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 102 - Orientation to Nursing

• Effectively adjust to a new type of educational environment, to the physical aspects of college life, to the college program and curriculum, to the faculty, and to the students who make up the college population (Level 1, Life-long Learning)
• Understand and adapt to established practices and policies that affect student progress (Level 1, Critical Thinking)
• Increase the effectiveness of the students study skills, his/her handling of college pressures, time management, and academic planning (Level 1, Life-long Learning)
• Identify possible career paths in nursing (Level 1, Professional Role)

• Benefits and Goals of a College Education
• Critical and Creative Thinking
• Library Resource
• Study Skills
• Nursing Career Choices; entry level job opportunities
• Registration Procedures
• School of Nursing Student Handbook
• MSOE Academic Policies
• MSOE Student policies
• Student Nurses Association
• Turnitin
• Learning Management System Blackboard
• Harassment and Sexual misconduct
• Stress Management
• Financial Aid
• Nursing degrees and licensure
• Health Services
• Servant Leadership
• Student Support Services; Trio, LRC, Counseling

NU 200 - History and Theories of Nursing

• Identify the basic components of theory and the hierarchy of nursing knowledge (Level 1, History)
• Discuss the meaning of the four concepts in relationship to selected conceptual frameworks and nursing theories (Level 1, History)
• Critically reflect on one’s personal definition of the concepts of nursing, person, environment, and health (Level 1, History and Critical Thinking)
• Communicate verbally and in writing thoughts and ideas regarding the history and theories of nursing (Level 1, Communication)
• Demonstrate responsibility and accountability for learning (Level 1, Life-long Learning)
• Explore the role of the nurse throughout history (Level 1, Professional Role and History)
• Use nursing literature to gain a historical perspective of the nursing profession (Level 1, Knowledge Development)

• MSOE School of Nursing Conceptual Framework
• Philosophies and Theories in Nursing
• History of Nursing and Health
• American Nursing
• Nursing Metaparadigm
• Nursing in the Future

NU 210 - Concepts of Professional Nursing Practice

• Discuss factors that promote healthy lifestyles and prevent illness for individuals across the lifespan (Level 2, Health Concepts)
• Describe professional nursing practice in the context of the Standards of Clinical Nursing Practice and Nursing’s Social Policy Statement (Level 2, Professional Role)
• Explore the components of the nursing process (Level 2, Nursing Care)
• Analyze personal health behavior using a health model (Level 2, Health Concepts)
• Apply a health model to the personal change project (Level 2, Nursing Care)
• Discuss Functional Health Patterns as a framework for health assessment (Level 2, Nursing Care).
• Describe the criteria that define a profession (Level 2, Professional Role)
• Describe the role of the nurse as a member of the health care system (Level 2, Professional Role)
• Demonstrate accountability and responsibility for self-directed learning (Level 2, Life-long Learning)

• Health Models for change
• Nursing and Policy: Social Policy Statement
• Professional Nursing Practice
• Health/Healthy People 2020
• Health Perception/Health Management
• Nutritional/Metabolic
• Activity/Exercise Pattern
• Self-Perception/Self-Concept Pattern
• Cognitive/Perceptual Pattern
• Value/Belief Pattern
• Sexuality/Reproductive Pattern
• Sleep/Rest Pattern
• Elimination Pattern
• Coping/Stress Tolerance Pattern
• Role/Relationship Pattern
• U.S. Health Care System
• Standard of Nursing Practice and Standards of Professional Performance
• Nursing and Society: Ethics
• Nursing Process: Assessment, Diagnosis, Outcomes, Interventions, Evaluation

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 I

• 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)

• Biology, chemistry, biochemistry, microbiology, anatomy and physiology

• 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 

• Cultural assessment models
• 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 301 - Accelerated Second Degree Nursing Orientation

• Describe professional nursing practice in the context of the Standards of Clinical Nursing Practice and Nursing’s Social Policy Statement (Level 2, Professional Role)
• Describe the criteria that define a profession (Level 2, Professional Role)
• Describe the role of the nurse as a member of the health care system (Level 2, Professional Role)
• Demonstrate accountability and responsibility for self-directed learning (Level 2, Life-long Learning)

• None

• Learning Management System - Blackboard
• Transition back to the academic environment
• Nursing and Policy: Social Policy Statement
• Transition to the role of the professional nurse
• Standard of Nursing Practice and Standards of Professional Performance
• Healthy People 2020
• U.S. Health Care System
• Nursing and Society: Ethics

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 331X - Care of Clients with Episodic Challenges IIX

• Use the nursing process to provide holistic care across the lifespan for clients experiencing acute episodic alterations in health and/or wellness (Level 3, Nuring Care and Health Concepts)
• Evaluate therapeutic interpersonal communication skills across the lifespan (Level 3, Communication)
• Applies principles of health promotion, health maintenance and restoration when caring for clients across the lifespan (Level 3, Health Concepts)
• Utilize ethical principles in developing the advocacy role of the nurse (Level 3, Professional Role)
• Develop personal goals for professional development (Level 3, Life-long Learning)
• Demonstrate skillful and safe use of health care technology and information systems (Level 3, Technology)
• Use collaborative skills to work with health team members in the delivery of health care (Level 3, Professional Role and Leadership)
• Demonstrate critical thinking skills in decision-making and problem solving (Level 3, Critical Thinking)
• Use nursing research findings and relevant professional literature to support nursing practice (Level 3, Knowledge Development)

• 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-Base Imbalance: Care of clients with acid-base imbalance
• Role-Relationship Pattern: Risk for Altered Parenting
• Coping Stress Patterns: 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 Physiological Disorders
• Sexuality- Reproductively Pattern: Women’s Sexuality Dysfunction
• Sexuality- Reproductively Pattern: 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 Decompression
• Simulations: Care of child with Kawasaki disease and cardiac catheterization

NU 333 - Contemporary Issues in Nursing

• Articulate factors that support the delivery of competent, caring, holistic nursing care for clients across the lifespan (Level 4, Nursing Care)
• Consistently employ effective communication skills with clients and multidisciplinary teams when coordinating discharge from or transfer within a healthcare setting (Level 4, Communication)
• Incorporate principles of health promotion, maintenance and restoration to empower clients to achieve optimal health (Level 4, Health Concepts)
• Demonstrate professional responsibility and accountability as patient advocates and leaders in nursing practice (Level 4, Professional Role)
• Describe the use of information management systems, and select technologies used to delivery nursing care from a remote location (Level 4, Technology)
• Provide leadership when collaborating with other health care team members and communities in assuming accountability for nursing care outcomes (Level 4, Leadership)
• Synthesize research findings and knowledge from the humanities and sciences into professional nursing practice (Level 4, Knowledge Development)

• None

• Management of clients with dementia
• Management of clients with delirium
• Frailty and geriatric syndromes
• Transitions in continuum of care within the context of current healthcare economics.
• Health Care Policy and Health care Reform
• Current trends and issues in health promotion across the life span
• Genetics and genomics
• Issues and trends in quality and safety
• Professional boundaries
• Violence in the workplace
• Trends in judicial and regulatory issues
• New technology in health care

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 2520X - Primary Dynamics of Nursing Care X

• Use the nursing process to provide holistic care across the lifespan to individuals, families, and communities with a focus on health promotion, health maintenance, and illness prevention (Level 2, Nursing Care)
• Demonstrate effective verbal and written communication skills in application of the nursing process (Level 2, Communication)
• Demonstrate professional roles of caregiver, educator, and self-directed learner in the delivery of nursing care (Level 2, Professional Role)
• Collaborate with clients and other health care providers in the planning and implementation of nursing care (Level 2, Professional and Leadership)
• Demonstrate accountability and responsibility for self-directed learning (Level 2, Life-long Learning).
• Access and employ computerized information systems and other technology in the application and documentation of nursing care (Level 2, Technology)
• Describe the organization of patient care in the healthcare environment (Level 2, Leadership)
• Communicate a plan of nursing care that reflects logical thinking (Level 2, Critical Thinking)
• Identify nursing literature that describes principles of health promotion and health maintenance when planning nursing care (Level 2, Knowledge Development)

• 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

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 2521X - Primary Concepts and Dynamics X

• Use the nursing process to provide holistic care across the lifespan to individuals, families, and communities with a focus on health promotion, health maintenance, and illness prevention (Level 2, Nursing Care)
• Identify nursing literature that describes principles of health promotion and health maintenance when planning nursing care (Level 2, Knowledge Development)
• Collaborate with clients and other health care providers in the planning and implementation of nursing care (Level 2, Professional and Leadership)
• Access and employ computerized information systems and other technology in the application and documentation of nursing care (Level 2, Technology)
• Communicate a plan of nursing care that reflects logical thinking (Level 2, Critical Thinking)
• Demonstrate effective verbal and written communication skills in application of the nursing process (Level 2, Communication)
• Demonstrate accountability and responsibility for self-directed learning (Level 2, Life-long Learning)
• Identify clinical situations that require negotiation and conflict resolution skills (Level 3, Leadership)
• Implement selected components of the Professional Role (Level 3, Professional Role)

• None

• Health Perception-Health Management: Health seeking behavior/ Readiness for enhanced well-being
• Growth and Development: The experience of aging
• 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

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)

• None 

• 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 3300X - Care of Clients with Episodic Challenges 1X

• Select relevant nursing literature to support nursing interventions (Level 3, Knowledge Development)
• Identify clinical situations that require negotiation and conflict resolution skills (Level 3, Leadership)
• Identify clinical opportunities to delegate and supervise nursing care (Level 3, Leadership)
• Demonstrate skillful and safe use of health care technology and information systems (Level 3, Technology)
• Demonstrate use of therapeutic communication skills with clients experiencing episodic health challenges (Level 3, Communication)
• Demonstrate critical thinking skills when caring for clients undergoing episodic, acute health challenges (Level 3, Critical Thinking)
• Demonstrate effective interpersonal written and verbal communication skills (Level 3, Communication)
• Demonstrate accountability and responsibility for self-directed learning (Level 3, Life-long Learning)
• Use the nursing process to provide safe, effective, client-centered holistic care across the lifespan for clients experiencing episodic alterations in health and/or wellness (Level 3, Nursing Care)
• Apply principles of health promotion and maintenance when caring for clients across the lifespan (Level 3, Health Concepts)
• Integrate selected components of professional role into delivery of nursing care across the lifespan (Level 3, Professional Role)
• Develop personal goals for professional development (Level 3, Life-long Learning)

• 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

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 3301X - Appliation of Nursing Care Concepts to Clients with Episodic Health Challenges I X

• Use the nursing process to provide safe, effective, client-centered holistic care across the lifespan for clients experiencing acute episodic alterations in health and/or wellness (Level 3, Health Concepts and Nursing Care)
• Demonstrate and evaluate therapeutic interpersonal communication skills across the lifespan (Level 3, Communication)
• Apply principles of health promotion, health maintenance and restoration when caring for clients across the lifespan (Level 3, Health Concepts)
• Use collaborative skills to work with health care team members in the delivery of health care (Level 3, Professional Role)
• Develop personal goals for professional development (Level 3, Life-long Learning)
• Demonstrate accountability and responsibility for self-directed learning (Level 3, Life-long Learning).
• Demonstrate skillful and safe use of health care technology and information systems (Level 3, Technology)
• Identify clinical opportunities to delegate and supervise nursing care and negotiate conflict (Level 3, Leadership)
• Integrate selected components of professional role into delivery of nursing care (Level 3, Professional Role)
• Demonstrate critical thinking skills in decision-making and problem solving (Level 3, Critical Thinking)
• Use nursing research findings and relevant professional literature to support nursing practice (Level 3, Knowledge Development)

• 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

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 3400X - Care of Clients with Chronic Challenges X

• Apply and analyze the nursing process with supervision to provide holistic care to clients across the lifespan with emphasis on restoration of health and/or wellness (Level 3, Nursing Care)
• Demonstrate use of therapeutic communication skills with clients experiencing chronic illness and their families (Level 3, Communication)
• Apply principles of health promotion, health maintenance, and health restoration when caring for clients with chronic illness (Level 3, Health Concepts)
• Integrate selected components of professional role into delivery of nursing care inclusive of case management and discharge planning (Level 3, Professional Role)
• Develop and analyze personal goals for professional development (Level 3, Professional Role)
• Demonstrate use of technology when planning and implementing nursing care (Level 3, Technology)
• Use collaborative skills with health team members when delegating and supervising nursing care and within the classroom setting (Level 3, Leadership)
• Demonstrate critical thinking skills in assessment and selection of nursing care (Level 3, Critical Thinking)
• Apply relevant nursing research findings to nursing practice (Level 3, Knowledge Development)

• 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

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 3777 - Nursing Clinical Immersion I

• Use the nursing process to provide holistic care across the lifespan for clients experiencing acute episodic alterations in health and/or wellness (Level 3, Nursing Care and Health Concepts)
• Evaluate therapeutic interpersonal communication skills across the lifespan (Level 3, Communication)
• Applies principles of health promotion, health maintenance and restoration when caring for clients across the lifespan (Level 3, Health Concepts)
• Demonstrate skillful and safe use of health care technology and information systems (Level 3, Technology)
• Use collaborative skills to work with health team members in the delivery of health care (Level 3, Professional Role and Leadership)
• Demonstrate critical thinking skills in decision-making and problem solving (Level 3, Critical Thinking)

• None

• This is a clinical course

• Clinical Focus - Acute Care

NU 3820 - Pharmacology II

• Understand the basic principles of antimicrobial drugs, and be able to identify drugs from each class along with their mechanisms of action (Level 2, Health Concepts)
• Understand the basic principles of respiratory tract drugs, and be able to identify drugs from each class along with their mechanisms of action (Level 2, Health Concepts)
• Understand the basic principles of endocrine pharmacology and be able to identify drugs from each class and their mechanisms of action (Level 2, Health Concepts)
• Understand the basic principles of drugs affecting women’s health and be able identify drugs from each class and their mechanism of action (Level 2, Health Concepts)
• Understand the basic principles of drugs affecting men’s health and be able identify drugs from each class and their mechanism of action (Level 2, Health Concepts)
• Understand the basic principles of central nervous system pharmacology (neurologic, anesthetic, and psychotherapeutic agents) and be able to identify drugs from each class along with their mechanisms of action (Level 2, Health Concepts)
• Understand the basic principles of drugs for bone and joint disorders and be able to identify drugs from each class and their mechanism of action (Level 2, Health Concepts)
• Understand the basic principles of gastrointestinal pharmacology and be able to identify drugs from each class and their mechanism of action (Level 2, Health Concepts)
• Apply the nursing process to medication management including demonstration of safe medication administration and evaluation of client responses to pharmacological intervention (Level 2, Nursing Care, Communication, Professional Role, and Critical Thinking)

• 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 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 4700X - Care of Clients with Complex Chronic Challenges X

• Provide competent, caring, holistic nursing care to critically ill individuals and their families through analytical use of the nursing process (Level 4, Nursing Care)
• Employ effective communication skills with client/family and healthcare providers in the critical care environment (Level 4, Communication)
• Incorporate principles of health promotion, health maintenance, and health restoration to empower clients to achieve optimal health (Level 4, Health Concepts)
• Integrate how caring for clients with complex episodic health challenges has impacted his/her philosophy of nursing (Level 4, History)
• Demonstrate initiative to seek out new learning opportunities and expand knowledge base establishing a pattern for lifelong learning (Level 4, Life-long Learning)
• Integrate advanced technology when providing nursing care for clients in the critical care setting (Level 4, Technology)
• Collaborate with other health care team members to identify nursing care outcomes appropriate to the critical care environment (Level 4, Professional Role and Leadership)
• Integrate critical thinking skills in interpreting assessment data, interventions and evaluation of nursing care necessary in critical situations/settings (Level 4, Critical Thinking)
• Synthesize research findings and knowledge from the humanities and sciences into nursing practice within the critical care environment (Level 4, Knowledge Development)

• 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

NU 4701 - Application of Nursing Care Concepts to Clients with Complex Chronic Health Challenges

• Provide competent, caring, holistic nursing care for clients experiencing multiple chronic health challenges through analytical use of the nursing process (Level 4, Nursing Care)
• Consistently employ effective therapeutic communication with clients and multidisciplinary teams in a variety of healthcare settings (Level 4, Communication)
• Incorporate principles of health promotion, maintenance, and restoration to empower chronically ill clients and their families (Level 4, Health Concepts)
• Participates in the role of care coordinator and client advocate for clients experiencing multiple complex health challenges (Level 4, Professional Role)
• Integrate how caring for clients with complex chronic health challenges has impacted his/her philosophy of nursing (Level 4, History and Professional Role)
• Demonstrates initiative to seek out new learning opportunities and expand knowledge base establishing a pattern for lifelong learning (Level 4, Life-long Learning)
• Develop personal goals for professional development (Level 3, Professional Role)
• Employ technology to integrate care for clients with complex health challenges (Level 3, Technology)
• Provide leadership when collaborating with multidisciplinary team members, families, and communities in assuming accountability for nursing care outcomes (Level 4, Leadership)
• Integrate critical thinking skills in developing, implementing, and evaluating care for clients with multiple complex health challenges (Level 4, Critical Thinking)
• Synthesize research findings from the humanities and sciences into professional nursing practice that is appropriate for clients with complex health challenges (Level 4, Knowledge Development)

• 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 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 4710X - Care of Clients with Complex Episodic Challenges X

• Provide competent, caring, holistic nursing care to critically ill individuals and their families through analytical use of the nursing process (Level 4, Nursing Care)
• Employ effective communication skills with client/family and healthcare providers in the critical care environment (Level 4, Communication)
• Incorporate principles of health promotion, health maintenance, and health restoration to empower clients to achieve optimal health (Level 4, Health Concepts)
• Integrate how caring for clients with complex episodic health challenges has impacted his/her philosophy of nursing (Level 4, History)
• Demonstrate initiative to seek out new learning opportunities and expand knowledge base establishing a pattern for lifelong learning (Level 4, Life-long Learning)
• Integrate advanced technology when providing nursing care for clients in the critical care setting (Level 4, Technology)
• Collaborate with other health care team members to identify nursing care outcomes appropriate to the critical care environment (Level 4, Professional Role and Leadership)
• Integrate critical thinking skills in interpreting assessment data, interventions and evaluation of nursing care necessary in critical situations/settings (Level 4, Critical Thinking)
• Synthesize research findings and knowledge from the humanities and sciences into nursing practice within the critical care environment (Level 4, Knowledge Development)

• Consent of department chair or program director

• 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

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 4777 - Nursing Clinical Immersion II

• Provide competent, caring, holistic nursing care for clients experiencing multiple chronic health challenges through analytical use of the nursing process (Level 4, Nursing Care)
• Consistently employ effective communication with clients and multidisciplinary teams in a variety of healthcare settings (Level 4, Communication)
• Incorporate principles of health promotion, maintenance, and restoration to empower chronically ill clients and their families (Level 4, Health Concepts)
• Participates in the role of care coordinator and client advocate for clients experiencing multiple complex health challenges (Level 4, Professional Role)
• Demonstrates initiative to seek out new learning opportunitie4s and expand knowledge base establishing a pattern for lifelong learning (Level 4, Life-long Learning)
• Employ technology to integrate care for clients with complex health challenges (Level 4, Technology)
• Provide leadership when collaborating with multidisciplinary treatment team members, families and communities in assuming accountability for nursing care outcomes (Level 4, Leadership)
• Integrate critical thinking skills in developing, implementing and evaluating care for clients with multiple complex health challenges (Level 4, Critical Thinking)

• None

• None appended

• Clinical Focus - Acute Care

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

PH 113 - College Physics I

• Distinguish between scalar and vector quantities and to work problems involving vector addition and subtraction in both polar and rectangular form
• Understand kinematics graphs and be able to use them to solve problems
• Apply the laws of kinematics to solve both one-and two-dimensional problems involving motion under constant acceleration
• Solve a problem requiring transforming kinematical quantities from one reference frame to a second, moving frame
• Use free body diagrams to solve dynamics problems
• Understand Newton’s Laws of Motion and Newton’s Law of Gravitation and be able to work problems with them involving linear and circular motion
• Understand the concepts of work, energy, and power and be able to solve problems involving them
• Understand the conservation of mechanical energy and be able to work problems and also be able to work problems involving energy and non-conservative forces
• Understand the concepts of impulse and momentum and be able to work problems involving it
• Understand the conservation of momentum and be able to work problems involving both it and the conservation of energy
• Understand the concept of center-of-mass and be able to work problems involving it
• Understand the concepts of heat, temperature and thermal expansion and be able to work problems involving them
• Understand the concepts of calorimetry and to be able to work problems involving them with or without phase changes
• Understand the three methods of heat transfer and be able to work problems involving them

• PH 090 or one year of high school physics

• Mechanics - 8 weeks. (24 classes)
• Heat - 2 weeks (6 classes)

• An Accelerating Car
• An Object in Free Fall
• Uncertainties in Measurements
• Projectile Motion
• Propagation of Uncertainties
• Newton’s Second Law
• Conservation of Mechanical Energy
• Impulse and Change in Momentum
• Momentum and Energy in Collisions
• Specific and Latent Heats of Water

PH 123 - College Physics II

• Understand the concepts of charging by conduction and by induction
• Understand the concepts of electric force, electric field, and electric potential and be able to work problems involving them
• Sketch electric fields and equipotential lines
• Understand and be able to work problems involving the concepts of capacitance, dielectrics, dielectric strength and the energy stored in a capacitor
• Understand the concepts of resistance and resistivity, be able to identify the factors which contribute to these quantities and be able to work problems involving them
• Describe the motion of charges in a wire
• Understand Ohm’s Law and power transfer in electric circuits and be able to work problems involving them
• Understand Kirchoff’s laws and be able to work problems involving capacitors and resistors in series or parallel and involving circuits that may have multiple batteries in them
• Sketch and calculate the magnetic field for simple situations such as loops, wires, and solenoids
• Draw and calculate the magnetic force on a wire, moving chrge, or a current carrying wire
• Understand the Hall Effect and the operation of simple motors
• Understand the nature of mechanical and electromagnetic waves (light)
• Understand the concepts of refraction and reflection and be able to apply them both by drawing ray diagrams and by working problems involving single refecting or refracting surfaces, lenses, mirrors, and optical fibers
• Understand double slit interference and thin film interference and be able to work problems involving them

• PH 113 , College Physics I (Mechanics and Heat)

• Electricity and Magnetism - 7 weeks (21 classes)
• Basic Optics and Light - 3 weeks (9 classes)

• The Digital Multimeter
• Introduction to the use of the Oscilloscope
• Electrostatic Acceleration and Deflection of Electrons
• Equipotential Surfaces and Electric Fields
• Parallel Plate Capacitors
• Simple RC circuits and the RC Time Constant
• Magnetic Deflection of Electrons
• The Current Balance
• Converging Mirrors and Lenses
• Interference and Diffraction of Light
• Young’s Double Slit Experiment
• Diffraction of Light

PH 130 - Survey of Physics

• Define and use displacement, velocity, and acceleration in one dimension as well as understand the graphical relationship between them
• List, explain, and use Newton’s three laws in one dimension
• Define work, power, kinetic energy, and potential energy and apply them to conservation of energy
• Know the factors that are essential to calculate the heat necessary to change the temperature or state of a material
• State and discuss the three heat transfer mechanisms
• State and use Archimedes’ Principle, Pascal’s Principle and Bernouilli’s Principle
• State and use Coulomb’s Law and Ohm’s Law
• State and use the law of reflection and refraction as well as use the object-image formula for thin lenses and mirrors
• Know the basic parts of the eye and the function of each
• Explain radioactivity, half life, and state the properties of alpha, beta, and gamma radiation
• Use graphical analysis to interpret data
• Design, conduct and analyze an experiment to determine an unknown temperature with limited means

• None

• One Dimensional Kinematics (4 classes)
• One Dimensional Mechanics (4 classes)
• Energy (3 classes)
• Thermodynamics (3 classes)
• Fluid Dynamics (2 classes)
• Coulomb’s Law and Simple Circuits (5 classes)
• Optics (6 classes)
• Modern Physics (3 classes)

• One Dimensional motion
• Newton’s Second Law
• Conservation of Mechanical Energy
• Oscillatory Motion
• Specific Heat and Heat of Fusion
• Problem solving, Measuring Temperature with Limited Means
• Resistors and Ohm’s Law
• Mirrors or Lenses
• Grating Spectrometer
• Half-Life Determination

PH 199 - Project in Physics

• Have had the opportunity to plan a course of study
• Have broadened his/her specific knowledge

• None 

• TBD

• Depends on topic selected.

PH 320 - Lasers and Applications

• Discuss concepts of geometrical optics, including reflection, refraction, total internal reflection and fiber optics
• Discuss concepts of wave optics, including polarization, coherence, interference and diffraction
• Discuss the differences between lasers and conventional light sources
• Sketch an energy level diagram for the hydrogen atom and describe the processes of spontaneous emission, stimulated emission, and stimulated absorption
• Explain different possible electron excitation and de-excitiation mechanisms in atoms
• Calculate the energy, frequency, and wavelength of the photon emitted or absorbed in a radiative transition from the energy level diagram
• List the requirements for laser action and describe briefly how a laser works
• Discuss attainment of a population inversion by pumping for both three and four level laser systems
• Define “Q-switching” and describe one method used to Q-switch a laser
• Discuss some applications for a diode laser, HeNe laser, carbon dioxide laser, Nd:YkAG laser
• Compare and contrast the operation of a carbon dioxide laser with a HeNe laser. List some industrial applications of a carbon dioxide laser
• Compare and contrast the operation of a carbon dioxide laser with a Nd:YAG laser
• Understand the basics of laser safety and be able to safely use medium power class IIIb lasers in a laboratory setting
• Measure and understand the meaning of absorption spectra of various materials and emission spectra of various light sources

• Two college level physics courses, at least one including some optics
• Two quarters of calculus

• Principles of Geometrical and Wave Optics (review) (2 classes)
• Atomic Theory (2 classes)
• Laser Theory (3 classes)
• Laser Characteristics (3 classes)
• Laser Accessories (1 class)
• Gas, Solid-State, and Semi-Conductor Lasers (4 classes)
• Low Power Laser Applications (2 classes)
• High Power Laser Applications (2 classes)
• Laser Safety (1 class)

• Laser safety, irradiance and power measurements
• Interference and diffraction
• Polarization
• Emission spectra
• Gaussian laser beams
• Absorption spectra and coefficients
• Characteristics of laser diodes
• Coherence length and mode spacing of HeNe lasers

PH 322 - Intro-Optics and Photonics

• Characterize the properties of light from an electromagnetic wave and from a photon point of view
• Understand the basic operating principles of a wide variety of sources and detectors of light and use information about the characteristics of those sources and detectors to make recommendations for specific applications
• Use the laws of reflection and refraction to predict the paths taken by the reflected and transmitted rays when a light ray is incident on the boundary between two different transparent regions, and use Fresnel’s equation to predict the details of how the energy in the incident ray is divided into the energies of the reflected and transmitted rays
• Use the laws of reflection and refraction to explain the principles of retro-reflecting mirror assemblies, prisms, and the transmission of light using optical fibers
• Use elementary geometrical optics to design lens and mirror systems to accomplish the formation of real and virtual images of objects and to predict the location, orientation and brightness of the images
• Explain the operation of and be able to design simple optical instruments such as rangefinders, cameras, microscopes, and telescopes using principles that minimize the effects of spherical and chromatic aberration
• Explain how signal degradation occurs in optical fibers due to attenuation of light and because of modal, material, and waveguide dispersion of light
• Distinguish between Fresnel and Fraunhofer diffraction of light and explain how interference and diffraction can be used to design anti-reflecting films, diffraction gratings and optical instruments such as interferometers
• Explain the different ways to polarize light, the principles of quarter-wave plates and half-wave plates, and the principles of operation and applications of polarized light such as is used for liquid crystal displays
• Understand the operation and properties of gas lasers and semiconductor p-n junction lasers
• Show how to use the principles of holography to construct a hologram and to use the double-exposure technique and the continuous-exposure or real-time technique to accomplish holographic testing for stresses and strains in materials
• Explain the principles of infrared, visible, and ultraviolet spectroscopy, and be able to show how those spectroscopic techniques can be used to study the properties of atoms, molecules, and the surfaces of materials
• Design zone plates for applications at different wavelength of electro-magnetic radiation
• Use the principles of reflection, refraction, and interference to explain the many different patterns of light and color that appear in the sky due to interaction of rays of sunlight with raindrops and airborne ice crystals

• None 

• Geometrical Optics (9 classes)
• Physical Optics (12 classes)
• Quantum Optics and Lasers (9 classes)

PH 324 - Fiber Optics/Fiber Optic Sensors

• Basic properties of an electromagnetic wave in vacuum and in a dielectric
• Boundary conditions for light within a cylindrical fiber
• Differentiate between guided, leaky, and radiation modes
• Chromatic and material dispersion, and pulse broadening and distortion
• Absorption, reflection, scattering, and bending losses along a fiber
• Environmental affects on propagation in a fiber and fiber-optic sensors
• Optical wavelength windows in silica fiber
• Bit rate and bandwidth
• Usage of single mode versus multimode fiber
• Basic properties and uses of optical sources and receivers
• Fiber connection, coupling, optical amplifiers and optical switching
• Time-division multiplexing, wavelength-division multiplexing, and demultiplexing
• Newer technologies including erbium-doped fiber amplifiers and band-gap fibers
• Basics of fiber-optic networks
• General status of the fiber-optic industry and market

• None 

• No course topics appended

PH 325 - Acoustics & Illumination

• Find the period, frequency and amplitude of the simple harmonic motion executed by a given mass attached to a given spring
• Find the sum of two simple harmonic motions
• Calculate the frequency of standing waves in an air column
• Determine the speed of sound in air from the temperature
• Convert from decibels to watts per square meter and vice versa
• Predict the reverberation time in a room whose materials and dimensions are given
• Define photometric terms such as lumen, foot-candle, lambert, etc.
• Calculate the illuminance on a surface due to a given point source
• Calculate the number of light fixtures of a given type that are required to produce a given foot-candle level in a room
• Predict the resultant color obtained by mixing two colors of light
• Determine the interference pattern produced by the superposition of sound or light waves
• Predict the intensity of light that has passed through two or more polarizing filters

• PH 2020  

• Vibrations (3 classes)
• Wave Motion (3 classes)
• Sound (3 classes)
• Hearing (2 classes)
• Noise (3 classes)
• Music (1 class)
• Room Acoustics (3 classes)
• Light Units (2 classes)
• Interior and Exterior Lighting (3 classes)
• Color, Spectra (2 classes)
• Energy (2 classes)
• Review (1 class)

PH 341 - Intro-Astronomy/Astrophysics

• Distinguish between scientific models and reality. Discuss the scientific method
• Discuss the history of astronomy and astronomical observations
• Describe the universe in general terms, its constituents, and the Earth’s position in the universe.
• Distinguish between astronomy and astrology
• Describe how the laws of Newtonian mechanics lead to an understanding of Kepler’s laws of planetary motion
• Discuss the mechanics of orbits and explain “weight-lessness”
• Understand the use of celestial coordinates and terminology
• Explain the origin of the Earth’s seasons, lunar phases and elipses of the sun and moon
• Describe the electromagnetic spectrum and the inverse-square law of propagation of electromagnetic energy
• Explain the importance of spectroscopy in astronomy, as used in temperature determination and spectral classification, composition, and relative velocity of stars
• Discuss the Planck Radiation Law, and basic atomic theory as it relates to emission and absorption spectra
• Describe various forms of astronomical instrumentation, including optical and radio telescopes, photometric devices, and ultraviolet, x-ray, and gamma ray telescopes
• Explain the choices of the locations of the orbiting Hubble and James Webb space telescopes
• Describe the solar system, its constituents, and size in general terms and to discuss the properties of the terrestrial and Jovian planets
• Calculate the average temperature of the surfaces of the planets, and to know the current facts about climate change and global warming
• Describe the life cycle of stars and to explain how the details of a star’s life cycle depends on its mass
• Discuss meteors, asteroids, and comets in general terms
• Discuss the history and future of space exploration
• Explain how the apparent and absolute magnitudes of stars are determined
• Explain how astronomical distances are determined
• Understand how the energy radiated by the sun is produced and to calculate the sun’s probable lifetime
• Explain how the H-R diagram and computer methods lead to an understanding of the structure and evolution of stars, including white dwarfs, neutron stars, pulsars, black holes, and supernovae
• Describe the Milky Way Galaxy, its shape, size, and structure
• Discuss galaxies, galactic distances and galactic types, including quasars
• Discuss the structure of the universe, the Hubble Law, and the Big Bang cosmological model
• Understand the different methods used to search for extrasolar planets including the Kepler Mission

• None 

• Astronomy (6 classes)
• Observational Astronomy (6 classes)
• Planetary and Stellar Motions (6 classes)
• Interstellar Material (3 classes)
• Star Types, etc. (3 classes)
• Stellar Evolution (2 classes)
• Galaxies and Quasars (2 classes)
• Cosmology (2 classes)

PH 342 - Relativity and Cosmology

• Understand the conventional modern views of Relativity and Cosmology
• Understand alternative views about Relativity and Cosmology

• Basic Algebra: The mathematics required within this survey of topics involves only basic algebra with the expectation that most MSOE students will not be challenged by the mathematics, but will be challenged by the conceptual essence of the survey topics themselves

• Topics include geometry (Euclidean geometry, non-Euclidean geometry, curved space, Minkowski space, geodesics); relativity (space, time, E=mc2, mass, energy, neutrinos) and the fourth dimension (time dilation, black holes, the Big Bang, causality and time travel

PH 352 - Quantum Physics

• Solve the Schrodinger equation for piece-wise constant potentials in one dimension
• Understand the importance of spin and angular momentum in determining the quantum states of atoms and molecules
• Use boson and fermion statistics to determine the properties of systems that manifest quantum behavior on a macroscopic scale
• Draw Feynman diagrams showing the fundamental interactions between elementary particles
• Have gained a rudimentary understanding of the Standard model of fundamental particles and interactions

• Elementary understanding of quantum phenomena
• Basic differential equations

• Review of the historical background of quantum mechanics
• 1-Dimensional solutions to the Schrodinger equation
• Expectation values and operators
• Atomic physics
• Classical and quantum statistics. Bosons and fermions
• Applications of quantum statistics to macroscopic quantum phenomena
• Elementary particles, fundamental forces and the Standard model
• Beyond the Standard model

PH 354 - Nuclear Power, Applications and Safety

• Understand Nuclear Reactions and Radiations; Binding Energy, Nuclear Stability, Neutron Reactions, Radioactive Isotopes
• Explain Interaction of Radiation with Matter
• Understand the process of Nuclear Fission, Fission Energy, and Critical Mass
• Understand the Interaction of Neutrons with Matter and the cross-sections for Neutron Reactions
• Understand the process of slowing down of neutrons in a non-multiplying medium
• Understand the criticality condition for a Steady State Reactor and multiplication factors
• State the basic differences between a Homogeneous Reactor and a Heterogeneous Reactor
• Understand the different methods of control of a Nuclear Reactor
• Discuss the two different types of neutrons in a Reactor; the prompt neutrons and the delayed neutrons. Discuss the effect of delayed neutrons in a Reactor
• Define Reactivity and the units of Reactivity. Also, explain the Natural Reactivity Changes and the Factors Affecting Reactivity
• Explain temperature effects on Reactivity and define the Temperature Coefficient of Reactivity
• Understand the general feature of Nuclear Reactors and discuss the different types of Reactors
• Compare and contrast between the process of Fission and Fusion
• Understand the biological effects of radiation
• Understand radioactive dating and the information available from isotopes
• Understand medical treatment and other useful radiation effects
• Discuss radiation protection

• None

• Nuclear energy - reactions - radiation (6 classes)
• Reactor Theory and Operation (6 classes)
• Radiation detectors and instruments (3 classes)
• Thermodynamics of nuclear power plants (3 classes)
• Radioactive Half Lives and Radioactive Shielding (3 classes)
• Biological Effect of Radiation (3 classes)
• Useful Radiation Effects (3 classes)
• Radioactive Waste Disposal (3 classes)

PH 360 - Physics of Semiconductor Materials and Devices

• Understand the fundamentals of crystal structures, including the unit cell and lattice constant, and to use Miller indices to describe crystal planes
• Understand the electron energy band theory description of metals, semiconductors, and insulators
• Understand the fundamentals of intrinsic semiconductors, including the energy gap, how conductivity depends on temperature through charge carrier density and how photons can influence conductivity
• Understand how doping influences carrier concentration and how this is related to the Fermi level
• Use the Hall effect to determine carrier type and concentration
• Understand current in terms of drift and diffusion of electrons and holes and how these are related to mobility, concentration gradients, and electric field
• Understand the fundamentals of the operation of the p-n junction in forward and reverse bias including knowledge of drift and diffusion currents, generation and recombination currents, contact potential, reverse bias capacitance and breakdown
• Understand the basic operation of optical p-n junction devices including photo-detectors, solar cells, LEDs and LASER diodes
• Understand the fundamentals of BJT operation including diffusion of minority carriers from base to emitter, how this leads to current gain and have knowledge of the mechanisms behind saturation and cutoff
• Understand the fundamentals of JFET operation including gate voltage control of drain current
• Understand the basic operation of the MOSFET including depletion and inversion and to understand how drain current depends on the drain and gate voltages

• Electric and magnetic fields, electric potential, the Bohr atom, basic quantum theory

• Crystal structure (2 classes)
• Energy band theory (1 class)
• Charge carrier concentrations: Fermi statistics (3 classes)
• Charge carrier drift and diffusion (4 classes)
• Hall effect (1 class)
• Thermistors and photoconductivity (2 classes)
• P-n junction (4 classes)
• Photonic p-n junction devices (3 classes)
• Bipolar junction transistor (3 classes)
• JFET, MOSFET (2 classes)
• Plasma processing and device fabrication (1 class)
• Integrated circuits (1 class)

• Hall effect
• Majority carrier type and concentration using hot and four-point probes
• Extrinsic to intrinsic conductivity transition with temperature
• Band gap determination by photonic absorption: direct and indirect
• Carrier lifetime in a CdS photocell
• P-n junction reverse bias capacitance
• BJT current gain and Early effect
• MOSFET: linear and saturation characteristics
• LED as photodetector and I-V characteristics of various two terminal devices: rectifiers, breakdown diodes, LEDs and solar cell

PH 361 - Physics of Materials

• Understand the properties of electrons, protons, and neutrons and how they are arranged in atoms
• State the approximate size of atoms
• Understand the details of the Bohr model of the hydrogen atom and how the Bohr model leads to quantized electron energies
• Differentiate between the wave and particle (photon) pictures of electromagnetic radiation
• Differentiate between the wave and particle pictures of matter
• Understand the electronic structure of multi-electron atoms
• State the difference between single crystal, polycrystalline, and amorphous solids
• Understand how crystal structure, grain size, and defect affect material properties such as hardness and ductility
• State the differences in the energy band structure between conductors, semiconductors, and insulators and explain how these differences affect the electrical conductivity, thermal conductivity, and optical absorption properties of solids
• Understand the basic properties of the PN junction such as rectification and breakdown, as well as have a basic understanding of bipolar and field effect transistor operation
• State the differences between ferromagnetic, paramagnetic, anti-ferromagnetic, and diamagnetic materials, and understand the origins of these properties from an atomic point of view
• Understand the different techniques used in materials analysis, such as x-ray diffraction and emission, Auger spectroscopy, low energy electron diffraction, electron microscopy, etc.

• Electric and magnetic fields
• Newtonian mechanics
• Atomic Chemistry
• Calculus and algebra skills

• Atomic structure and the Bohr atom (4 classes)
• Crystalline nature of solids (6 classes)
• Electrical properties of solids (6 classes)
• Optical properties of solids (5 classes)
• Magnetic properties of solids (6 classes)
• Review (1 class)

• Verification of the Bohr Model for Atomic Hydrogen
• X-ray Diffraction of a Single Crystal
• X-ray Diffraction of Polycrystalline Materials
• Determination of the Band Gap of Silicon by Optical Absorption
• X-ray Fluorescence Spectroscopy
• Resistivity and Temperature Coefficient of Resistance for Copper
• Absorption Coefficients and Optical Density of Transparent Materials
• Determination of magnetic moment

PH 401 - Topics in Physics

• No course learning outcomes appended

• None

• No course topics appended

PH 499 - Independent Study

• Have had the opportunity to plan a course of study
• Have broadened his/her specific knowledge

• None

• To be determined

• Depends on topic selected

PH 2010 - Physics I - Mechanics

• Use calculus to develop kinematics equations for the position, velocity, and acceleration of an object as a function of time, and use these to solve kinematic problems
• Use Newton’s Second Law of Motion to solve dynamics problems
• Identify forces related to each other through Newton’s Third Law of Motion
• Determine the work done on an object
• Use the Work-Kinetic Energy Theorem to solve problems
• Use the Conservation of Energy Principle and Conservation of Linear Momentum
• Determine the location of the center of mass of a system of particles
• Use the Impulse-Momentum Theorem to solve problems
• Use the gravitational force law to solve dynamics problems
• Relate the gravitational potential energy to the idea of a gravitational field
• Evaluate the behavior of simple harmonic motion
• Develop the kinematics equations for the angular velocity and angular acceleration of an object as functions of time, and use these to solve rotational kinematics problems

• Be able to perform arithmetic operations using scientific notation and significant figures
• Be able to convert from one set of units to another. (SI and British)
• Be able to resolve a vector into its components, and add and subtract vectors
• Be able to solve one-dimensional kinematics problems with constant acceleration, and to understand the difference between velocity and speed
• Be able to perform basic laboratory techniques involving measurements, graphing, and error analysis.
• Be able to evaluate the derivatives of algebraic and trigonometric functions
• Be able to interpret the derivatives (and slopes of graphs) in terms of position, velocity, and acceleration of a moving particle

• One dimensional kinematics with constant acceleration (1 class)
• Kinematics in two dimensions with constant or non-constant acceleration (4 classes)
• Application of Newton’s Laws of Motion, for both static and dynamic problems (10 classes)
• Work & Energy, Impulse & Momentum (7 classes)
• Simple harmonic motion (2 classes).
• Gravitation (3 classes)
• Testing (3 classes)

• An object in free fall
• Projectile motion
• Uncertainties in Measurements; graphical analysis
• Propagation of Uncertainties
• Friction
• Free fall with air resistance
• Conservation of mechanical energy
• Impulse and change in momentum
• Oscillatory motion
• Experimental design and analysis

PH 2010A - Physics I-Mechanics

• Use calculus to develop kinematics equations for the position, velocity, and acceleration of an object as a function of time, and use these to solve kinematic problems
• Use Newton’s Second Law of Motion to solve dynamics problems
• Identify forces related to each other through Newton’s Third Law of Motion.
• Determine the work done on an object
• Use the Work-Kinetic Energy Theorem to solve problems
• Use the Conservation of Energy Principle and Conservation of Linear Momentum
• Determine the location of the center of mass of a system of particles
• Use the Impulse-Momentum Theorem to solve problems
• Use the gravitational force law to solve dynamics problems
• Relate the gravitational potential energy to the idea of a gravitational field
• Evaluate the behavior of simple harmonic motion
• Develop the kinematics equations for the angular velocity and angular acceleration of an object as functions of time, and use these to solve rotational kinematics problems

• Be able to perform arithmetic operations using scientific notation and significant figures
• Be able to convert from one set of units to another. (SI and British)
• Be able to resolve a vector into its components, and add and subtract vectors
• Be able to solve one-dimensional kinematics problems with constant acceleration, and to understand the difference between velocity and speed
• Be able to perform basic laboratory techniques involving measurements, graphing, and error analysis
• Be able to evaluate the derivatives of algebraic and trigonometric functions
• Be able to interpret the derivatives (and slopes of graphs) in terms of position, velocity, and acceleration of a moving particle

• One dimensional kinematics with constant acceleration (1 class)
• Kinematics in two dimensions with constant or non-constant acceleration (4 classes)
• Application of Newton’s Laws of Motion, for both static and dynamic problems (10 classes)
• Work & Energy, Impulse & Momentum (7 classes)
• Simple harmonic motion (2 classes)
• Gravitation (3 classes)
• Testing (3 classes)

• An object in free fall
• Projectile motion
• Uncertainties in Measurements; graphical analysis
• Propagation of Uncertainties
• Friction
• Free fall with air resistance
• Conservation of mechanical energy
• Impulse and change in momentum
• Oscillatory motion
• Experimental design and analysis

PH 2011 - Physics I - Mechanics

• Be able to use calculus to develop kinematics equations for the position, velocity, and acceleration of an object as a function of time, and use these to solve kinematic problems
• Be able to use Newton’s Second Law of Motion to solve dynamics problems
• Be able to identify forces related to each other through Newton’s Third Law of Motion
• Be able to determine the work done on an object
• Be able to use the Work-Kinetic Energy Theorem to solve problems
• Be able to use the Conservation of Energy Principle and Conservation of Linear Momentum
• Be able to use the gravitational force law to solve dynamics problems
• Be able to relate the gravitational potential energy to the idea of a gravitational field
• Be able to evaluate the behavior of simple harmonic motion
• Be able to develop the kinematics equations for the angular velocity and angular acceleration of an object as functions of time, and use these to solve rotational kinematics problems
• Be able to evaluate the torque on a system and determine the angular acceleration and the moment of inertia of an object

• Be able to perform arithmetic operations using scientific notation and significant figures
• Be able to convert from one set of units to another (SI and British)
• Be able to resolve a vector into its components, and add and subtract vectors
• Be able to solve one-dimensional kinematics problems with constant acceleration, and to understand the difference between velocity and speed
• Be able to perform basic laboratory techniques involving measurements, graphing, and error analysis
• Be able to evaluate the derivatives of algebraic and trigonometric functions
• Be able to interpret the derivatives (and slopes of graphs) in terms of position, velocity, and acceleration of a moving particle

• One dimensional kinematics with constant acceleration (1 class)
• Kinematics in two dimensions with constant or non-constant acceleration (4 classes)
• Application of Newton’s Laws of Motion, for both static and dynamic problems (9 classes)
• Work & Energy, Impulse & Momentum (6 classes)
• Simple harmonic motion (1 class)
• Gravitation (3 classes)
• Torque and angular motion (3 classes)
• Testing (3 classes)

• An object in free fall
• Projectile motion
• Uncertainties in Measurements; graphical analysis
• Propagation of Uncertainties
• Friction
• Free fall with air resistance
• Conservation of mechanical energy
• Work and Energy
• Oscillatory motion
• Experimental design and analysis

PH 2011A - Physics I - Mechanics

• Be able to use calculus to develop kinematics equations for the position, velocity, and acceleration of an object as a function of time, and use these to solve kinematic problems
• Be able to use Newton’s Second Law of Motion to solve dynamics problems
• Be able to identify forces related to each other through Newton’s Third Law of Motion
• Be able to determine the work done on an object
• Be able to use the Work-Kinetic Energy Theorem to solve problems
• Be able to use the Conservation of Energy Principle and Conservation of Linear Momentum
• Be able to use the gravitational force law to solve dynamics problems
• Be able to relate the gravitational potential energy to the idea of a gravitational field
• Be able to evaluate the behavior of simple harmonic motion
• Be able to develop the kinematics equations for the angular velocity and angular acceleration of an object as functions of time, and use these to solve rotational kinematics problems
• Be able to evaluate the torque on a system and determine the angular acceleration and the moment of inertia of an object

• None

• One dimensional kinematics with constant acceleration (2 classes).
• Kinematics in two dimensions with constant or non-constant acceleration (6 classes)
• Application of Newton’s Laws of Motion, for both static and dynamic problems (14 classes)
• Work & Energy, Impulse & Momentum (8 classes)
• Simple harmonic motion (2 classes)
• Gravitation (4 classes)
• Testing (4 classes)

• An object in free fall
• Projectile motion
• Uncertainties in Measurements; graphical analysis
• Propagation of Uncertainties
• Friction
• Free fall with air resistance
• Conservation of mechanical energy
• Work and Energy
• Oscillatory motion
• Experimental design and analysis

PH 2020 - Physics II-Electromagnetism/Optics

• Understand the concept of electric charge and be able to determine the electric forces between, and the electric field produce by, point charges
• Determine the electric fields produced by distributed charges and conductors
• Determine the motion of point charges and electric dipoles in an electric field
• Understand electric potential (V) in terms of potential energy as well as in relationship to the electric field
• Understand the relationships between C, V, E, Q and U for a capacitor
• Make basic electric circuit calculations and relate the macroscopic concepts (V, I, R etc.) to the corresponding field and microscopic concepts (E, j, “rho” etc.)
• Determine the magnetic forces and torques on moving charges and currents
• Determine the magnetic fields produced by currents as well as by magnetic material
• Apply the concept of changing magnetic flux to determine the induced emf
• Determine the basic properties of electromagnetic waves
• Apply the concepts of geometrical optics
• Apply the concepts of wave optics
• Use graphical analysis to analyze the results of an experiment
• Do a proper uncertainty analysis

• College level algebra
• Units, exponential notation and prefixes
• Vector algebra - dot and cross products
• Differentiation and integration of polynomial, trigonometric, exponential and logarithmic functions
• College level calculus base mechanics-kinematics, dynamics and energy concepts
• Be familiar with the atomic picture of material - Periodic Table of Elements
• College level lab experience - techniques, safety, and report writing

• Introduction (1 hour)
• Coulomb’s and Gauss’s laws (10 hours)
• Electric potential and potential energy (4 hours)
• Capacitance (4 hours)
• Current, resistance, and electromotive force (5 hours)
• Magnetic forces and fields (12 hours)
• Electromagnetic induction (6 hours)
• Maxwell’s equations and electromagnetic waves (3 hours)
• Geometrical optics (6 hours)
• Interference, diffraction and polarization (5 hours)
• Tests (4 hours)

• Instrumentation, Ohm’s law
• Electrostatic Acceleration and Deflection of Electrons
• Qualitative Field and Equipotential plots for various electrode configurations
• Quantitative determination of the field between Concentric Cylinders
• Capacitance
• Resistance and Resistivity
• Magnetic Deflection of Electrons
• Magnetic Field produced by Magnets and Currents
• Electromagnetic Induction
• Mirrors and Lenses
• Interference, Diffraction, and the Grating Spectrometer

PH 2021 - Physics II - ElectroMagnetism

• Understand the concept of Electric Charge and be able to determine the Electric Forces between, and the Electric Field produce by Point Charges
• Determine the Electric Fields produced by distributed charges and conductors
• Determine the motion of point charges and electric dipoles in an electric field
• Understand Electric Potential (V) in terms of Potential Energy as well as in relationship to the Electric Field
• Understand the relationships between C, V, E, Q and U for a capacitor
• Make basic electric circuit calculations
• Relate the macroscopic concepts (V, I, R etc.) to the corresponding field and microscopic concepts (E, j, rho etc.)
• Determine the magnetic forces and torques on moving charges and currents
• Determine the Magnetic Fields produced by currents as well as by magnetic material
• Apply the concept of changing magnetic flux to determine the induced emf
• Determine the basic properties of Electromagnetic Waves
• Use graphical analysis to analyze the results of an experiment
• Do a proper uncertainty analysis

• College level algebra
• Units, exponential notation and prefixes
• Vector algebra - dot and cross products
• Differentiation of polynomial, trigonometric, exponential and logarithmic functions
• College level calculus base mechanics - Kinematics, Dynamics and Energy concepts
• Be familiar with the atomic picture of material - Periodic Table of Elements
• College level lab experience - techniques, safety, and report writing

• Introduction (1 hour)
• Coulomb’s and Gauss’ laws (8 hours)
• Electric potential and potential energy (5 hours)
• Capacitance (5 hours)
• Current, resistance, and electromotive force (5 hours)
• Microscopic description of current flow (4 hours)
• Magnetic forces and fields (10 hours)
• Electromagnetic induction (4 hours)
• Maxwell’s equations and electromagnetic waves (4 hours)
• Tests (3 hours)

• Electrostatic deflection of electrons
• Electric potential and field in a Cylindrical Electrode configuration
• Equipotential Surfaces and Electric Field Lines
• Parallel Plate Capacitors
• RC time constant
• Resistivity of Water                                       
• Weighing the Electron (mass spectrometer and velocity selector)

PH 2030 - Physics III-Thermo/Quantum Physics

• Use the ideal gas law to calculate the work done by an ideal gas in constant temperature, constant pressure, constant volume, and adiabatic process
• Understand the information contained in pressure - volume diagrams, and be able to perform calculations involving work, heat flow, and internal energy using the first law of thermodynamics
• Understand the microscopic origins of pressure and temperature, and be able to perform calculations involving pressure, temperature, RMS speed, and molecular kinetic energy
• Understand the origin of, and be able to perform calculations using molar specific heats at constant temperature and constant volume
• Understand the origin of, and be able to perform calculations involving heat transfer due to heat conduction and blackbody radiation
• Understand the concept of entropy and the second law of thermodynamics, and be able to apply these concepts to calculations involving heat engines
• Compare and contrast the wave picture and photon picture of electromagnetic radiation
• Understand the physics underlying the photoelectric effect, and be able to perform calculations involving the photoelectric effect
• Compare and contrast the wave picture and particle picture of matter
• Understand the concepts and equations connected with the Bohr model of the Hydrogen atom, make calculations based on these equations, and be able to extend the concepts of energy levels to more complex atoms
• Understand the quantum effects, such as energy bands, that arise when isolated atoms are assembled into solids
• Solve Schrodingers equation for several simple models, such as the infinite and finite square well potentials, the simple harmonic oscillator and the Hydrogen atom, and understand the essential results of each
• Understand the circumstances in which Newtonian physics and relativistic physics must be applied
• Understand the concepts, and be able to perform calculation involving time dilation, length contraction, and relativistic velocity addition
• Know the mass-energy-momentum relations of special relativity and how to use them
• Understand the fundamentals of radioactivity, radioactive decay, and the half life of radioactive materials, and be able to perform calculations involving these quantities
• Understand the interactions of gamma rays, beta particles, and alpha particles with matter

• None

• Kinetic Theory, Heat Capacity and Heat Transfer, 1st and 2nd Law of Thermodynamics (9 classes)
• The wave - particle duality of electromagnetic radiation and matter (3 classes)
• The quantum descriptions of atoms and molecules (6 classes)
• The quantum descriptions of solids (6 classes)
• Special relativity (3 classes)
• Nuclear physics (3 classes)

• Specific heat and heat of fusion of water (design experiments)
• Blackbody radiation
• The Photoelectric Effect
• Bohr model of the Hydrogen Atom
• X-ray Fluorescence Spectroscopy-identification of unknown metals
• X-ray diffraction - atomic plane spacing in a single crystal
• X-ray diffraction - lattice constant and crystal structure of Copper and an Unknown
• Mass of the electron, Compton Scattering, and identification of an unknown radioactive isotope
• Radioactive source activity, dose from source, background dose
• Half life determination of radioactive copper and silver

PH 2031 - Waves, Optics, Thermodynamics, and Quantum Physics

3 lecture hours 2 lab hours 4 credits

• Explain the differences between transverse waves and longitudinal waves
• Write the traveling wave equation given information concerning a waves wavelength, frequency, direction of travel, and amplitude, and be able to determine the wavelength, frequency, travel direction, and amplitude of a traveling wave given the equation of the traveling wave.
• Write the standing wave equation for two waves having the same frequency and amplitude traveling in opposite direction in the same medium, and understand the concept of standing waves
• Calculate the resonant frequencies associated with simple one dimensional systems
• Understand the origin of, and perform calculations involving single and double slit interference
• Understand the concept of polarization of transverse waves, and perform calculations involving intensity as a function of the angle between polarization angles of two polarizers (Law of Malus) and the angle at which complete polarization of the reflected light occurs from a material with a known index of refraction (Brewsters Law)
• Calculate the position and magnification of a real image from a converging lens or mirror given the focal length of the optical element and the location of the object with respect to the converging mirror or lens (LABORATORY ONLY)

Thermodynamics:

• Understand that temperature is directly related to the thermal energy stored in a medium
• Use the ideal gas law to calculate pressure, temperature, volume, and number of moles or molecules present in a confined gas using SI units
• Understand the microscopic origins of pressure and temperature, and be able to perform calculations involving pressure, temperature, RMS speed, and RMS molecular kinetic energy using SI units
• Perform calculations involving thermal expansion in one, two, and three dimensions
• Calculations involving heat conduction for a uniform cross section heat conductor
• Qualitatively understand the process of heat transfer by convection in liquids and gasses
• Understand that a Pressure versus Volume diagram graphically illustrates the work done by a gas as the volume of the gas changes
• Calculate the work done when a gas undergoes constant temperature, constant pressure, constant volume, adiabatic, and cyclic processes
• Understand that the First Law of Thermodynamics is nothing more than a statement of the conservation of energy, and be able to use the First Law of Thermodynamics to calculate the work done, internal energy change, and heat added to or removed from a gas during a thermodynamic process
• Understand the Pressure versus Volume diagram for a generic heat engine, and be able to perform calculations involving heat input, work output, and efficiency of a generic heat engine
• Understand the concept of Entropy and Entropy changes in reversible and irreversible processes
• Understand the concept of the Second Law of Thermodynamics, and be able to explain why heat engines cannot be 100% efficient converting heat input to work output
• Calculate the Carnot and real life efficiencies of heat engines, and be able to explain why Carnot engines are more efficient than real heat engines

The Quantum Nature of the Universe:

• Compare and contrast light as waves and light as photons, and be able to convert the wavelength of light to the equivalent photon energy
• Understand the intensity versus wavelength distribution of a blackbody radiator, and be able to calculate the total power output and maximum intensity wavelength of a blackbody radiator (Stefans Law and Weins Law)
• Understand the physics underlying the photoelectric effect and Compton effect, and be able to perform calculations involving the photoelectric effect and Compton effect
• Compare and contrast the particle nature and wave nature of matter, and be able to calculate the De Broglie wavelength of a particle
• Understand how the wave nature of matter leads to quantized electron energies in the atomic hydrogen atom ,and be able to calculate the emission wavelengths from excited atomic hydrogen atoms, and the x-ray emission wavelengths of heavy elements

Einstein’s Special Relativity:

• State and understand Einstein’s two postulates of Special Relativity
• Understand the physical concepts underlying time dilation and length contraction, and be able to perform calculation involving time dilation and length contraction
• Understand the concepts of relativistic momentum and energy, and be able to explain why objects with mass must travel slower than the speed of light
• Understand the equivalence of mass and energy and be able to perform calculations involving the conversion of mass to energy and energy to mass
• Calculate the radiation pressure associated with electromagnetic radiation

• Understand the equations representing traveling waves
• Understand Coulombs Law and the interaction of charges with Electric fields 
• Understand electric potential energy and the definition of the electron Volt
• Understand the meaning of a derivative and intergal and be able to differentiate and integrate typical functions

• Review of transverse versus longitudinal waves
• Review of traveling wave equations, angular frequency, wave number
• Two waves acting in the same medium - the superposition principle
• Standing waves and resonance

Wave optics (3 classes and 1 laboratory experiment)

• Reflection and refraction, including total internal reflection
• Polarization - Law of Malus and Brewsters Law
• Double slit and single slit diffraction, diffraction gratings
• Thin film interference
• Image formation and magnification using mirrors and lenses - LAB ONLY

Basic thermodynamics (3 classes)

• Temperature
• Thermal expansion
• Heat transfer by conduction and convection
• The ideal gas law
• Kinetic theory of gasses and the physical origin of pressure

The First Law of Thermodynamics  (3 classes)

• Heat energy, internal energy change, and work done by gasses
• Pressure - Volume diagrams and work done during isochoric, isothermal, isobaric, adiabatic and cyclic processes

The second Law of Thermodynamics and Heat Engines (3 classes)

• The Second Law of Thermodynamics
• Entropy changes is reversible and irreversible process, Carnot efficiency
• Heat engines                                          

The quantum nature of the universe (7 classes)

• Blackbody radiation - electromagnetic radiation acting as photons
• The photoelectric effect and Compton effect
• The Bohr model of the atom and atomic spectra
• The wave nature of matter (De Broglies Postulate)
• Quantized electron energies in atoms - The Bohr model for atomic Hydrogen
• Infrared, visible and ultraviolet and x-ray emission and absorption spectra of isolated atoms

Einsteins Special Relativity (4 classes)

• Einstein’s postulates of special relativity - Motion is measured with respect to a frame of reference, speed of light constant in any reference frame 
• Time dilation and length contraction
• Energy and momentum in relativity
• Why objects with mass cannot travel at the speed of light
• E = mc², the equivalence of mass and energy
• Light has no mass but carries momentum and radiation pressure

Ionizing radiation: hazards and uses - LABORATORY ONLY

• Definition of ionizing radiation
• Types of ionizing radiation
• Radioactive source activity
• Biological hazards of ionizing radiation and radiation dose
• Uses of ionizing radiation
• Units of activity, dose
• Half lives of radioactive materials
• Uses of ionizing radiation - XFS and XRD

• Week 1: Laboratory introduction and safety, AND Loading the LabVIEW software on student laptops, AND speed of sound in air using ultrasonic sound waves
• Week 2: Image formation using convex lenses and concave mirrors
• Week 3: Single and double slit interference, AND determination of the interatomic lane spacing in an LiFsingle crystal using X-Ray Diffraction
• Week 4: Design experiment: Specific heat of water or another liquid
• Week 5: Blackbody radiation - Power radiated is proportional to temperature to the fourth power (light bulb experiment) AND Radiation safety lecture (required by our radioactive materials license)
• Week 6: Balmer series of atomic hydrogen and observation of various emission spectra using diffraction gratings
• Week 7: X-ray Fluorescence Spectroscopy - the identification of unknown metals
• Week 8: Activity of the Cesium 137 radioactive source and worst case dose from the Cesium 137 source
• Week 9: Half live of radioactive silver
• Week 10: Gamma Ray Spectroscopy - determining the mass of the electron, Compton Effect, and (possibly) identification of an unknown radioactive isotope

PH 3600 - Physics of Semiconductor Materials and Devices

• Characterize the four cubic crystal types, relate lattice constant to atomic density and use Miller indices to identify crystal planes
• Differentiate electron energy bands in metals, semiconductors and insulators
• Calculate intrinsic carrier density in a semiconductor from the energy band gap and temperature
• Relate majority and minority carrier concentrations to the doping density and Fermi level
• Calculate electrical conductivity from charge carrier densities and mobilities and relate drift current to electric field and voltage
• Determine majority carrier type, concentration and drift velocity from the Hall voltage, magnetic field and current
• Predict resistance of a semiconductor from the incident light power, wavelength, band gap, recombination time and dimensions
• For a p-n junction, calculate contact potential, capacitance and current in forward or reverse bias from the doping levels, band gap, dimensions, and applied voltage
• Describe the basic operation of photodetectors, solar cells, LEDs and LASER diodes and determine the open circuit voltage, short circuit current and efficiency of a solar cell or photodiode from the doping levels, device dimensions and optical generation rate
• Predict the common emitter current gain of a bipolar junction transistor (BJT) from the doping levels and device dimensions, identify regions of minority carrier diffusion and explain the Early effect
• Determine the threshold voltage, channel conductance and saturation current of a MOSFET from the doping levels and device dimensions and explain how the gate and drain voltages influence the channel current

• Electric and magnetic fields, electric potential, the Bohr atom, basic quantum theory

• Crystal structure (2 classes)
• Energy band theory (1 class)
• Charge carrier concentrations: Fermi statistics (3 classes)
• Charge carrier drift and diffusion (3 classes)
• Hall effect (1 class)
• Thermistors and photoconductivity (2 classes)
• P-n junction (5 classes)
• Photonic p-n junction devices (3 classes)
• Bipolar junction transistor (3 classes)
• MOSFET (3 classes)
• Device fabrication: photolithography and plasma processing (1 class)

• Hall effect
• Majority carrier type and concentration using hot and four-point probes
• Extrinsic to intrinsic conductivity transition with temperature
• Band gap determination by photonic absorption: direct and indirect
• Carrier lifetime in a CdS photocell
• P-n junction reverse bias capacitance
• BJT current gain and Early effect
• MOSFET: linear and saturation characteristics
• LED as photodetector and I-V characteristics of various two terminal devices: rectifiers, breakdown diodes, LEDs and solar cell

PH 3710 - Intro to Biophysics

• Apply knowledge of basic sciences, including physics, mathematics, and biology
• Understand the impact of the biophysical techniques on the scientific issues in a global, economic, environmental, and societal context and recognize the need for a life-long learning approach towards new professional ideas
• Describe physics of heat energy, free energy, and internal energy and their relation to biological systems
• Understand the hierarchy of scales in a cell and learn the biological macromolecules
• Apply the physics of the random walk, Brownian motion, friction, and diffusion to biological systems and describe different types of transport across the membrane
• Describe and calculate the Reynolds number and utilize it to qualify the relative importance of friction and inertia
• Analyze the behavior and phenomena in biological systems based on energy and entropy arguments
• Describe osmotic pressure and the applications of Laplace law and physical aspects of surface tension
• Explain how living cells generate electricity, and describe the molecular machines in membranes, the ion pumping, and the rotary motors
• Understand Nerve impulses and describe ionic basis of resting membrane potential and actual potential
• Develop scientific writing and communication skills through term paper and class discussion

• Familiar with Kinetic Theory, 1st and 2nd Law of Thermodynamics, the ideal gas law, and the concept of entropy
• Familiar with different types of biomolecules, DNA, RNA, proteins, lipids, carbohydrates, etc. and understand the structures and functions of these biomolecules

• Cellular components and Biological molecules: The physical aspects of cell function and structure, hierarchy, molecular components and molecular devices
• Diffusion and transport in cell. Random walks, friction, and diffusion Brownian motion, Diffusion laws, diffusion equation, Fick’s Law and Biological applications of diffusion
• The low Reynolds number world and Biological applications
• Entropy, temperature and free energy
• Microscopic view of entropic forces, Osmotic pressure, and Surface Tension, Ion cloud distributions and charged surfaces
• Molecular machines in membranes. Electro osmotic effects, Donnan equilibrium, Ion pumping, Rotary motors
• Nerve impulses, ion channels, action potential

SC 310 - Nanoscience and Nanotechnology

• Explain the principles governing manufacturing nanoscopic structures
• Discern and predict the governing principles in self-assembly processes
• Describe the current state and potential future impact of nanotechnology
• Explain how physical and chemical properties changes at the nanoscale
• Select the best scientific instrument for nanoscale applications
• Explain the significance of the surface/volume ratio in nanostructures
• Explain the significance of quantum effects at the nanoscale
• Describe how nanoscale features change materials’ properties
• Explain the necessary considerations for employing biological molecules in nanoscale materials and devices
• Compare and contrast electrical, physical, magnetic, and quantum properties at the macro-, micro-, and nanoscale
• Compare and contrast NEMs and MEMs
• Explain the significant design considerations for manufacturing and employing nanoscale devices

• None 

• Self-assembly
• Nanoscale allotropes of carbon: fullerenes and nanotubes
• Quantum dots and nanoparticles
• Molecular electronics and nanowires
• Surface properties of atoms
• Quantum effects at the nanoscale
• Bio-nanotechnology
• Synthetic strategies for producing nanoscale materials and devices
• Design of biomolecules and materials for nanoscale applications
• Comparison of electrical, physical and magnetic properties at the macro-, micro-, and nanoscale.
• Atomic force microscopy
• Societal implications of nanotechnology

SC 370 - Geology and Geophysics

• Know how geophysical measurements are used to make predictions about the earth’s structure
• Describe how the earth has been and will be modified by various geological processes in the past, present, and future
• Identify those geographical locations where significant geological events have occurred, or are likely to occur
• Fill in the “gaps” in a typical newspaper, or newsweekly article that describes a particular geological process or event, so that the content can be of greater interest to a student
• Know the difference between silicates, carbonates and sulfides
• Know the difference between igneous, sedimentary and metamorphic rocks
• Know the difference between convergent and divergent plate boundaries and transform faults, and know what types of earthquakes occur at each
• Know which type of volcano produces which type of lava, and which is most dangerous
• Describe the processes by which rock is eroded and becomes soil
• Know how radioactive dating and fossil dating work
• Know the different types of seismic waves
• Know which type of fault gives rise to which type of earthquake
• Know what kind of damage is caused by each kind of earthquake
• Describe the processes inside the earth’s interior that give rise to plate tectonics
• Explain how the magnetic bands on the sea floor provide evidence for continental drift
• Know how mountains are formed
• Know the causes of landslides and sinkholes
• Know how groundwater is affected by pumping and pollution
• Describe how glaciers shaped the terrain of Wisconsin
• Recognize glacial features such as kames, eskers, kettles, moraines and drumlins
• Understand what causes various types of sand dunes to move and grow
• Distinguish the different types of shorelines

• None 

• Minerals (1 class)
• Volcanoes (1 class)
• Sedimentary Rocks (1 class)
• Geologic Time (3 classes)
• Earth’s Interior (1 class)
• Mountain Building (1 class)
• Running Water (1 class)
• Glaciers (1 class)
• Shorelines (1 class)

SC 371 - Oceanography

• Understand the terms and units used in describing ocean currents
• Calculate the duration and fetch required to produce a fully developed “sea” (rough ocean) at a given wind speed
• Describe the behavior of the tides in terms of the sun and moon positions and the shape of the ocean basin
• Calculate the speed of tsunamis and other waves by knowing the depth of the ocean and the period and wavelength of the wave
• Describe the chemical nature of ocean water, including the minerals dissolved in it
• State the main sources of minerals dissolved in the ocean
• Describe the different types of shorelines and their development over geological time as well as recent time
• Explain the salinity and current patterns in different types of estuaries
• Understand the interaction between the oceans and the Earth’s weather
• Explain the distribution of life forms over different parts of the ocean
• Name the different regions of the ocean in which life forms can be found and understand the terms used to describe these life forms
• Discuss the various methods of exploring the ocean, such as sonar, submersibles, and unmanned probes

• None

• Ocean Currents (6 classes)
• Ocean Bottom (3 classes)
• Ocean Wave Mechanics (3 classes)
• Physics of Sea Water (7 classes)
• Acoustical Properties of the Ocean (3 classes)
• Oceans and Weather (3 classes)
• Life in the Ocean (5 classes)

SC 499 - Independent Study

• Have had the opportunity to plan a course of study
• Have broadened his/her scientific knowledge

• None

• To be determined

• Depends on topic selected

SE 380 - Principles of Software Architecture

• Understand principles of software architecture and their application to the software development process
• Understand and be able to apply a variety of architectural styles and patterns
• Review and evaluate software architectures
• Specify a software architecture and implement a software system embodying it
• Use computer-aided software engineering (CASE) tools in an architecture-driven design process
• Work effectively as a member of a small team
• Communicate architecture and design issues in an oral presentation

• Proficiency in object-oriented design
• Proficiency in the application of software design patterns
• Proficiency in the use of an individual software process

• Introduction to course and software architecture (3 classes)
• Quality attributes, architectural styles, and architectural design patterns (6 classes)
• The role of architecture in software development (3 classes)
• Designing the architecture (2 classes)
• Architectural design patterns and styles (4 classes)
• Architecture analysis and reviews (3 classes)
• Team project work (3 classes)
• Software architecture case studies (2 classes)
• Reviews and exam (3 classes)

• Design project 1: functional and non-functional requirements, business drivers, mapping requirements to architecture (4 sessions)
• Design project 2: architecture design, prototyping, analysis, and review (5 sessions)
• Project presentations (1 session)

SE 400 - Senior Design Project I

• Work effectively and demonstrate initiative as a project team member
• Communicate project status and technical content in oral and written form to coworkers and management
• Capture requirements in user stories that describe incremental business value
• Create user stories with unambiguous completion criteria
• Apply analysis and synthesis in the design process to produce software that meets specified completion criteria
• Use principles from engineering, science, and mathematics to design and construct software that meets multiple realistic constraints
• Investigate, evaluate, integrate, and apply technologies and standards beyond previous coursework to support design and planning
• Develop and execute experiments to minimize uncertainty and use the results to justify design decisions
• Employ software engineering processes to develop software
• Use modern software engineering tools for process management and source control
• Identify, track, and mitigate technical and process risks

• Proficiency in requirements analysis, software architecture and design, software verification and validation, and team software process and either:
  • No more than 2 core classes from the freshman through junior years may be missing
  • The student must have a feasible (approved by advisor and program director) plan to graduate no later than in the fall quarter after completing senior design

• Course introduction, report and presentation requirements (1 class)
• Team status meetings (weekly)
• Oral team presentations (4 classes)

SE 401 - Senior Design Project II

• Work effectively and demonstrate initiative as a project team member
• Communicate project status and technical content in oral and written form to coworkers and management
• Capture requirements in user stories that describe incremental business value
• Create user stories with unambiguous completion criteria
• Apply analysis and synthesis in the design process to produce software that meets specified completion criteria
• Use principles from engineering, science, and mathematics to design and construct software that meets multiple realistic constraints
• Investigate, evaluate, integrate, and apply technologies and standards beyond previous coursework to support design and planning
• Employ software engineering processes to develop software
• Use modern software engineering tools for process management, source control, and continuous integration
• Identify, track, and mitigate technical and process risks
• Verify and validate that software developed functions as expected and meets requirements
• Identify and address security concerns related to the software project

• Proficiency in requirements analysis, software architecture and design, software verification and validation, and team software process
• Successfully completed SE 400   in same academic year

• Team status meetings (weekly)
• Oral team presentations (4 classes)

SE 402 - Senior Design Project III

• Work effectively and demonstrate initiative as a project team member
• Communicate project status and technical content in oral and written form to coworkers and management
• Capture requirements in user stories that describe incremental business value
• Create user stories with unambiguous completion criteria
• Apply analysis and synthesis in design process to produce software that meets specified completion criteria
• Use principles from engineering, science, and mathematics to design and construct software that meets multiple realistic constraints
• Employ software engineering processes to develop software
• Use modern software engineering tools for process management, source control, and continuous integration
• Identify, track, and mitigate technical and process risks
• Verify and validate that software developed functions as expected and meets requirements
• Identify and address security concerns related to the software project
• Recognize ethical and professional responsibilities related to the software developed and make informed judgments that account for global, economic, environmental, and/or societal contexts
• Communicate appropriate project aspects in a public forum

• Successfully completed SE 401   in same academic year

• Team status meetings (weekly)
• Senior Design Show presentation (final exam week)
• Oral team presentations (4 classes)

SE 498 - Topics in Software Engineering

• Varies

• Varies

• Varies

SE 499 - Independent Study

• Engage in independent learning on a specialized topic
• Document research or study results in a technical report

• Varies

• No course topics appended

SE 1011 - Software Development I

• Design and document an algorithmic solution for a given problem statement
• Create and interpret complex expressions that use relational and Boolean operators
• Select the appropriate selection control statement for a given task
• Use while/do-while/for statements to control repetition in algorithmic solutions
• Select the appropriate repetition control statement for a given task
• Translate UML class diagrams into Java code
• Design and implement simple classes
• Design and implement class and object methods
• Use existing Java class libraries
• Design and implement simple Java programs
• Declare and use collections of primitive and object data using arrays
• Declare and use collections of object data using ArrayLists

• None

• Exams
• Algorithm development
• Arithmetic operations
• String and primitive data types
• Java development basics
• Selection
• Iteration
• Standard Java classes
• Math library
• UML class/sequence diagrams
• OO programming
• Methods and arguments
• Class implementation
• Arrays
• ArrayLists
• Review

• Java Development Environment
• Conditionals
• Iteration
• Standard Java Classes
• Class Implementation
• Arrays
• Array Lists

SE 1021 - Software Development II

• Explain the rationale for object-oriented design and programming
• Translate UML class and sequence diagrams into Java code
• Apply composition, inheritance, and interfaces
• Distinguish between extending a class (inheritance) and implementing an interface
• Define polymorphism
• Design and implement simple Java classes and packages
• Document the implementation of small software systems
• Make appropriate use of exception handling
• Use classes from the Java standard library to read and write files on disk
• Use the Java API specification (javadoc) to determine correct use of standard library classes

• Selection and iteration statements
• Simple Java programs
• Simple Java classes
• UML class diagrams into Java code
• Arrays and ArrayLists

• Java fundamentals
• GUI
• Event-driven programming
• Aggregation, composition, generalization, and realization in UML class diagrams
• Inheritance and polymorphism
• Interfaces/Abstract classes
• Exception handling
• File I/O

• ArrayLists
• Inheritance
• Interfaces
• GUI
• Event handling
• Exception handling
• File I/O