ME 480 - HVAC Systems Design

• Do a heating and cooling load calculation for a building
• Evaluate the psychrometric processes involved in heating and cooling a building
• Make appropriate choices for heating and cooling equipment
• Utilize a commercially-available software package (Carrier E20-II) to simulate the HVAC system for a building

• Energy Balance

• Psychrometric analysis
• System types
• Heating and cooling load analysis
• Air distribution and duct sizing
• Air system acoustics
• Water systems
• Equipment and control system selection
• Supervised Design Project work

ME 481 - Aerodynamics

• Have a thorough understanding of fluid flows over bluff and streamlined bodies, including potential flow results, circulation, boundary layers, transition, and experimental results
• Choose an airfoil and apply lift, drag, and moment coefficients to a design, and to be able to measure these coefficients experimentally
• Make thin airfoil and finite airfoil calculations
• Make airplane stability and trim calculations
• Have an introduction to automobile aerodynamics

• Incompressible flow, Bernoulli equation
• Laminar and turbulent flows, Reynolds number, viscosity
• Boundary layers
• Integral calculus

• Review of fluids, non-dimensionalization, boundary layer, friction
• 2-D flow over cylinders and airfoils
• Movies and laboratory experiments
• Airfoil terminology, characteristics, and physical flow description, modern airfoil developments, high lift devices
• Thin airfoil theory
• Finite airfoil
• Stability and control
• Propellers, vortex motion, model airplanes
• Automotive applications

• Wind tunnel measurements of formula car drag coefficient and airfoil lift, drag, and moment coefficients and instrumentation

ME 485 - Energy Systems Design Project

• Utilize a design methodology, including creative synthesis of solutions; evaluation of solutions based on criteria and constraints; sensitivity analysis; choice of “best” design
• Work effectively as part of a team
• Work with deadlines
• Communicate ideas
• Defend his/her decisions

• Thermodynamics
• Fluid mechanics
• Heat Transfer

• Outline of design process; project assignments (1 class)
• Problem statement (1 class)
• Literature search techniques (1 class)
• Brainstorming/list of solutions (1 class)
• Criteria and constraints/criterion function (2 classes)
• Sensitivity analysis (1 class)
• Oral presentation guidelines (1 class)
• Report writing guidelines (1 class)
• Oral presentations (3 classes)
• Team meetings with instructor (4 classes)
• Team project work (3 classes)

ME 490 - Senior Design I

• Have written a detailed design proposal for the major design experience
• Have researched trade and professional literature, patents, codes, and specifications related to the topic of the design proposal
• Have made an oral presentation of proposed design efforts to the advisors
• Have addressed possible societal and environmental impacts of their project

• None, although students are required to select a project for which they have sufficient expertise

• Team formation and project expectations (1 class)
• The design process (1 class)
• Work place safety (1 class)
• Patents and intellectual property (1 class)
• Library research (1 class)
• Project management (1 class)
• Reliability and safety (1 class)
• Design for manufacturability (1 class)
• Proposal Preparation (1 classes)
• Professional Development (1 class)

ME 491 - Senior Design II

• Have designed a mechanical or thermal system in a team setting
• Have prepared a formal design report
• Have made an oral presentation of design efforts to the class
• Have made an oral presentation in defense of his or her design work

• None

• Organizational Meeting (1 class)
• Report writing (1 class)
• Geometric Dimensioning and Tolerancing (1 class)
• Design group presentations (7 classes)

ME 492 - Senior Design III

• Have designed a mechanical or thermal system in a team setting
• Have prepared a formal design report
• Have made a poster presentation in defense of his or her design work

• None

• Organizational Meeting (2 classes)
• Supervised design and prototyping work

ME 498 - Topics in Mechanical Engineering

• Have studied an engineering topic of special interest

• Varied

• Varied

ME 499 - Independent Study

• Have studied an engineering topic of special interest

• None

• To be determined by the faculty supervisor

ME 1301 - Introduction to Mechatronics

• Have applied concepts of structured programming in the control of electromechanical systems
• Have implemented computer-based data acquisition systems
• Write technical journal entries recording all engineering activities

• Programming

• Programming with the Arduino Microcontroller
• Digital I/O
• Analog I/O, A/D and D/A conversion
• Linear Calibration and Servo Motor Control
• Control of Stepper Motors
• Introduction to Robotics
• Design Projects

ME 1601 - Introduction to Engineering Design

• Understand a formal design process as used in mechanical engineering
• Generate 2-D engineering drawings
• Generate solid models of parts and assemblies

• None

• Sketching (2 classes)
• Part Modeling (6 classes)
• 2D Engineering Drawings (2 classes)
• Parametric Modeling Techniques (2 classes)
• Assembly Models (1 class)
• Assembly Drawings (1 class)
• Surface Part Models (1 class)
• The Design Process (4 classes)
• Testing and Review (1 class)

• Solid Modeling of Parts (Extrusions/Revolves)
• Generation of Engineering Drawings
• Solid Modeling of Parts (Loft/Shell/Sweep)
• Solid Modeling of Assemblies
• Engineering Design Project

ME 2001 - Mechanics I

• Draw free body diagrams for static systems
• Perform 2-D equilibrium analysis using scalar analysis
• Perform 3-D equilibrium analysis using vector analysis
• Determine internal forces and/or moments in trusses, frames, beams, and machine components
• Draw shear force and bending moment diagrams

• Scalars and Vectors
• Forces and Moments
• Differentiation
• Engineering Problem Formulation and Solving Approach
• Engineering Design and Model Development
• Numerical Methods
• Graphical Communication

• Forces, Vectors and the Resultant
• Forces in Space
• Vector Products
• Equilibrium of Particles in 2-D and 3-D
• Moment of a Force
• Couples, System of Forces
• Two & Three-Force Bodies
• Equilibrium of Rigid Bodies in 2-D and 3-D
• Analysis of Trusses, Frames, and Machines
• Distributed Forces & Internal Forces
• Shear Force & Bending Moment Diagrams

ME 2002 - Mechanics II

• Determine the position, velocity, and acceleration of particles subjected to rectilinear translation 
• Determine the trajectory of projectiles given initial conditions
• Determine the position, velocity and acceleration of given points of a properly constrained kinematic linkage
• Determine the acceleration or force causing acceleration using Newton’s Second Law of Motion 
• Determine the motion of kinetic systems using the principle of work and energy 
• Determine the motion of particles using the principle of impulse and momentum 

• Free Body Diagram
• Vector Mechanics
• Derivatives of a Function
• Integral of a Funcation

• Laws of Friction: Basic Concepts 
• Multi-Contact Surfaces (Wedges) 
• Multi-Contact Surfaces (Screws)
• Flat Belts
• Cantroids 
• Area Moments of Inertia 
• Parallel Axis Theorem 
• Mass Moments of Inertia 
• Moments of Inertia of Composite Bodies 
• Position, Velocity, Acceleration 
• Uniform Rectilinear Motion and Acceleration 
• Projectile Motion 
• Normal and Tangential Components 
• Polar Coordinates 
• Relative Motion of Several Particles 
• Kinetics of Particles, Rectilinear Motion 
• Kinetics of Particles, Curvilinear Motion 
• Principle of Work and Energy for a particle 
• Principle of Impulse & Momentum
• Direct Central Impact
• Oblique Central Impact

ME 2003 - Mechanics III

• Determine the position, velocity and acceleration of given points of a properly constrained kinematic linkage
• Determine the acceleration or force causing acceleration using Newton’s Second Law of Motion
• Determine the motion of kinetic systems using the principle of work and energy
• Determine the forces acting on rigid bodies in motion

• Location of centroids
• Evaluation of area and mass moments of inertia
• Kinematics and kinetics
• Impulse and momentum of particles (rectilinear and curvilinear motion)

• Principle of Impulse & Momentum (Review)
• Planar Kinematics of Rigid Bodies
• Pure Translation & Rotation
• Rigid Body Rotation Around a Fixed Axis
• Absolute & Relative Plane Motion
• Instantaneous Center of Rotation
• Absolute and Relative Acceleration
• Coriolis  Acceleration
• Kinetics of Rigid Body Motion Forces & acc
• Plane Motion of Rigid bodies Energy & Momentum
• Principle of Impulse & Momentum rigid Body
• Conservation of Angular Momentum
• Impulsive Motion
• Eccentric Impact

ME 2004 - Mechanics of Materials I

• Determine stresses resulting from axial, bending, torsion, and transverse loading
• Apply Hooke’s Law for materials with linear stress-strain behavior
• Determine the stress state in a member resulting from combinations of loads
• Determine principal stresses for a state of plane stress
• Determine beam deflections
• Be familiar with the Euler buckling load for columns of various end conditions

• Statics
• Integral calculus
• Differential calculus

• Review of statics, reactions, and internal loads, basic axial stress and 1D Hooke’s Law
• Axial stress concentrations, axial deformation, and mechanical properties of materials
• Poisson’s ratio, Shear stress and strain, 3D Hooke’s Law, and Plane stress and Strain
• Stress on an inclined surface and stress transformation
• Mohr’s circle for plane stress principle stresses, maximum shearing stresses, principle planes, and planes of maximum shear
• Statically indeterminate axial members, torsion, angle of twist, and power transmission
• Simple bending (flexural formula), trasnverse shear, built-up sections (shear flow)
• Combined loading
• Beam deflection
• Buckling, buckling stress, slenderness ratio, and effective length

ME 2101 - Principles of Thermodynamics I

• Use thermodynamic tables to find properties
• Apply the ideal gas, incompressible liquid and pure substance models to thermodynamic problems
• Write an energy balance for a closed system
• Use the closed system energy balance to evaluate processes, including determining work and heat transfer
• Write an energy balance for a steady flow open system
• Use the open system energy balance to evaluate processes, including determining work and heat transfer
• Use the open system energy balance to evaluate transient processes
• Appreciate the link between energy use and the environment

• Multivariable Calculus

• Systems and control volumes
• Properties of a system
• State and equilibrium
• Processes and cycles
• Temperature and the zeroeth law of thermodynamics
• Standard thermal science problem solving methodology
• Forms of energy
• Mechanisms of heat transfer
• Mechanisms of work transfer
• First law of thermodynamics
• Energy conversion efficiencies
• Energy and the environment
• Phases of a pure substance
• Phase-change processes
• Property diagrams
• Property tables
• Ideas gas law
• Closed system energy balances
• Boundary work
• Specific heats
• Internal energy, enthalpy, and specific heats of ideal gases
• Internal energy, enthalpy, and specific heats of liquids and solids
• Conservation of mass
• Energy of a flowing fluid
• Open system energy balances
• Steady flow engineering devices
• Unsteady flow processes

ME 3005 - Mechanics of Materials II

• Determine principal stresses in 3D state of stress
• Analyze member subject to temperature change
• Determine stresses in thick and thin-walled pressure vessels
• Use failure theories under static loading
• Use fatigues failure criteria for members subject to fluctuating loads

• Mechanics of Materials I

• Introduction to Workbench
• Secant formula
• Design of concentric and eccentric column
• Thermal stress and strain
• 3D deformation
• Normal and shear strains
• 3D stress
• Thin-walled pressure vessels
• Polar coordinates
• Thick-walled pressure vessels
• Torsion of non-circular cross-sections
• Circular plates
• 3D principle stresses
• Tresca and Von Mises failure criterion
• Columb-Mohr failure criterion
• Fully reversed fatigue
• S-N cure prediction
• Effect of fluctuating stresses

• Pressure vessel
• Deflection of a Statically Indeterminate Beam
• Non-Circular Torsion
• Stresses in a Plate

ME 3102 - Principles of Thermodynamics II

• Explain the different statements of the 2nd Law of Thermodynamics
• Determine when the 2nd Law is violated in hypothetical engineering scenarios
• Interpret processes and cycles on T-s and P-v diagrams
• Apply a 2nd Law analysis (entropy balance) to processes involving both closed and open systems
• Evaluate the performance of Rankine and Brayton cycles, with their modifications
• Analyze refrigeration cycles
• Relate energy conversion efficiency to emissions and economics

• Multivariable calculus
• First-law analysis of open and closed systems
• Thermodynamic properties
• Thermodynamic processes and cycles

• Thermal energy reservoirs
• Heat engines
• Thermal efficiency
• Kelvin Planck statement of the 2nd Law
• Refrigerators and heat pumps
• Coefficient of performance
• Clausius statement of the 2nd Law
• Perpetual motion machines
• Reversible and irreversible processes
• Carnot cycle
• Carnot principles
• Carnot heat engine
• Carnot refrigerator and heat pump
• Entropy
• The increase in entropy principle
• Entropy change of pure substances
• Isentropic processes
• Property diagrams
• Statistical thermodynamics interpretation of entropy
• T-s diagrams
• Tds relations
• Entropy change of solids and liquids
• Entropy change of ideal gases
• Isentropic efficiency of steady flow devices
• Entropy balances on open and closed systems
• Exergy
• Reversible work and irreversibility
• 2nd Law efficiency
• The decrease in exergy principle
• Carnot cycle
• Air-standard assumptions
• Brayton cycle
• Brayton cycle with regeneration
• Carnot vapor cycle
• Rankine cycle
• Actual vs. ideal Rankine cycle processes
• Increasing the efficiency of the Rankine cycle
• Ideal reheat Rankine cycle
• Ideal regenerative Rankine cycle
• Cogeneration
• Combined gas-vapor power cycles
• Reversed Carnot cycle
• Ideal vapor-compression refrigeration cycle
• Actual vapor-compression refrigeration cycl

ME 3103 - Fluid Mechanics I

• Define a fluids properties and their relations to stress and strain rates
• Apply the fluid-static equation to determine pressure at a point
• Apply the Bernoulli equations to a variety of problems and define when it can and cannot be used
• Apply the control volume forms of the mass, energy, and momentum equations to variety of problems
• Determine the equation for a streamline and the acceleration of fluid for a given flow field

• Dynamics
• Multivariable Calculus
• Differential Equations
• Thermal Physics (at college sophomore level)

• Fluid Fundamentals: definitions and properties
• Fluid Statics
• Elementary Fluid Dynamics
• Control Volume Approach for Mass, Energy, and Momentum
• Fluid Kinematics
• Laminar vs. Turbulent Flow
• Introduction to viscous pipe flow
• Major and minor losses in pipe networks

ME 3104 - Fluid Mechanics II

• Apply the concepts of stream function and velocity potential
• Characterize simple potential flow fields
• Analyze certain types of flows using Navier-Stokes equations
• Use numerical analysis to solve potential flow problems
• Apply the Pi theorem to determine the number of dimensionless groups governing fluid flow phenomena
• Develop a set of dimensionless variables for a given flow situation
• Recognize and use common dimensionless groups
• Discuss the use of dimensionless variables in the design and analysis of experiments
• Apply the concepts of modeling and similitude to develop prediction equations
• Identify and explain various characteristics of the flow in pipes
• Discuss the main properties of laminar and turbulent pipe flow and appreciate their differences
• Calculate losses in straight portions of pipes as well as those in pipe system components
• Predict the flowrate in a pipe by use of common flowmeters
• Identify and discuss the features of external flow
• Explain the fundamental characteristics of a boundary layer, including laminar, transitional, and turbulent regimes
• Calculate boundary layer parameters for flow past a flat plate
• Explain the physical process of boundary layer separation
• Calculate the drag force for various objects
• Quantify the uncertainty of results of fluid flow experiments

• Introductory fluid mechanics
• Vector calculus
• Differential equations
• Partial derivatives

• Differential analysis of fluid flow
• Fluid element kinematics
• Differential forms of conservation of mass, momentum and energy equations
• Euler’s equations of motion
• Bernoilli equation
• Irrotational flow
• The velocity potential
• Potential flow
• Stress-deformation relationships for viscous flow
• The Navier-Stokes equations
• Numerical methods for differential analysis of fluid flow
• Dimensional analysis, similitude, and modeling
• Pi theorem
• Determination of Pi therms
• Common dimensionless groups in fluid mechanics
• Correlation of experimental data
• Modeling and similitude
• Theory of models
• Scale models
• Viscous flow in pipes
• Laminar vs. turbulent flow
• Entrance region and fully developed flow
• Fully developed laminar flow
• Fully developed turbulent flow
• Turbulence modeling
• External flow
• Lift and drag force
• Boundary layer characteristics
• Prandtl/Blasius boundary layer solution
• Effects of pressure gradient
• Friction drag
• Pressure drag
• Drag coefficient
• Design of experiments

• Required labs:
  • Calibration of an Orifice
  • Pump Test
  • Vortex shedding from a cylinder in cross-flow  
  • Drag on a scale model of a race car and driver
• Other labs:
  • Vortex shedding CFD - Ansys
  • Race car CFD - Ansys
  • Numerical solution of velocity distribution in a Boundary Layer - MATLAB/Ansys
  • Velocity profile in circular & rectangular ducts - MATLAB/Ansys
  • Potential Flow over an object - MATLAB/Ansys

ME 3105 - Applied Thermodynamics

3 lecture hours 2 lab hours 4 credits

• Explain the characteristics and differences among reciprocating engine cycles
• Perform energy balances on processes used to model reciprocating engine cycles
• Calculate reciprocating engine performance parameters
• Apply partial differential relations to develop thermodynamic property relations
• Use Maxwell relations to solve thermodynamic problems
• Calculate thermodynamic properties of gas mixtures
• Evaluate relative humidity by using the psychrometric chart
• Balance combustion reactions involving hydrocarbon fuels
• Perform energy balances on combustion processes
• Calculate the adiabatic flame temperature for combustion processes
• Use exhaust gas measurements to determine air fuel mixtures in combustion systems
• Assess the impact of combustion parameters on pollutant emissions and control
• Explain the current status and relative importance of different forms of renewable energy systems including solar, wind, and biomass
• Design an experiment for performance characterization of an energy supply system

• Multivariable calculus
• Differential equations
• 1st law analysis
• 2nd law analysis
• Power and refrigeration cycles
• Heat transfer

• Overview of reciprocating engines
• Otto cycle
• Diesel cycle
• Dual cycle
• Engine design and performance parameters including IMEP, BMEP, friction work, bsfc, volumetric efficiency
• Thermodynamic property relations
• Partial differential relations
• Developing property relations
• Maxwell relations
• Clapeyron equation
• Joule-Thomson coefficient
• Gas mixtures
• Mass and mole fractions
• Properties of gas mixtures
• Psychrometerics and air conditioning
• Relative humidity
• Dew-point temperature
• Web-bulb temperature
• The psychrometric chart
• Air conditioning processes
• Chemical reactions
• Balancing combustion reactions
• Air fuel ratio
• Equivalence ratio
• Exhaust gas analysis for determining air fuel ratio
• Enthalpy of formation, enthalpy of combustion, and heating values
• First-law analysis of reacting systems
• Adiabatic flame temperature
• Pollutant emissions and control from combustion systems
• Overview of renewable energy systems
• Design and performance of one or more of the following: solar photovoltaic systems, solar thermal systems, wind energy systems, biomass energy systems

• Cooperative Fuel Research (CFR) reciprocating engine performance
• Cogeneration system performance characterization
• Design of an energy systems experiment

Other labs:

• Hydrogen fuel cell performance
• Vapor compression refrigeration performance
• Solar photovoltaic system performance
• Solar thermal system performance parameter modeling, characterization,  and validation
• Modeling and validation of a lumped capacitance transient energy system
• Psychrometric processes

ME 3301 - Instrumentation

• Describe the physical operating principles of common sensor technologies
• Know the characteristics and performance parameters of sensors
• Measure physical phenomenon with proper sensors
• Address sampling and quantization challenges

• Basic circuits
• System dynamics
• Simulation with MATLAB and Simulink

• Sensor Technologies
• Sensor Dynamics
• Sensor Characteristics and Calibration
• Analog vs Digital
• Sampling and Data Acquisition
• Numerical Methods

• 1st and 2nd  order sensor response
• Sensor calibration
• Aliasing and quantization

ME 3650 - Systematic Engineering Design

• Arrange in a team environment, distributing work even
• Demonstrate problem-solving methods and their use
• Implement a basic product development process
• Define problems and evaluate solution methods
• Determine requirements and specifications
• Assess solutions and their variants
• Produce sketches and drawings
• Construct a simple physical model of the final concept to show scale and interdependencies
• Produce a technical document with the necessary information
• Develop information according to rules, legislation and/or standards
• Skill in team-work
• Present project results in front of an audience

• Junior Standing

• Machine component design process
• Literature search
• Drawing and computer drafting
• Written and oral presentation techniques
• Intercultural and social competence

ME 4220 - Fatigue and Fracture in Mechanical Design

• Understand the distinction between “high” cycle versus “low” cycle fatigue problems and correctly choose an appropriate analysis method for a design problem
• Understand cyclic plastic strain behavior and be able to apply mathematical models for cyclic plastic strain to design problems
• Apply strain-life methods for low cycles fatigue
• Combine notch-strain analysis with low cycle fatigue analysis for component life predictions
• Understand basic concepts in Linear Elastic Fracture Mechanics (LEFM)
• Apply basic LEFM models to problems in 1) fracture of metals, 2) fatigue crack growth rate and 3) fail safe design

• Stress-Life approach to fatigue problems
• Mechanics of Materials

• Review - Fatigue basics, Stress-Life Diagrams, Stress Concentrations, Notch Sensitivity, Mean Stress Effects
• Multi-axial States of Stress
• Variable Amplitude Load Histories
• Low cycle fatigue (Plastic strain cycling, 2 to 1000 cycle life)
• Cyclic Stress-strain Curves & Plastic Strain-life Diagrams (ε-N diagrams)
• Notch Strain Analysis, Neuber’s Rule
• Microscopic/Material Aspects of Fatigue, Fracture Mechanics (LEFM, Linear Elastic Fracture Mechanics) Stress Intensity Factor & Plane Strain Fracture Toughness
• LEFM and  Fatigue Crack Growth Rate
• Failure Analysis - Observations on Failed Parts
• “Fail Safe” Design Practices

ME 4302 - Automatic Control Systems

• Use Laplace transformation and selected linearization techniques
• Develop mathematical models of selected systems
• Determine system stability using root locus techniques
• Determine steady state errors due to reference and disturbance inputs
• Construct root locus plots and use them as appropriate to evaluate system transient response characteristics
• Construct and analyze Bode plots

• System dynamics
• Instrumentation

• Mathematical Models of Systems
• State Variable Models
• Feedback Control Systems Characteristics
• Performance of Feedback Control Systems
• Stability of Linear Feedback Systems
• Root Locus Method
• Frequency Response Methods
• Stability in the Frequency Domain

• Laboratory measurement techniques
• Dynamic system measurements and system identification
• Steady-state valve characteristics
• Dynamic valve characteristics
• Control system simulation
• Rotary speed control
• Position control

ME 4303 - Electromechanical Systems

• Develop mathematical models of electromechnical components and systems
• Formulate and evaluate analog and digital controllers
• Specify and evaluate state feedback controllers
• Design an electomechanical system to achieve specified performance objectives
• Apply frequency response design tools for stability analysis

• Laplace transforms
• Feedback control systems
• Numerical methods

• Gain and phase margins
• Phase lead and phase lag controllers
• DC motor modeling
• Z-transforms
• Difference equations
• State feedback
• Z-domain control implementation
• Digital system effects

ME 4304 - Introduction to Robotic Systems

• Determine the forward and inverse kinematics for typical serial chained robots
• Use rotational matrices and homogeneous transformations to describe coordinate frames
• Simulate robot motion using MATLAB/Simulink
• Model the kinematics of a differential drive robot
• Implement control strategies to plan robot motions

• Differential equations
• Dynamics of Systems
• Block diagrams
• Matrix Operations

• Introduction to robots
• Coordinate Frames, Rigid Motion and Homogeneous Transforms
• Rotation Matrices and Parameterized Rotations
• Displacements, Compositions of Rigid Motions
• Forward and Inverse Kinematics
• Velocity Kinematics & Manipulator Jacobian
• Singularities
• Static Forces
• Motion Planning and Trajectory Generation
• Dynamics
• Independent Joint Control
• Feedforward Compensation
• PD with Gravity Compensation
• Mobile Robot Kinematics
• Differential Drive kinematics

ME 4305 - Mechanical System Simulation

• Implement a variety of mathematical relationships into block diagram models
• Create and validate simulation models of basic component behavior
• Combine basic models into more complex system models
• Conduct design analyses to understand the influence of specific parameters on system performance
• Develop a better understanding of system behavior pertaining to fluid power, power trains, and mechanics
• Learn to learn from system modeling activity

• Laplace transfer functions
• Differential equations
• Mechanical system modeling
• Dynamic systems

• Behavioral models of fluid power elements: pumps, motors, cylinders, volumes and valves
• Behavioral models of power train elements: engines, clutches, torque converters, gear reductions
• Behavioral models of spring-mass-damper systems: translational and rotational
• Using Simulink to study sub-system interactions and system performance
• Using MATLAB to automate design studies that implement the Simulink models

• None

ME 4602 - Transient and Nonlinear Finite Element Methods

• Have reviewed the procedural steps involved in FEA analysis
• Derive a finite element formulation from a governing differential equation
• Understand and implement time integration of dynamic systems with inertia
• Understand step-wise linearization of nonlinear systems
• Understand and implement iterative solution techniques for nonlinear systems
• Be familiar with use of a commercial general-purpose FEA software package for transient and nonlinear applications
• Understand how to validate results for problems involving systems design

• Mechanics of materials, statics, dynamics, heat transfer, linear algebra, integral and differential calculus

• Review of the method (1 class)
• Method of weighted residuals (3 classes)
• Comparison with energy methods (1 class)
• Modal analysis (2 classes)
• Modeling inertia and mass distribution using FEA (2 classes)
• Modeling damping in continuous systems using FEA (1 class)
• Understanding and implementing time integration algorithms for dynamic FEA analysis (2 classes)
• Implementing nonlinear FEA solutions as a set of iterative, quasi-linearized sub-problems (3 classes)
• Use commercial general-purpose FEA software package for transient and nonlinear applications (3 classes)
• Review of static analysis (1 class)
• Modal analysis and transient analysis (1 class)
• Nonlinear structural analysis (1 class)
• Transient, nonlinear thermal conduction, convection, and radiation
• Validate results for real design of an engineering system (4 week course project)

ME 4610 - Medical Applications in Mechanical Engineering

• Discern the role that engineering mechanics and engineering design play in the development, analysis and utilization of mechanical devices
• Understand how mechanics and mechanical engineering principles may be applied to the modeling of bone and soft tissues
• Understand the kinematics and kinetics involved in human gait
• Understand general bone, muscles and tendons structure and their functions

• Basic strength of materials and statics

• Basic anatomy (2 classes)
• Biomedical engineering material (1 class)
• Mechanics, material and mechanical properties of bone, Bone remodeling (3 classes)
• Implants and failure of implants (3 classes)
• FEA modeling of biomedical systems (and laboratory exercise) (3 classes)
• Spine Mechanics. Torso mechanics. (1 class)
• Clinical function of the spine (2 classes)
• Mechanics of scoliosis and correction. (1 class)
• Experimental testing and verification of spinal mechanics (and laboratory exercise) (3 classes)
• Viscoelastic models (3 classes)
• Muscle mechanics (3 classes)
• Link-Segment models. Forces in joints. Force plates. Pressure sensors. (3 classes)
• Practical gait lab analysis (2 classes)

ME 4701 - Fluid Power Circuits

• Size hydraulic components based on steady state requirements
• Read a hydraulic schematic to determine the function of the circuit
• Analyze a hydraulic circuit based on component specifications
• Select pump controls to minimize energy consumption

• Ability to use free body diagrams
• Understanding of forces and motion

• Fluid properties 
• Unit conversions 
• Hydraulic system schematics
• Pumps & motors
• Cylinders
• Directional control valves 
• Flow and pressure control valves
• Flow losses
• Valve controlled cylinders and motors
• Cavitation
• Hydrostatic transmissions
• Auxiliary components
• Fixed vs. variable displacement pumps
• Load sensing
• Pressure and flow compensation
• Power consumption and efficiency
• Flow forces
• Basic linkage analysis
• Accumulator application and sizing

ME 4702 - Fluid Power Modeling

• Linearize equations to develop linear models
• Develop steady state models of pumps and valves
• Develop dynamic models of the pumps and valves
• Combine component models to form system models
• Use the developed models to assess hydraulic circuit performance
• Conduct design studies to understand how parameters affect performance

• Interactions of components in a system
• Dynamic systems

• Dynamic system modeling
• Causality
• Fluid compressiblity
• Block diagram modeling
• Fluid power component functionality
• Component power interactions

• None

ME 4802 - Compressible Flow

• Demonstrate the ability to utilize the adiabatic and isentropic flow relations to solve typical flow problems
• Demonstrate the ability to solve typical normal-shock problems, problems involving moving normal shocks or oblique shocks and Prandtl-Meyer flow problems by use of appropriate equations or tables or charts
• Demonstrate the ability to solve typical Fanno flow problems and Rayleigh flow problems by use of appropriate equations and tables
• Explain choking and shock in various applications and contexts

• Fluid Mechanics
• Thermodynamics-II (covering Second Law of Thermodynamics)

• Review of the fundamentals (Laws of Thermodynamics, Conservation of Mass, Momentum and Energy, Entropy changes for perfect gases, Stagnation properties)
• Introduction to Compressible Flow (Sonic velocity, Mach number, Stagnation relations in terms of Mach number, total pressure loss and entropy change relation)
• Varying-Area Adiabatic flow (convergent-divergent nozzle, diffuser, choking, isentropic flow tables)
• Standing Normal Shocks
• Moving and Oblique (planar or conical) Shocks
• Prandtl-Meyer Flow (including lift and drag calculations on airfoils at various angles of attack, and discussion on overexpanded and underexpanded nozzles)
• Supersonic Nozzle Experiment and Mach number calculations
• Fanno Flow and applications
• Rayleigh Flow and applications
• Topic: Applications of Compressible Flow in Propulsion Systems (Example-ramjet engine)

ME 4803 - Computational Fluid Dynamics

• Demonstrate working knowledge of the governing equations of fluid mechanics
• Understand the mathematical properties of the governing equations and be able to evaluate boundary/initial value problems
• Demonstrate a systematic approach to solving the appropriate governing equations using CFD
• Qualitatively analyze numerical results and provide appropriate data plotting
• Recognize strengths and limitations of CFD techniques
• Understand the differences between different CFD turbulence models

• Fluid mechanics
• Numerical methods

• Fluid dynamics
• Numerical Methods
• Vorticity-Streamfunction
• RANs Turbulence Modeling
• Finite Volume Analysis
• Post Processing

ME 4804 - Advanced Energy Technologies

• Course outcomes vary depending on the selected topics for the quarter

• Classical thermodynamics (energy balances)

• Topics are chosen from the list given above in the course description based partly on student interest

ME 4805 - Renewable Energy Utilization

• Appreciate the challenges facing world energy supply and use
• Predict the solar energy resource at any location on earth
• Develop an understanding of the science of photovoltaic devices and solar thermal systems
• Apply engineering design principles to solar power generation installations
• Perform economic analysis of solar power systems
• Analyze the energy potential of biofuels, the technology of biofuels production, and the economic advantages and disadvantages of energy from biomass
• Develop an understanding of the science and engineering of wind energy systems
• Appreciate the engineering necessity and comparable performance of storage systems for renewable energy

• Classical thermodynamics (energy balances)

• World and US energy picture
• The solar resource
• Solar photovoltaic systems
• Solar thermal systems
• Energy from biomass
• Wind resources
• Wind turbine performance prediction
• Simulation tools for solar energy simulation

ME 4806 - Computational Fluid Dynamics

• Demonstrate working knowledge of the governing equations of fluid mechanics
• Understand the mathematical properties of the governing equations and be able to evaluate boundary/initial value problems
• Demonstrate a systematic approach to solving the appropriate governing equations using CFD
• Qualitatively analyze numerical results and provide appropriate data plotting
• Recognize strengths and limitations of CFD techniques
• Understand the differences between different CFD turbulence models
• Exercise simulation capability with commerical software

• Fluid mechanics
• Numerical methods

• Fluid dynamics
• Numerical Methods
• Vorticity-Streamfunction
• RANs Turbulence Modeling
• Finite Volume Analysis
• Post Processing
• Simulation with commercial software

• Simulation with commercial CFD software, e.g. ANSYS Fluent
• Simulation of cavity flow: vorticity/steam function
• Flow around bluff bodies: turbulence and flow separation
• Post processing

ME 4906 - Applied Numerical Methods

4 lecture hours 0 lab hours 4 credits

• Solve fully nonlinear ordinary differential equations/initial value problems (IVP)
• Apply principles from linear systems to fully nonlinear systems
• Postulate and solve eigenvalue/eigenvector problems with applications to modal analysis and buckling

• Numerical integration of ordinary differential equations
• Linear algebra

• Differential equations
• Linear algebra
• System dynamics

ME 4951 - Bachelor Thesis I

• The student is expected to write an in-depth thesis documenting the student’s process that recognizes, defines, solves and validates a scientific or engineering task within a specified time

• None

• Project dependent

ME 4952 - Bachelor Thesis II

• The student is expected to write an in-depth thesis documenting the student’s process that recognizes, defines, solves and validates a scientific or engineering task within a specified time

• None

• Project dependent

MS 4235 - Windows PowerShell

• Install Windows PowerShell
• Use the Help system to find commands
• Run commands and understand the cmdlet naming convention
• Work with providers (PSProvider)
• Connect and add commands
• Use PowerShell to work with objects
• Use formatting and filtering to achieve correct output
• Use PowerShell with Windows Management Instrumentation (WMI)
• Keep your shells secure
• Work with remote Windows PowerShell

• Working knowledge of Windows 7 or later

• Introducing Windows PowerShell
• Using the Help System
• Running Commands
• Working with Providers
• Connecting and Adding Commands
• Working with Objects
• Formatting and Filtering
• Remote Control
• Using Windows Management Instrumentation (WMI)
• Security
• Introduction to Variables

• Discovering PowerShell Version
• Using the Help System
• Running Commands
• Working with Providers
• Adding and Connecting Commands
• Adding Computers
• Formatting Tables with PowerShell
• Filtering Objects
• Using PowerShell on Remote Computers
• Windows Management Instrumentation (WMI) using PowerShell
• Working with Variables
• Using Expressions to Parse Text Files
• Using Other People’s Scripts

MS 4544 - Financial Management Policies

• Understand internal control systems as part of an Accounting Information System
• Have basic skills in developing a Computerized Accounting Information System
• Understand current topics in accounting including revenue recognition, inventory costing, long-term assets, earnings per share, lease accounting, pension accounting, accounting for taxes, foreign currency transactions and foreign currency hedge accounting
• Understand Financial Reporting Requirements

• None

• Long-Term Asset Accounting Historical Cost Principle Capitalization of Interest Accounting for Intangibles Patents and Copyrights Leasehold improvements Goodwill Research and development
• Inventory Costs Review of LIFO and FIFO Dollar-Value LIFO Estimating inventory using Gross Profit and Retail Methods LIFO Reserve
• Revenue Recognition Point-of-Sale When production is complete Percentage of Completion Completed Contract Investment Revenue
• Reporting Income and EPS Continuing Operations Discontinued Operations Extraordinary Items Change in Accounting Principles Diluted EPS
• Accounting for Leases Capital Leases-Lessee Capital Leases-Lessor Direct Financing Sales-Type- Lease Capital Leases with Guaranteed Residual Value Capital Leases without Guaranteed Residual Value Leases with Bargain Purchase Option Operating Leases
• Accounting for Pensions Defined Contribution Plans Defined Benefit Plans Service Cost Interest Cost Return of Plan Assets Amortization of Prior Service Cost Amortization of Unrecognized Gains and Losses Minimum Pension Liability
• Accounting for Income Taxes Reconciling Net Income with Taxable Income including Permanent and Temporary differences Deferred Tax Assets and Liabilities Net operating Loss Carry-back and Carry-Forward
• Foreign Currency Transactions Foreign Exchange Rate Arrangements Cash Transactions Credit Transactions Forward Contracts Foreign Currency Hedge Accounting
• Internal Control Systems Control Environment Control Procedures U.S. Foreign Corrupt Practices Act (FCPA) Internal Auditing General Accounting Control Systems Applications and transaction control Network Controls Flowcharting to access controls Backup controls Disaster Recovery Procedures
• Computerized Accounting Information Systems Nature and purpose of Systems Systems development and design Electronic Commerce Internet and corporate intranets Enterprise Resource Planning (ERP) Systems - integrated enterprise wide data model

NS 1001 - Drill and Information Briefing

• None appended

• None appended

• None appended

NS 1009 - Introduction to Naval Science

• None appended

• None appended

• None appended

NS 1022 - Sea Power and Maritime Affairs 1

• None appended

• None appended

• None appended

NS 1023 - Sea Power and Maritime Affairs 2

• None appended

• None appended

• None appended

NS 1142 - Naval Ship Systems 1

• None appended

• None appended

• None appended

NS 1151 - Navigation and Naval Operations 1

• None appended

• None appended

• None appended

NS 1152 - Navigation and Naval Operations 2

• None 

• None 

• None

NS 1161 - Evolution of the Art of War

• None appended

• None appended

• None appended

NS 1181 - Fundamentals of Maneuver Warfare

• None appended

• None appended

• None appended

NS 1185 - Leadership and Management

• None appended

• None appended

• None appended

NS 2152 - Navigation and Naval Operations 2

• None appended

• None appended

• None appended

NS 2153 - Navigation and Naval Operations 3

• None appended

• None appended

• None appended

NS 2162 - Naval Ship Systems 2

• None appended

• None appended

• None appended

NS 2163 - Naval Ship Systems 3

• None appended

• None appended

• None appended

NS 2186 - Leadership and Core-Value-Based Decision-Making 1

• None appended

• None appended

• None appended

NS 2187 - Leadership and Core-Value-Based Decision-Making 2

• None appended

• None appended

• None appended

NS 2964 - Practicum in U.S. Marine Corps Leadership and Management

• None appended

• None appended

• None appended

NS 4995 - Independent Study in Naval Sciences

• None appended

• None appended

• None appended

NU 220 - Health Care Terminology

• Establish a knowledge base of healthcare terminology (Level 1, Nursing Care)
• Communicate effectively the precise meaning of the word by means of proper pronunciation and precise meaning of the word in the correct context (Level 1, Communication)
• Demonstrate accountability and responsibility for learning (Level 1, Life-long Learning)
• Effectively utilize a learning management system, required texts and provided resources to successfully complete the learning assignments (Level 1, Technology)
• Analyze, deconstruct and define healthcare terms and apply in the context of nursing care (Level 1, Critical Thinking and Knowledge Development)

• Introduction to Medical Terminology
• Human body in health and disease
• Skin, Skeletal and Muscular System
• Cardiovascular System
• Respiratory System
• Lymphatic and Immune System
• Nervous System and Senses
• Diagnostic Procedures and Pharmacology
• Digestive System
• Urinary System
• Endocrine and Reproductive System

NU 260 - Nutrition

• Describe current national dietary guidelines, exercise recommendations, and the role of nutrition and fitness in achieving and maintaining optimal health (Level 1, Nursing Care)
• Use knowledge about the major sources and functions of macronutrients (carbohydrates, proteins, lipids, and water) and micronutrients (minerals and vitamins) to achieve and maintain optimal health (Level 1, Nursing Care)
• Analyze factors that influence body weight and composition and use this knowledge and concepts of metabolism and energy balance to develop a realistic plan to address obesity (Level 2, Nursing Care)  
• Compare and contrast nutritional issues from the childbearing period, infancy, childhood, adolescence, adulthood, and in the elderly (Level 2, Nursing Care)
• Analyze own personal diet and apply nutritional principles to improve or maintain personal health (Level 2, Critical Thinking)
• Reflect on and discuss the role of sensitive and effective communication skills when counseling individuals about diet and nutrition issues (Level 2, Communication) 
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Acknowledge the importance of accessing current and reliable sources when providing nutrition-related education to clients and families (Level 2, Evidence-Based Practice)

• None

• Food choices and human health
• Nutrition Tools and Standards
• Carbohydrates
• Vitamin C and iron
• Alcohol and health
• Lipids
• Calcium and Vitamin D
• Proteins
• Vitamin A and zinc
• Water, sodium, potassium, magnesium, iodine, trace minerals
• The B vitamins
• Nutrients and physical activity
• Vitamin E and K
• Energy Balance and Weight Loss
• Nutrition and health
• Food safety
• Weight loss strategies
• Nutrition in pregnancy and lactation
• Nutrition in infancy and childhood
• Nutrition in adolescents
• Nutrition in elderly

NU 290 - Pathophysiology 1

4 lecture hours 0 lab hours 4 credits

• Discuss diagnostic tests, nursing interventions, and treatment modalities used to address alterations in cellular and immune function; cardiovascular, respiratory, and hematopoietic systems; and fluid, electrolyte, and acid-base imbalances. (Level 1, Nursing Care)
• Apply knowledge of pathophysiology to identify nursing interventions that lower risk of progression of specific disease processes. (Level 2, Nursing Care)
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn. (Level 2, Professional Role)
• Explain the process of cellular and tissue repair in response to injury, infection, and disease. (Level 1, Evidence-Based Practice)
• Define how stress and disease processes trigger systemic effects and the mechanisms that maintain homeostasis. (Level 1, Evidence-Based Practice)
• Describe the pathogenesis, compensatory mechanisms, and sequelae of disease processes in cellular and immune function; cardiovascular, respiratory, and hematopoietic systems; and fluid, electrolyte, and acid-base imbalances. (Level 1, Evidence-Based Practice)
• Identify the clinical manifestations of disease processes in cellular and immune function; cardiovascular, respiratory, and hematopoietic systems; and fluid, electrolyte, and acid-base imbalances. (Level 1, Evidence-Based Practice)
• Explain the role of genetics alone and in combination with other factors in triggering disease processes. (Level 1, Evidence-Based Practice)
• Define how stress and disease processes trigger systemic effects and the mechanisms that maintain homeostasis. (Level 1, Evidence-Based Practice)
• Describe the pathogenesis, compensatory mechanisms, and sequelae of disease processes in cellular and immune function; cardiovascular, respiratory, and hematopoietic systems; and fluid, electrolyte, and acid-base imbalances. (Level 1, Evidence-Based Practice)
• Identify the clinical manifestations of disease processes in cellular and immune function; cardiovascular, respiratory, and hematopoietic systems; and fluid, electrolyte, and acid-base imbalances. (Level 1, Evidence-Based Practice)
• Explain the role of genetics alone and in combination with other factors in triggering disease processes. (Level 1, Evidence-Based Practice)

• NU Students: Anatomy and Physiology 1, 2, 3 and 4
• BME Students: Physiology 1 and 2

• Cellular responses to stress, injury and aging
• Inflammation , tissue repair, fever
• Genetic control of cell function, and congenital disorders
• Disorders of the White Blood Cells and Lymphoid Tissue
• Mechanisms of Infectious disease
• Innate and Adaptive Immunity
• Disorders of the Immune System
• Disorders of Fluid, Electrolyte and Acid/Base Balance
• Disorders of Hemostasis
• Disorders of Oxygen Transport
• Disorders of Blood flow, Pressure, cardiac function, heart failure and circulatory shock
• Neoplasia
• Control of Respiratory function, respiratory tract infections and childhood disorders

NU 300 - Transcultural Nursing

• Examine clients’ autonomy based on cultural factors (Level 3, Nursing Care)
• Discuss the history and culture of various cultural groups in Southeastern Wisconsin (Level 3, Critical Thinking)
• Analyze one’s own cultural influences and reflect on the impact on person, environment, health, and nursing (Level 3, Critical Thinking)
• Apply knowledge of social and cultural factors that affect nursing and health care outcomes (Level 3, Critical Thinking)
• Create culturally appropriate outcomes for diverse populations (Level 3, Critical Thinking)
• Reflect on heterogeneous health care practices within various cultural groups (Level 3, Critical Thinking)
• Display a pattern of personal accountability for one’s own learning while assuming a professional role through acts of integrity and mutual respect (Level 3, Professional Role)
• Recognize the importance of changing attitudes and values that support cultural competence (Level 3, Professional Role)
• Identify and integrate evidence-based practice in providing culturally competent care (Level 3, Evidence-based Practice)

• None 

• Discussion on a variety of ethnic groups
• Cultural assessment models
• Nursing in Multicultural Health Care Settings
• Creating Culturally Competent Organizations
• Transcultural Perspectives in Mental Health Nursing
• Cultural Diversity in the Health Care Workforce
• Contemporary Challenges in Transcultural Nursing
• Transcultural Aspects of Pain
• Cultural Competence in Ethical Decision-Making
• Culture, family, community

NU 331 - Nursing Care of Clients with Episodic Health Challenges II

• Use the nursing process to organize, prioritize, and deliver safe, effective, holistic, and individualized care for clients experiencing episodic alterations in health and/or wellness (Level 3, Nursing Care)
• Prioritize the nutritional needs of clients requiring special dietary therapy to create an individualized teaching plan (Level 3, Nursing Care)
• Use reflective analysis to develop critical thinking skills when applying the nursing process to clients experiencing episodic alteration in health and/or wellness (Level 3, Critical Thinking) 
• Demonstrate effective interpersonal communication skills while interacting with clients, families, and peers in a professional and respectful manner (Level 3, Communication)
• Display a pattern of personal accountability for one’s own learning while assuming a professional role through acts of integrity and mutual respect (Level 3, Professional Role)
• Assume the role of a nurse as provider of care, educator, advocate, and care coordinator by reflecting on and taking responsibility for one’s action, practice, and learning (Level 3, Professional Role) 
• Use health information technology and biomedical technology to monitor, deliver, and support clinical decisions for safe client care (Level 3, Technology)
• Demonstrate increasing skills to effectively delegate the delivery of nursing care to other health team members in clinical, laboratory, and classroom settings (Level 3, Collaboration)
• Select and analyze evidence from nursing research and relevant professional literature to develop a plan of care for clients experiencing episodic alterations in health and/or wellness (Level 3, Evidence-Based Practice)

• None 

• Altered Respiratory Function: Chest Tubes: Introduction to Chest Tube Management 
• Altered Level of Consciousness: Head trauma; Cognitive-Perceptual Pattern: Acute Confusion 
• Activity-Exercise Pattern: Care of the Client with Acute Neurological Injury 
• Risk for Altered Respiratory Function: Impaired Gas Exchange: hypoxia, decreased cough reflex, pneumonia
• Nutritional-Metabolic Pattern: Nursing Care Management of Fluid Volume Deficit: Less than Body Requirements, and Altered Tissue Perfusion 
• Nutritional-Metabolic Pattern: Malabsorption, Enteral Nutrition, tube feedings 
• Acid-Based Imbalance: Care of clients with acid-base imbalance
• Role-Relationship Pattern: Risk for Altered Parenting
• Coping Stress Pattern: Impact of Hospitalization on Children and Families 
• Role-Relationship Pattern: Impaired Verbal Communication 
• Elimination Pattern: Constipation/Diarrhea in the Acute client
• Professional Collaboration 
• Activity Exercise Pattern: Fatigue and Activity intolerance (Adult)
• Health Management/Health Perception Pattern: Risk for infection, Nursing Management of Clients with infections
• Psychological Illness related to Specific Physiology Disorders
• Sexuality- Reproductively Pattern: Women’s and Men’s Sexuality Dysfunction

• Psychomotor Skills: Chest tubes,  blood transfusions, Central venous access devices, CVAD; Total Parenteral Nutrition, Orthopedic patient care, Enteral Nutrition, Bowel Management, Gastric Compression
• Simulations: Care of child with Kawasaki disease and cardiac catheterization 
• Clinical Focus: Medical/Surgical

NU 390 - Nursing Research

• Complete a review of the literature guided by a PICOT question (Level 3, Critical Thinking)
• Display a pattern of personal accountability for one’s own learning while assuming a professional role through acts of integrity and mutual respect (Level 3, Professional Role)
• Examine the role of the nurse in research and development of evidence-based practice (Level 3, Professional Role)
• Develop skill in accessing knowledge technology through appropriate selection of databases and strategies to search the literature to locate the best evidence (Level 3, Technology)
• Explore techniques to promote evidence-based practice decisions in nursing practice (Level 3, Evidence-Based Practice)
• Compare and contrast the purpose and methodologies of quantitative and qualitative research (Level 3, Evidence-Based Practice)
• Analyze and disseminate knowledge grounded in nursing science through examination of nursing practice, nursing research, and published literature (Level 3, Evidence-Based Practice)

• None appended

• Introduction to Nursing Research
• Understanding the Research Process and Ethical Issues in Nursing Research
• Understanding Evidence-Based Practice
• Develop a PICO and PEO question to guide an intergrative literature review
• Selecting and Defining a Problem
• Applying Appropriate Theories and Conceptual Models 
• Formulating Hupotheses and Research Questions
• Selecting and Sample and Setting
• Principles of Measurement
• Data Collection Methods 
• Analyzing Data
• Selecting a Quantitative Research Design 
• Selecting a Qualitative Research Design
• Interpreting and Reporting Research Findings
• Critiquing Research Reports

NU 391 - Pathophysiology II

• Discuss diagnostic tests, nursing interventions, and treatment modalities used to address alterations in male and female genitourinary systems; gastrointestinal, renal, neural, neurophysiological, musculoskeletal, and integumentary systems; and endocrine and metabolism alterations (Level 1, Nursing Care)
• Apply knowledge of pathophysiology to identify nursing interventions that lower risk of progression of specific disease processes (Level 2, Nursing Care)
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Explain the role of genetics alone and in combination with other factors in triggering disease processes (Level 1, Evidence-Based Practice)
• Describe the pathogenesis, compensatory mechanisms, and sequelae of disease processes in male and female genitourinary systems; gastrointestinal, renal, neural, neurophysiological, musculoskeletal, and integumentary systems; and endocrine and metabolism alterations (Level 1, Evidence Based Practice)
• Identify the clinical manifestations of disease processes in male and female genitourinary systems; gastrointestinal, renal, neural, neurophysiological, musculoskeletal, and integumentary systems; and endocrine and metabolism alterations (Level 1, Evidence-Based Practice)

• None 

• Disorders of ventilation and gas exchange
• Disorders of renal function
• Disorders of gastrointestinal function
• Disorders of hepatobilary function and exocrine pancreas function
• Disorders of endocrine control, diabetes mellitus and metabolic syndrome
• Disorders of neuromuscular function
• Disorders of brain function
• Disorders of special sensory function
• Disorders of the genitourinary system
• Disorders of skeletal system
• Disorders of skin integrity and function

NU 485 - Senior Nursing Preceptorship

• Provide safe, effective, compassionate, and holistic nursing care through analytical use of the nursing process during a clinical immersion experience while assuming an increasingly independent role (Level 4, Nursing Care)
• Employ reflective narrative analysis and critical thinking skills to synthesize professional nursing concepts and develop personal goals for transitioning into role of professional nurse (Level 4, Critical Thinking)
• Consistently employ appropriate and effective communication skills with healthcare team members to minimize risk and error during clinical immersion experience (Level 4, Communication)
• Assume a professional role that is responsive to a changing society while maintaining the client in full partnership in an atmosphere of care and compassion (Level 4, Professional Role)
• Develop one’s professional identity and increase self-confidence and awareness of one’s strengths and weaknesses through active engagement in activities that prepare for transition to the role of a professional nurse (Level 4, Professional Role)
• Select, operate, and evaluate health information technology and biomedical technologies to support safe and quality nursing care (Level 4, Technology)
• Provide value-based leadership when collaborating with other health care team members to improve outcomes for individuals, families, and the healthcare system during a clinical immersion experience (Level 4, Collaboration)
• Synthesize research findings and knowledge on best practices drawn from professional literature into decisions that ensure the quality and safety of nursing care (Level 4, Evidence-Based Practice)

• None

• Reflective practice
• Caring
• Emotional Intelligence
• Transitioning to practice
• Graduate Nurse Interviewing

• Clinical Focus: Clinical Immersion

NU 499 - Independent Study

• Course outcomes and evaluation criteria are determined by course faculty

• None

• None appended

NU 1000 - Introduction to Nursing, Health, and Language of Healthcare

• Discuss factors that promote health and explain how healthy lifestyles can help maintain health and prevent illness (Level 1, Nursing Care)
• Summarize one’s personal health and apply a health model to guide a personal behavior change (Level 1, Nursing Care)
• Define, deconstruct, and use an accurate understanding of healthcare terminology to communicate ideas verbally and in writing (Level 1, Critical Thinking and Communication)
• Demonstrate proper use of American Psychological Association (APA) formatting and writing style (Level 1, Communication)
• Accept personal responsibility and participate in own development through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Explore methods to manage the pressures of college; develop effective study skills and time management strategies; and develop a personal plan for academic success (Level 1, Professional Role)
• State criteria that define nursing as a profession and identify various career paths within nursing (Level 1, Professional Role)
• Describe the role of the nurse as a member of the health care team and provider of care (Level 1, Professional Role)
• Use electronic databases to conduct systematic searches of healthcare and nursing literature (Level 1, Technology)

• None 

• Benefits and goals of a college education
• Student support services, study skills, test taking strategies for academic success
• Personal productivity and communication applications
• Academic Policies - MSOE and School of Nursing Handbooks, Nursing labs
• School of Nursing Vision and Mission statements
• Personal Health topics - wellness, health promotion, anxiety/depression, harassment, stress management
• Personal health assessment and Change Project
• Healthy People 2020
• Library Resources, electronic databases, tour of library
• APA formatting and style guide
• Nursing degrees, licensure, and professional career paths
• Professional Development Transcript
• Professionalism, Social Media, Confidentiality
• Healthcare Terminology (health and disease, skin, skeletal and muscular system; cardiovascular system; respiratory system; lymphatic and immune systems; nervous system senses; diagnostic procedures and pharmacology; digestive system; urinary system; endocrine and reproductive systems)

NU 1000X - Introduction to Nursing and Health

• Discuss factors that promote health and explain how healthy lifestyles can help maintain health and prevent illness (Level 1, Nursing Care)
• Summarize one’s personal health and apply a health model to guide a personal behavior change (Level 1, Nursing Care)
• Demonstrate proper use of American Psychological Association (APA) formatting and writing style (Level 1, Communication)
• Accept personal responsibility and participate in own development through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Explore methods to manage the pressures of college; develop effective study skills and time management strategies; and develop a personal plan for academic success (Level 1, Professional Role)
• State criteria that define nursing as a profession and identify various career paths within nursing (Level 1, Professional Role)
• Describe the role of the nurse as a member of the health care team and provider of care (Level 1, Professional Role)
• Use electronic databases to conduct systematic searches of healthcare and nursing literature (Level 1, Technology)

• None 

• Introduction to college
• Strategries for academic success
• Health Lifestyle and Personal Health
• Healthy People 2020
• American Psychological Association (APA) formatting and writing 
• Career paths in Nursing
• Utilization of electronic databases

NU 2000 - History and Theories of Professional Nursing Practice

• Use an understanding of the four concepts of nursing (person, environment, health, and nursing) to critically reflect on and develop personal definitions of the concepts in order to gain a deeper understanding of the issues at the core of nursing practice (Level 2, Critical Thinking)
• Explain how the nursing process is used as a critical thinking tool, problem-solving method, and as a mechanism to structure and evaluate nursing practice (Level 2, Critical Thinking)
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Discuss how the four concepts of nursing (person, environment, health, and nursing) have been shaped by political, social, economic, and cultural factors throughout history from ancient times to the present (Level 2, Professional Role)
• Describe the concept of nursing as a social contract and how the American Nurses Association’s Standards of Professional Nursing Practice and other key documents are used to define, delineate, and guide nursing practice and ethics (Level 2, Professional Role)
• Use available knowledge technology to communicate verbally and in writing thoughts and ideas regarding the history and theories of nursing (Level 2, Communication and Technology)
• Identify the basic components of a theory and the hierarchy of nursing knowledge; and discuss how theories guide and communicate ideas, drive inquiry into nursing issues, and advance the body of nursing science (Level 2, Evidence-Based Practice)
• Provide examples of how contemporary nursing theories and models are used to explain and guide nursing practice in a variety of practice settings (Level 2, Evidence-Based Practice)

• None 

• MSOE School of Nursing Conceptual Framework
• Philosophies and Theories of Nursing
• History of Nursing and Health
• American Nursing and U.S. healthcare system
• Nursing Metaparadigm
• Nursing in the Future
• Nursing and Policy: Social Policy Statement
• Standards of Nursing Practice and Standards of Professional Performance
• Nursing and Ethics
• Gordon’s eleven Functional Health Patterns
• Nursing Process: Assessment, Diagnosis, Outcomes, Interventions, Evaluation

NU 2010 - Health Assessment of the Individual

• Conduct a comprehensive health assessment of an individual client using the Gordon’s Functional Health Patterns as a framework (Level 2, Nursing Care)
• Differentiate health assessment techniques appropriate for the developmental level and age of the client (Level 2, Nursing Care)
• Distinguish normal and expected assessment findings from abnormal and unexpected findings gathered during history intake, physical examination, diagnostic tests, and from lab values (Level 2, Nursing Care)
• Critically reflect on one’s approach and process to conduct a comprehensive health assessment (Level 2, Critical Thinking)
• Demonstrate effective communication skills being sensitive to privacy and confidentiality when collecting assessment data from clients (Level 2, Communication)
• Summarize health assessment findings and accurately record data (Level 2, Communication)
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Appropriately select and operate biomedical technology to collect assessment data (Level 2, Technology)
• Discuss relevant nursing literature related to health assessments (Level 2, Evidence Based Practice)

• None 

• Health Assessment
• Interview and History
• Comprehensive Physical Assessment guided by Functional Health Patterns
• Documentation
• Health Assessment of the Newborn and infant
• Health Assessment of children and adolescents
• Health Assessment of the older adult
• Health Assessment of the pregnant adult
• Lab values and diagnostics
• Summary Analysis of health assessment findings
• Case studies

• Grohmann Museum
• Health History
• Physical Assessment
• Off Campus Experiences: Well-Elder, Newborn and Daycare Assessment

NU 2011 - Health Concepts and Health Assessment

• Discuss factors that promote health and explain how healthy lifestyles can help maintain health and prevent illness (Level 1, Nursing Care)
• Summarize one’s personal health and apply a health model to guide a personal behavior change (Level 1, Nursing Care)
• Conduct a comprehensive health assessment of an individual client using the Gordon’s Functional Health Patterns as a framework (Level 2, Nursing Care)
• Differentiate health assessment techniques appropriate for the developmental level and age of the client (Level 2, Nursing Care)
• Distinguish normal and expected assessment findings from abnormal and unexpected findings gathered during history intake, physical examination, diagnostic tests, and from lab values (Level 2, Nursing Care)
• Critically reflect on one’s approach and process to conduct a comprehensive health assessment (Level 2, Critical Thinking)
• Demonstrate effective communication skills being sensitive to privacy and confidentiality when collecting assessment data from clients (Level 2, Communication)
• Summarize health assessment findings and accurately record data (Level 2, Communication)
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• State criteria that define nursing as a profession and identify various career paths within nursing (Level 1, Professional Role)
• Describe the role of the nurse as a member of the health care team and provider of care (Level 1, Professional Role)
• Appropriately select and operate biomedical technology to collect assessment data (Level 2, Technology)
• Discuss relevant nursing literature related to health assessments (Level 2, Evidence Based Practice)

• None 

• Introduction of Health Concepts and Health Assessment
• Health/Change Models
• Behavior Change Project
• Professional Nursing Practice
• Introduction of Health Assessment
• Interview and History
• Comprehensive Physical Assessment guided by Functional Health Patterns
• Documentation
• Health Assessment of the Newborn and infant
• Health Assessment of children and adolescents
• Health Assessment of the older adult
• Health Assessment of the pregnant adult
• Lab values and diagnostics
• Summary Analysis of health assessment findings
• Case studies
• Nursing Process: Assessment & Diagnosis, Outcomes, Interventions, Evaluation

• Grohmann Museum
• Health History
• Physical Assessment
• Off Campus Experiences: Well-Elder, Newborn and Daycare Assessment

NU 2320 - Health Assessment of Family

• Use appropriate frameworks to complete assessment of families (Level 2, Nursing Care)
• Apply theoretical frameworks and concepts to explore factors in a family’s environment that influence health (Level 2, Critical Thinking)
• Incorporate cultural sensitivity, ethical principles, and effective communication skills when interacting with families and communities (Level 2, Communication)
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Participate in a site visit to a community resource for families and reflect on the role of the professional nurse in the selected setting (Level 2, Professional Role)
• Demonstrate understanding of the role of the professional nurse and collaborate with families in conducting health assessments (Level 2, Collaboration)
• Conduct a comprehensive family health assessment integrating knowledge from professional literature and evidence-based practice (Level 2, Evidence-based practice)

•  None

• Family Nursing; Structure, Function, Current Demographics
• Health Promotion in the Family
• Approaches to Family Assessment
• Family Nursing Theories
• Health Assessment in the Family Home
• Genogram/ecomap
• Genetics/genomics
• Family Assessment Tools: The Friedman Family Assessment Model; Gordon’s Functional Health Patterns: Family
• Family Social Policy and Health Disparities
• Developing Cultural Competency in working with Families
• Family Nursing with Childbearing Families
• Family with adult member in Medical Surgical unit
• Family: Child Health Nursing
• Gerontological Family Nursing
• Family member with mental health challenge or who have experienced disaster or war
• Families at End-of-Life

NU 2520 - Primary Dynamics of Nursing Care

• Use the nursing process to deliver safe, effective, compassionate holistic care to individuals and families with a focus on health promotion, health maintenance, and illness prevention (Level 2, Nursing Care)
• Develop, revise, and communicate a plan of nursing care that reflects logical thinking (Level 2, Critical Thinking)
• Use reflective analysis to develop critical thinking skills when applying the steps of the nursing process to clients (Level 2, Critical Thinking)
• Demonstrate effective written and verbal communication skills in application of the nursing process to develop a health education project (Level 2, Communication)
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Demonstrate professional roles of care provider, advocate, and educator in the delivery of nursing care (Level 2, Professional Role)
• Explore the use of health information technology to document and record client data and select appropriate biomedical technology for use in client care (Level 2, Technology)
• Develop foundational knowledge of the principles associated with delegation and collaborative practice (Level 2, Collaboration)
• Develop foundational knowledge of the components of evidence-based practice and its importance in nursing practice (Level 2, Evidence Based Practice)

• None 

• Growth and Development; the experience of aging
• Nutrition-Metabolic pattern; Risk for injury -Impaired swallowing/risk for aspiration, Risk for impaired skin integrity/pressure ulcers, More than body requirements, Less than body requirements, Risk for Infection, Alteration in thermoregulation Hypo/Hyperthermia
• Health Perception-Health Maintenance; Risk for Suffocation; Health seeking behavior/ Readiness for enhanced well-being, Risk for poisoning, allergic response, latex allergy
• Professional Practice: Nursing Process, Documentation, Licensing, legal issues, Patient rights, ethics, Health Care Teams, Delegation, Collaboration and Communication, Conflict Resolution, Prevention through Patient Safety Initiatives
• Evidence-Based Practice
• Cognitive-perceptual: Critical thinking, Knowledge Deficit
• Activity-Exercise Pattern: Impaired Physical Mobility, Impaired Ambulation. Risk for Falls, Deficit Diversional Activity
• Sleep-Rest pattern: Sleep pattern disturbance/ Readiness for enhanced sleep/Sleep deprivation
• Sexuality-Reproductive: Altered Sexuality Pattern
• Values-Belief: Readiness for Enhanced Spiritual Well-being,
• Coping-stress tolerance: Ineffective individual coping, ineffective denial - substance abuse; Anxiety: Mild, Moderate, Anticipatory
• Risk for Injury
• Role-Relationship Pattern: Anticipatory Grief, Dysfunctional Grief, Death across the Lifespan, Risk for Loneliness/Loneliness
• Disabled family coping, Domestic violence
• Readiness for enhanced self-concept, Disturbed self-concept: Fear

• Psychomotor Skills: Nutrition Lab, Post-Mortem Care, Personal Hygiene and Oral Care, Isolation Principles, Safe Patient Handling, Safe Restraint Use, Fire Safety, Nursing Process Lab:, Hazards of Immobility
• Simulations: Pediatric simulation: Teaching and med administration to a 6-year-old; Domestic violence; Patient with Swallowing Impairment
• Clinical Focus: Assisted living setting

NU 2521 - Primary Concepts and Dynamics of Nursing Care

• Use the nursing process to deliver safe, effective, compassionate holistic care to individuals and families with a focus on health promotion, health maintenance, and illness prevention (Level 2, Nursing Care)
• Develop, revise, and communicate a plan of nursing care that reflects logical thinking (Level 2, Critical Thinking)
• Use reflective analysis to develop critical thinking skills when applying the steps of the nursing process to clients (Level 2, Critical Thinking)
• Demonstrate effective written and verbal communication skills in application of the nursing process to develop a health education project (Level 2, Communication)
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Demonstrate professional roles of care provider, advocate, and educator in the delivery of nursing care (Level 2, Professional Role)
• Explore the use of health information technology to document and record client data and select appropriate biomedical technology for use in client care (Level 2, Technology)
• Develop foundational knowledge of the principles associated with delegation and collaborative practice (Level 2, Collaboration)
• Develop foundational knowledge of the components of evidence-based practice and its importance in nursing practice (Level 2, Evidence Based Practice)

• None

• Growth and Development: The experience of aging
• Health Perception-Health Management: Health seeking behavior/ Readiness for enhanced well-being
• Nutrition-Metabolic pattern: Risk for injury - Impaired swallowing/risk for aspiration: Altered Oral Mucous Membranes
• Nutrition-Metabolic pattern: Risk for impaired skin integrity/pressure ulcers
• Cognitive-perceptual: Critical thinking
• Nutrition/Metabolic: Malnutrition, less than body requirements, more than body requirements; Alteration in thermoregulation; Hypo/Hyperthermia; fever management
• Activity-Exercise Pattern: Impaired Physical Mobility, Impaired Ambulation. Risk for Falls; Impaired Gas Exchange; Ineffective Breathing Patterns, Ineffective Airway Clearance: Nursing Care of Clients with atelectasis, Pneumonia; Nursing Care of Clients with pulmonary embolus and tuberculosis
• Professional Nursing Issues: Evidence Based Practice, Licensing, legal issues, Patient rights, ethics, Documentation, Health Care Teams; Delegation, Collaboration and Communication; Conflict Resolution, Critical Pathways, Prevention through Patient Safety Initiatives
• Cognitive - perceptual: Deficit knowledge
• Sleep-rest pattern: Sleep pattern disturbance/ readiness for enhanced sleep/ sleep deprivation
• Sexuality-Reproductive: Altered Sexuality
• Activity/Exercise pattern: Coping-Stress Tolerance: Risk for Injury, Disabled family coping, Domestic violence; Ineffective Denial: Substance Abuse; Anxiety: Mild, Moderate, Anticipatory, Ineffective individual coping;
• Activity-Exercise: Deficit Diversional Activity
• Coping-Stress Tolerance:
• Self-Perception/Self-concept: Readiness for enhanced self-concept, Disturbed self-concept, Fear
• Coping-stress pattern
• Health Maintenance/Health promotion: Risk for suffocation
• Role-Relationship Pattern: Anticipatory Grief, Dysfunctional Grief, Death across the Lifespan, risk for Loneliness/Loneliness, risk for poisoning, allergic responses, latex allergy
• Risk for poisoning, allergic responses, latex allergy
• Values/Beliefs pattern: Readiness for enhanced spiritual Well-being

• Psychomotor Skills: Nutrition Lab, Post-Mortem Care, Personal Hygiene and Oral Care, Isolation Principles, Safe Patient Handling, Safe Restraint Use, Fire Safety, Nursing Process Lab:, Hazards of Immobility, Abnormal Assessment, Pulmonary Hygiene, Oxygen Therapy, Nebulizer and Peak Flow Meter, Incision and Wound Care, Orthopedic Care
• Simulation: Domestic Violence; Patient with Swallowing Impairment
• Clinical Focus: Long-term care and Rehabilitation

NU 2810 - Pharmacology I

• Identify the major categories of drug reactions and describe the nurse’s role in preventing, detecting, responding to, and reporting adverse drug reactions (Level 1, Nursing Care)
• Use knowledge of the basic principles of pharmacodynamics and pharmacokinetics to explain the concepts of drug mechanism of action; onset, peak, and duration of action; adverse effects profile; and potential for drug-to-drug, drug-to-food, and drug-to-disease interactions (Level 1, Nursing Care)
• Use knowledge of the physiologic changes that occur during human development to explain how age and developmental status influence drug absorption, distribution, metabolism, and excretion (Level 1, Nursing Care)
• Identify mechanisms of action, therapeutic indications, and expected responses to drugs that affect the immune, autonomic nervous, cardiovascular, hematopoietic, and coagulation systems, fluid and electrolyte balances, and drugs to treat cancer (Level 1, Nursing Care)
• Use core drug knowledge and critical thinking in conjunction with the nursing process to describe safe administration of medications and methods to evaluate effectiveness of drug therapy (Level 2, Critical Thinking)
• Use effective communication skills and knowledge of adverse effects profile to monitor drug safety and educate clients about drugs that affect the immune, autonomic nervous, cardiovascular, hematopoietic, and coagulation systems, fluid and electrolyte balances, and drugs to treat cancer (Level 2, Communication)
• Discuss methods to promote open communication between clients and health care providers about alternative therapies, sources of accurate information, and controversy surrounding use (Level 2, Communication)
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Acknowledge the importance of accessing current and reliable sources to maintain and update one’s knowledge of drugs over the course of a nursing career (Level 2, Evidence-Based Practice)

• Anatomy and Physiology 1, 2, 3, and 4
• College Algebra 1

• Drug development, regulation, and safety issues
• Pharmacology and the Nursing process
• Pharmacokinetics and Pharmacodynamics
• Adverse drug Reactions
• Food and Drug Interactions
• Immunizations, immunosuppressants & glucocorticoid drugs
• Anti-inflammatory drugs
• Anti-histamines drugs
• Drug therapy across the lifespan
• Alternative therapies
• Adrenergic agonist and blocker drugs
• Cholinergic agonist and blocker drugs
• Cholinesterase Inhibitor drugs
• Short and long acting Paralytic drugs
• Drugs affecting fluid & electrolyte balance
• Drug to treat hypertension
• Vasodilators
• Drugs for congestive heart failure, angina pectoris, and myocardial infarction
• Drugs for dyslipidemias
• Anti-coagulants
• Drugs for anemias & hematopoietic drugs
• Cancer chemotherapy

NU 2820 - Pharmacology II

• Identify mechanisms of action, therapeutic indications, and expected responses of antimicrobial drugs, drugs that affect the respiratory, endocrine, gastrointestinal, and central nervous systems, and drugs affecting men and women’s health (Level 2, Nursing Care)
• Use core drug knowledge and critical thinking in conjunction with the nursing process to demonstrate safe administration of medications and methods to evaluate effectiveness of drug therapy within laboratory setting (Level 2, Critical Thinking)
• Apply the nursing process to medication management including demonstration of safe medication administration and evaluation of client responses to pharmacological interventions within simulated medication administration scenarios (Level 2, Nursing Care and Critical Thinking)
• Use effective communication skills and knowledge of adverse effects profile to monitor drug safety and educate clients about antimicrobial drugs, drugs that affect the respiratory, endocrine, gastrointestinal, and central nervous systems, and drugs affecting men and women’s health (Level 2, Communication)    
• Accept personal responsibility and participate in own development toward the role of the professional nurse through acts of integrity, mutual respect, and actively seeking out opportunities to learn (Level 2, Professional Role)
• Use current and reliable sources to maintain and update one’s knowledge of drugs over the course of a nursing career (Level 2, Evidence-Based Practice)

• None 

• Chemotherapy of infectious agents
• Gastrointestinal Tract Drugs
• Endocrine Drugs
• Diabetes management drugs
• Neurodegenerative drugs
• Anesthetic and pain management
• Neurologic drugs
• Drug abuse treatment drugs
• Psychiatric drugs
• Respiratory Tracts Drugs
• Bone and joint disorder drugs
• Women’s health drugs
• Men’s health drugs

• Oral Medication Administration
• Injectable and Transdermal Medication Administration
• Eye and Ear Medication Administration
• Individual student practice of medication administration
• Blood sugar monitoring and Insulin administration
• Pain management and Nursing Process
• Anticoagulant therapy management
• Metered dose inhaler and respiratory management

NU 3100 - Principles of Electrocardiograph (ECG) Interpretation & Monitoring

• Identify pertinent anatomy, physiology and electrophysiological principles of cardiac conduction (Level 2, Nursing Care)
• Interpret normal and abnormal cardiac rhythms including sinus node, atrial, junctional, ventricular dysrhythmias, and bundle branch blocks (Level 2, Nursing Care)
• Identify characteristic ECG patterns associated with myocardial ischemia, injury, and infarct (Level 3, Nursing Care)
• Identify and treat ECG alternations related to electrolytes imbalances and toxic drug effects (Level 3, Nursing Care)
• Differentiate purpose of 12 lead ECG from telemetry ECG monitoring (Level 3, Nursing Care)
• Articulate client physiological signs, symptoms, and consequences associated with abnormal cardiac rhythms (Level 3, Critical Thinking)
• Integrate pharmacological and non-pharmacological treatment decisions appropriate to dysrhythmia (Level 3, Critical Thinking)
• Apply principles of ECG technology and treatment options to clinical case presentations (Level 3, Critical Thinking)
• Identify different types and sources of ECG artifact and measures to control (Level 3, Technology).
• Select most appropriate lead configuration for ECG monitoring considering client situation (Level 3, Technology)
• Describe defibrillation and cardiac pacing principles as well as safety implications (Level 3, Technology)
• Identify ECG technological limitations from design and user point of reference (Level 3, Technology).

• None

• Anatomy and Electrophysiology of the Heart
• Pharmacological Therapy
• Principles of ECG Analysis and Monitoring
• Clinical Aspects of Sinus Dysrhythmias
• Clinical Aspects of Atrial Dysrhythmias
• Clinical Aspects of Junctional Dysrhythmias
• Clinical Aspects of Ventricular Dysrhythmias
• Clinical Aspects of AV Heart Blocks Dysrhythmias
• 12 lead ECG, Pacemaker, Principles of defibrillation and synchronized defibrillation
• ECG and Electrolyte Imbalances
• ECG changes with Myocardial Ischemia and Infarction

NU 3300 - Nursing Care of Clients with Episodic Health Challenges I

• Use the nursing process to organize, prioritize, and deliver safe, effective, holistic, individualized care to clients experiencing acute episodic health challenge in a way that promotes health and prevents complications (Level 3, Nursing Care) 
• Act on opportunities to apply aspects of caring by comforting and supporting clients and families in conjunction with reflection on one’s approach to caring (Level 3, Nursing Care)
• Use critical thinking and thoughtful, reflective analysis to make accurate clinical decisions that individualize the delivery of nursing care (Level 3, Critical Thinking)
• Employ effective interpersonal communication skills and knowledge of health education principles to educate, support, and partner with diverse clients and families to promote achieving higher levels of health (Level 3, Communication)
• Display a pattern of personal accountability for one’s own learning while assuming a professional role through acts of integrity and mutual respect (Level 3, Professional Role)
• Assume the role of the nurse as provider of care, educator, advocate, and care coordinator by reflecting on and taking responsibility for one’s action, practice, and learning (Level 3, Professional Role)  
• Gather and organize data from health information technology and biomedical technology and use findings to support clinical decisions to promote patient safety and improve patient care (Level 3, Technology)
• Demonstrate effective teamwork, while developing skills in delegation and coordination of client care with other members of the healthcare team (Level 3, Collaboration)  
• Select and apply evidence from reliable sources to support the plan of care (Level 3, Evidence-Based Practice)  

• None 

• Cognitive-Perceptual Pattern: Pain: adult and child
• Nutritional-Metabolic Pattern: Alteration in Thermoregulation, Fluid volume deficit and excess, Electrolyte Imbalance, Impaired Tissue Integrity, Hypo/hyperglycemia, Impaired Oral Mucus Membranes, Perinatal Infection, Neonatal Infection, Ineffective Infant Feeding Pattern
• Activity-Exercise Pattern: Ineffective Airway Clearance, Ineffective Breathing pattern
• Elimination Pattern: Altered Urinary Elimination
• Professional Issues: Conflict Resolution, Critical Pathways, Evidence based Practice, Caring
• Sexuality-Reproductive Pattern: Nursing care related to birthing process, Nursing care of the normal newborn, Infant feeding, Care of the PP woman, Care of women undergoing Cesarean section, Care of the childbearing family at risk
• Role-Relationship Pattern; Parental attachment
• Self-perception-Self-concept Pattern: Perinatal Depression
• Health- perception/Health Maintenance Pattern: Preconception Care, Prenatal care, Genetics related to childbearing families, Postpartum Care, Infant safety Issues, Perioperative nursing care

• Psychomotor Skills: Birthing process, Postpartum Lab and Postoperative care, Newborn assessment, urinary drainage, perioperative care-medical asepsis, pulmonary hygiene, oxygen therapy, application and implication, IV therapy, Patient Controlled Analgesic, incision and wound care
• Simulations: Care of Laboring Mom, Care of patient post-cesarean section, Care of patient with post-part-partum hemorrhage
• Clinical Focus: Maternal/Newborn and acute medical/surgical

NU 3301 - Application of Nursing Care Concepts to Clients with Episodic Health Challenges

• Use the nursing process to organize, prioritize, and deliver safe, effective, holistic, individualized care to clients experiencing acute episodic health challenge in a way that promotes health and prevents complications (Level 3, Nursing Care)   
• Act on opportunities to apply aspects of caring by comforting and supporting clients and families in conjunction with reflection on one’s approach to caring (Level 3, Nursing Care)
• Prioritize the nutritional needs of clients requiring special dietary therapy to create an individualized teaching plan (Level 3, Nursing Care)
• Use critical thinking and thoughtful, reflective analysis to make accurate clinical decisions that individualize the delivery of nursing care (Level 3, Critical Thinking)
• Employ effective interpersonal communication skills and knowledge of health education principles to educate, support, and partner with diverse clients and families to promote achieving higher levels of health (Level 3, Communication)
• Display a pattern of personal accountability for one’s own learning while assuming a professional role through acts of integrity and mutual respect (Level 3, Professional Role)
• Assume the role of the nurse as provider of care, educator, advocate, and care coordinator by reflecting on and taking responsibility for one’s action, practice, and learning (Level 3, Professional Role)  
• Use health information technology and biomedical technology to monitor, deliver, and support clinical decisions for safe client care (Level 3, Technology)
• Demonstrate increasing skills to effectively delegate the delivery of nursing care to other health team members in clinical, laboratory, and classroom settings (Level 3, Collaboration)
• Select and analyze evidence from nursing research and relevant professional literature to develop a plan of care for clients experiencing episodic alterations in health and/or wellness (Level 3, Evidence-Based Practice)

• None 

• Sexuality-Reproductive Pattern: Care of the Postpartum (PP) Mom Childbearing Process, Readiness for Enhanced; Maternal/Fetal Dyad, Risk for Disturbed
• Health Management-Health Perception Pattern: Care of the Newborn. Risk for Injury, Risk for Infection; Jaundice, Neonatal; Thermoregulation, Ineffective; Sudden Infant Death Syndrome, Risk for; Infant Feeding Pattern, Ineffective; Breastfeeding, Readiness for Enhanced
• Nutritional-Metabolic Pattern: Care of the Client with a fluid volume deficit and fluid volume excess Fluid Volume, Deficient; Fluid Volume, Risk for Imbalanced; RC Hypovolmemia; Fluid Volume Excess, Readiness for Enhanced
• Nutritional-Metabolic Pattern: Care of the Client with Hypo/Hyperglycemia Blood Glucose, Risk for Unstable; Nutritional Imbalance: Less/More than body requirements; RC hypo/hyperglycemia
• Nutritional-Metabolic Pattern: Electrolyte Imbalances, Risk for; RC Electrolyte Imbalance
• Sexuality-Reproductive Pattern: Normal Childbearing, Childbearing Process, Ineffective; Maternal/Fetal Dyad, Risk for Disturbed; RC Preterm Labor, RC Non-reassuring Fetal Status
• Cognitive-Perceptual Pattern: Care of Clients across the Lifespan experience Acute Pain, Pain (Acute), Self-Management Deficit
• Activity-Exercise Pattern: Health Management-Health Perception Pattern; Care of the pre, intra, and postoperative patient Injury, Risk for Perioperative Positioning; Nausea; Surgical Recovery, Delayed; Protection, Ineffective; Infection Transmission, Risk for; Knowledge Deficit (specify), RC of Deep Vein Thrombosis
• Sexuality-Reproductive Pattern: Childbearing at Risk. Care of the Patient with Cesarean section Childbearing Process, Ineffective
• Sexuality-Reproductive Pattern: Childbearing at risk Childbearing Process, Ineffective; RC Post-Partum Hemorrhage
• Cognitive-Perceptual Pattern; Care of the patient with Acute Confusion, Confusion, Acute; Memory, Impaired; Falls, Risk for
• Sexuality-Reproductive Pattern: Health Perception-Health Management Pattern; Preconception and Care of the Prenatal Client: Health seeking behavior Childbearing Process, Readiness for Enhanced; RC for Prenatal Bleeding
• Role-Relationship Pattern, Coping-Stress Pattern: Role separation, impact of hospitalization on children and families Parent-Infant Attachment, Risk for Impaired; Parenting, Impaired; Parenting, Readiness for Enhanced
• Elimination Pattern: Care of the Client with altered urinary elimination: incontinence, UTI, post-op TURP Urinary Elimination, Impaired; Urinary Elimination, Readiness for Enhanced; RC for Acute Urinary Retention
• Nutritional-Metabolic Patter:; Care of patients with Acid-Base Imbalances RC for Metabolic/Respiratory Acidosis and Metabolic/Respiratory Alkalosis
• Nutritional-Metabolic Pattern: Care of the patient receiving blood transfusion
• Nutritional-Metabolic Pattern: Care of the patient with Central Venous Access Devices and Parenteral Nutrition
• Elimination Pattern: Care of the Patient with Constipation and Diarrhea Constipation; Diarrhea; Gastrointestinal Motility, Dysfunctional
• Nutritional-Metabolic Pattern: Care of the patient receiving enteral nutrition
• Role-Relationship Pattern: Impaired verbal communication
• Activity-Exercise Pattern: Care of the Client with Acute Neurological injury-Spinal Cord Trauma Dysreflexia, Antonomic; Bed Mobility, Impaired; Physical Mobility, Impaired; Disuse Syndrome, Risk for
• Cognitive-Perceptual Pattern: Care of the Patient with Alterations in Level of Consciousness [LOC] Tissue Perfusion, Risk for Ineffective Cerebral
• Cognitive-Perceptual Pattern: Care of patient with seizure activity RC for Seizures
• Activity Exercise Pattern:; Care of the Client with chronic fatigue Activity Intolerance; Fatigue
• Self-Perception-Self Concept: Role-Relationship Patterns; Care of Clients and risk for situational depression Post-Partum Depression, Prenatal Loss, Adjustment to Traumatic Injury and Chronic Illness Self-Concept, Disturbed, Self-Esteem, Chronic low; Self-Esteem, Situational; Grieving; Anxiety, Death
• Health Management/Perception Pattern: Care of the Perinatal Client - Risk reduction for Perinatal Infections Infection Transmission, Risk for; Immunization Status, Readiness for Enhanced
• Professional Role; Advocacy
• Health Management-Health Perception Pattern: Genetics and Genomics

• Psychomotor Skills: IV Therapy and medication Calculation test, NewBorn Assessment and Feeding Lab, Urinary Drainage, Gastric Decompression/Feeding Tube Insertion, Enteral Nutrition, Bowel Management, Peri-operative Care - Medical Asepsis, Ostomy Management, Blood Administration, Central Vascular Access Device (CVAD) Care and Management and Hyperalimentation
• Simulations: Post-Partum Simulation - Care of patient with post-partum Hemorrhage; Care of Laboring Mom; Psychomotor Skills and Application of Concepts Simulations; Care of child Experiencing Kawasaki Disease
• Clinical Focus: Maternal Newborn, Surgical

NU 3320 - Complementary and Integrative Health Therapies

• Incorporate integrative therapies into clinical practice to clients across the lifespan to restore, maintain, and/or promote health and wellness (Level 3, Nursing Care)
• Identify psychological, cultural, and spiritual dimensions of complementary and integrative health therapies (Level 3, Nursing Care)
• Discuss the history, cultural context, and current use of complementary and integrative health therapies (Level 3, Nursing Care)
• Analyze the role of the health professional in relation to clients’ knowledge and use of complementary and integrative health therapies (Level 3, Professional Role)
• Analyze the empirical, theoretical, and scientific basis of selected complementary and integrative health therapies (Level 3, Evidence-Based Practice)
• Evaluate efficacy, outcomes, cost effectiveness, and client satisfaction related to use of evidence-based complementary and integrative health therapies (Level 3, Evidence-Based Practice)

• None 

• History of Aromatherapy and Integrative health
• Massage Therapy techniques
• Healing Environments
• Health and Human Spirit
• Biofeedback and stress management
• Integrative Nutrition and Herbs
• Energy Healing and Healing Touch
• Pet Therapy
• Music Therapy
• Aromatherapy

NU 3400 - Nursing Care of Clients with Chronic Health Challenges

• Prioritize the delivery of safe, effective, compassionate, and holistic nursing care to clients with emphasis on restoration of health and/or wellness in clients with chronic health concerns (Level 3, Nursing Care)
• Use reflective analysis to develop critical thinking skills that individualize the nursing care for clients experiencing chronic health concerns (Level 3, Critical Thinking)
• Demonstrate effective interpersonal communication skills when providing health education for clients experiencing chronic health concerns and their families (Level 3, Communication)
• Display a pattern of personal accountability for one’s own learning while assuming a professional role through acts of integrity and mutual respect (Level 3, Professional Role)
• Integrate selected components of the professional role into the delivery of nursing care inclusive of the role of educator, advocate, and coordinator of care (Level 3, Professional Role)
• Develop and analyze personal and professional goals for current and future nursing practice (Level 3, Professional Role)
• Analyze data from health information technology and biomedical technology and use findings to support clinical decisions for clients experiencing chronic health concerns (Level 3, Technology)
• Demonstrate collaborative skills in delegating and supervising the delivery of nursing care to other health team members in clinical, laboratory, and classroom settings (Level 3, Collaboration)
• Select, discriminate, and apply evidence from professional literature when discussing, planning, and delivering nursing care to clients experiencing chronic health concerns (Level 3, Evidence Based Practice)

• None 

• Health Perception/Health Management Pattern, Self-Perception/Self Concept/Health Seeking Behavior: Quality of Life
• Role/Relationship Pattern: Chronic Sorrow, Interrupted Family Process, Chronic Sorrow and Chronic Fatigue
• Activity-Exercise Pattern: Risk for Disproportional Growth, Developmental Delay, Self-Care Deficit, Growth and Development
• Health Perception/Health Management Pattern: Risk of Noncompliance, Medical management and Regimen adherence
• Role/Relationship Pattern: Risk for/Caregiver Role Strain, Family Caregiving
• Coping/Stress/Tolerance Pattern: Compromised Family Coping, Readiness for Enhanced Family Coping, Family Response to Chronic Illness
• Nutrition/Metabolic Pattern: Imbalance Nutrition: Less than body requirements, Diabetes Mellitus: chronic care and home management
• Health Perception/Health Management Pattern: Disturbed Energy Field, Readiness for Spiritual Well-being, Imbalanced Nutrition, Integrated Health Care Therapies
• Self-Perception/Self Concept Pattern: Risk for Low Self Esteem, Powerlessness and hopelessness
• Activity/Exercise Pattern: Disuse Syndrome, Impaired Physical Mobility, Risk for Joint Contractures, Ineffective Tissue Perfusion, Disuse Syndrome

• Psychomotor skills list: Sensory Perceptual Lab and Assistive Devices
• Simulations: Care of Pediatric patient with respiratory/neurological disorders
• Care of pediatric patient with pneumonia/asthma/cerebral palsy
• Clinical focus: Inpatient Chronic adult

NU 3600 - Nursing Care of the Community

• Incorporate community and population-based theories and frameworks when caring for the community as the client (Level 3, Nursing Care)
• Complete a comprehensive community assessment (Level 3, Nursing Care)
• Analyze the influence of nurses as advocates for development of health policy (Level 3, Critical Thinking)
• Explore societal trends and ways communities have historically responded to health issues (Level 3, Critical Thinking)
• Display a pattern of personal accountability for one’s own learning while assuming a professional role through acts of integrity and mutual respect (Level 3, Professional Role)
• Create and conduct a seminar depicting a selected vulnerable population (Level 3, Professional Role)
• Implement the professional nursing roles of advocate, educator, and change agent when delivering nursing care to a selected community (Level 3, Professional Role)
• Differentiate definitions of person, health, environment, and nursing that reflect the community as client (Level 3, Professional Role)
• Collaborate with community partners to promote the health of a selected community (Level 3, Collaboration)
• Apply epidemiological approaches and best practices for population-based health care (Level 3, Evidence-Based Practice)

• None

• Community Assessment, Community Theory, Public and Community Health Nursing and Health Care Systems, Change Theory, Nursing Process in the Community
• Disaster Nursing, Program Management, Power, Policy & Politics, Communicable Disease, Vulnerable Populations, Nursing Process and Community Health, Disaster Care
• Legal/Ethics, Environmental Health, Global Health
• Health Literacy and Community Outreach, Community Violence
• Epidemiology, Genomics

NU 4600 - Nursing Care of Clients with Mental Health Challenges

• Employ a case study approach to construct multidisciplinary treatment plans and apply the nursing process to care for clients experiencing mental health challenges (Level 4, Nursing Care) 
• Integrate pharmacological principles and clinical standards into the nursing care of clients experiencing mental health challenges (Level 4, Nursing Care)
• Incorporate principles of health promotion and health maintenance when using alternative therapies to provide nursing care for clients with mental health challenges (Level 4, Nursing Care)
• Integrate self-reflective journaling to increase self-awareness and explore the therapeutic self when applying the nursing process to clients experiencing diverse mental health care challenges (Level 4, Critical Thinking)
• Demonstrate a pattern of personal responsibility, professionalism, and accountability for life-long learning (Level 4, Professional Role)
• Deliberate legal and ethical issues while exploring stigma reduction and advocacy for clients experiencing mental health challenges (Level 4, Professional Role)
• Retrieve, synthesize, and discuss the evidence from best practices for providing nursing care to clients experiencing mental health challenges (Level 4, Evidence Based Practice)

• None

• Legal, Cultural and Political Issues
• Perceptual Pattern: Acute Confusion-Alcohol Withdrawal
• Role-Relationship Pattern: Altered Family Processes: Family Violence; Self-Perception-Self-Concept
• Role-Relationship Pattern
• Cognitive-Perceptual Pattern
• Elimination Pattern: Fatigue/Self-Care Deficit;
• Nutritional-Metabolic Pattern: Eating Disorders
• Dysfunctional Grieving: Social Isolation
• Personal Identify Disturbance: Impaired Social Interaction
• Coping-Stress Tolerance Pattern
• Sexuality-Reproductive Pattern
• Integrating Research into Practice
• Health Policy Monitoring

NU 4700 - Nursing Care of Clients with Complex Chronic Health Challenges

• Provide safe, effective, compassionate, and holistic nursing care taking into account developmental and cumulative effects on clients with multiple chronic health concerns (Level 4, Nursing Care)
• Integrate critical thinking and reflective practice when applying the nursing process to care of clients experiencing multiple chronic health concerns (Level 4, Critical Thinking)
• Incorporate effective communication and health education skills when addressing the cumulative effects on clients with multiple chronic health concerns (Level 4, Communication)
• Demonstrate a pattern of personal responsibility, professionalism, and accountability for life-long learning (Level 4, Professional Role)
• Deliberate ethical dilemmas faced by clients, their families, and healthcare providers and the effect on one’s philosophy of nursing and future practice (Level 4, Professional Role)
• Select, analyze, and use health information technology and biomedical technologies to ensure the quality and safety of nursing care (Level 4, Technology)
• Participate in the role of care coordinator with other healthcare team members to advocate for and improve health care outcomes for clients experiencing multiple chronic health concerns (Level 4, Collaboration)
• Retrieve and synthesize evidence from best practices to ensure the quality and safety of nursing care for clients experiencing multiple chronic health concerns (Level 4, Evidence Based Practice)

• None 

• Activity-Exercise Pattern & Nutritional-Metabolic Pattern: Care of clients (adult and child) with chronic lung disorders COPD, asthma, cystic fibrosis - Altered Breathing Patterns; Impaired Gas Exchange; Ineffective Airway Clearance; Nutrition, Less than body requirements; Activity Intolerance
• Nutritional-Metabolic Pattern & Elimination Pattern: Nursing Care of clients (adult and child) with chronic renal failure and dialysis- Tissue Perfusion: Renal Ineffective; Imbalanced Fluid Volume; Knowledge (specify), Readiness for Enhanced; Therapeutic Regimen Management Ineffective
• Activity-Exercise Pattern & Nutritional-Metabolic Pattern: Care of the patient with chronic hypertension, coronary artery disease and heart failure - Tissue Perfusion, Ineffective: cardiopulmonary; Activity Intolerance; Decreased Cardiac Output, Fluid Volume Excess; Knowledge (cardiac), Readiness for Enhanced
• Nutritional-Metabolic Pattern & Health Perception-Health Management Pattern: Care of the clients (adult and child) with chronic GI and hepatic dysfunction - Inflammatory bowel disorders, hepatitis, cirrhosis, - Injury, Risk for; Thought Processes, Disturbed; Family Processes, Dysfunctional: Alcoholism; Infection Transmission, Risk for; Tissue Perfusion, Ineffective: Gastrointestinal, Nutrition; Readiness for Enhanced
• Activity-Exercise Pattern & Nutritional-Metabolic Pattern: Care of the Patient with peripheral (arterial and venous) vascular disease (PVD) - Tissue Perfusion, Ineffective peripheral; Peripheral Neurovascular Dysfunction Risk for; Pain
• Value-Belief Pattern & Cognitive-Perceptual Pattern: End of Life Care of clients (adult and child).- Caregiver Role Strain; Grieving; Oral Mucous Membrane, Risk for Impaired; Impaired Comfort; Compromised Family Coping
• Nutritional-Metabolic Pattern: Care of the client with burns - Comfort, Readiness for Enhanced; Disuse Syndrome; Fluid Volume, Deficient; Injury, Risk for; Post-Trauma Syndrome, Risk for; Protection, Ineffective; Skin Integrity, Impaired
• Health-Perception/Management Pattern & Nutritional-Metabolic Pattern: Nursing Care of clients (adult and child) with Chronic Endocrine Disorders - thyroid, growth, adrenal dysfunction - Risk for Noncompliance; Ineffective Health Management; Self-Concept, Disturbed; Therapeutic Regimen Management, Readiness for Enhanced; Knowledge (specify), Readiness for Enhanced; Blood Glucose, Risk for unstable
• Health Perception/Management Pattern & Cognitive-Perceptual Pattern: Nursing Care of clients (adult and child) Cancer. - Risk for Noncompliance; Ineffective Management of Therapeutic Regimen; Risk for Infection; Caregiver role Strain; Impaired Comfort; Nausea
• Cognitive-Perceptual Health Pattern & Activity-Exercise Pattern: Care of the client (adult and child) with chronic degenerative neurological disorders - MS, GB, ALS, Parkinson, cerebral palsy - Communication, Impaired Verbal; Self-Care Deficit; Sensory Perception, Disturbed; Adjustment, Impaired; Dysreflexia, Autonomic; Physical Mobility, Impaired
• Health Perception-Health Management Pattern: Nursing Care of clients (adult and child) with AIDS/HIV - Protection, Ineffective; Injury Risk for; Risk for; Knowledge (specify), Readiness for Enhanced; Infection Transmission, Risk for; Tissue Perfusion, Ineffective (specify)
• Health-Perception/Management Pattern: Nursing Care of clients (adult and child) with immunosuppressant conditions: Transplants. - Infection, Risk for; Protection, Ineffective; Injury Risk for; Ineffective tissue perfusion

• Psychomotor Skills: Skill Review
• Simulations: Care of patient with acute coronary syndrome, Care of patient with decompensated heart failure, Care of patient in home hospice
• Clinical Focus: Pediatrics, Mental Health

NU 4702 - Application of Nursing Care Concepts to Clients with Complex Chronic Health Challenges

• Provide safe, effective, compassionate, and holistic nursing care taking into account developmental and cumulative effects on clients with multiple chronic health concerns (Level 4, Nursing Care)
• Integrate critical thinking and reflective practice when applying the nursing process to care of clients experiencing multiple chronic health concerns (Level 4, Critical Thinking)
• Incorporate effective communication and health education skills when addressing the cumulative effects on clients with multiple chronic health concerns (Level 4, Communication)
• Demonstrate a pattern of personal responsibility, professionalism, and accountability for life-long learning (Level 4, Professional Role)
• Deliberate ethical dilemmas faced by clients, their families, and healthcare providers and the effect on one’s philosophy of nursing and future practice (Level 4, Professional Role)
• Develop and analyze personal and professional goals for current and future nursing practice (Level 3, Professional Role)
• Select, analyze, and use health information technology and biomedical technologies to ensure the quality and safety of nursing care (Level 4, Technology)
• Participate in the role of care coordinator with other healthcare team members to advocate for and improve health care outcomes for clients experiencing multiple chronic health concerns (Level 4, Collaboration)
• Retrieve and synthesize evidence from best practices to ensure the quality and safety of nursing care for clients experiencing multiple chronic health concerns (Level 4, Evidence Based Practice)

• None 

• None appended

• Psychomotor Skills: Skill Review
• Simulations: Care of patient with acute coronary syndrome, Care of patient with decompensated heart failure, end of life
• Clinical Focus: Acute care: Pediatrics or adult

NU 4710 - Nursing Care of Clients with Complex Episodic Health Challenges

• Provide safe, effective, compassionate, and holistic nursing care incorporating clinical nursing standards to prioritize and respond to the fluctuating health conditions experienced by critically ill clients (Level 4, Nursing Care)
• Provide nursing care to critically ill clients in a simulated environment and facilitate class discussion on the trajectory of the critical illness and nursing care needed (Level 4, Nursing Care, Critical Thinking)
• Integrate pharmacological principles into the care of critically ill clients (Level 4, Nursing Care)
• Demonstrate critical thinking skills in analyzing the interrelationship between physiological, psychological, and environmental factors when providing nursing care to critically ill clients (Level 4, Critical Thinking)
• Incorporate effective communication skills with critically ill clients and their families (Level 4, Communication)
• Demonstrate a pattern of personal responsibility, professionalism, and accountability for life-long learning (Level 4, Professional Role)
• Discuss how caring for critically ill clients has affected one’s philosophy of nursing and future professional nursing practice (Level 4, Professional Role)
• Select, operate, monitor, and evaluate the accuracy of biomedical technologies and the role of the nurse in ensuring quality and safe delivery of nursing care (Level 4, Technology)
• Collaborate with the interprofessional health care team to provide coordinated care with the goal of improving health care outcomes for critically ill clients (Level 4, Collaboration)
• Retrieve, synthesize, and discuss evidence from best practices that support clinical decisions for care of critically ill clients (Level 4, Evidence Based Practice)

• None 

• Value-Belief Pattern: Introduction to Critical Care Nursing
• Activity-Exercise Pattern: Care of Client requiring Hemodynamic Monitoring - Risk for Infection
• Activity-Rest Pattern; Health-Management Pattern: Care of the client (adult and child) with Shock/Sepsis - Fluid balance, deficient and excess, Risk for Injection and PC: decreased cardiac output, cardiac/vascular dysfunction, Sepsis
• Activity-Exercise-Pattern: Care of the Patient (adult and child) with Acute Respiratory Failure/ARDS - Airway Clearance, Ineffective; Confusion, Breathing Patterns, Altered; Ventilatory weaning response, Dysfunctional, Parent-infant attachment, Risk for impaired; PC: hypoxemia, acidosis, alkalosis
• Activity-Exercise Pattern - Care of the adult/child with Cardiac Alterations: Acute Myocardial Infarction (AMI), Pulmonary Edema, PTCA with thrombolytics - Fluid balance, excess, anxiety, Tissue perfusion (cardiac), Tissue perfusion (peripheral), PC: decreased cardiac output, dysrhythmias, pulmonary edema
• Cognitive-Perceptual Pattern: Care of patient (adults and child) with Increased Intracranial Pressure/Head Injury, neurological alterations and complications of prematurity. - Confusion, Acute; Dyreflexia, autonomic; Sensory Perception, Disturbed; Thought Processes, Disturbed; Tissue Perfusion (cerebral), Impaired; Infant behavior, Disorganized; Infant feeding pattern, Ineffective; Thermoregulation, Ineffective; and PC: neurologic/sensory dysfunction, PC: Increased intracranial pressure, seizures
• Cognitive-Perceptual Pattern; Nutritional-Metabolic Pattern: Care of Children with Growth and Development Dysfunctions - Growth and Development, Delayed
• Sleep-Rest Pattern: Care of the clients receiving Sedation and Anxiolysis, Care of adults with Sensory Overload/Deprivation - Anxiety; Comfort; Confusion, Acute; Sensory Perception, Disturbed; Thought Processes, Altered; Diversional Activity Deficient;
• Nutritional-Metabolic Pattern - Care of patients with Acute Renal and Liver Failure, Drug Overdose - Fluid Balance, Excess; Tissue Perfusion (renal), Ineffective; Poisoning, Risk for
• Nutritional-Metabolic Pattern - Care of patients (adult and child) with life threatening Fluid and Electrolyte Imbalances, DKA/SIADH/DI - Blood glucose, Risk for unstable; Confusion, Acute; Fluid volume, Deficient and excess, Infant Feeding Pattern, Ineffective; Nutrition, Imbalanced, Readiness for Enhanced; PC: hyperbilirubinemia
• Nutritional-Metabolic Pattern: Care of patients with Acute GI Bleed/Pancreatitis - Fluid Volume Deficient; Pain, acute, PC: paralytic ileus, GI bleeding, hepatic dysfunction
• Nutritional-Metabolic Pattern: Care of patients’ nutritional needs in critical care - Interrupted Breast-Feeding, Risk for Imbalanced Fluid Volume, Nutritional, Imbalanced: Less than body requirements, PC: Negative nitrogen balance, Paralytic Ileus
• Coping-Stress-Tolerance Pattern and Value-Belief Pattern: Family Process/Family Coping/Individual Stress Ethical/Legal Issues in Critical Care - Anxiety; Anxiety, Death; Communication; Coping; Decision-making; Family Processes, Interrupted; Hopelessness; Knowledge, Readiness for enhanced; Post-trauma syndrome; Stress overload
• Activity-Rest Pattern and Health-Management Pattern: Care of patients with Immunological Function/Bleeding Disorders/Blood Dyscrasias - Infection, Risk for; Protection, Ineffective; and PC: Thrombocytopenia
• Nutritional-Metabolic Pattern; Activity-Exercise Pattern: Care of the Client with Complications of Pregnancy - PC: Pregnancy-associated hypertension, postpartum hemorrhage

• Psychomotor Skills: Hemodynamic Monitoring; ICP monitoring; Mechanical ventilation; neonatal assessment
• Simulations: In-Class Simulations - Hemodynamic and shock focus; cardiac and respiratory focus; infant, GI, growth and development focus; multi-system organ failure and family stress/coping focus; termination of life support focus; Lab Simulations - Skills verification; Care of patient with hemodynamic and cardiac rhythm instability; Code Four
• Clinical Focus: Critical care (adult and child/neonatal)

NU 4711 - Nursing Care of Clients with Complex Episodic Health Challenges (ASD)

• Provide safe, effective, compassionate, and holistic nursing care incorporating clinical nursing standards to prioritize and respond to the fluctuating health conditions experienced by critically ill clients (Level 4, Nursing Care)
• Provide nursing care to critically ill clients in a simulated environment and facilitate class discussion on the trajectory of the critical illness and nursing care needed (Level 4, Nursing Care, Critical Thinking)
• Integrate pharmacological principles into the care of critically ill clients (Level 4, Nursing Care)
• Demonstrate critical thinking skills in analyzing the interrelationship between physiological, psychological, and environmental factors when providing nursing care to critically ill clients (Level 4, Critical Thinking)
• Incorporate effective communication skills with critically ill clients and their families (Level 4, Communication)
• Demonstrate a pattern of personal responsibility, professionalism, and accountability for life-long learning (Level 4, Professional Role)
• Discuss how caring for critically ill clients has affected one’s philosophy of nursing and future professional nursing practice (Level 4, Professional Role)
• Select, operate, monitor, and evaluate the accuracy of biomedical technologies and the role of the nurse in ensuring quality and safe delivery of nursing care (Level 4, Technology)
• Collaborate with the interprofessional health care team to provide coordinated care with the goal of improving health care outcomes for critically ill clients (Level 4, Collaboration)
• Retrieve, synthesize, and discuss evidence from best practices that support clinical decisions for care of critically ill clients (Level 4, Evidence Based Practice)

• None

• Value-Belief Pattern: Introduction to Critical Care Nursing
• Activity-Exercise Pattern: Care of Client requiring Hemodynamic Monitoring - Risk for Infection
• Activity-Rest Pattern; Health-Management Pattern: Care of the client (adult and child) with Shock/Sepsis - Fluid balance, deficient and excess, Risk for Injection and PC: decreased cardiac output, cardiac/vascular dysfunction, Sepsis
• Activity-Exercise-Pattern: Care of the Patient (adult and child) with Acute Respiratory Failure/ARDS - Airway Clearance, Ineffective; Confusion, Breathing Patterns, Altered; Ventilatory weaning response, Dysfunctional, Parent-infant attachment, Risk for impaired; PC: hypoxemia, acidosis, alkalosis
• Activity-Exercise Pattern - Care of the adult/child with Cardiac Alterations: Acute Myocardial Infarction (AMI), Pulmonary Edema, PTCA with thrombolytics - Fluid balance, excess, anxiety, Tissue perfusion (cardiac), Tissue perfusion (peripheral), PC: decreased cardiac output, dysrhythmias, pulmonary edema
• Cognitive-Perceptual Pattern: Care of patient (adults and child) with Increased Intracranial Pressure/Head Injury, neurological alterations and complications of prematurity. - Confusion, Acute; Dyreflexia, autonomic; Sensory Perception, Disturbed; Thought Processes, Disturbed; Tissue Perfusion (cerebral), Impaired; Infant behavior, Disorganized; Infant feeding pattern, Ineffective; Thermoregulation, Ineffective; and PC: neurologic/sensory dysfunction, PC: Increased intracranial pressure, seizures
• Cognitive-Perceptual Pattern; Nutritional-Metabolic Pattern: Care of Children with Growth and Development Dysfunctions - Growth and Development, Delayed
• Sleep-Rest Pattern: Care of the clients receiving Sedation and Anxiolysis, Care of adults with Sensory Overload/Deprivation - Anxiety; Comfort; Confusion, Acute; Sensory Perception, Disturbed; Thought Processes, Altered; Diversional Activity Deficient
• Nutritional-Metabolic Pattern - Care of patients with Acute Renal and Liver Failure, Drug Overdose - Fluid Balance, Excess; Tissue Perfusion (renal), Ineffective; Poisoning, Risk for
• Nutritional-Metabolic Pattern - Care of patients (adult and child) with life threatening Fluid and Electrolyte Imbalances, DKA/SIADH/DI - Blood glucose, Risk for unstable; Confusion, Acute; Fluid volume, Deficient and excess, Infant Feeding Pattern, Ineffective; Nutrition, Imbalanced, Readiness for Enhanced; PC: hyperbilirubinemia
• Nutritional-Metabolic Pattern: Care of patients with Acute GI Bleed/Pancreatitis - Fluid Volume Deficient; Pain, acute, PC: paralytic ileus, GI bleeding, hepatic dysfunction
• Nutritional-Metabolic Pattern: Care of patients’ nutritional needs in critical care - Interrupted Breast-Feeding, Risk for Imbalanced Fluid Volume, Nutritional, Imbalanced: Less than body requirements, PC: Negative nitrogen balance, Paralytic Ileus
• Coping-Stress-Tolerance Pattern and Value-Belief Pattern: Family Process/Family Coping/Individual Stress Ethical/Legal Issues in Critical Care - Anxiety; Anxiety, Death; Communication; Coping; Decision-making; Family Processes, Interrupted; Hopelessness; Knowledge, Readiness for enhanced; Post-trauma syndrome; Stress overload
• Activity-Rest Pattern and Health-Management Pattern: Care of patients with Immunological Function/Bleeding Disorders/Blood Dyscrasias - Infection, Risk for; Protection, Ineffective; and PC: Thrombocytopenia
• Nutritional-Metabolic Pattern; Activity-Exercise Pattern: Care of the Client with Complications of Pregnancy - PC: Pregnancy-associated hypertension, postpartum hemorrhage

• Psychomotor Skills: Hemodynamic Monitoring; ICP monitoring; Mechanical ventilation; neonatal assessment
• Simulations: In-Class Simulations - Hemodynamic and shock focus; cardiac and respiratory focus; infant, GI, growth and development focus; multi-system organ failure and family stress/coping focus; termination of life support focus; Lab Simulations - Skills verification; Care of patient with hemodynamic and cardiac rhythm instability; Code Four
• Clinical Focus: Critical care (adult and child/neonatal)

NU 4850 - Senior Nursing Preceptorship (ASD)

• Provide safe, effective, compassionate, and holistic nursing care through analytical use of the nursing process during a clinical immersion experience while assuming an increasingly independent role (Level 4, Nursing Care)
• Employ reflective narrative analysis and critical thinking skills to synthesize professional nursing concepts and develop personal goals for transitioning into role of professional nurse (Level 4, Critical Thinking)
• Consistently employ appropriate and effective communication skills with healthcare team members to minimize risk and error during clinical immersion experience (Level 4, Communication)
• Assume a professional role that is responsive to a changing society while maintaining the client in full partnership in an atmosphere of care and compassion (Level 4, Professional Role)
• Develop one’s professional identity and increase self-confidence and awareness of one’s strengths and weaknesses through active engagement in activities that prepare for transition to the role of a professional nurse (Level 4, Professional Role)
• Select, operate, and evaluate health information technology and biomedical technologies to support safe and quality nursing care (Level 4, Technology)
• Provide value-based leadership when collaborating with other health care team members to improve outcomes for individuals, families, and the healthcare system during a clinical immersion experience (Level 4, Collaboration)
• Synthesize research findings and knowledge on best practices drawn from professional literature into decisions that ensure the quality and safety of nursing care (Level 4, Evidence-Based Practice)

• None

• Reflective practice
• Caring
• Emotional Intelligence
• Transitioning to practice
• Graduate Nurse Interviewing

• Clinical Focus: Clinical Immersion

NU 4860 - Synthesis of Nursing Care

• Discuss and/or provide safe, effective, compassionate, and holistic nursing care independently to clients in problem-based case and/or simulated situations (Level 4, Nursing Care)
• Use critical thinking skills to analyze and solve ill-structured problems commonly encountered in nursing practice exemplified within problem-based case and/or simulated situations (Level 4, Critical Thinking)
• Demonstrate reflective thinking and learning though introspection, self-reflection, and self-monitoring of one’s knowledge, skills, and attitudes (Level 4, Critical Thinking)
• Compare and contrast effective and ineffective communication while analyzing one’s own role with personal examples of effective and ineffective teamwork (Level 4, Communication)
• Cultivate one’s skill and comfort in the delivery of feedback to team members (Level 4, Communication)
• Exhibit personal responsibility, professionalism, accountability, and commitment to enhancing team’s performance and cohesiveness (Level 4, Professional Role)
• Demonstrate proficient use of biomedical technology when providing nursing care to clients in problem-based case and/or simulated situations (Level 4, Technology)
• Demonstrate behaviors that value the ideas and contributions of team members to improve the health outcomes of the clients within problem-based case and/or simulated situations (Level 4, Collaboration)
• Retrieve and synthesize evidence from diverse sources of professional literature to support decisions that ensure the quality and safety of nursing care provided in problem-based case and/or simulated situations (Level 4, Evidence-Based Practice)

• None 

• Domain: Physiological - Basic/Complex Care that supports physical and homeostatic regulation
• Domain: Health Systems - Care that supports effective use of the health care delivery system
• Domain: Community - Care that supports the health of the community
• Domain: Behavioral - Care that supports psycho-social functioning and facilitates life-style changes
• Domain: Family - Care that supports the family unit
• Domain: Safety - Care that supports protection against harm

NU 4870 - Transition to Professional Nursing Practice I

• Compare and contrast the development of one’s knowledge, skills, and attitude across time in the nursing program (Level 4, Nursing Care)
• Complete a standardized assessment that predicts one’s probability of passing NCLEX-RN licensure exam and interpret results (Level 4, Critical Thinking)
• Identify deficits and gaps in nursing knowledge and skills and develop a remediation plan to promote academic success (Level 4, Critical Thinking)
• Reinforce techniques that strengthen test-taking strategies and promote psychological readiness for NCLEX-RN examination (Level 4, Critical Thinking)
• Demonstrate a pattern of personal responsibility, professionalism, and accountability for life-long learning (Level 4, Professional Role)
• Describe legal aspects and regulatory bodies that govern professional nursing licensure (Level 4, Professional Role)
• Evaluate options and opportunities for post-graduation educational enhancement (Level 4, Professional Role)

• None 

• Licensure Issues
• Regulatory Issues
• State Statute
• Nurse Practice Act
• National Council of State Boards of Nursing
• Learning Assessment
• NCLEX Test Preparation and review

NU 4870X - Transition to Professional Nursing Practice I

• Compare and contrast the development of one’s knowledge, skills, and attitude across time in the nursing program (Level 4, Nursing Care)
• Complete a standardized assessment that predicts one’s probability of passing NCLEX-RN licensure exam and interpret results (Level 4, Critical Thinking)
• Identify deficits and gaps in nursing knowledge and skills and develop a remediation plan to promote academic success (Level 4, Critical Thinking)
• Establish and complete an individualized and directed plan of study to promote success on NCLEX licensure exam (Level 4, Critical Thinking)
• Reinforce techniques that strengthen test-taking strategies and promote psychological readiness for NCLEX-RN examination (Level 4, Critical Thinking)
• Demonstrate a pattern of personal responsibility, professionalism, and accountability for life-long learning (Level 4, Professional Role)
• Describe legal aspects and regulatory bodies that govern professional nursing licensure (Level 4, Professional Role)
• Evaluate options and opportunities for post-graduation educational enhancement (Level 4, Professional Role)

• None 

• Licensure Issues
• Regulatory Issues
• State Statute
• Nurse Practice Act
• National Council of State Boards of Nursing
• Learning Assessment
• NCLEX Test Preparation and review

NU 4880 - Transition to Professional Nursing Practice II

• Identify deficits and gaps in nursing knowledge and skills and develop a remediation plan to promote academic success (Level 4, Critical Thinking)
• Reinforce techniques that strengthen test-taking strategies and promote psychological readiness for NCLEX-RN examination (Level 4, Critical Thinking)
• Formulate a comprehensive action plan to promote success on NCLEX-RN licensure exam through self-critique of academic achievement, clinical experiences, faculty feedback, and scores on standardized assessments (Level 4, Critical Thinking)
• Complete a second standardized assessment that predicts one’s probability of passing NCLEX-RN licensure exam and interpret results (Level 4, Critical Thinking)
• Demonstrate a pattern of personal responsibility, professionalism, and accountability for life-long learning (Level 4, Professional Role)
• Evaluate options and opportunities for post-graduation educational enhancement (Level 4, Professional Role)
• Discuss selected current topics and concepts in nursing practice (Level 4, Professional Role)

• None

• Licensure Issues
• Regulatory Issues; State Statute, Nurse Practice Act, National Council of State Boards of Nursing
• Learning Assessment
• NCLEX test preparation and review

NU 4960 - Nursing Leadership and Professional Orientation I

• Apply critical thinking skills to management and leadership situations (Level 4, Critical Thinking)
• Develop a proposal and timeline to facilitate a student-lead change or quality improvement process within a healthcare system or organization (Level 4, Critical Thinking)
• Analyze the role of communication, teamwork, and conflict resolution in effective team functioning (Level 4, Communication)
• Assume a professional role in partnership with other members of the healthcare team that is responsive to society and a changing healthcare environment. (Level 4, Professional Role)
• Analyze leadership and management concepts that impact effective functioning of nurses in multidisciplinary groups (Level 4, Professional Role)
• Investigate change theory principles and quality improvement processes to address practice issues (Level 4, Professional Role)
• Examine the value and contributions of professional nursing organizations to nursing practice and health care systems (Level 4, Professional Role)
• Retrieve and synthesize evidence from best practices to facilitate a change or quality improvement process within a healthcare system or organization (Level 4, Evidence-based Practice)

• None 

• Professional Practice Project
• Planned Change
• Working with Committees and Other Work Groups
• Contemporary Health Issues in Government
• Issues Related to Professional Nursing Organizations
• Organizational Theory
• Principles of Leadership
• Philosophy and Mission of Organizations
• Quality Management and Risk Management
• Strategic Planning
• Conflict Resolution

NU 4970 - Nursing Leadership and Professional Orientation II

• Apply critical thinking skills to management and leadership situations (Level 4, Critical Thinking)
• Assume a professional role in partnership with other members of the healthcare team that is responsive to society and a changing healthcare environment (Level 4, Professional Role)
• Analyze leadership and management concepts that impact effective functioning of nurses in multidisciplinary groups (Level 4, Professional Role)
• Examine the value and contributions of professional nursing organizations to nursing practice and health care systems (Level 4, Professional Role)
• Apply change theory principles and quality improvement processes to address practice issues (Level 4, Professional Role)
• Deliberate the impact of power, persuasion, and ethical issues on public policy and legal cases in healthcare (Level 4, Professional Role)
• Facilitate a student-lead change or quality improvement process within a healthcare system or organization (Level 4, Collaboration)
• Apply evidence from best practices in a student-lead change or quality improvement process within a healthcare system or organization (Level 4, Evidence-based Practice)
• Disseminate evaluation of a student-lead change or quality improvement process within a healthcare system or organization (Level 4, Evidence-Based Practice)

• None

• Professional Practice Project
• Planned Change
• Working with Committees and Other Work Groups
• Contemporary Health Issues in Government
• Issues Related to Professional Nursing Organizations
• Organizational Theory
• Principles of Leadership
• Philosophy and Mission of Organizations
• Quality Management and Risk Management
• Strategic Planning
• Conflict Resolution

OR 402 - Professional Guidance

• Know the meaning of success and how they might achieve it
• Articulate their job qualifications and personal strengths to a potential employer
• Know how to network and conduct an effective job search
• Write an effective letter of application and resume
• Interview effectively
• Know the importance of professional certification and how to apply for and prepare for the Fundamentals of Engineering (FE) exam
• Know how to analyze their need for graduate school, know what exams are required for entrance into various graduate programs, and know how to apply for graduate school
• Know how to use the MSOE Career Services office
• Understand the importance of continually setting goals in order to ensure their continued professional growth and success and know how to develop a career plan
• Know what industry expects of them as responsible, ethical professionals
• Understand the importance of life-long learning

• None 

• Self-assessment and the meaning of success (1 class)
• Developing a successful job search and exploring the job market (1 class)
• Placement Office procedures (1 class)
• Letters of application and resumes (1 class)
• Interviewing skills (1 class)
• Alums share professional experiences and insights (1 class)
• Professional licensing procedures and exams (1 class)
• Graduate school (1 class)
• Professional ethics and responsibilities (1 class)
• Goal planning for continued success (1 class)

OR 1911 - Pathways to Academic Student Success

• Develop and apply the learning strategies necessary for academic success
• View learning as a process that can be planned and monitored
• Learn to develop accountability to self and others for their learning process
• Recognize the academic and non-academic reasons that impede their progress
• Know what supports are available to aid in their academic success

• None 

• Academic plan, self-assessment, and transition issues (1 class)
• Tutoring and study environment (1 class)
• Approaching your professor (1 class)
• Time management (1 class)
• Wellness issues (1 class)
• Goal setting (2 classes)
• Learning styles (1 class)
• Counseling issues (1 class)
• Career choice opportunities (1 class)

OR 2000 - Leadership and Teamwork

• No course learning outcomes appended

• None

• No course topics appended

OR 3000 - Applied Servant-Leadership

• No course learning outcomes appended

•  None

• No course topics appended