GNRS 500, Conceptual Foundations of Professional Nursing, 3 Units

This course focuses on the introductory concepts crucial to the socialization of second career students to professional nursing. The history of nursing, the evolution of nursing in the U.S., the art and science of nursing, the legal and professional basis of nursing, the role of nursing in the health care delivery system, and current issues and trends in nursing education, practice and research are emphasized.

GNRS 501, Theoretical Thinking in Nursing, 2 Units

This course examines questions about the nature and construction of theory and how theoretical ideas are developed and used in nursing practice and research. Philosophical ideas underlying theory are examined, and selected theoretical models and theories are explored.

Prerequisite: Completion of undergraduate research course or instructor's consent; admission to ELM or MSN program.

GNRS 503, Cultural Competency in Health Care, 3 Units

This course focuses on transforming graduate nursing students, preparing them for nursing leadership in nursing practice, nursing research, education, and public health policy for the improvement of patient healthcare outcomes in our increasingly diverse society. Students move from cultural sensitivity and awareness to critical reflection and action, challenging their assumptions and broadening their perspectives. The Essentials of Master's Education in Nursing (American Association of Colleges of Nursing, 2011) serves as the foundation for the development of core cultural competencies.

Prerequisite: Graduate standing in the School of Nursing.

GNRS 504, Bioethics and Healthcare Policy, 3 Units

This course will outline the role of the healthcare leader in ensuring human rights are upheld in healthcare systems. This course focuses on bioethical analysis, decision-making and moral policy analysis, and formulation. Through course discussion, group and individual assignments, and oral and written presentations, students will analyze and apply bioethical principles to decision- and policy- making processes in the workplace and at national levels. Healthcare ethics and policy will be considered from a Christian worldview.

Prerequisite: Graduate standing

GNRS 505, Christian Formation for Holistic Care, 3 Units

Students engage in the process of discovering the foundational values of Azusa Pacific University that serve as guiding principles for the distinctive education they will receive. They are made aware of the Christian worldview and its implications for personal holistic development and care. With a focus on developing motivating character and integrated caregivers, the course brings heightened self-awareness, the impact of a Christian worldview on vocation, scriptural awareness especially emphasizing healing themes in the life of Christ, and the importance of spiritual growth on the journey toward formation.

GNRS 506, Spiritual Concept Analysis in Health Care, 3 Units

Scholarly research and analysis of selected concepts in the spiritual care of persons from the Judeo-Christian perspective provide a central focus to the course. Students also examine healthcare research/other healthcare literature for adequacy with respect to the concept they select. Various assignments facilitate greater student awareness of their own spiritual journey and knowledge of faith traditions other than their own. The course is conducted as a tutorial/seminar experience.

Prerequisite: Graduate standing

GNRS 507, Scientific Writing, 3 Units

This course provides opportunities for students to learn how to introduce a topic or issue, articulate a thesis, support and develop a thesis and subordinate claims, work with secondary sources, and organize an argument.

GNRS 508A, Research and Theory in Advanced Practice Nursing, 4 Units

This course prepares nurses to use theory and research evidence in advanced clinical practice. The relationship between theory and research is examined, exploring questions about the nature, construction, and use of each. Selected theoretical models and theories are explored, and students learn how ideas are developed and used in nursing practice and research. Students deepen their understanding of the research process by engaging in a systematic search, critique, and summary of research studies with direct application to nursing practice. Experience in statistical analysis of research data is included.

Prerequisite: Computer literacy, undergraduate research course, undergraduate statistics course, and graduate standing

GNRS 508B, Research and Theory in Healthcare, 4 Units

This course prepares the healthcare administrator to apply theory and research evidence in healthcare environments. The relationship between theory and research is examined, exploring questions about the nature, construction, and use of each. Selected theories are explored, and students learn how ideas are developed and used in practice and research. Students learn the fundamentals of quantitative, qualitative, and mixed methods research and deepen their understanding through systematic search, critique, and summary of research studies with application to healthcare. Students work in groups to develop a research plan addressing a healthcare-derived question. Experience in statistical analysis of research data is included.

Prerequisite: GNRS 613

GNRS 510, Family Theory in Health Care, 2 Units

The major theoretical perspectives for understanding the family as a core unit of analysis are studied. This course fosters the student's recognition of the family's responsibility for health. Factors such as family patterns and care-giving tasks of families experiencing catastrophic or chronic alteration in health care are examined. This class is offered online.

Prerequisite: Graduate standing

GNRS 511, Advanced Pediatric Health Assessment and Health Promotion, 4 Units

This course develops the graduate nurse's assessment skills and focuses on the promotion of health in the pediatric population from the newborn period through adolescence. Emphasis is on adapting and expanding the medically focused history and physical assessment to incorporate the assessment of traditional health practices and identify culturally relevant and age-appropriate health promotion strategies. Outcomes are examined in light of related theoretical concepts. Strategies for health promotion include a focus on developmental and behavioral assessments, emotional health, nutrition, counseling to modify risk factors, and screening tests/prophylaxis for early detection and prevention of disease.

Prerequisite: Undergraduate health assessment and GNRS 610;

Corequisite: Practicum

GNRS 513, Advanced Nursing Practice Role, 2 Units

This course focuses on the concepts of role development and performance competence of the nurse in advanced clinical practice within the context of a reformed health care delivery system. Emphasis is placed on the clinician, educator, clinical program manager, consultant, researcher, and case manager roles of the advanced practice nurse. The leadership aspects of the roles of advanced practice are explored in relation to health care delivery, policy formulation, and legislation. The course explores theories and issues related to the advanced nursing practice role.

Prerequisite: Graduate standing

GNRS 514, Research Proposal Writing, 2 Units

This course focuses on the application of the concepts in GNRS 508A. The goal is the completion of a research proposal that details the problem, the research purpose, questions or hypotheses to be tested, a critique of the literature, the design and methods of the study including protection of human subjects, the plans for analysis, use of the study, and the budget and personnel.

Prerequisite: GNRS 508A

GNRS 516, Integrative Disease and Symptom Management, 3 Units

Using a systems-based approach, this course provides the student with a broad-based, graduate-level overview for understanding disease processes, treatment modalities, assessment and interventional strategies for patients across the life span.

GNRS 517, Fundamentals in Nursing Practice, 2 Units

This is an experiential learning course designed to teach basic nursing skills in a clinical skills or simulation laboratory setting to prepare students to deliver safe and patient-focused nursing care. Utilizing the nursing process, students perform basic skills in assessment, patient care across the continuum, documentation, patient-family teaching, and infection control.

GNRS 518, Supervised Practicum in Health Care, 3 Units

This course prepares students to integrate and apply theory, evidence-based practice, and national guidelines and standards in practicum settings. Students select practicum areas in which, with faculty approval, they will participate in experiences led by preceptors. The purpose of the course is to equip students with current, evidence-based knowledge in a selected practice area.

GNRS 520, Theory and Practice of the Clinical Nurse Specialist in Nursing Care of Adult-Gerontology Patients, 6 Units

Critical concepts in advanced collaborative management of adult-gerontology client populations by Clinical Nurse Specialists are studied. Differential diagnosis, pharmacologic management, cultural sensitivity, adult-gerontology continuum of health and illness (i.e., wellness, health promotion, disease prevention), teaching-learning theory, and evidence-based best practices for clinical decision-making for the Adult and Geriatric population are highlighted. CNS roles, competencies, and professional issues and integrated clinical rotations will be chosen from critical care or medical-surgical adult-gerontology populations. Clinical seminar times allow students to discuss and analyze current professional issues and clinical problems in a collegial atmosphere.

Prerequisite: Academic Core and Advanced Practice Core courses, current RN license, CPR certificate, and meets health screening requirements;

Corequisite: Practicum

GNRS 521, Clinical Specialization in the Care of Adult-Gerontology Patients, 6 Units

The course prepares the student to apply concepts introduced in GNRS 520. It focuses on diagnosis and collaborative disease management of acute illness in the adult-gerontology patient by the Clinical Nurse Specialist. The integration of advanced skill development, theory and evidence based practice, disease management, clinical decision making, unit and organization management issues, professional issues and APRN role competencies are the foundation for this course. Practicum and seminars are planned to span the breadth of the students' clinical opportunities.

Prerequisite: Academic Core and Advanced Practice Core courses, GNRS 520, current RN license, CPR certificate, and meets health screening requirements;

Corequisite: Practicum

GNRS 522, Disaster Nursing and Emergency Preparedness, 3 Units

This course explores the nature of disasters and prepares nurses to respond to various types of disasters - including natural, environmental, mass casualty, public health emergencies, terrorism, and bioterrorism - by utilizing essential knowledge, skills, values, meanings, and experience in the basic competencies of emergency preparedness and disaster nursing. In accordance with the position of major nursing organizations, emphasis is placed on evidence-based best practices for personal preparedness.

Prerequisite: Comparable course, such as UNRS 312 Nursing Management of Adults, a human growth and development course, a lifespan course OR an RN licensure.

GNRS 530, Theory and Practice of the Clinical Nurse Specialist in the Care of the Pediatric Patient, 6 Units

Critical concepts in the advanced collaborative management of pediatric client populations by the Clinical Nurse Specialists are studied. Differential diagnosis, pharmacologic management, cultural sensitivity, pediatric continuum of health and illness (i.e., wellness, health promotion/disease prevention), teaching-learning theory, and evidence-based/best practices for clinical decision-making for the Pediatric population are highlighted. CNS roles, competencies, and professional issues are integrated. Clinical rotations will be chosen from critical care or medical-surgical pediatric populations. Clinical seminar times allow students to discuss and analyze current professional issues and clinical problems in a collegial atmosphere.

Prerequisite: Academic Core and Advanced Practice Core courses, current RN license, CPR certificate, and meets health screening requirements;

Corequisite: Practicum

GNRS 531, Clinical Specialization in the Care of the Pediatric Patient, 6 Units

The course prepares the student to apply concepts introduced in GNRS 530. It focuses on diagnosis and collaborative disease management of acute illness in the pediatric patient by the Clinical Nurse Specialist. The integration of advanced skill development, theory and evidence based practice disease management, clinical decision making, unit and organization management issues, professional issues and APRN role competencies are the foundation for this course. Practicum and seminars are planned to span the breadth of the students' clinical opportunities.

Prerequisite: Academic Core and Advanced Practice Core courses, GNRS 530, current RN license, CPR certificate, and meets health screening requirements;

Corequisite: Practicum

GNRS 532, Advanced Nursing Practice in Pediatrics, 6 Units

This course emphasizes physiological and psychological bases for critical and chronic conditions in children, focusing on an advanced science base for the assessment, diagnosis, and management of children and families to promote wellness. Exploration of traditional versus alternate medicine treatment plans, as well as relevant cultural, spiritual, and health promotion strategies, is incorporated.

Prerequisite: Graduate status and GNRS 590A;

Corequisite: Practicum

GNRS 533, Psychiatric Theories across the Life Span, 2 Units

This course presents neurobiologic, neuroendocrine, genomic, behavioral, and psychodynamic theories of psychiatric mental illnesses as they manifest among members of diverse cultural groups across the life span. A theoretical foundation for subsequent coursework in primary psychiatric mental health care is provided for the role of the psychiatric mental health nurse practitioner.

Prerequisite: Graduate standing, Advanced Practice Core

GNRS 534, Integrated Psychiatric and Health Assessment across the Life Span, 2 Units

This course teaches the role of the psychiatric mental health nurse practitioner in interviewing, assessing, and utilization of other data collection methods to elicit, analyze, and evaluate bio-psychosocial information regarding psychiatric mental health illness as experienced and understood by the clients, across the lifespan. Assessment and integration of the effects of potential and/or existing co-morbid health problems are focused upon. Diagnostic reasoning that is based on the Diagnostic Statistical Manual is foundational in the course. Development of differential diagnoses and disease management, evidence-based practice, and health promotion that includes client and nurse practitioner collaboration is emphasized.

Prerequisite: Advanced Practice Core, GNRS 533 (May be taken concurrently)

GNRS 535, Psychiatric Interventions and Health Promotion across the Life Span, 6 Units

In this course students learn historical, theoretical, and contemporary evidence-based psychotherapies that promote and support client stabilization, rehabilitation, and recovery. The client as a collaborating decision making consumer and the client-clinician therapeutic alliance are central to this course. Students increase competence in assessment of psychiatric mental health illnesses, differential diagnoses and disease management, implementation of psychotherapy (individual, group, family), medication management, and health promotion interventions, including motivational interviewing. Student competence in developing and facilitating therapeutic groups as a recovery modality are included in the course. The role of the psychiatric mental health nurse practitioner in the integration and coordination of support services that impact mental health and illness is also included. Students practice verbal psychotherapeutic skills that motivate and facilitate client self-management and progression toward recovery.

Prerequisite: Advanced Practice Core, GNRS 533 and GNRS 534; GNRS 539 may be taken concurrently;

Corequisite: Practicum

GNRS 536, Psychiatric Mental Health Care with Adults and Older Adults, 6 Units

In this course students increase their knowledge and competence in the assessment of psychiatric mental health illnesses, differential diagnoses and disease management, implementation of psychotherapy (individual, family, group), evidence-based practice, medication management, health promotion and disease prevention interventions, integration and coordination of support services, with adults and older adults.

Prerequisite: GNRS 533, GNRS 534, GNRS 535, GNRS 539;

Corequisite: Practicum

GNRS 537, Psychiatric Mental Health Care with Children and Adolescents, 6 Units

In this course, students increase competence in the role of the psychiatric mental health nurse practitioner in the assessment of psychiatric mental health illnesses, differential diagnosis and disease management, implementation of psychotherapy (individual, family, group), evidence-based practice, medication management, health promotion and disease prevention interventions, integration and coordination of support services with children, adolescents, and families.

Prerequisite: GNRS 533, GNRS 534, GNRS 535, GNRS 536, GNRS 539;

Corequisite: Practicum

GNRS 538, Psychiatric Mental Health Care with Selected Populations, 5 Units

Students increase knowledge and competence in the assessment of psychiatric and mental health illnesses, differential diagnosis and disease management, implementation of psychotherapy (individual, family, group), medication management, health promotion and disease prevention interventions, and integration and coordination of support services with a selected population. Focus is on integrating and practicing all aspects of the role of the psychiatric mental health nurse practitioner with clients who are experiencing acute and/or chronic mental health problems and psychiatric disorders.

Prerequisite: GNRS 533, GNRS 534, GNRS 535, GNRS 536, GNRS 539;

Corequisite: Practicum

GNRS 539, Psychopharmacology, 2 Units

Students in this course build upon knowledge of advanced practice nursing and provides content essential for the psychiatric mental health nurse practitioner to prescribe appropriate pharmacologic treatment in practice. Mechanisms of action, interactions, side effects, and prescribing guidelines for psychopharmaceuticals commonly utilized across the lifespan are addressed.

Prerequisite: GNRS 533, GNRS 534; GNRS 535 (May be taken concurrently)

GNRS 542, Advanced Concepts and Competencies in Pediatric Primary Health Care, 3 Units

This course offers a comprehensive review and synthesis of core concepts and competencies for the pediatric advanced practice nurse in the primary care setting. This culminating experience for pediatric nurse practitioner students incorporates seminar discussions and clinical practicum placement, and also allows for a discussion of developmental/behavioral issues, management of acute and chronic care illnesses seen in primary care settings, and preventative health care.

Prerequisite: Graduate standing, GNRS 532 (may be taken concurrently with instructor's permission), and GNRS 590A;

Corequisite: Practicum

GNRS 543, Transitions Across the Care Continuum, 4-6 Units

This course focuses on principles and models of care and their implementation in a multidisciplinary practice environment that emphasizes healthcare delivery through integration of services and transition management. Students are introduced to decision making related to allocation of resources and services, development of protocols, and evaluation of management approaches. Evidence-based approaches to the clinical, administrative, educational, and research dimensions of patient care are emphasized. Evaluation of care management activities with the student's selected clinical population is an integral component of the course.

Prerequisite: NP students: completion of Advanced Practice Core; CNS students: completion of Advanced Practice Core and GNRS 520 or GNRS 530; HAL students: completion of MSN Core and GNRS 560.

Corequisite: Practicum

GNRS 544, Clinical Specialization Residency, 2-4 Units

This elective residency program, formed through a partnership between the School of Nursing and selected community healthcare organizations, is an intensive, precepted clinical experience that helps students transition to beginning professional nurses in a specialized setting. It enhances students' skill and practice knowledge in preparation for the RN licensing examination, and increases their ability to perform clinical reasoning with the assigned patient population and evaluate the QSEN competencies of patient-centered care, safety, evidence-based practice, informatics, and teamwork and collaboration.

Prerequisite: ELM students must complete GNRS 573 (may be taken concurrently), but GNRS 573 is not required for nurses in community partnerships who are taking GNRS 544 for continuing education credit.

GNRS 546, Theory and Practice in Health Care Systems in the Community, 6 Units

This specialized course prepares RNs without a bachelor's degree for graduate study in nursing. A multiple theoretical focus that includes concepts from systems, stress, adaptation, developmental, and role theory is emphasized. A beginning practice in the utilization of the nursing process with an emphasis on nursing diagnosis and the nurse's role in assessing, planning, implementing, and evaluating care of clients in a variety of community settings is provided. Collaboration with community-based organizations and services that provide health restoration, maintenance, illness prevention, and client education services to individuals and families at home are essential course components. A review of legal mandates for practice and discussion of ethical dilemmas and issues related to high quality nursing care are included. Specific content varies based on the students' prior education and experience. Clinical placements are arranged to meet the individual student's needs.

Prerequisite: Undergraduate research, pathophysiology, and health assessment;

Corequisite: Practicum

GNRS 547, Nursing Leadership in Acute Care Settings, 6 Units

This is one of two clinical courses provided for the RN who seeks both a bachelor's and master's degree in nursing. The course synthesizes selected information from the generic bachelor's and master's programs for presentation in a condensed format, addressing the development and nature of today's health care systems and associated issues in the United States. Further, content familiarizes the student with several roles and responsibilities of the contemporary nurse, such as leader, consultant, teacher, manager, and client advocate. The course focuses on client needs in acute health care settings and emphasizes the relationship between the health care system and the advocate.

Prerequisite: Undergraduate research, pathophysiology, and health assessment;

Corequisite: Practicum

GNRS 548, Health Promotion Across the Lifespan, 2 Units

The course focuses on health promotion and disease prevention across the lifespan and around the globe. The course includes exploration of population health issues, environmental implications in health and health policy, impact on health promotion and the development of disease.

Prerequisite: Academic Core and Advanced Practice Core courses, current RN license, CPR certificate, and meets health screening requirements

GNRS 550A, Theory and Practice in School Nursing, 6 Units

This combined didactic and clinical course provides theoretical content and field experiences that emphasize the multifaceted role of the school nurse. Students participate in field experiences and classroom learning activities that focus on the assessment and management of children's healthcare needs in various school settings. This course equips students with the necessary tools and skills to successfully function as professional school nurses. At the conclusion of this course, students are able to successfully function as providers of health education as well as providers, planners, and coordinators of health care in school settings.

Prerequisite: GNRS 612 or instructor consent, and admission to School Nurse Services Credential program;

Corequisite: Practicum

GNRS 554, Medical-Surgical Care of the Adult and Geriatric Patient, 5 Units

This course introduces crucial concepts in professional nursing care, such as the nursing process, communication, therapeutic interventions, critical thinking, and critical reasoning. Course material focuses on the application of biological, psychosocial, and spiritual concepts to adult and elderly clients in various healthcare settings with acute and/or chronic illnesses. The nursing process is utilized to provide care to one or two adult clients within the healthcare delivery system. The clinical practicum focuses on the cognitive basics, scientific principles, and manipulative components of psychomotor skills used when providing nursing care.

Prerequisite: Admission to the ELM program, completion of all prerequisite courses for the program.

Corequisite: GNRS 554P

GNRS 555, Medical Surgical Care of the Adult and Geriatric Patient, 7 Units

This course introduces crucial concepts to professional nursing care such as nursing process, communication, therapeutic interventions, and critical thinking and clinical reasoning. The course focuses on the application of biological, psychosocial, and spiritual concepts to hospitalized adult and elderly clients with acute and/or chronic illnesses. Students will be guided in critical thinking and clinical reasoning exercises in the management of hospitalized clients. Nursing process is utilized to provide care to one or two adult clients within the health care delivery system of an acute care setting. The clinical practicum focuses on the cognitive basis, scientific principles, and manipulative component of psychomotor skills used when providing nursing care. Students have an opportunity to practice simulated clinical skills.

Prerequisite: Admission to the ELM program, completion of all prerequisite courses for the program;

Corequisite: Practicum

GNRS 556, Intermediate Medical Surgical Care of the Adult, 7 Units

This course is designed to build on the base of medical-surgical nursing knowledge from GNRS555. The course focuses on comprehensive nursing care to patients with acute need for continuous cardiac monitoring, pulse oximetry monitoring, or ventilator assistance in telemetry units, in restorative care setting, or long-term care setting.

Prerequisite: Admission to the ELM program; successful completion of GNRS 555;

Corequisite: Practicum

GNRS 557, Medical Spanish for Advanced Practice Nurses, 3 Units

This course provides non-Spanish-speaking advanced-practice nursing students with foundational knowledge of Spanish language structure and vocabulary, helping them build appropriate phrasing to facilitate communication in healthcare settings. Cultural issues relevant to health and illness in the Latino community are also addressed.

Prerequisite: Graduate nursing student standing, or instructor's permission

GNRS 558, Intermediate Medical-Surgical Care of the Adult, 6 Units

This course is designed to build on the base of medical-surgical nursing knowledge from prior nursing courses. The course focuses on comprehensive nursing care to patients with acute need for continuous cardiac monitoring, pulse oximetry monitoring, or ventilator assistance in telemetry units, restorative care settings and long-term care settings.

Corequisite: GNRS 558P

GNRS 559, Audiometry for School Nurses, 3 Units

This course provides didactic instruction via eCollege and eight hours of on-site practicum experience that emphasizes the content and clinical expertise necessary to fulfill the requirements of the State of California School Hearing Conservation Program and training for the school audiometrist. The course focuses on the physiologic process of hearing and how to assess for deficits in hearing in children of all ages. At the conclusion of the course, and after having completed successfully all learning objectives, the student is eligible to submit an Application for Registration as a School Audiometrist in the State of California (a $10 registration fee is required with the application).

GNRS 560, Strategic Leadership in Health Care, 3 Units

This course is designed to develop knowledge, skills and attitudes about leadership across the healthcare continuum. The student will consider the professional role of the healthcare administrator both from a leadership and a management perspective. Areas of concentration will include leadership theory, structure of healthcare institutions, systems thinking and decision-making, performance improvement including quality and safety issues, risk management and effective communication skills. Application of business skills will be integrated. Students will consider the theoretical and research background, current issues and trends, leadership and administrative implications of specific topics.

GNRS 564, Nutrition and Therapeutics, 2 Units

Students in this course explore the functions of nutrients and the consequences of nutrient deficiencies and excesses in the body. Course material introduces a variety of tools for planning and evaluating diets, including a computer diet analysis, and the application of nutrition concepts is interwoven into health care and fitness conditions. Students also study the prevention of chronic disease as it relates to proper nutrition and adequate exercise.

Prerequisite: Admission to the ELM program

GNRS 567, Healthcare Administration and Leadership Supervised Practicum, 3 Units

This course provides the student with the opportunity to experience the role of healthcare administrator. An individualized administration practicum in a specific area of clinical emphasis is chosen by the student and approved and monitored by the faculty and preceptor. Competencies that govern the role of the healthcare administrator are explored in depth. Students focus on the context for enacting the role of administrator in a healthcare delivery system.

Prerequisite: All core and role courses

GNRS 568, Healthcare Finance, 4 Units

This course is an introduction to financial concepts and skills need for healthcare leaders, managers, and executives. The student will develop skills in assessing multiple dimensions of financial performance and methods to improve the financial health of an organization in the context of current patient care system.

GNRS 569, Quality and Safety for Health Care Practice, 3 Units

This course is designed to deepen and advance students' knowledge of, and ability to systematically apply the principles of, patient quality and safety in nursing practice. Based on national standards, the focus is on examining and applying quality and safety tools, including informatics, that can be used to improve patient care delivery across the continuum of health care.

GNRS 570, Parish Nursing/Health Ministries, 2 Units

This course provides an introduction to and overview of health ministry and parish nursing theory and practice. The philosophy of the course is that (a) the parish nursing role is that of a specialist in spiritual aspects of patient care in the congregational context, requiring the integration of graduate level theology/ministry and nursing theory and praxis; and (b) health ministry is an emerging role and trend in pastoral ministry that seeks to bring professional ministry skill to bear upon the integration of health, faith, and spirituality in the parish setting.

GNRS 571, International Health Care, 2-4 Units

This course provides students with experience in nursing care in other countries. Students prepare with coursework in the United States, then travel abroad, where they have experiences in acute and/or chronic care settings, exploring cultural, economic, systems, philosophical, and other aspects of care that influence the provision of health care in other countries. A debriefing period is provided upon return.

GNRS 573, Clinical Residency, 4 Units

The clinical residency is an internship clinical experiential program designed as a collaborative partnership between the School of Nursing and selected community in-patient health care organizations. This residency is an intensive preceptored clinical experience planned to ease the role transition from a student nurse to a beginning professional nurse in an acute-care setting. In addition, it enhances the skill and practice knowledge of the student in preparation for the RN licensing examination.

Prerequisite: Successful completion of all pre-licensure clinical courses

GNRS 575, Nursing Care in Maternal, Newborn, and Women's Health, 4 Units

This course focuses on the theoretical and clinical concepts of the childbearing patient, her infant, and her family. The students study both normal and complicated obstetrics. Selected issues of women's health are explored. The student is introduced to birth preparation, prenatal care, normal neonatal, and postpartum care with concurrent clinical experiences.

Prerequisite: Admission to the ELM program, successful completion of semesters one and two;

Corequisite: Practicum

GNRS 576, Pharmacology, 2 Units

This course is designed for students who have completed organic chemistry, inorganic chemistry, and biochemistry. The content focuses on principles of pharmacology and specifics of the major drug classifications.

Prerequisite: Admission to the ELM program

GNRS 578, Health Assessment, 3 Units

This course provides the nursing student with skills in physical, spiritual, and psychosocial assessment of adult clients. History-taking and physicalexamination techniques presented in the course help the student develop strong assessment skills upon which further knowledge and practice can be built. Basic concepts related to assessment of geriatric, pediatric, and childbearing patients are included.

Prerequisite: Admission to the ELM program;

Corequisite: Practicum

GNRS 580, Gerontology, 2 Units

This course integrates research and writings about the major trends and developments in the field of gerontology as they apply to the field of nursing. The approach is interdisciplinary - course material includes information from the fields of sociology, psychology, anthropology, biological sciences, medicine, nursing, and psychiatry. Development in adulthood is viewed from multiple perspectives including cognitive, behavioral, biological, sociocultural, and spiritual, and the influences these perspectives have on the successful negotiation of age-related issues are considered. Finally, students examine aspects of human aging in contemporary American society and from a cross-cultural and ethnic perspective.

Prerequisite: Graduate standing in the School of Nursing.

GNRS 581, Primary Health Care of the Older Adult, 5 Units

GNRS 581 focuses on the role of the adult-gerontology primary care nurse practitioner in the management of the older adult including health promotion, assessment, treatment, and maintenance of common primary care health problems. The clinical practicum emphasizes the application of theory and evidence-based research for the delivery of culturally competent assessment and treatment of the older adult within the context of their families and in a variety of outpatient settings.

Prerequisite: Graduate status in the School of Nursing, completion of Advanced Practice Core courses;

Corequisite: Practicum

GNRS 582A, Pathophysiology, 2 Units

This course presents an introduction to human pathophysiology. Mechanisms causing alterations in cellular activity, maintenance of cellular tissue oxygenation, fluid and electrolyte balance, and neuroendocrine control of the body are included. Common pathophysiologic disorders are emphasized.

Prerequisite: Admission to the ELM program

GNRS 582B, Pathophysiology, 2 Units

This course continues the presentation an introduction to human pathophysiology. Mechanisms causing alterations in cellular activity, maintenance of cellular tissue oxygenation, fluid and electrolyte balance, and neuroendocrine control of the body are included. Common pathophysiologic disorders are emphasized.

Prerequisite: Admission to the ELM program, successful completion of GNRS 582A

GNRS 583, Nursing Care of Children and Young Adults, 4 Units

This theoretical and clinical course focuses on the care of children from birth through adolescence. The effects of acute and chronic illness on growth and development are studied in the acute and community health care setting. Education of the child and family on health promotion, disease prevention, and safety issues are addressed. Ethical issues are discussed regarding the relationship to the child and family, including issues such as child abuse, informed consent, and the impact of diverse cultural and spiritual beliefs on health care decisions in the family.

Prerequisite: Admission to the ELM program, successful completion of semesters one and two;

Corequisite: Practicum

GNRS 584, Mental Health Nursing, 4 Units

This theoretical and clinical course focuses on the dynamics of psychosocial stress within the interpersonal and intrapersonal systems of clients with acute and chronic psychiatric disorders.

Prerequisite: Admission to the ELM program, successful completion of semesters one and two;

Corequisite: Practicum

GNRS 586, Leadership and Management in Professional Practice, 2 Units

This course emphasizes leadership and management theory including systems theory in a number of applications and settings, equipping students with the ability to adjust to various organizations encountered by professional nurses serving in a variety of roles. Core concepts relevant to clinical settings are presented using a systems approach. Emphasis on nursing case management is included.

GNRS 587, Community Health Nursing, 5 Units

This course has two areas of focus within the community setting: the study of principles and practices involved in community health nursing, and the development of skills for teaching a group of clients. The emphasis is on the role of the nurse in assessing, planning, implementing, and evaluating care of clients in a variety of community-based settings, with a focus on care of the gerontological client. Collaboration with community-based organizations and services that provide health restoration, maintenance, illness prevention, and client education services to individuals, families, and aggregates are essential components of this course. A review of legal mandates and regulations, as well as discussion of ethical dilemmas and issues related to community-based care is included.

Prerequisite: Admission to the ELM program, successful completion of semesters one, two, and three;

Corequisite: Practicum

GNRS 588, Advanced Nursing Care of Adults - Leadership, 6 Units

This course involves the application of pathophysiological, psychosocial, and spiritual concepts to adult and geriatric clients experiencing the stress of illness in acute settings. The primary focus of the course is to care for critically ill clients and their families with complex health care needs in a critical-care setting. A second area of focus is on the utilization of leadership and management concepts/skills in providing comprehensive care to groups of clients and families. Emphasis is placed on preparing the student to practice in a beginning leadership role in managing client care. Legal and ethical issues related to acute care are included.

Prerequisite: Admission to the ELM program;

Corequisite: Practicum

GNRS 589, Adolescent Health Care, 2-4 Units

This course focuses on the growth and development of adolescents, including assessment, prevention, and management of common health and psychosocial problems in this population. Emphasis is on age-appropriate and culturally competent provision of primary health care to adolescents in a family system.

Prerequisite: Graduate status in the School of Nursing; 2-unit version of this course requires prior completion of GNRS 610, while the 4-unit version requires prior completion of GNRS 610, GNRS 611, and GNRS 511 or GNRS 612.

GNRS 590A, Primary Health Care of the Young Family, 6 Units

This combined theory and clinical course focuses on management of health care of children (from birth through adolescence) and their families. Theory and clinical experiences emphasize assessment, prevention, and management of physiological, social, emotional, intellectual, spiritual, and educational needs of the child as an individual and as a family member. The effects of culture on development, parenting, and health care practices are emphasized. The course provides theory and clinical experiences in the management of normal and common pathological conditions to prepare students for advanced nursing practice in the role of nurse practitioner.

Prerequisite: Advanced Practice Core courses;

Corequisite: Practicum

GNRS 590B, Clinical Practicum in Pediatrics, 4 Units

The student develops expanded skills in the comprehensive assessment and management of common childhood illnesses and problems and continues to gain skill in promoting child wellness. Application of theory and research is emphasized in the care of common illnesses throughout the childhood years.

Prerequisite: GNRS 511 or GNRS 612, and GNRS 590A

GNRS 590C, Primary Health Care of the Young Family for the School Nurse Services Credential, 6 Units

Using a system-based approach, this combined didactic and practical course focuses on assessment, nursing interventions, and follow-up for common illness presentations in children, as well as illness-related impact on social, emotional, and educational functioning. The effects of culture on child development, parenting, and healthcare practices is also emphasized.

Prerequisite: GNRS 612;

Corequisite: Practicum

GNRS 590D, Primary Health Care of the Young Family, 3 Units

This theory course focuses on management of health care of children (from birth through adolescence) and their families, with an emphasis on assessment, prevention, and management of physiological, social, emotional, intellectual, spiritual, and educational needs of the child as an individual and as a family member. The effects of culture on development, parenting, and health care practices are emphasized. The course provides theory in the management of normal and common pathological conditions to prepare students for advanced nursing practice in the role of nurse practitioner.

Prerequisite: Advanced Practice Core courses

GNRS 591, Primary Health Care of the Childbearing Family, 4 Units

This course focuses on the assessment and management of the primary health care needs of the reproductive family. Emphasis is placed on health promotion and maintenance, disease prevention, curative, and restorative care. Cross-cultural aspects related to parents, male and female, of the childbearing family are addressed.

Prerequisite: Advanced Practice Core courses;

Corequisite: Practicum

GNRS 592A, Primary Health Care of the Adult and Aging Family, 6 Units

This combined theory and clinical course focuses on the role of the nurse practitioner (NP) in caring for mature adults and aging family members, from young adulthood to elderly adulthood. Emphasis is placed on the management of common primary health problems of these age groups. The delivery of culturally competent primary health care interventions of young, middle-aged, and elderly adults is addressed.

Prerequisite: Advanced Practice Core courses;

Corequisite: Practicum

GNRS 592B, Primary Health Care Clinical Practicum, 2 Units

This course provides the final comprehensive clinical management experience, allowing FNP and AGNP students to apply knowledge gained throughout their course of study. Clinical conferences provide opportunity for discussion of role development issues and clinical case studies. Students engage in the clinical assessment and management of adults of diverse cultural backgrounds with routine and complex health problems in out-patient settings. Under the supervision of qualified preceptors and School of Nursing faculty, the student must complete his/her clinical hours and demonstrate mastery to perform the role of an entry-level nurse practitioner.

Prerequisite: Completion of clinical courses for the FNP or AGNP program track

GNRS 593, Psychosocial Primary Health Care of the Adult and Aging Family, 4 Units

This combined didactic and clinical course focuses on psychosocial primary health care of the mature and aging family. Didactic content and clinical experiences emphasize the advanced practice nursing role in the medical management of chronic illness with concurrent assessment for psychosocial stressors that impact the experience and management of chronic illness. Students learn to tailor patient-centered therapeutic strategies, including presence, multi-faceted functional assessment, motivational interviewing, stress reduction techniques and spiritual support to individual patients.

Prerequisite: Advanced Practice Core courses;

Corequisite: Practicum

GNRS 595, Special Topics in Nursing, 1-6 Units

In this course, a topic of current interest to students is examined in depth. Students analyze and evaluate topics/issues to reach and express a position, enhance personal development and/or to develop a particular project. If students elect this course more than once during their program, each such course must address a different topic.

Prerequisite: Graduate standing

GNRS 596, Foundations of Healthcare Informatics, 3 Units

This course provides an overview of basic concepts for practice in healthcare-oriented informatics. These core concepts include an introduction to clinical and translational informatics; foundational theory and practical application of clinical decision making and computerized decision support; healthcare systems and their organization; the special issues of administration, security, and operations of electronic records in the healthcare setting; human factors issues; information science in the healthcare domain; standards, terminologies, and the uniqueness of biomedical data; and a special focus on emerging technologies.

GNRS 597, Comprehensive Examination Directed Study, 1 Unit

This course guides the student through the process of demonstrating an integration of theoretical, clinical, and research knowledge. Critical thinking is enhanced through careful consideration of information presented during discussion. The examinations are taken as part of this seminar.

Prerequisite: Completion of all Academic Core and degree specialty courses. Final specialty course may be taken concurrently.

GNRS 598, Thesis, 1 Unit

A student initially enrolls in this option toward the latter part of the program for one unit of credit. The student registers for one unit of thesis credit each semester (two of three semesters per year) until the thesis is completed.

Prerequisite: GPA of 3.5 or above, chair's consent for thesis option, and completion of all Academic Core and Advanced Practice Core courses

GNRS 599, Readings/Independent Study in Nursing, 1-4 Units

A student may elect to pursue special interests for credit at any time during the program under the supervision of a faculty member. University policy states that the student must earn a grade in an independent study course in order to receive credit toward graduation.

Prerequisite: Graduate standing

GNRS 600, Nurse Practitioner Clinical Experience, 2-6 Units

The AGPCNP and NP programs require 765 hours of supervised direct patient care experience. Students in this course function in the role of student nurse practitioners under the direct supervision of approved preceptors, and receive feedback from their preceptors and from their clinical faculty. This course gives students an opportunity to complete the documentation necessary to be awarded clinical units. Students progressively integrate advanced-practice nursing competencies, demonstrate professional nursing behavior, and keep accurate records. Upon completion of 765 hours, students are given access to a clinical portfolio.

Prerequisite: GNRS 612 and faculty permission

GNRS 601, Primary Healthcare I: Adult and Aging, 3 Units

This course integrates knowledge from advanced pathophysiology, advanced pharmacology, and advanced health assessment and apply it to create a diagnostic hypothesis for common acute and chronic primary care health problems in adolescents, adults, and older adults. The course examines a variety of treatment options for each disease presented and for diseases that don't respond to first-line therapy.

Prerequisite: GNRS 612

Corequisite: GNRS 600

GNRS 602, Primary Healthcare II: Population-based Health Interventions, 3 Units

Primary Healthcare II recognizes that individuals with healthcare needs belong to a variety of discrete groups. This course introduces population health principles to be integrated with psychosocial assessment, cultural competency, social determinants of health, and the nurse-client relationship to foster the development of competence to motivate patients in a way that respects their diversity and to assist them to find resources to address social vulnerabilities. Students will employ statistical analysis as well as nursing experience to analyze risk to create a patient education plan.

Prerequisite: GNRS 601

Corequisite: GNRS 600

GNRS 603, Primary Healthcare III: Restorative and Palliative Interventions, 3 Units

This course is designed to integrate disease management and communication techniques to support the physical, emotional, and spiritual transitions of chronic illness. The course examines developing a prognosis, transitioning care, interprofessional care planning, and care of the caregiver. Grounded in spiritual concepts, this course is designed to provide the student with tools to give patients and families unpleasant information that will likely evoke fear or sadness.

Prerequisite: GNRS 602

GNRS 610, Advanced Pathophysiology, 3 Units

This course builds on basic anatomy and physiology and undergraduate study of pathophysiology. It focuses on the development of an advanced understanding of the pathophysiologic mechanisms of human health disorders including those that are genetic. Diagnostic reasoning that facilitates the clustering of signs and symptoms leading to diagnosis is a key process undergirding the course. This course requires the integration of signs and symptoms, clinical testing (such as laboratory and radiologic studies), and pathophysiologic mechanisms with diagnoses. This course introduces epidemiological principles and methods to be applied to population health models.

Prerequisite: Graduate standing and undergraduate pathophysiology

GNRS 611, Advanced Pharmacology, 3 Units

This course builds upon basic knowledge in pharmacology and provides content essential for the advanced practice nurse to render appropriate pharmacological treatment in practice. Mechanisms of action, interactions, side effects, and prescribing guidelines for drugs commonly utilized across the life cycle are addressed. The course introduces the principles of pharmacogenomics and their application to clinical practice. Variations in pharmacological reactions attributed to cultural factors are emphasized. Strategies for fostering individual/family adherence to pharmacological regimens are examined. This course meets the requirements of the California Board of Registered Nursing in the application of a "furnishing number" by the advanced practice nurse in California.

Prerequisite: GNRS 610 (may be taken concurrently)

GNRS 612, Advanced Health Assessment and Diagnostic Reasoning, 4 Units

This course develops the graduate nurse's assessment skills and focus on the promotion of health in individuals across the age range and within family, community, and cultural contexts. Emphasis is on adapting and expanding the medically focused history and physical assessment to incorporate the assessment of traditional and nontraditional therapies and identify culturally relevant and age-appropriate health promotion strategies for common episodic complaints and chronic health conditions. Outcomes are examined in light of theoretical concepts. Strategies for health promotion include a focus on lifestyle, mental health, nutrition, counseling to modify risk factors, and screening tests/prophylaxis for the early detection and prevention of disease.

Prerequisite: Undergraduate health assessment and GNRS 610;

Corequisite: lab

GNRS 613, Graduate Statistics, 3 Units

This course presents the knowledge of descriptive, correlational, and inferential statistics used in research that serves as the basis for evidence-based practice. Students develop the ability to perform descriptive and inferential data analysis techniques, use software applications to aid in statistical calculations and presentation, and interpret findings.

GNRS 615, APRN Intensive I, 1 Unit

This is the first of four Intensive courses that give NP students an interactive experience through in-class and out-of-classroom work. This course introduces students to the professional role and practice of the nurse practitioner in primary care.

Prerequisite: GNRS 612 (may be taken concurrently)

GNRS 616, APRN Intensive II, 1 Unit

This is the second of four APRN Intensive courses that give NP students an interactive experience through out-of-classroom work. Course activities and games will evaluate the student's ability to perform the clinical role of the NP. Students will understand and develop the skills of virtuous leadership and collaboration from a biblical perspective.

Prerequisite: GNRS 615;

Corequisite: GNRS 601

GNRS 617, APRN Intensive III, 1 Unit

This is the third of the APRN intensives that give APRN students an interactive experience with out-of-classroom work that includes team activities, simulation experiences, and problem-solving activities. Topical content includes managing patients with complex co-morbidities, ethical reasoning, and advanced communication skills. Students will be observed performing the professional and clinical skills of the APRN.

Prerequisite: GNRS 616;

Corequisite: GNRS 602

GNRS 618, APRN Intensive IV, 1 Unit

This is the fourth of the APRN intensives that give APRN students an interactive experience with out-of-classroom work that includes team activities, simulation experiences, and problem-solving activities. Topical content practice-based quality improvement, office-based procedures, and certification exam preparation. Students will be observed performing the professional and clinical skills to demonstrate readiness to enter NP practice.

Prerequisite: GNRS 617; Faculty permission.

GNRS 620, Genome Science in Healthcare, 3 Units

This course covers basic genomic concepts and technologies intended for personalizing healthcare. The primary goal is to provide the student with clinically relevant knowledge that can be used in practice and for teaching other healthcare professionals, patients and families. Applications of genome science and technology are analyzed in the context of real world examples taken from a variety of clinical specialty areas to better understand the relation between genomics, health, and illness.

GNRS 622, Genome Science and Ethical Issues, 3 Units

This course examines current applications and implications of genome science and technology to healthcare, public health policy, economics, ethics, federal and state laws and societal issues. The following discussion topics are at the leading edge of healthcare and social debate: DNA biobanking, genetic profiling, and genomic technologies used in genome medicine such as stem cell research, gene therapy, and genetic enhancements. In addition, the course addresses ethics, philosophy, and theology literature to explore thoughtful discussions that cover a wide range of genome applications in healthcare and health science research.

Prerequisite: GNRS 620

GNRS 630A, Oncology Nurse Practitioner Fellowship A, 4 Units

This course is the first in a series of three fellowship courses that enhance students' critical thinking, diagnostic reasoning, and interpretation and management skills for advanced practice nursing in the field of oncology. Students gain a deeper understanding of the sciences necessary for enhanced role development, knowledge, and skills for advanced practice nursing scholarship, and practice in a designated appropriate setting under the direction of a faculty advisor in collaboration with selected clinical experts, with a focus on exploring the development and scientific underpinnings of components of expert clinical oncology practice.

Prerequisite: Enrollment in the oncology nurse practitioner fellowship certificate program.

GNRS 630B, Oncology Nurse Practitioner Fellowship B, 4 Units

This course is the second in a series of three fellowship courses that enhance students' critical thinking, diagnostic reasoning, and interpretation and management skills for advanced practice nursing in the field of oncology. Students gain a deeper understanding of the sciences necessary for enhanced role development, knowledge, and skills for advanced practice nursing scholarship, and practice in a designated appropriate setting under the direction of a faculty advisor in collaboration with selected clinical experts, with a focus on exploring the development and scientific underpinnings of components of expert clinical oncology practice.

Prerequisite: Enrollment in the oncology nurse practitioner fellowship certificate program.

GNRS 630C, Oncology Nurse Practitioner Fellowship C, 4 Units

This course is the third in a series of three fellowship courses that enhance students' critical thinking, diagnostic reasoning, and interpretation and management skills for advanced practice nursing in the field of oncology. Students gain a deeper understanding of the sciences necessary for enhanced role development, knowledge, and skills for advanced practice nursing scholarship, and practice in a designated appropriate setting under the direction of a faculty advisor in collaboration with selected clinical experts, with a focus on exploring the development and scientific underpinnings of components of expert clinical oncology practice.

Prerequisite: Enrollment in the oncology nurse practitioner fellowship certificate program.

GNRS 631, ONP: Cancer Biology and Assessment, 2 Units

This course builds on knowledge of the anatomy and physiology of DNA, RNA, and differentiated and nondifferentiated human cells. Focus is on the pathophysiologic mechanisms of human cancer disorders. Diagnostic reasoning that facilitates the clustering of signs and symptoms is a key process undergirding the course. The course also provides the foundation for the integration of diagnostic testing, physical assessment, and understanding of the predictable pathophysiology of cancer in order to stage tumors and predict metastatic risk in individuals.

Prerequisite: Admission to the Oncology Nurse Practitioner Post-Master's Certificate program.

GNRS 632, ONP: Cancer Therapeutics, 2 Units

This course builds on knowledge of the predicted behavior of human cancer. Technology in cancer treatment is evolving rapidly, and this course provides a pathophysiological foundation for understanding cancer protocols. Current cancer protocols, classes and categories of therapeutics, technologies in development, and tumor resistance are discussed, along with the cost benefit, side effects, and availability of the covered therapeutics.

Corequisite: GNRS 631

GNRS 633, ONP: Symptom and Side Effect Burden, 2 Units

Patients with advanced cancer often suffer significant symptomatic burden and the iatrogenic complications of treatment. This course helps students develop a patient-centered approach to evidence-based management of common symptoms of cancer and side effects of treatment.

Prerequisite: GNRS 631 and GNRS 632

GNRS 634, ONP: Survivorship and the Psychosocial Impact of Cancer, 2 Units

Cancer patients and their caregivers face complicated psychological, financial, and spiritual changes, beginning at diagnosis and extending into the posttreatment phases. This course covers the common problems related to those changes, and best-practice strategies and techniques to help patients and families cope with cancer.

GNRS 635, ONP: Team-Based Care and the Role of the Oncology Nurse Practitioner, 2 Units

The clinician role of the oncology nurse practitioner requires familiarity with the incidence, prevalence, and risk assessment competencies for all common cancers. In addition, the oncology nurse practitioner must be prepared for a wide variety of leadership roles. Strategies for care coordination, designing and measuring interdisciplinary team outcomes, mentoring, collaborating with primary care providers, and rapid-cycle quality improvement are examined.

GNRS 636, ONP: Clinical Trials in Oncology Nursing, 2 Units

The advanced-practice oncology nurse practitioner is prepared to provide direct patient care, design a plan for outcome evaluation, and take a leadership role in medical and nursing oncological research.

Prerequisite: GNRS 610, GNRS 611, GNRS 612, and GNRS 613

GNRS 650, History of Professional Nursing: From Origins to Nursing in Transition, 3 Units

Students in this course explore conceptual and methodological issues in historical nursing research, including the use of biographic methods in nursing history and working with primary sources/archival materials/artifacts and material culture. Focus is on the origins of professional nursing up to the period of nursing in transition in the United States. Students examine ethics guidelines and standards for historical research in nursing, and critically analyze the origins of nursing and early nursing contributions to the evolution of modern health systems and interventions. Class discussion and composition facilitate critical thinking about the history of nursing as a scholarly inquiry, focusing on issues and methods of nursing historical research.

GNRS 651, History of Professional Nursing: From Colonial Times to Present Day, 3 Units

Students in this course explore the foundations of professional nursing in the United States in the context of influential historical, global, societal, and scientific events. Students examine issues faced by nurses from colonial times to today, critically analyzing nurses' contributions to the development of modern health systems and interventions. Class discussion and composition facilitate critical thinking about the history of nursing as a scholarly inquiry, since historical perspectives form the basis for analysis of contemporary healthcare issues and projected development of the nursing profession, its practice, and healthcare policy.

GNRS 660, Theories of Teaching and Instruction, 3 Units

This course analyzes selected teaching and learning models that are applicable to nursing education. Strategies for classroom and clinical teaching are examined. Research relative to nursing education is reviewed and critiqued. Design of research methods to determine effectiveness of teaching strategies is incorporated. Course development and student evaluation are emphasized. Selected faculty and nursing education issues are also explored.

GNRS 661, Leadership and Role Development in Nursing Education, 3 Units

This course includes an analysis of educational leadership and the multiple roles of the nurse educator related to teaching, scholarship, service, and practice. Theoretical perspectives and practical approaches supported by research in nursing and higher education literature, as well as the Christian educator's role promoting faith integration, are addressed.

GNRS 662, Assessment, Curriculum, Development, and Outcomes, 3 Units

This course addresses theoretical approaches to educational assessment, the development and implementation of nursing curriculum, and student and program outcomes. Emphasis is given to the importance of incorporating Christian values in the curriculum. The course also includes critical analyses of related topics based upon current research in nursing and higher education literature.

GNRS 663, Clinical Practicum in Nursing Education, 3 Units

This practicum course builds on the academic and clinical preparation of previous courses and prepares students to teach in academic and clinical settings. Under the supervision of a preceptor, this practical classroom experience focuses on: a) writing of learning/teaching objectives, b) selecting teaching strategies and learning activities, c) designing and implementing teaching plans for units of instruction, d) evaluating student learning outcomes, and e) obtaining feedback on teaching performance from faculty mentors/preceptors, fellow students, and self-evaluation and reflection. It is recommended that students take GNRS 660, GNRS 661, and GNRS 662 prior to taking this class. GNRS 664 may be taken concurrently.

GNRS 664, Teaching and Learning Strategies for Nursing Education, 3 Units

This course equips academic nurse educators to develop and evaluate teaching and learning strategies that facilitate learning in different nursing educational settings. Course material includes examining the challenges nursing faculty face in implementing this role, and strategies to successfully navigate those challenges. Also included are two projects to prepare students for the application process of the nurse educator. It is recommended that students take GNRS 660 prior to taking this class.

GNRS 695, Special Topics, 1-4 Units

A subject of current interest is examined in depth. Students analyze and evaluate controversial issues to reach and express a reflective position. This course may be repeated for credit to a maximum of 6 units applied toward the MSN or PhD degree; each course must address a different topic.

GNRS 700, Philosophy of Science, 3 Units

This course equips students with the knowledge and critical analytic skills to comparatively evaluate the philosophical foundations of scientific theories and the influence of Western philosophical schools of thought on the development of nursing science. Course content is organized to engage students in discussion and critical analysis of the epistemological and philosophic foundations of scientific theories and the characteristics of scientific knowledge according to the received view, paradigmatic view, perceived postmodern view, and feminist tradition. Special emphasis is given to the critical debate within nursing about the nature of nursing science.

GNRS 701, Nursing Knowledge Development, 3 Units

Students in this course focus on analyzing and critiquing the theoretical and methodological processes that are utilized in theory building and knowledge development in nursing. Discussion and critique of the different stages of theory development and students' experimentation with conceptualizing and developing their theoretical stance go hand in hand. Patterns of knowing, knowledge development, and criteria for evaluating nursing knowledge are examined in relation to the discipline's domain and the phenomena of concern in nursing.

GNRS 702, Nursing Theory, 3 Units

This course focuses on strategies for theory development such as concept analysis, conceptual mapping, and theoretical modeling as applied to the student's phenomenon of concern. It also provides critique and analysis of the major models and theories used in a variety of nursing settings in relation to existing interdisciplinary theoretical knowledge.

GNRS 703, Spirituality and Health, 3 Units

This course provides an introduction to spirituality, including spiritual experience, as it relates to individual health and illness. Communal spirituality is also considered. Differentiation is made between and among generic religious and Christian spiritualities. While the course covers theoretical aspects of spirituality and their interaction with health and illness, concentration is on the movement from theory to praxis. This lecture/seminar course is oriented toward nursing educators who seek to develop a foundation in spirituality for spiritual integration as well as for its development in nursing practice.

Prerequisite: Admission to DNP or PhD program

GNRS 704, Faith Integration and Nursing Scholarship, 3 Units

This course begins with an exploration of the nature, role, problems, and possibilities of faith integration in higher education and in the nursing curriculum at all levels of higher education. The special circumstances of faith integration and its implications for teaching in secular college settings are explored. This course further provides a critical explication of theological method and content in three domains: biblical hermeneutics, constructive theology, and ministry praxis for education. The focus of the course is on the appropriation of theological method and knowledge for the purposes of integration into nursing education and practice especially (but not exclusively) within the context of a Christian or church-affiliated college.

GNRS 705, Social Ethics and Health Policy, 3 Units

This course seeks to provide a social ethics frame of reference for health care. Medical and biological advances have contributed to a rapidly expanding amount of human control over human and natural processes, including genetic potential and behaviors. This new power raises questions of morality and highlights the need for discussion and legislation regarding the complex issues raised by developments in health care, medical technology, and science. A comprehensive social ethic places decisions about health care within the context of a fuller account of purpose and meaning in life.

Prerequisite: Admission to DNP or PhD program

GNRS 706, Methods of Inquiry, 3 Units

Students in this course explore various methods of inquiry as they focus on the difference between scientific thinking, wisdom, and alternative concepts of knowledge. Existential dilemmas intrinsic to the pursuit of truth, the exploration of the meaning of actions, the process of reason and interpretation, the perception of reality, and empirical generalizations are discussed, and their influence on the definition of research problems and designs is explored. Research designs and methods are introduced as they relate to problem definition and theory, including an overview of the principles of basic and applied experimental research, evaluation research, and the traditions and foundation of qualitative and historical research. Students are required to explore, synthesize, and debate current issues that will affect their research careers.

Prerequisite: Admission to DNP or PhD program

GNRS 707, Quantitative Nursing Research Design I, 3 Units

This course introduces students to fundamental quantitative research design and methodology. Course material covers key concepts in the research process; literature search; experimental, quasiexperimental, and observational designs; internal and external validity issues associated with specific designs; sampling and data collection methods; survey design; mixed methods; measurement quality indices; and the writing of a quantitative research proposal. In addition, topics addressing power analysis for calculating desired sample size and internal consistency reliability in SPSS are covered. Students have the opportunity to administer an instrument of choice and analyze collected survey data. By the end of the course, students develop an original quantitative research proposal that addresses an area of interest.

Prerequisite: Admission to DNP or PhD program

GNRS 708, Qualitative Nursing Research Design I, 3 Units

This course focuses on analyzing the epistemological foundations and the assumptions of qualitative research methodologies. It provides an introduction to the major qualitative research methodologies including grounded theory, phenomenology, and ethnography. Each methodology is analyzed as to its appropriateness for the research question. Experience in carrying out a pilot study in the selected methodology is provided.

GNRS 709, Advanced Statistical Analysis II, 3 Units

This course presents advanced methods of quantitative inquiry. The emphasis is on the use of factor analysis, confirmatory factor analysis, path analysis, and structural equation modeling. Assumptions of the techniques are addressed. The course provides the student experience in using statistical packages for entering and analyzing data. Reporting results of the analyses is also incorporated. Making appropriate decisions regarding which of the advanced statistical techniques to use is stressed. Critique of the advanced statistical analyses of published health care research is also emphasized.

Prerequisite: GNRS 707

GNRS 710, Advanced Qualitative Research Methods, 3 Units

This course provides advanced knowledge and training in the use of qualitative research methods including phenomenological interpretation, grounded theory interpretation, ethnographic interpretation, focus groups interpretation, and feminist interpretation. Intensive interpretive and structured approaches to analysis and methods of establishing plausibility, credibility, and adequacy of qualitative data are emphasized.

Prerequisite: GNRS 708

GNRS 711, Advanced Research Methods in the Humanities, 3 Units

This seminar and consultation course introduces PhD students to nonscientific research methodologies as used in the arts, letters, humanities and aspects of the social sciences for the (a) conduct of original dissertation research on one of the disciplines of arts, letters, humanities, or nonscientific aspects of one of the social sciences, (b) conduct humanities-based research to widen and deepen a scientific dissertation topic, or (c) to enlarge the student's methodological repertoire, knowledge, and skill. The course is intended for those whose primary research education and experience has been in scientific methods and disciplines. (Enrollment limited to eight.)

Prerequisite: (a) successful completion of GNRS 701 and GNRS 706, (b) permission of the instructor

GNRS 712, Healthcare Quality Improvement, Program Planning, and Evaluation, 3 Units

This core course bridges the gap between the uptake of new health research discoveries and their translation, adaption, and implementation in practice. Course content includes the examination, integration, and application of quality improvement, program planning, and evaluation processes, strategies, and tools. The outcome of the course is a well-designed evaluation plan for an evidence-based quality improvement project.

Prerequisite: Admission to DNP or PhD program

GNRS 713, Advanced Statistical Analysis I, 3 Units

This course presents common nonparametric and parametric statistical techniques used in healthcare research. Assumptions of the techniques are addressed. Specifically, the course emphasizes t-tests, ANOVA, ANCOVA, RANCOVA, correlation, odds ratio, regression, and power analysis, and provides the student experience in using SPSS for entering and analyzing data. Reporting results of the analyses is also incorporated. Making appropriate decisions regarding which statistical techniques to use is stressed. Critique of statistical analyses of published healthcare research is also emphasized.

GNRS 715, Psychosocial Issues of Older Adults, 3 Units

This course focuses on the biological and psychosocial processes throughout adulthood and the older years. Theories of aging are examined, as well as social role changes, social stratification, and the development of institutions of the aged. The course explores both normal aging and psychopathology, and the systematic intrinsic psychological or personality changes associated with development and adaptation in later life. Other topics include clarification of the causes and prevention of health maladies in the later years, and the nature and treatment of the most common psychopathologies. The psychodynamics of institutionalization and family care of the very old are also examined.

GNRS 716, Translation of Research to Practice, 3 Units

The goal of this core course is to help prepare Doctor of Nursing Practice (DNP) nursing students to be nurse scholars and to identify strategies within a multidisciplinary model and in intraprofessional relationships that promote the ready translation of research into practice. This course exposes DNP students to evidence-based practice, quality improvement methodologies, concepts and theories, and deepens their knowledge regarding the phenomenon of interest. This prepares them for foundational competencies needed for evidence-based problem identification, PICOT writing, literature search, integrated literature review, evidence appraisal, and synthesis. There are iterative assignments to develop skill and the milestone assignment is a final integrated review and synthesis paper with in-depth knowledge of their phenomenon (vs. topic) of interest.

Prerequisite: Admission to DNP or PhD program

GNRS 717, Health Technology and Informatics, 3 Units

This course presents an overview of the evolution of health care informatics from an interdisciplinary perspective. Students learn health care informatics history, concepts, theories, legal and ethical implications, and applications within the health care industry. This course introduces the student to the information system life cycle, human factor issues in health care informatics, critical issues affecting the development and implementation of information and communication systems and technologies (clinical, administrative, and learning), knowledge management principles, professional practice trends, and emerging ICT (information and communication technology) in health care.

GNRS 718, Organizational Leadership and Strategic Planning, 3 Units

In this core course, students acquire knowledge and skill to effectively manage systems level change, empower others, and influence political processes. Advanced nursing practice leadership occurs in clinical practice with clients and staff, within healthcare institutions, professional organizations, and in healthcare policy making arenas, using knowledge of nursing and other professions to address healthcare needs and direct interprofessional activities and initiatives. To develop the leadership role, students implement strategies for creating organizational change to provide high-quality services and outcomes at reasonable costs and lead the development of a business plan for quality improvement initiatives. Students advocate for change related to financial policies that impact the relationship between economics and quality care delivery. Focus is on organizational process, including the associated management of conflict, change, promotion of safety for clients and providers, and control of risk within a dynamic healthcare environment.

Prerequisite: Admission to DNP or PhD program

GNRS 720, Wellness Promotion and Health Maintenance, 3 Units

This course focuses on the critical appraisal of theories and models of health promotion and on the evaluation of health initiatives developed for national health promotion and maintenance. Relevant risk prevention, control, and health promotion intervention strategies are emphasized. Communicable diseases; health hazards; high-risk health factors; acute and chronic illness across ethnicities, genders, and the life span; and morbidity and mortality of the nation's leading health problems are analyzed. Students' research questions are generated from a synthesis of knowledge regarding a specific phenomenon relevant to the student's individual area of study.

Prerequisite: Admission to DNP or PhD program

GNRS 721, Health Disparities and Vulnerable Populations, 3 Units

This course offers an analysis and evaluation of various topics and issues on health disparities of underserved ethnic or minority vulnerable populations as well as an analysis of research that describes, explains, and examines variables influencing health disparities and intervention strategies to reduce these disparities.

GNRS 722, Research in Nursing and Health, 3 Units

This course is team taught and reflects the research expertise and program of study of the nursing doctoral faculty. It focuses on analysis of determinants of health and illness across demographic, biological, psychological, familial/cultural, and societal dimensions. Attention is given to theoretical explanations toward promoting development of students' programs of research.

GNRS 724, Quantitative Nursing Research Design II: Survey Methodology, 3 Units

This course introduces students to the fundamental and advanced methods and approaches in survey research. Course material covers the theory and practice of survey development and administration, including principles of measurement and measurement error, selection of survey data collection methods, measurement design of a multidimensional concept, and locating and evaluating existing survey instruments. In addition, topics addressing instrument construction, reliability, and validity, with attention to statistical techniques, are covered. Throughout the course, students develop a comprehensive critical review of select instruments that measure a construct of their choice.

Prerequisite: GNRS 707

GNRS 725, Research Practicum, 1 Unit

The practicum further develops, mentors, and socializes students into the roles and activities of research scientists and scholars. Emphasis is on mentoring to facilitate student progression in research methodology, culturally appropriate research strategies, data management, and data analysis. Students can chose either a quantitative or qualitative practicum experience.

GNRS 726, Advanced Scientific Writing, 3 Units

This course provides opportunities for students to learn how to research and introduce a topic in writing, articulate a thesis statement, support and develop a literature review, work with secondary sources, and organize a written paper that can be developed into a dissertation or translational research paper.

GNRS 727, Genome Science in Clinical Cases and Disease Management, 3 Units

This course focusing on medical family history taking, constructing and analyzing the pedigree, genetic counseling, clinical decision making and clinical case management for a wide variety of inherited and acquired diseases through the lens of emerging genome science. Clinical cases are discussed from a holistic perspective including: genome science, epidemiology, genomic profiling, genetic technologies, personalized medicine, interprofessional collaboration, ethical and legal issues, and health policy.

Prerequisite: GNRS 620

GNRS 728, Genome Science Research Methods, 3 Units

This course focuses on genome research methods for understanding and translating genome science to practice and to genome related nursing research. Understanding the research methods fosters a deeper understanding of the strength and the weaknesses of the science and an ability to critique the benefits and the limitations of the science for designing nursing research. The course includes a wide range of research methods that explore genetics or genomics in human populations. A key outcome of this course is to develop a research proposal using genome methods to design nursing research aimed at improving quality of health for individuals, families and populations.

Prerequisite: GNRS 620, GNRS 622, GNRS 727

GNRS 729, Population Health and Epidemiology, 3 Units

The concept of population health includes aggregate, community, environmental/occupational, and cultural/socioeconomic definitions of health. The implementation of clinical prevention and population health activities is central to achieving the national goal of improving health status and reducing health disparities among different aggregate groups. This course covers the basic elements and methodological concepts used in the epidemiologic study of factors related to health promotion and disease prevention in human populations. It brings together considerations from several fields of investigation, such as epigenetics, epidemiology, psychology, and public health, to study the effects on health and health-related outcomes.

Prerequisite: Admission to DNP or PhD program

GNRS 730, Comparative Health Care Systems, 3 Units

This course focuses on exploring/analyzing environmental, social, cultural, political and economic determinants of health across the globe. Comparative analysis of international health care systems including governmental, nongovernmental, traditional, and faith-based organizations are emphasized. Epidemiological analysis of morbidity and mortality, analysis of health and illness responses, and health-seeking behavior across the age span and gender/ethnic variables are discussed with the intent to identify areas of research relevant to students' interest. Presented from a Christian perspective, this course investigates research and practice opportunities and responsibilities for advanced practice nurses in global arenas.

GNRS 732, DNP Clinical Residency, 0 Units

This course provides students enrolled in the Doctor of Nursing Practice (DNP) program with opportunities to develop professional nursing skills at the doctoral level. The focus of the course is to explore the development and scientific underpinnings of components of expert advanced clinical practice. Students select a population of interest for the DNP clinical residency and apply evidence-based practice and research findings in order to develop and improve practice. Over the course of the DNP program, students integrate previous nursing education and practice experiences with the DNP residency and concurrent doctoral coursework to meet the AACN Essentials of Doctoral Education for Advanced Nursing Practice and complete a DNP scholarly project. The course may be repeated to enable the student to obtain a minimum of 1,000 residency hours. Previous hours from graduate clinical courses may apply, so residency hour requirements will vary.

Prerequisite: Admission to DNP program

GNRS 733A, Residency IA, 1 Unit

This is the first in a series of three residency courses designed to enhance students' critical thinking, diagnostic reasoning, interpretation, and management skills for advanced clinical practice. This course broadens and enhances understanding of the sciences necessary for enhanced role development, knowledge, and skills for advanced practice clinical nurse scholarship. Students practice in a designated appropriate setting under the direction of a faculty advisor in collaboration with selected clinical experts. The course focuses on exploring the development and scientific underpinnings of components of expert advanced clinical practice, and attention is given to the development of skills necessary to attain that goal. By the end of this course, students select their population of interest for their clinical residency and apply evidence-based findings to this population to identify potential areas of intervention.

Prerequisite: Admission to DNP program

GNRS 733B, Residency IB, 1 Unit

The second of a three-course sequence, this course may be taken concurrently with GNRS 733A and/or GNRS 733C with approval of the DNP director or designee. Grading: pass/fail

GNRS 733C, Residency IC, 1 Unit

The third of a three-course sequence, this course may be taken concurrently with GNRS 733A and GNRS 733B with approval of the DNP director or designee. Grading: pass/fail

GNRS 734A, Residency IIA, 1 Unit

The first of a three-course sequence, this course may be taken concurrently with GNRS 734B and GNRS 734C with approval of the DNP director or designee. Grading: pass/fail

GNRS 734B, Residency IIB, 1 Unit

The second of a three-course sequence, this course may be taken concurrently with GNRS 734A and/or GNRS 734C with approval of the DNP director or designee. Grading: pass/fail

GNRS 734C, Residency IIC, 1 Unit

This is the last of a three-course series of clinical residencies with a focus on transformative and collaborative leadership, including completion of the evidence-based practice project, assessment of project outcomes, and planned dissemination of findings. Students apply relevant clinical and research findings to develop and improve practice. Content emphasizes critical appraisal of skills and interventions necessary to ensure meaningful translation of scientific evidence into practice, including a cost-benefit analysis for implementing a change into clinical practice. The course also emphasizes the professional role of the nurse as a collaborator, leader, and provider of care with nursing colleagues and other members of the interprofessional healthcare team within the context of complex healthcare systems, preparing students to implement an advanced nursing practice role that results in practice and/or policy change at the local, state, and/or national levels.

Prerequisite: Successful completion of GNRS 733A, GNRS 733B, GNRS 733C, GNRS 734A and GNRS 734B

GNRS 735, DNP Scholarly Project Seminar, 3 Units

The DNP program requires a rigorous clinical project focused on translating scientific research to health care in a timely manner so that patients experience the best applications of science and practice. The project is a scholarly experience that implements the principles of evidence-based practice and translation under the guidance of a faculty mentor. In line with the AACN Essentials of 2007, the outcome of the DNP scholarly project is a tangible and deliverable academic product that is derived from the practice immersion experience and reviewed and evaluated by an academic committee. The project also serves as a foundation for future scholarly practice.

GNRS 736, DNP Scholarly Project Seminar: Evaluation and Dissemination, 2 Units

This course focuses on presentation to and approval of a completed DNP Scholarly Project. The DNP program requires a rigorous clinical project focused on translating scientific research to health care to improve the patients experience utilizing the best evidence of science and practice. This scholarly project is a culminating, independent experience which demonstrates the student's synthesis of coursework and lays the foundation for future scholarship.

GNRS 780, Doctoral Seminar I: Elements of a Proposal and IRB Application, 3 Units

This seminar directs the development of either a PhD dissertation or a DNP Scholarly Project proposal draft that details a problem, the research/project purpose, questions or hypotheses to be examined, a synopsis of the relevant literature, the design and methods of the study including its timeline, protection of human subjects, plans for analysis, and the budget. The seminar also includes preparation of IRB applications, and peer review and critique of student proposals.

Prerequisite: Admission to DNP or PhD program

GNRS 781, Doctoral Seminar II: Developing a Grant Proposal, 3 Units

This doctoral seminar provides students with the opportunity to acquire knowledge, skills, and insights in the writing of a grant proposal. Discussion will focus on the value of writing grant proposals, the basic principles in writing a grant proposal, the components of a grant proposal, identification of funding sources, the difference between a research and a program grant proposal, as well as administrative factors in submitting a grant proposal. Students will craft and a grant proposal in response to a Request for Funding Proposal (RFP) that aligns with the guidelines of the funding agency, and additionally, a budget plan with justification, timelines, and a bio-sketch. In addition, students will conduct a peer review of class completed grant proposals.

GNRS 782, Doctoral Seminar III: Writing for Publication, 3 Units

This seminar focuses on various aspects of writing for publication and directs the development of a manuscript suitable for publication from a previously written paper (e.g., a course term paper). This course will help the student get started on writing; identify writing styles for various forms of publication including abstracts, journal articles, papers, and books; and determine appropriate journals to consider for article submission. The student will acquire practice in reviewing and critiquing scholarly writing by others. It will also address the editorial and publication process, as well as ethical aspects of writing for publication.

GNRS 783, Doctoral Seminar IV: Developing Professional Presentations, 3 Units

This seminar course identifies approaches to developing an effective and successful presentation, helping students find their voice and showcase their areas of expertise. Discussions focus on planning as essential to deciding on the content and the order in which the information is presented. Emphasis is on developing a logical sequence, one that flows naturally and is accompanied by audiovisuals that facilitate understanding of the material.

GNRS 784, Dissertation Seminar V, 2-4 Units

This fifth dissertation seminar provides the student a forum to explore with their peers research findings, theoretical and empirical implications, and potential venues for publication of manuscripts. Format and procedures for progression in the dissertation process are also discussed. Placement of the Course: This seminar is not required if dissertation seminar requirement of 12 units has been met by GNRS 780, GNRS 781, GNRS 782, GNRS 783, and student has defended dissertation. Grading: Pass/Fail.

Prerequisite: GNRS 783

GNRS 791, Doctor of Nursing Practice Intensive I, 1 Unit

This is the first of four intensive courses that give DNP students an interactive experience through out-of-classroom work, introducing them to the role of the DNP nurse in a variety of healthcare settings. Students also acquire advanced practice and academic skills necessary for selecting a population of interest and applying evidence-based practice as part of an evidence-based DNP scholarly project consistent with the DNP role within an organizational healthcare setting. Generally offered in the same semester as GNRS 716.

Prerequisite: Admission to the DNP program

GNRS 792, Doctor of Nursing Practice Intensive II, 1 Unit

This is the third of four intensive courses that give DNP students an interactive experience through out-of-classroom work. This course helps students identify strategies within a multidisciplinary model that promotes evidence-based practice or quality improvement in various clinical, community, and educational settings. Students receive support and direction in collaboration with the sponsoring facility and mentor to develop a comprehensive, site-specific DNP scholarly project proposal. Generally offered in the same semester as GNRS 780.

Prerequisite: GNRS 791 and GNRS 793

GNRS 793, Doctor of Nursing Practice Intensive III, 1 Unit

This is the second of four intensive courses that give DNP students an interactive experience through out-of-classroom work. This course introduces students to the role of the DNP nurse in a variety of healthcare settings. Students also acquire advanced practice and academic skills necessary for selecting a population of interest and applying evidence-based practice as part of an evidence-based DNP scholarly project consistent with the DNP role within an organizational healthcare setting. Generally offered in the same semester as GNRS 712.

Prerequisite: Admission to the DNP program and completion of GNRS 791

GNRS 794, Doctor of Nursing Practice Intensive IV, 1 Unit

This is the last of four intensive courses that give DNP students an interactive experience through out-of-classroom work. As in the other intensive experiences, course content for each student reflects the interests of the student and is designed to meet that student's needs and career goals. This course allows students, with guidance from their mentors and faculty, to complete the DNP scholarly project and finalize the written and oral scholarly reports that disseminate and integrate new knowledge. Each student's final product reflects their ability to employ effective communication and collaboration skills, take a leadership role, integrate core DNP concepts and competencies that influence healthcare quality and safety, and successfully negotiate change in healthcare delivery for individuals, families, populations, or systems across a broad spectrum of health care. Generally offered in the same semester as GNRS 736.

Prerequisite: GNRS 791, GNRS 792, and GNRS 793

GNRS 795, Special Topics, 1-4 Units

In this course, a subject of current interest is examined in depth. Students analyze and evaluate controversial issues to reach and express a reflective position. Students may repeat the course for credit to a maximum of six units applied toward the doctoral program; each course must address a different topic.

GNRS 798, Continuous Doctoral Study, 0 Units

This course is for doctoral students working on dissertations or translational research projects. Students must re-enroll each semester until the dissertation or translational research project is completed, defended, submitted to the library, and approved.

GNRS 799, Independent Study, 1-4 Units

Students enroll in this course to pursue independent study investigating subjects and interests that lie beyond regular course offerings. The student explores topics in greater depth than in other courses, and/or initiates an individual project. Readings are pursued in accordance with a study plan, which is developed in consultation with a sponsoring doctoral faculty member and approved by the doctoral department