Majors only.  
  

  • NUR 218 - Applied Evidence-Based Practice


    Semester Hours: 2
    This course focuses on the translation of evidence into practice by integrating the application of empirical evidence and depth of knowledge into clinical practice. The course will build upon knowledge of the research process with an emphasis on developing the knowledge, skills and attitudes necessary to identify clinical problems and methods of inquiry in order to improve understanding of clinical problems that will result in improving the quality of healthcare and delivery.  The learner will apply leadership and investigative skills in the translation of new knowledge to improve practice and health outcomes.

    Prerequisite(s)/Course Notes:
    NUR 205 . For Graduate Nursing Majors only.  
  

  • NUR 241 - Advanced Gerontological Care


    Semester Hours: 2
    This course is designed to provide the nurse practitioner with an innovative learning model in which Advanced Gerontological Care forms a framework that integrates the pathophysiological processes of health and aging of the older adult with the theoretical basis of aging within a holistic environment.  The complexity of integrating normal aging, pathophysiology, and ethical, legal and psychosocial issues encountered in the older adult provides unique opportunities for critical thinking in the care of the multidimensional older adult. Greater depth and breadth of knowledge of the older adult as a whole individual will be provided within a holistic framework, rather than delivery of concepts in isolation. Opportunities for assessing and managing complex multisystem care, healthy aging, and geriatric syndromes in the older adult are included in the course, and integrated with Pathophysiology Across the Lifespan (NUR 201 ). Innovative course delivery integrates case-based learning (PEARLS), mini-case studies, simulation, human tissue specimens, histological and clinical correlations, and synchronous and asynchronous discussion boards. Evaluation of learning will be accomplished through case-based methods (simulation, mini-case evaluation) and exams. The course implements an interprofessional learning framework, using holistic, scientifically sound, and patient-centered care in the process of learning.

    Prerequisite(s)/Course Notes:
    For Graduate Nursing Majors only.
  

  • NUR 242 - Psychopathology: Developmental, Neurobiological, and Environmental Basis


    Semester Hours: 2
    This course is designed to provide the psychiatric nurse practitioner student with foundational role content. The course focuses on select psychopathologic disorders across the lifespan; their incidence, epidemiology, etiology, risk factors, taxonomy, clinical manifestations, cultural factors, and assessment issues. For each disorder, the putative neurobiology will be reviewed as well as genetic research related to the disorders and research which is influencing the field’s view of the disorder. For each disorder, the role of genetics, risk and environmental influences will be considered and the implications of these data for prevention. Principles of treatment and the basis for intervention will be highlighted for each disorder as well as the DSM V classification.  The course begins with a review of development including models of child development and normal aging. Evaluation of learning will be accomplished through case-based methods, simulation, and exams.

    Prerequisite(s)/Course Notes:
    NUR 201 , 202 , 203 . For Graduate Nursing Majors only.
  

  • NUR 250 - Care of the Family Using Evidenced Based Diagnosis and Management


    Semester Hours: 3
    This course builds upon the student’s scientific knowledge of comprehensive health assessment, pathophysiology and pharmacology within the context of disease management of populations across the lifespan. This course utilizes problem based learning and an evidenced based practice framework to promote and develop student nurse practitioner ability to apply clinical reasoning, diagnostic and therapeutic decision making in challenging patient scenarios. Each session will clarify and integrate challenging legal and ethical issues related to role transition of nurse practitioners with more than one population or specialty scope of practice as a nurse practitioner in New York State. Using the theory, principles, tools and methods presented during the course, students will use scientific literature, costs, risk-benefit profiles, and other forms of supporting evidence to create management strategies for treatment of families. Students will also be exposed to the psychomotor skills required for performing advanced diagnostic procedures, including the principles that promote safer, higher quality technical skill performance and minimize risks to patient and operator. Students will identify individual strengths and abilities through reflection of their Myers Briggs Type Indicator (MBTI) and Emotional Intelligence (EQ) assessments, administered during orientation. The didactic component of this course will focus on role development, leadership, diagnostic testing, and billing and coding which are integral for the family nurse practitioner’s practice.

    Prerequisite(s)/Course Notes:
    NUR 251; Gap analysis of MS transcript with Chair of Graduate Nursing Program
  

  • NUR 251 - FNP I: Care of Women Across the Life Span


    Semester Hours: 5
    This is the first of four clinical courses which provides a comprehensive foundation in the primary care needs of women. Clinical issues and problems unique to women from menarche through senescence, health promotion, disease prevention, well-women care, prenatal and postpartum care and common and complex women’s health issues will be emphasized. Students will participate in a precepted clinical rotation in a women’s healthcare setting that provides the opportunity for health assessment of the female patient across the lifespan and formulation of a comprehensive plan of care. Transitional care must be anticipated and planned for by primary care providers, as patients return to their community following hospitalization. The course innovatively implements intensive didactic content both frontloaded at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case-based model. Learners will also have intensive advanced skills lab and simulation which are specifically placed during the semester to better prepare learners for opportunities to perform and hone skills during their clinical practicum. Simulation, histological and clinical skills and correlations will provide learning opportunities for learners and provide greater depth of content. Clinical practicums will include primary care obstetrics and gynecology, with the inclusion of the delivery of care through home visits. Advanced practice role development is integrated throughout the course. Learning in this course is a collaborative process in an interprofessional learning environment providing quality, holistic, scientifically sound, and patient-centered care. Assignments and clinical placements will reflect the community needs, many of which are from underserved population.

    Prerequisite(s)/Course Notes:
    NUR 201 , 202 , 203 . For Graduate Nursing Majors only.
  

  • NUR 252 - FNP II: Care of the Infant, Child, Adolescent and their Families


    Semester Hours: 5
    This is the second of four clinical courses and focuses on providing a comprehensive foundation of the care of infants, children, adolescents and their families’ responses to health and illness. Age-specific health promotion and disease prevention, psychosocial health and development will be the focus of this course. Differential diagnosis and comprehensive evidence based management of common acute and primary care problems in children in the primary care setting will be emphasized. The course innovatively implements intensive didactic content both frontloaded at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case-based model. An intensive advanced skills lab and simulation are specifically placed during the semester to build skills during the clinical practicum. A precepted clinical practicum in primary care pediatrics will provide opportunities for learning the broad spectrum of common infant, child and adolescent health care problems. Advanced practice role development is integrated throughout the course. An interprofessional faculty will provide quality, safe, holistic, scientifically sound, and patient-centered care to assist pediatric patient and their families better manage their health in changing healthcare environment. Assignments and clinical placements will reflect the community needs, many of which are from underserved populations.

    Prerequisite(s)/Course Notes:
    NUR 251 . For Graduate Nursing Majors only.
  

  • NUR 253 - FNP III: Care of the Adult and Gerontological Patient and Their Families


    Semester Hours: 7
    This is the third of four clinical courses which focus on facilitating family nurse practitioner student development in the evaluation and management of their patient population, specifically the adult patient and their families. During this course the nurse practitioner students will directly evaluate and manage adult patients (including geriatric patients) presenting to wide ranging primary care settings, with one or more undifferentiated chief complaints (e.g. “chest pain” or “dyspnea”) under the direct supervision of expert faculty preceptors in family and adult medicine. Nurse practitioner students, as embedded members of the interprofessional team of providers, evaluate patients with a variety of chief complaints and emergent physiological alterations, including, but not limited to, those involving the cardiovascular, pulmonary, endocrine, dermatologic, renal, genitourinary and gastrointestinal systems. Through this immersive experiential learning experience, nurse practitioner students will work one-on-one with faculty preceptors and refine their history and physical diagnosis, communication, and clinical reasoning skills. Formulation of a differential diagnosis and a comprehensive evidence-based management plan for the emergent and chronic clinical problems identified will be emphasized and assessed for each patient. In addition, students will gain an invaluable appreciation for the steady progression of chronic disease and the acute changes and deterioration that is possible secondary to complications. Integration of health promotion, health maintenance and health restoration in the evaluation and management of patients within the primary care setting will also be emphasized, along with risk assessment and preventative strategies. The pharmacological management of complex symptomatology is systematically imbedded into the course. The course innovatively implements intensive didactic content both frontloaded at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case-based model. An intensive advanced skills lab and simulations are specifically placed during the semester to build skills during the clinical practicum. Advanced practice role development is integrated throughout the course. An interprofessional faculty that are experts in primary care medicine will provide quality, safe, holistic, scientifically sound, and patient-centered care to assist the adult patient and their families to better manage their health in a changing healthcare environment. Assignments and clinical placements in affiliated primary care settings provide nurse practitioner students with unique immersive learning experiences where they are able to care for diverse patient populations, ranging from those living in underserved, resource-limited communities to those living in communities with more robust community networks of care. In the primary care setting nurse practitioner students, will experience firsthand how community and hospital-based resources interface to provide continuity of care for the patients they meet.

    Prerequisite(s)/Course Notes:
    NUR 251 , 252 . For Graduate Nursing Majors only.
  

  • NUR 254 - FNP IV: Advanced Care of the Adult and Gerontological Patient and Their Families


    Semester Hours: 7
    This is the final of four clinical courses which provides a comprehensive foundation of multisystem hematology, oncology, neurology, psychiatry, genitourinary, and musculoskeletal/orthopedic clinical problems and a precepted primary care clinical practicum. Students will make home visits to patients seen in the primary care setting as well as those discharged from the hospital. The home visit model engages patients and their communities in a health partnership, which improves health outcomes, and decreases readmissions. The course innovatively implements intensive didactic content frontloaded at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case-based model. Students will also have intensive advanced skills lab and simulation which are specifically placed during the semester to hone skills during their clinical practicum. Simulation, laboratory, imaging and clinical skills and correlations will provide greater depth of learning. Oral examinations will be introduced in this course. Advanced practice role development is integrated throughout the course. Learning in this course is a collaborative process in an interprofessional learning environment providing quality, holistic, scientifically sound, and patient-centered care. Assignments and clinical placements will reflect the community needs, many of which are from underserved population.

    Prerequisite(s)/Course Notes:
    NUR 251 , 252 , 253 . For Graduate Nursing Majors only.
  

  • NUR 255 - FNP V: Care of the Adult and Family Patient Across the Lifespan Practicum


    Semester Hours: 2.5
    This is the final clinical course for post graduate nurse practitioner students and focuses on the synthesis of theory, practice, decision making and the implementation of the role of the family nurse practitioner. The course utilizes a comprehensive foundation of multisystem clinical problems and a precepted primary care clinical practicum. Students will make home visits to patients seen in the primary care setting as well as those discharged from the hospital. The home visit model engages patients and their communities in a health partnership, which improves health outcomes, and decreases readmissions. The course innovatively implements intensive didactic content frontloaded at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case-based model. Students will also have intensive advanced skills lab and simulation which are specifically placed during the semester to hone skills during their clinical practicum. Simulation, laboratory, imaging and clinical skills and correlations will provide greater depth of learning. Advanced practice role development is integrated throughout the course. Learning in this course is a collaborative process in an interprofessional learning environment providing quality, safe, holistic, scientifically sound, and patient-centered care. Assignments and clinical placements will reflect the community needs, many of which are from underserved populations.

    Prerequisite(s)/Course Notes:
    NUR 250, NUR 251, NUR 252
  

  • NUR 260 - Advanced Adult-Gerontology Acute Care Evidence-Based Diagnosis & Management


    Semester Hours: 3
    This course builds upon the student’s scientific knowledge of comprehensive health assessment, pathophysiology and pharmacology within the context of acute care disease management of the adult and older adult population. This course utilizes problem based learning and an evidenced based practice framework to promote and develop student nurse practitioner ability to apply clinical reasoning, diagnostic and therapeutic decision making to acute care challenging patient scenarios. Each session will clarify and integrate challenging legal and ethical issues related to role transition of nurse practitioners with more than one population or specialty scope of practice as a nurse practitioner in New York State. Using the theory, principles, tools and methods presented during the course, students will use scientific literature, costs, risk-benefit profiles, and other forms of supporting evidence to create management strategies for treatment of acute care patients. Students will also be exposed to the psychomotor skills required for performing advanced diagnostic procedures, including the principles that promote safer, higher quality technical skill performance and minimize risks to patient and operator. Students will identify individual strengths and abilities through reflection of their Myers Briggs Type Indicator (MBTI) and Emotional Intelligence (EQ) assessments, administered during orientation. The didactic component of this course will focus on role development, leadership, diagnostic testing, and billing and coding which are integral for the acute care nurse practitioner’s practice.

    Prerequisite(s)/Course Notes:
    Gap analysis of MS transcript with Chair of Graduate Nursing Program
  

  • NUR 261 - Advanced Adult-Gerontology in Acute Care I


    Semester Hours: 5
    This is the first of four clinical courses which focus on facilitating adult-gerontology acute care nurse practitioner student development in the evaluation and management of the critically ill or injured adult patient. During this course, nurse practitioner students will directly evaluate and manage several critically ill or injured adult patients (including geriatric patients) presenting to the emergency department with one or more undifferentiated chief complaints (e.g. “chest pain” or “dyspnea”) under the direct supervision of expert faculty preceptors in emergency and critical care medicine. Nurse practitioner students, as embedded members of the interprofessional team of providers, evaluate patients with a variety of chief complaints and emergent physiological alterations, including, but not limited to, those involving the cardiovascular, pulmonary, renal systems and trauma. Mechanisms of illness and injury include “medical” (e.g. myocardial infarction), “non-traumatic surgical” (e.g. obstructing ureteral stone), or “traumatic” (e.g. subdural hemorrhage, other accidental and non-accidental trauma) etiologies (individually or in combination). Through this immersive experiential learning experience, nurse practitioner students will work one-on-one with faculty preceptors and refine their history and physical diagnosis, communication, and clinical reasoning skills. Formulation of a differential diagnosis and a comprehensive evidence-based management plan for the acute and emergent clinical problems identified will be emphasized and assessed for each patient. In addition, students will gain an invaluable appreciation for the steady progression of chronic diseases and the sudden acute deteriorations that are possible secondary to complications. Integration of health promotion, health maintenance and health restoration in the evaluation and management of emergency department patients will also emphasized, along with risk assessment and preventative strategies. The pharmacological management of complex symptomatology is systematically integrated into the course. The course innovatively implements intensive didactic content both frontloaded at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case-based model and other engaging pedagogies. Advanced practice role development is integrated throughout the course. Assignments and clinical placements in affiliated emergency departments provide nurse practitioner students with unique immersive learning experiences where they are able to care for diverse patient populations, ranging from those living in underserved, resource-limited communities to those living in communities with more robust community networks of care. In the emergency department, nurse practitioner students will experience firsthand how community and hospital-based resources interface to provide continuity of care for the patients they meet.

    Prerequisite(s)/Course Notes:
    NUR 201 , 202 , 203 . For Graduate Nursing Majors only.
  

  • NUR 262 - Advanced Adult-Gerontology in Acute Care II


    Semester Hours: 5
    This is the second of four clinical courses which focus on complex symptom management related to acute and emergent physiological alterations in endocrine, gastrointestinal, reproductive, and genital urinary function, along with multisystem disorders. Health promotion, health maintenance and health restoration are emphasized, along with risk assessment and preventative strategies. The pharmacological management of complex symptomatology is systematically integrated into the course. Differential diagnosis and comprehensive evidence based management of acute and emergent clinical problems in related clinical settings will be emphasized. The course innovatively implements intensive didactic content both frontloaded at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case-based model. An intensive, advanced skills lab and simulations are specifically placed during the semester to build skills during the clinical practicum. Advanced practice role development is integrated throughout the course. An interprofessional faculty that are experts in emergency and critical care medicine will provide quality, holistic, scientifically sound, and patient-centered care to assist the adult patient and their families experiencing acute and emergent conditions to better manage their health in a changing healthcare environment. Assignments and clinical placements will reflect the community needs, many of which are from underserved populations.

    Prerequisite(s)/Course Notes:
    NUR 261 . For Graduate Nursing Majors only.
  

  • NUR 263 - Advanced Adult-Gerontology in Acute Care III


    Semester Hours: 7
    This is the third of four clinical courses which focuses is on complex symptom management related to acute and emergent physiological alterations in neurological, hematological, oncological, and infectious disease function, along with multisystem disorders. Health promotion, health maintenance and health restoration are emphasized, along with risk assessment and preventative strategies. The pharmacological management of complex symptomatology is systematically integrated into the course. Differential diagnosis and comprehensive evidence based management of acute and emergent clinical problems in related clinical settings will be emphasized. The course innovatively implements intensive didactic content both frontloaded at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case-based model. An intensive advanced skills lab and simulations are specifically placed during the semester to build skills during the clinical practicum. Advanced practice role development is integrated throughout the course. An interprofessional faculty that are experts in emergency and critical care medicine will provide quality, holistic, scientifically sound, and patient-centered care to assist the adult patient and their families experiencing acute and emergent conditions to better manage their health in a changing healthcare environment. Assignments and clinical placements will reflect the community needs, many of which are from underserved populations.

    Prerequisite(s)/Course Notes:
    NUR 261 , 262 . For Graduate Nursing Majors only.
  

  • NUR 264 - Advanced Adult-Gerontology in Acute Care IV


    Semester Hours: 7
    This is the fourth of four clinical courses which focus on complex symptom management related to acute and emergent physiological alterations in psychiatric, orthopedic, trauma, and transplant functions, along with multisystem disorders. Health promotion, health maintenance and health restoration are emphasized, along with risk assessment and preventative strategies. The pharmacological management of complex symptomatology is systematically integrated into the course. Differential diagnosis and comprehensive evidence based management of acute and emergent clinical problems in related clinical settings will be emphasized. The course innovatively implements intensive didactic content both frontloaded at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case-based model. An intensive advanced skills lab and simulations are specifically placed during the semester to build skills during the clinical practicum. Advanced practice role development is integrated throughout the course. An interprofessional faculty that are experts in emergency and critical care medicine will provide quality, holistic, scientifically sound, and patient-centered care to assist the adult patient and their families experiencing acute and emergent conditions to better manage their health in a changing healthcare environment. Assignments and clinical placements will reflect the community needs, many of which are from underserved populations.

    Prerequisite(s)/Course Notes:
    NUR 261 ,262  ,263 . For Graduate Nursing Majors only.
  

  • NUR 265 - Advanced Adult-Gerontology in Acute Care Practicum


    Semester Hours: 1.5
    This is the final clinical course for post graduate nurse practitioner students and focuses on the synthesis of theory, practice, decision making and the implementation of the role of the adult-gerontology acute care nurse practitioner. The course utilizes a comprehensive foundation of multisystem clinical problems and a precepted clinical practicum.  The course innovatively implements intensive didactic content both frontloaded at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case-based model. An intensive advanced skills lab and simulations are specifically placed during the semester to build skills during the clinical practicum. Advanced practice role development is integrated throughout the course. An interprofessional faculty that are experts in emergency and critical care medicine will provide quality, safe, holistic, scientifically sound, and patient-centered care to assist the adult patient and their families experiencing acute and emergent conditions to better manage their health in a changing healthcare environment. Assignments and clinical placements will reflect the community needs, many of which are from underserved populations. 

    Prerequisite(s)/Course Notes:
    NUR 260, NUR 262
  

  • NUR 271 - Principles of Evidence-based Diagnostic Testing


    Semester Hours: 2
    This course uses evidence-based guidelines, scientific principles, and clinical examples to promote and develop student nurse practitioner ability to use patient data, as part of clinical reasoning and diagnostic and therapeutic decision making, to order and interpret diagnostic tests. Using the theory, principles, tools and methods presented during the course, students will apply knowledge gained to synthesize patient data and appropriately select and interpret diagnostic tests, justifying their selections and rationales using the scientific literature, costs, risk-benefit profiles, and other forms of supporting evidence. Students will also be exposed to the psychomotor skills required for performing advanced diagnostic procedures, including the principles that promote safer, higher quality technical skill performance and minimize risks to patient and operator.  The knowledge, psychomotor skills, and attitudes gained in this course will enable students to better formulate clinical diagnoses, construct sound clinical decisions, use diagnostic testing wisely, and perform diagnostic tests more safely.

    Prerequisite(s)/Course Notes:
    For Graduate Nursing Majors only.
  

  • NUR 272 - Principles of Electrocardiograph (ECG) Interpretation


    Semester Hours: 1
    This course is designed to prepare the nurse practitioner with a well- grounded understanding of the principles and skills required for interpreting 12-Lead electrocardiograms (ECGs). Arrhythmias (atrial and ventricular), such as but not limited to tachyarrhythmia, heart blocks, bundle branch blocks, hypertrophy, axis deviation, and ECG changes in ischemic myocardial disease will be the focus of this course. Upon completion of this course, students will have a greater understanding and knowledge of the analysis of the ECG, which will lead to diagnostic and therapeutic decision-making.

    Prerequisite(s)/Course Notes:
    For Graduate Nursing Majors only. (Formerly 2 s.h.)
  

  • NUR 273 - Advanced Psychiatric Assessment


    Semester Hours: 2
    This course will focus on all the elements involved in conducting a psychiatric assessment: interviewing technique, methods for gathering pertinent data in order to conduct the assessment, use of standardized diagnostic instruments and use of clinical reasoning in arriving at a differential diagnosis. An innovative learning method, using Case-Based Learning as well as embedding Psychiatric Assessment with Psychopharmacology, provides learning opportunities to develop both differential diagnoses in Advanced Psychiatric Assessment, as well apply the pharmacotherapeutic principles in the management of the same case.  Advanced Psychiatric Assessment and Psychopharmacology will be integrated through PEARLS cases, simulation and clinical correlations.  Emphasis is placed on how to build a working relationship with the client and grasp the narrative of their illness experience. The course will also consider how to involve clients in treatment planning and making appropriate treatment recommendations. Diagnostic interviewing and assessment of patients across the lifespan will be considered.  At the final weeks of the course, the student will conduct a psychiatric assessment with a standardized patient. The process of learning will be holistic, scientifically sound, evidence based and patient-centered care, delivered through an interprofessional learning framework and faculty. In the process of learning the assessment process, a historical perspective of the evolution of the need for the psychiatric clinical nurse specialist to transition to the role of the nurse practitioner will illuminate changes in the assessment process to advance psychiatric mental health care.

    Prerequisite(s)/Course Notes:
    NUR 201, 202 , 203 .
  

  • NUR 274 - Applied Psychopharmacology


    Semester Hours: 2
    This course builds upon the scientific principles of Advanced Pharmacology and Pharmacotherapeutics Across the Life Span. The sequencing of pharmacology with psychopharmacology, integrates and applies the acquired knowledge of physical/ medical health medications and psychiatric medications used in clinical practice.  The course begins with the overarching principles of psychopharmacology and provides the scientific basis of psychiatric medications and their pharmacotherapeutics. Discussions will incorporate basic knowledge of proposed mechanisms of action and metabolism of commonly prescribed psychopharmacologic agents. Building on the student’s knowledge of pharmacokinetics and pharmacotherapeutics, evidence-based guidelines/research provide the direction for use of medications for the treatment of a variety of psychological and psychiatric disorders and monitoring the physiological and behavioral responses to these interventions.  An innovative learning method, using PEARLS Case-Based Learning as well as embedding Advanced Psychiatric Assessment with Applied Psychopharmacology, provides the learner with opportunities to develop both differential diagnoses in Advanced Psychiatric Assessment, as well apply the pharmacotherapeutic principles in the management of the same case.  Applied Psychopharmacology and Advanced Psychiatric Assessment will be integrated through PEARLS cases, simulation and clinical correlations.  Students will be prepared to use, interpret and apply appropriate laboratory diagnostic procedures, and use medications to treat a variety of psychiatric disorders.  Issues of patient collaboration, adherence, patient teaching and goal setting around medication will be discussed. Case studies will provide the relevant ethical, legal and psychosocial issues in a holistic environment.  The process of learning will be holistic, scientifically sound, evidence based and patient-centered care, delivered through an interprofessional learning framework and faculty.

    Prerequisite(s)/Course Notes:
    NUR 201 , 202 , 203 .
  

  • NUR 281 - PMHNP I: Care of the Adult Psychiatric Client: Group and Family Therapy and Care of the Older Adult


    Semester Hours: 5
    This is the first of four clinical courses that provides the theoretical content and clinical practice guidelines for intervening in substance use disorders across the lifespan, and complex psychiatric conditions including medical co-morbidities. The neurobiology of substance use is reviewed along with considerations of the impact of various substances on neural architecture. The theoretical basis for psychotherapeutic interventions is examined along with pharmacological approaches. Evidence-based therapies are integrated with the clinical practice guidelines directing the management of substance use disorders.  The course innovatively implements intensive didactic content both “frontloaded” at the beginning of the semester as well as at scheduled intervals during the semester, using an interactive case-based model. Students will also have simulation and standardized patient learning experiences for opportunities to hone skills during their clinical practicum. Interprofessional experts in the field psychiatry will provide high level content for the student in intensive learning sessions. Students will participate in a precepted clinical rotation in a setting designed for mental health service delivery with clients across the life span. Clinical rotations will include opportunities for students to participate in emergency telehealth experiences for a diverse population of clients across the lifespan from the New York metropolitan area. This will afford the student the opportunity to sophisticate their psychiatric diagnostic and assessment skills and integrate practice guidelines and evidence-based approaches into their treatment planning and management. Learning in this course is a collaborative process in an interprofessional learning environment, providing quality, holistic, scientifically sound, and patient-centered care. Advanced practice role development is integrated throughout the course.

    Prerequisite(s)/Course Notes:
    NUR 201 , 202 , 203 , 242 , 273 , 274 .
  

  • NUR 282 - PMHNP II: Care of the Child, Adolescent, and Family Across the Lifespan


    Semester Hours: 5
    This is the second of four clinical courses in the Psych-Mental Health NP program.  It provides the theoretical content and clinical practice guidelines for intervening in psychiatric disorders of children and adolescents. Principles of assessment, interviewing, and diagnosis of children and adolescents and their family are discussed. The theoretical basis for a range of child and adolescent psychotherapeutic interventions are examined. Evidence-based therapies are integrated with the clinical practice guidelines directing the management of psychiatric disorders, with emphasis on children and adolescents.  The course innovatively implements intensive didactic content both “frontloaded” at the beginning of the semester as well as at scheduled intervals during the semester, using an interactive case-based model. Students will also have simulation and standardized learning experiences for opportunities to hone skills during their clinical practicum. Interprofessional experts in the field psychiatry will provide high level content for the student in the intensive learning sessions.  Students will participate in a precepted clinical rotation in a setting designed for mental health service delivery with children and adolescents. Clinical experiences will afford the student the opportunity to sophisticate their psychiatric diagnostic and assessment skills and integrate practice guidelines and evidence-based approaches into treatment planning and management.   Clinical rotations will include opportunities for students to participate in emergency telehealth experiences for a diverse population of clients from the New York metropolitan area. Students will also have a clinical experience where they co-lead a therapeutic group. Learning in this course is a collaborative process and in an interprofessional learning environment, providing quality, holistic, scientifically sound, and patient-centered care. Advanced practice role development is integrated throughout the course.

    Prerequisite(s)/Course Notes:
    NUR 242 , 273 , 274 , 281 .
  

  • NUR 283 - PMHNP III: Substance Abuse Disorders and Care of the Adult with Complex Mental Health Issues


    Semester Hours: 5
    This is the third of four clinical courses and provides the theoretical content and clinical practice guidelines for intervening in psychiatric disorders of individuals across the lifespan with a special emphasis on group/family interventions and care of the older adult. The theoretical bases for a range of group and family psychotherapeutic interventions across the lifespan are examined; issues with care of older adults and their families receive particular emphasis.  Evidence based therapies are integrated with the clinical practice guidelines directing the management of psychiatric disorders, particularly with the older adult. The course innovatively implements intensive didactic content both “frontloaded” at the beginning of the semester as well as scheduled at intervals during the semester, using an interactive case based model. Learners will also have simulation and standardized learning experiences during the semester to better prepare learners for opportunities to perform and hone skills during their clinical practicum. Interprofessional experts in the field psychiatry will provide high level content for the NP student in the intensive learning sessions.  Students will participate in a precepted clinical rotation in a setting designed for mental health service delivery.  Clinical rotations will include opportunities for students to participate in emergency telehealth experiences for a diverse population of clients across the lifespan from the New York Metropolitan area. This will afford the student the opportunity to sophisticate their psychiatric diagnostic and assessment skills and integrate practice guidelines and evidence based approaches into their treatment planning and management with emphasis on psychopharmacology. Students will also have a clinical experience where they co-lead a therapeutic group. Learning in this course is a collaborative process and in a interprofessional learning environment providing quality, holistic, scientifically sound, and patient-centered care. Advanced practice role development is integrated throughout the course.

    Prerequisite(s)/Course Notes:
    NUR 242 , 273 , 274 , 281 , 282 .
  

  • NUR 284 - PMHNP IV: Care of the Psychiatric Client Across the Lifespan


    Semester Hours: 5
    This is the fourth of four clinical courses that provides the theoretical content and clinical practice guidelines for intervening in dysfunctional coping patterns and psychiatric disorders of individuals across the lifespan. The theoretical bases for a range of psychotherapeutic interventions across the lifespan are examined; cognitive treatment and select evidence-based therapy techniques receive particular emphasis.  These evidence-based approaches are integrated with the clinical practice guidelines directing the management of highly prevalent psychiatric disorders. Neurobiological models of development provide a theoretical basis for understanding the development of psychopathology and the interpersonal approach to building relationships. The course innovatively implements intensive didactic content both “frontloaded” at the beginning of the semester as well as at scheduled intervals during the semester, using an interactive case-based model.  Interprofessional experts in the field psychiatry will provide high level content for the NP student in the intensive learning sessions.  Students will participate in a precepted clinical rotation in a setting designed for mental health service delivery. This will afford the student opportunities to develop their psychiatric diagnostic and assessment skills and integrate practice guidelines and evidence- based approaches into their treatment planning. Opportunities to participate in emergency telemedicine experiences for a diverse population of individuals across the lifespan in the New York metropolitan area will be available. Clinical and simulation and standardized patient learning experiences will provide opportunities for students to develop their psychiatric diagnostic and assessment skills, and integrate practice guidelines and evidence-based approaches into their treatment planning. Learning in this course is a collaborative process and in an interprofessional learning environment, providing quality, holistic, scientifically sound, and patient-centered care.

    Prerequisite(s)/Course Notes:
    NUR 242 , 273 , 274 , 281 , 282 , 283 .

Occupational Therapy (OTH)
  

  • OTH 200 - Assessment in Occupational Therapy


    Semester Hours: 3

    Fall

    This first-semester course introduces students to the process of evaluation and the occupational therapy assessment tools used in the process. Teaching and learning activities will provide students with foundational knowledge required to analyze and critique the interview process. Evaluation of occupational performance and the factors that influence the assessment process (e.g., culture or disability) will be described. Students will identify their personal resources for self-reflection of values, interpersonal communication, and the professional behaviors indicative of the therapeutic use of self. Observation and participation in selected aspects of the occupational therapy process are required. This course has a Level I fieldwork component. Observation and participation in selected aspects of the occupational therapy process are required.

    Prerequisite(s)/Course Notes:
    Matriculation in the Occupational Therapy Program  and completion of HPR 130 - Orientation to Occupational Therapy: The Profession and Practice . May not be taken on a Pass/Fail basis.
  

  • OTH 201 - Critical Inquiry: Clinical and Professional Reasoning


    Semester Hours: 2
    Fall
    This course introduces students to the processes underlying decision making in occupational therapy. Critical thinking will be fostered through an examination of scholarly literature in occupational therapy and related professions. Students will learn to make clinical decisions based on evidence, observations, sociocultural factors and the reasoning skills used by occupational therapy practitioners.

    Prerequisite(s)/Course Notes:
    Matriculation in the Occupational Therapy Program  and completion of HPR 130 - Orientation to Occupational Therapy: The Profession and Practice .
  

  • OTH 202 - Occupation and Adaptation


    Semester Hours: 2
    This first-semester course reviews the concept of occupation or meaningful and purposeful activities from the perspective of the occupation-based model of the Person-Environment-Occupation (PEO). Occupational performance throughout the lifespan is examined by exploring areas of occupation and occupational roles in alignment with the Occupational Therapy Practice Framework. Students will develop skills for activity gradation and completion of a task analysis. Laboratory sessions emphasize the tools unique to occupational therapy, the therapeutic use of occupations, and the selection of a variety of therapeutic media used across the lifespan.

    Prerequisite(s)/Course Notes:
    Matriculation in the Occupational Therapy Program  and completion of HPR 130 - Orientation to Occupational Therapy: The Profession and Practice .
  

  • OTH 203 - Human Anatomy and Movement


    Semester Hours: 3
    Fall
    This course builds on prerequisite knowledge of anatomy and physiology with a focus on the functions of the musculoskeletal system.  Changes in occupational performance in both fine and gross motor skills will be discussed. Students will gain an understanding of the biomechanical principles that are used when individuals are engaged in activities and occupations. Students will learn to assess and interpret neuro-motor body structures and functions that may hinder and enhance occupational performance.

    Prerequisite(s)/Course Notes:
    Matriculation in the Occupational Therapy Program  and completion of HPR 130 - Orientation to Occupational Therapy: The Profession and Practice .
  

  • OTH 204 - Conceptual and Theoretical Frameworks in Occupational Therapy


    Semester Hours: 3
    Fall
    This course advances students’ knowledge of the theoretical constructs that have guided practice in occupational therapy. The course will focus on the socio-political and cultural perspectives that have influenced current and past practice trends. Emphasis is placed on the development of skills for the analysis of occupational therapy models of practice and the importance of theory development. The discipline of occupational science will be considered as it relates to occupational therapy principles of therapeutic reasoning. 

    Prerequisite(s)/Course Notes:
    Matriculation in the Occupational Therapy Program  and completion of HPR 130 - Orientation to Occupational Therapy: The Profession and Practice .
  

  • OTH 205 - Integrative Seminar I


    Semester Hours: 1
    Fall
    In this course, students will reflect on the concept of occupations and occupational science as it relates to therapeutic use of self and standards of ethical practice. Knowledge, techniques and assessment principles from concurrent course work will be related to occupational therapy practices. The use of case studies and self-reflection activities will permit students to apply their understanding of anatomy to the assessment of occupational performance and the use of evidence-based decision making.

    Prerequisite(s)/Course Notes:
    Matriculation in the Occupational Therapy Program  and completion of HPR 130 - Orientation to Occupational Therapy: The Profession and Practice .
  

  • OTH 206 - Neuroscience Principles and Occupational Therapy Assessment


    Semester Hours: 4
    Spring
    In this course, students will develop an understanding of the neuroanatomy and function of the human nervous system, including the central, peripheral, somatosensory, motor, visual, vestibular, auditory, and autonomic nervous systems, and the concept of neuroplasticity. Anatomy and function of the human nervous system will be taught with emphasis placed on its role in development, movement, sensation, cognition, perception and behavior. Application of concepts and knowledge will be linked to common neurological clinical problems related to occupational performance in order to provide a solid foundation for planning therapeutic interventions. Clinical screenings/assessments of client factors and performance skills will be taught to facilitate understanding of the underlying factors that support and hinder successful engagement in occupations.

    Prerequisite(s)/Course Notes:
    OTH 200 , 201 , 202 , 203 , 204  and 205 .
  

  • OTH 207 - Mental and Behavioral Health: Principles and Assessment


    Semester Hours: 3
    Spring
    In this course, students will explore the historical and theoretical factors related to occupational performance for individuals with mental health conditions. Mental health conditions are defined according to the World Health Organization’s definition of mental health (i.e., ” … abilities to cope with normal stresses of life, productive work and contribution to their community”). The course focuses on the range and continuum of mental health conditions and the resources, systems, and the interprofessional team involved in the development of assessment and care plans for people with mental health conditions.

    Prerequisite(s)/Course Notes:
    OTH 200 , 201 , 202 , 203 , 204 , and 205 .
  

  • OTH 208 - Health and Disability: Factors Related to Performance and Participation


    Semester Hours: 3
    Spring
    In this course, students will examine the medical, neurological, and orthopedic conditions that generally occur during adolescence, and early and late adulthood. Students will gain an understanding of the etiology, pathology, signs and symptoms, treatment, psychosocial issues, and prognosis of common medical conditions and diseases. Students will learn about the most common medical/surgical diagnoses treated by occupational therapists, as well as some specialty diagnoses. The course covers the sequence of rehabilitative practices in occupational therapy in individuals with neurological impairment, including screening and evaluation, reevaluation, intervention planning and implementation, and discharge planning. Culture, diversity, environmental context, and the impact of occupation and health promotion are considered. This course has a Level I fieldwork component. Observation and participation in selected aspects of the occupational therapy process are required.

    Prerequisite(s)/Course Notes:
    OTH 200 , 201 , 202 , 203 , 204 , and 205 .
  

  • OTH 209 - Outcome Measurements: Environmental and Programmatic Assessment


    Semester Hours: 3
    Spring
    This course will provide students with the skills required to complete an occupational therapy needs assessment as it relates to the components of identification of a program/service issue, concern or interest; literature review of relevant evidence; and the measurement process/tools. The appropriate use of standardized tests and scoring will be discussed for students to learn how to systematically utilize data for the evaluation and modification of practice outcomes. Practice in various health care contexts will be discussed with respect to policies, the impact on practice, reimbursement and the delivery of care as related to translation and communication of knowledge.

    Prerequisite(s)/Course Notes:
    OTH 200 , 201 , 202 , 203 , 204 , and 205 .
  

  • OTH 210 - Technology Assessment


    Semester Hours: 2
    Spring
    This course will provide an overview of the technology used in occupational therapy practice to support or enhance engagement in occupations. The course includes experiential components where students participate in the observation or creation of special equipment or assistive devices. Discussion will include exposure to a wide range of equipment, adaptations, and computerized applications that range from non-mechanical tools to advanced electronic technology.

    Prerequisite(s)/Course Notes:
    OTH 200 , 201 , 202 , 203 , 204 , and 205 .
  
  

  • OTH 212 - Clinical Lab: Technology, Splinting, Modalities


    Semester Hours: 2

    Summer

    This summer course gives students the opportunity to apply knowledge and skills from the previous two semesters.  The teaching-learning activities emphasize “hands-on” experiences where students work with materials, supplies and equipment used in occupational therapy practice settings. Underlying theory related to use of physical agent modalities as a preparatory activity for participation in occupation, as well as evidence related to use and fabrication of orthotics will be explored. 

    Prerequisite(s)/Course Notes:
    Prerequisites: OTH 206 , 207 , 208 , 209 , 210 , and 211 .
  

  • OTH 213 - Occupational Engagement and Performance: Movement and Mobility


    Semester Hours: 3
    Fall
    This course examines the physical movement and mobility determinants of occupation to provide students with knowledge and skills for developing occupation-based intervention plans related to neuromuscular and movement-related functions. Consistent with the curriculum model, this course will also focus on designing occupation-based interventions that are client-centered and involve considerations of the context, environment and evidence.

    Prerequisite(s)/Course Notes:
    Successful completion of all required course work of the Didactic Year 1 of the Occupational Therapy, MS .
  

  • OTH 214 - Occupational Engagement and Performance: Psychosocial


    Semester Hours: 3
    Fall
    This course examines the psychological and emotional determinants of occupation to provide students with knowledge and skills for developing occupation-based intervention plans related to emotional regulations and the capacity for team relations, professional and inter-professional communication. Consistent with the curriculum model, this course will also focus on designing occupation-based interventions that are client-centered, evidence-based and consider the context and environment.

    Prerequisite(s)/Course Notes:
    Successful completion of all required course work of the Didactic Year 1 of the Occupational Therapy, MS .
  

  • OTH 215 - Occupational Engagement and Performance: Cognition and Perception


    Semester Hours: 3
    Fall
    This course examines the cognitive and neurological determinants of occupation to provide students with knowledge and skills for developing occupation-based intervention plans related to global mental and sensory functions. This course will focus on designing occupation-based interventions that are client-centered, evidence-based and involve consideration of the context and environment.

    Prerequisite(s)/Course Notes:
    Successful completion of all required course work of the Didactic Year 1 of the MS in Occupational Therapy Program .
  

  • OTH 216 - Occupation – Across the Lifespan: Infancy to Maturity


    Semester Hours: 2
    Fall
    This course examines how occupations alter, shift and adjust across the lifespan. The use of case studies and scholarly literature will focus on the analysis of occupational performance for participation in meaningful activities consistent with typical development. Consideration will be given to body functions and structures and the individual’s personal values and beliefs at different levels of development.

    Prerequisite(s)/Course Notes:
    Successful completion of all required course work of the Didactic Year 1 of the MS in Occupational Therapy Program.
  

  • OTH 217 - Health and Human Service Delivery Systems


    Semester Hours: 1
    Fall
    This course will examine occupational therapy and health care delivery in the United States and other nations. Ethical issues, policy, federal and state regulations and resources that impact occupational therapy practice will be discussed. An exploration of contemporary national and international policy, legislation and events will be used to illustrate how occupational therapy is designed and implemented.

    Prerequisite(s)/Course Notes:
    Successful completion of all required course work of the Didactic Year 1 of the MS in Occupational Therapy Program.
  

  • OTH 218 - Occupational Engagement and Performance: Community and Group Intervention


    Semester Hours: 3
    Spring
    This course will examine the framework for community-based practice. Concepts in health promotion to support access and mobility and integration of clients into the home, work and community environment will be emphasized. Group interventions to promote education and participation in the community will be discussed. Students will develop skills in documenting the need and rationale for occupational therapy services that include community intervention and group practice models. This course will have a Level I Fieldwork component. Observation and participation in selected aspects of the occupational therapy process are required.

    Prerequisite(s)/Course Notes:
    OTH 213 , 214 , 215 , 223, 216 , and 217 .
  

  • OTH 219 - Research and Scholarship of Application


    Semester Hours: 3
    Spring
    This course will serve as a capstone experience to promote the development of the scholarship of clinical application in occupational therapy practitioners. Students will develop a project based on a needs assessment of a community agency, or participate on a faculty-led research project. Students will review pertinent literature, design a research question, develop methods and measures, and analyze data. The project will result in a poster and oral presentation in class of an in-depth proposal or completed mini-project. The process of locating and securing resources for funding will also be discussed.

    Prerequisite(s)/Course Notes:
    OTH 213 , 214 , 215 , 223, 216 , 217 , and 230 .
  

  • OTH 220 - Leadership and Advocacy


    Semester Hours: 3
    Spring
    This course examines personal, organizational and societal factors (e.g., cultural, political) related to leadership, management and promotion of occupational therapy services. Through examination of literature and/or a community organization, students will learn to apply management principles and advocate for the profession and for the needs of individuals with disabilities.

    Prerequisite(s)/Course Notes:
    OTH 213 , 214 , 215 , 223, 216 , and 217 .
  
  

  • OTH 222 - Occupational Therapy Practitioner: Professional Communication


    Semester Hours: 1
    Spring
    Through the use of case studies, students will apply and demonstrate clinical and professional knowledge in professional reports, oral presentations and written assignments focused on assessment and intervention. Students will demonstrate the ability to document different stages of service delivery.  Students will engage in reflective teaching-learning activities, and work independently or in a small group to communicate pertinent professional information in writing, during interprofessional communication, and in public speaking situations.

    Prerequisite(s)/Course Notes:
    OTH 213 , 214 , 215 , 223, 216 , and 217 .
  

  • OTH 223 - Occupational Engagement and Performance: Developmental


    Semester Hours: 3
    Fall
    This course focuses on the occupation of children and families. The developmental phases of childhood are addressed with respect to activities of daily living, education, work, play/leisure and social participation. Children with a range of developmental and cognitive disabilities are considered. The role of the family and caregiver is examined to gain an understanding of the continuum of health and illness and its effect on occupational performance.

    Prerequisite(s)/Course Notes:
    OTH 206 , 207 , 208 , 209 , 210 , and 211 .
  

  • OTH 224 - Professionalism for Occupational Therapy Practitioners


    Semester Hours: 3
    Spring
    This course will focus on the transition and acculturation to the occupational therapy profession. Ethical practice, knowledge of relevant policies, regulations and credentialing requirements will be discussed. This course will provide experiential teaching-learning activities designed to develop knowledge of the profession, clinical and professional reasoning skills. Students will begin to develop a portfolio documenting competencies and a self-assessment of their developing professional roles and responsibilities as an occupational therapy practitioner.

    Prerequisite(s)/Course Notes:
    OTH 213 , 214 , 215 , 223 , 216 , and 217 .
  

  • OTH 225 - Level II Fieldwork I


    Semester Hours: 2
    Summer
    Students are assigned to an occupational therapy practice setting on a full-time basis for three months. This course is designed to meet the American Occupational Therapy Association guidelines for Level II fieldwork experiences. Under the supervision of a licensed occupational therapist, the student focuses on the application of the delivery of meaningful occupations, administration and management of evidence-based occupational therapy services. Students have an opportunity to work with a variety of clients across the life span consistent with the mission and goals of the practice setting with the goal to become competent, entry-level, generalist occupational therapists.

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only. Students must successfully complete all Year 1 and Year 2 required course  before fieldwork placements are assigned. Student assessments will be required on the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student form or equivalent fieldwork performance evaluation forms.
  

  • OTH 226 - Level II Fieldwork II


    Semester Hours: 2
    Summer
    Students are assigned to an occupational therapy practice setting on a full-time basis for three months. This course is designed to meet the American Occupational Therapy Association guidelines for Level II fieldwork experiences. Under the supervision of a licensed occupational therapist, the student focuses on the application of the delivery of meaningful occupations, administration and management of evidence-based occupational therapy services. Students have an opportunity to work with a variety of clients across the life span consistent with the mission and goals of the practice setting with the goal to become competent, entry-level, generalist occupational therapists.

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only. Students must successfully complete all course work  before fieldwork placements are assigned. Prerequisite: OTH 225 . Student assessments will be required on the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student form or equivalent fieldwork performance evaluation forms.
  

  • OTH 230 - Capstone and Research Project Planning


    Semester Hours: 2
    Summer
    This summer course focuses on developing a capstone community project, research proposal or grant proposal. The course will review fundamental concepts in research design, the use of descriptive data, and qualitative methods that are used in occupational therapy practices. Students will identify an initial plan for completion of the capstone project for the spring of the second year of study. This course will have a Level I Fieldwork component. Observation and participation in selected aspects of the occupational therapy process are required.

    Prerequisite(s)/Course Notes:
    OTH 206 , 207 , 208 , 209 , 210  and 211 .

Philosophy (PHI)
  

  • PHI 233 - Ethics and the Natural Environment


    Semester Hours: 3
    Periodically
    Exploration of the relationship between human nature and the natural environment. Consideration of whether human beings have ethical duties to the natural environment, to animals and other species, e.g., plants and even microorganisms, and if so, what the basis for such a duty is. The course will also consider whether only living things have ethical value or whether the environment itself has ethical significance, and examine how we explain ethical significance.

    Prerequisite(s)/Course Notes:
    Credit for this course or PHI 133, not both. (Formerly Environmental Ethics and Ecophilosophy.)
  

  • PHI 238 - A Guide to Ethics and Sustainability: Individual, Corporate, Social Responsibility


    Semester Hours: 3
    Periodically
    An examination of the concept of sustainability and of the ethical bases for individual, corporate, and social responsibilities to live, consume, and produce sustainably. The course combines philosophical readings with practical and concrete case studies.

    Prerequisite(s)/Course Notes:
    Credit given for this course or PHI 138, not both.
  

  • PHI 261 - Philosophy of Science


    Semester Hours: 3
    Periodically
    Study of the methods, assumptions, and limits of natural science with illustrations from the history of science. Topics include the problem of demarcating science from non-science, the structure of theories and explanations, how and whether science progresses, and science’s relationship to culture and values.

    Prerequisite(s)/Course Notes:
    Credit given for this course or PHI 161, not both.

Physical Education and Sport Sciences (PESP)
  

  • PESP 204 - Impact of Physical Activity/Fitness on the Aging Process


    Semester Hours: 3
    Once a Year
    This course explores the physiological and anatomical changes which occur with aging and how engaging in various physical activities interacts with the aging process. Recommendations of various governmental and professional organizations for increasing physical activity are discussed in terms of increasing functional capacity and decreasing risk for disease in the aging population.
  

  • PESP 205 - The Design and Application of Exercise and Fitness Activities for the Aging Adult


    Semester Hours: 3
    Once a Year
    A course designed to develop activity programs for increased functional levels and fitness abilities of the aging adult. This course takes into consideration the psychological, neurological, nutritional, motivational, and legal aspects of working with this population.

    Prerequisite(s)/Course Notes:
    PESP 204  or permission of instructor.
  
  
  
  

  • PESP 213 - Innovative Instructional Strategies for Teaching Physical Education


    Semester Hours: 3
    Once a Year
    Designed to introduce the student to new ideas for improving physical education instruction. Focus is on the development, implementation and evaluation of innovative instructional strategies. Introduces students to use of effective change strategies to facilitate the implementation of innovative ideas.
  

  • PESP 214 - Contemporary Curriculum Perspectives in Physical Education


    Semester Hours: 3
    Once a Year
    Focus is on current issues and problems within the field of curriculum. Course examines conceptions of curriculum in education and its influence on the discipline of physical education. Designed to introduce the student to underlying historical, philosophical, social and intellectual foundations of curriculum development and evaluation.
  
  
  

  • PESP 217 - Research Implications on Curricula Trends in Physical Fitness


    Semester Hours: 3
    Once a Year
    Discussion of the various components of physical fitness: cardiovascular endurance, muscular strength/endurance, flexibility and body composition. Exploration of the research literature dealing with the relationship of regular physical activity and proper nutrition to weight control and reduced risk of chronic diseases. Examination of various existing curricula which incorporates cognitive and exercise components of physical fitness.
  
  
  
  
  
  

  • PESP 226 - Character Development and Sport


    Semester Hours: 3
    Once a Year
    This course examines theories of moral development and the moral reasoning process as it relates to coaching and teaching behavior. Students will gain insight into their own values and underlying motives and intentions for their behavior as coaches. Students will critically examine moral issues and dilemmas in sport and develop an understanding of how coaching behavior can influence student-athletes’ character development. Students are also provided with opportunities to develop communication skills and strategies for dealing effectively with problems and issues that may develop during a sport season.
  
 

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