St. David’s School of Nursing

NURS 3110. Health Assessment Across the Life Span Practicum.

This course focuses on the performance and documentation of comprehensive physical health assessments across the lifespan. Using Benner’s Novice to Expert Theory, students apply the clinical judgement model, critical thinking, and evidence-based practice to assess individuals in simulated and clinical settings. Learning emphasizes accurate data collection, clinical skill performance, patient interview techniques, and documentation using paper-based and electronic health records. Instruction occurs through simulation, laboratory practice, and supervised clinical experiences. Student performance is evaluated using standardized clinical assessment tools, including skills check-offs and clinical performance evaluation instruments. The course addresses professional standards related to confidentiality, safety, and ethical clinical practice. Course activities may include assessment of individuals across age groups and care settings to support development of foundational clinical assessment competencies. Corequisite: NURS 3250 with a grade of "D" or better.

NURS 3121. Essentials of Nursing Care Practicum.

This course provides instruction and guided practice in foundational nursing skills, emphasizing the integration of the nursing process and basic clinical reasoning. Using established frameworks such as Benner’s Novice to Expert Theory as tools for understanding skill development, students analyze client information to determine safe and effective body system‑specific interventions. Practice may occur through laboratory activities, simulation, and supervised clinical experiences. Performance is evaluated using standardized skill assessments and clinical evaluation tools that support the development of entry‑level decision‑making abilities.

NURS 3201. Pathophysiology for Health Professions.

This course introduces foundational pathophysiology, examining disease mechanisms and clinical manifestations across the major body systems. Using systems theory and homeostatic regulation models, students analyze how disruptions at the cellular, tissue, and organ levels lead to functional changes. The curriculum integrates biomedical and biopsychosocial perspectives—including genetics, nutrition, environment, and culture—to evaluate factors influencing health. Students use evidence-based resources to identify physiological patterns, describe disease processes, and apply these conceptual frameworks to professional practice. Prerequisite: BIO 1330 and BIO 2440 or [BIO 2400 and BIO 2451 and BIO 2452 and CHEM 1341] all with a "D" or better.

NURS 3202. Pharmacology In Nursing.

This course examines principles of clinical pharmacology and pharmacotherapeutics as they apply to professional nursing practice. Within a competency-based framework, students analyze mechanisms of action, therapeutic uses, adverse effects, and nursing considerations for major drug classifications across the lifespan. Emphasis is placed on safe medication administration, patient-specific factors influencing drug response, regulatory standards governing medication use, and the nurse’s role in monitoring therapeutic outcomes. Students apply pharmacologic knowledge to support clinical judgment, patient education, and safe, evidence-informed medication management in diverse healthcare settings. Prerequisite: BIO 1330 and [BIO 2440 or BIO 2400] and BIO 2451 and BIO 2452 and CHEM 1341 and NURS 3201 all with a "C" or better.

NURS 3221. Essentials of Nursing Care.

This course introduces essential nursing care concepts across the lifespan and emphasizes the development of clinical judgment. The Clinical Judgment Measurement Model is a guiding framework for structured analysis of client care situations. Students practice recognizing cues, analyzing assessment information, generating hypotheses and solutions, and evaluating potential client responses. Students apply the nursing process through body system-specific interventions and nursing solutions that address common clinical presentations. The course examines ethical and legal considerations, documentation standards, and clinical reasoning approaches used in varied healthcare settings.

NURS 3230. Healthcare Systems.

This course analyzes the structures and functions of healthcare systems, organizations, delivery processes, system-level barriers, and the effects of past and current health policy on access to care and population outcomes. Using an inquiry-driven framework, students investigate care delivery processes, policy considerations, and factors shaping the performance of complex health systems. Learning activities include examining quantitative data, regulatory and financing models, and ethical considerations related to system performance. Through guided analysis of multiple data sources, students evaluate how system-level components influence quality, access to care, efficiency, and population outcomes, and identify approaches that support person-centered, evidence-informed care.

NURS 3240. Nursing Care Across the Life Span Practicum.

This course engages students in applying the nursing process to deliver person-centered care for individuals and families across the lifespan. Experiential learning and guided clinical experiences grounded in Tanner’s Model of Clinical Judgment support the development of safe and effective practice. Clinical learning activities engage students in guided application of clinical reasoning and judgment to evaluate data, identify priority needs, and implement appropriate nursing actions. The course further develops foundational skills in health promotion, disease prevention, illness management, person-centered communication, ethical practice, and collaborative decision-making. Ethical topics are presented using professional standards and theoretical frameworks, enabling students to study how ethical principles influence clinical practice. Prerequisite: NURS 3250 and NURS 3110 and NURS 3221 and NURS 3121 all with a grade "C" or better.

NURS 3241. Adult Critical Care Nursing Practicum.

This course provides supervised high acuity clinical experiences in which students apply clinical judgment and the nursing process to the care of adults with acute, unstable, rapidly evolving health conditions. Grounded in Tanner’s Model of Clinical Judgment and experiential learning, the course emphasizes integrating theory into practice. Students analyze assessment findings, synthesize data from multiple sources, and interpret patterns to guide prioritization and decision-making in high acuity settings. They also deliver safe, person-centered care by responding to evolving conditions and providing education to clients and families. Clinical learning activities emphasize monitoring technologies, treatment protocols, interprofessional communication, accurate documentation, and ethical, professional nursing practice to strengthen competency in caring for unstable adult clients in high acuity environments. Prerequisite: NURS 3440 with a grade of "C" or better.

NURS 3250. Health Assessment Across the Life Span.

This course introduces the foundational principles of health assessment for individuals across the lifespan. Students learn the theoretical concepts and communication techniques necessary to obtain comprehensive health histories and to understand the components of physical assessments. Emphasis is placed on developing the knowledge and critical thinking skills required to identify normal and abnormal findings, recognize risk factors, and apply age-appropriate concepts of health promotion and illness prevention. Consideration of individual backgrounds, beliefs, and personal health practices is integrated to support accurate data interpretation and effective care planning. Corequisite: NURS 3110 with a grade of "C" or better.

NURS 3260. Psychiatric Mental Health Nursing Practicum.

This course explores psychiatric and behavioral health nursing by studying evidence-based assessment, therapeutic communication, and decision-making strategies. Students engage in supervised clinical rotations across a variety of care settings, applying and evaluating concepts related to communication, treatment planning, and therapeutic interventions. The course reviews nursing theories of person-centered care, Peplau’s Interpersonal Relations Theory, recovery-oriented models, and principles of trauma-informed care, positioning them as frameworks for analysis. Content may include trauma, psychopharmacology, and mental health policy discussions. Because the course addresses clinical realities of psychiatric care, students may encounter sensitive topics related to mental illness, ethical dilemmas, and patient autonomy. Prerequisite: NURS 3250 and NURS 3110 and NURS 3221 and NURS 3121 all with a grade of "C" or better.

NURS 3300. Foundations of Professional Nursing Practice.

This course surveys the foundations of nursing practice, with attention to historical influences, professional identity formation, and current healthcare trends. Guided by Benner’s Novice to Expert framework, the course supports the development of clinical judgement and professional identity in beginning nursing students. Students analyze legal, ethical, and regulatory structures and examine how evidence‑based practice, informatics, and the Clinical Judgment Measurement Model contribute to safe and effective care. Through structured learning activities, students engage with concepts related to cultures of safety and interprofessional collaboration. The course also addresses communication methods that support shared decision‑making and quality improvement in diverse clinical settings. (WI) (MULP).

NURS 3302. Introduction to Research and Evidence-Based Practice.

This course introduces the critical appraisal of qualitative and quantitative nursing research and examines how evidence‑based processes inform decision‑making across healthcare settings. The course is grounded in established evidence-based practice models (e.g., Iowa Model, Johns Hopkins EBP), nursing knowledge development theory, and ethical research frameworks including the Belmont principles. Systems theory and interprofessional practice models further inform analysis of how research is generated, appraised, and translated into clinical decision-making across healthcare settings. Students analyze theoretical foundations, interprofessional perspectives, and ethical guidelines as components of the research process. Learning activities emphasize identifying clinical questions, evaluating evidence with established appraisal tools, and interpreting findings for academic and practice‑based inquiry. The course examines ethical considerations in research design and implementation, treating them as professional standards for analysis rather than prescribed viewpoints. (WI).

NURS 3360. Psychiatric Mental Health Nursing.

This course applies foundational theories, core concepts, clinical knowledge, and essential skills to support comprehensive, person-centered nursing care for individuals experiencing mental health challenges. Contemporary theories of mental illness, principles of psychopathology, and current research on symptom presentation, behavioral patterns, and holistic management of care are integrated to promote evidence-informed practice. Students engage with inclusive frameworks, therapeutic communication strategies and culturally responsive trauma-informed approaches. Case-based learning, simulation, reflective practice, and interactive discussion strengthen clinical reasoning, foster compassionate, bias-aware care, and prepare learners for effective practice across varied mental health settings. Corequisite: NURS 3260 with a grade of a "D" or better.

NURS 3430. Pathophysiology and Pharmacology for Nurses.

This course introduces foundational concepts in pathophysiology, clinical pharmacology, and pharmacotherapeutics, with an emphasis on how major drug classes are used therapeutically across age groups. Students study mechanisms of disease, drug actions, medication classifications, and factors influencing individual responses to pharmacologic interventions. Additional topics include federal and state drug regulations, principles of safe medication practices, and considerations related to both patient and nurse safety. The course presents scientific and regulatory content as academic material, supporting students in developing independent understanding of disease processes and pharmacologic principles. Students also build skills in locating reliable drug information and evaluating how pharmacologic concepts apply to clinical examples.

NURS 3440. Nursing Care Across the Life Span.

This course examines the processes of clinical reasoning and judgment used to deliver collaborative nursing care for individuals across the life span experiencing acute and chronic alterations in health status. Grounded in Tanner’s Model of Clinical Judgement, students analyze evidence-based concepts, common health conditions, health patterns, and contextual factors influencing patient responses to illness. Learning activities engage students in evaluating assessment data, prioritizing needs, and examining interventions that support safe and effective care. Using inquiry‑driven exercises and structured approaches to clinical reasoning, students evaluate how evidence, professional standards, and population health considerations inform nursing decision‑making. The course supports the development of foundational skills in patient assessment, communication, and collaborative practice across varied care settings. Prerequisite: NURS 3250 and NURS 3110 and NURS 3221 and NURS 3121 all with a grade of "C" or better.

NURS 3441. Adult Critical Care Nursing.

This course builds on prior medical–surgical knowledge and prepares students to apply clinical reasoning and clinical judgment when caring for adults experiencing acute, rapidly evolving, chronic, or potentially life‑threatening health conditions. Using Tanner’s Model of Clinical Judgment as an analytical framework, students examine complex clinical cues, high‑acuity conditions, contextual influences, and evidence‑based interventions to inform effective care. Learning activities focus on evaluating assessment findings, synthesizing data from multiple sources, and identifying patterns that contribute to a comprehensive understanding of client status. Course methodology includes inquiry‑driven learning, structured reasoning processes, and guided application using high‑acuity scenarios. Students apply the nursing process to evolving client conditions, respond to indicators of deterioration, and refine prioritization skills to support safe and effective care. Prerequisite: NURS 3440 with a grade of "C" or better.

NURS 4160. Maternal and Newborn Nursing Practicum.

This course serves as the clinical companion to NURS 4260 and provides a practicum for the application of maternal-newborn nursing concepts through experiential learning and high-fidelity simulation. Students utilize the Jeffries Simulation Framework to analyze and implement the nursing process for childbearing clients and newborns. The methodology emphasizes the development of clinical judgment. Students evaluate patient data to manage care for healthy clients and those experiencing high-risk alterations, including labor, delivery, postpartum recovery, and neonatal care. Note: Participation in all assigned clinical experiences, which may include sensitive reproductive health topics, is required to achieve the essential competencies and ethical standards for professional nursing licensure and board certification. Prerequisite: NURS 3250 and NURS 3110 and NURS 3221 and NURS 3121 all with a grade of "D" or better.

NURS 4170. Pediatric Nursing Practicum.

This course examines the application of Tanner’s Clinical Judgment Model and evidence‑informed practice in the care of pediatric patients across diverse healthcare settings. Students analyze clinical data through the processes of noticing, interpreting, responding, and reflecting to plan, implement, and evaluate developmentally appropriate, family‑centered nursing care. Emphasis is placed on safe and age‑specific interventions, effective communication with children and families, and incorporation of growth and development concepts into nursing decision‑making. Clinical activities support the development of reasoning, prioritization, and collaboration with the healthcare team. Student performance is evaluated based on their ability to apply professional standards, maintain patient safety, and deliver care consistent with established regulatory and ethical guidelines. Prerequisite: NURS 3221 and NURS 3121 and NURS 3250 and NURS 3110 all with a grade of "C" or better.

NURS 4201. Professional Growth and Empowerment.

This course examines contemporary expectations of professional nursing practice, including role development, workplace responsibilities, career planning, and approaches to reflective self‑assessment. Students analyze factors that shape job performance, performance evaluation processes, and the transition from student to professional nurse. The course investigates decision‑making frameworks, workplace communication, interprofessional collaboration, and considerations that influence long‑term career development. Attention is given to evidence‑based strategies for navigating workplace environments, maintaining professional accountability, and understanding factors that contribute to nurse and patient safety. Students study these topics through case analysis, professional standards, and current literature.

NURS 4204. Policy, Ethics, and Advocacy in Professional Nursing Practice.

This course examines the role of the baccalaureate prepared nurse in the public policy process and professional nursing practice. Content includes nursing jurisprudence, ethical and legal decision making frameworks, patient safety advocacy, standards and scope of practice, professional boundaries, nursing peer review, and whistleblower protections. Students analyze communities and contemporary health policy issues, apply population health data and evidence to policy analysis, and use communication and advocacy strategies to address complex health care challenges. Emphasis is placed on leadership, accountability, and interprofessional collaboration within the U.S. health care system.

NURS 4205. Healthcare Information Technology in Nursing Practice.

This course examines the role of nursing informatics and healthcare technologies in clinical practice within the historical evolution of health information systems and the theoretical foundations of information, systems and socio-technical science. Grounded in informatics and systems theory, the course explores how technological innovation has transformed nursing practice, healthcare delivery, and population health outcomes over time. Students analyze administrative applications, pre-care and care support systems, electronic health records, clinical information systems, and telehealth platforms. The course evaluates the use of informatics in community and consumer health contexts, including regulatory requirements such as HIPAA. Emphasis is placed on the structure, function, and integration of information systems within healthcare organizations. Students assess how technologies influence documentation, communication, workflow processes, and interprofessional collaboration across diverse practice environments.

NURS 4211. Comprehensive Nursing Practicum.

This course provides supervised practicum experiences in the care of individuals and families experiencing multifaceted health conditions across varied clinical and simulated environments. Students apply concepts from the associated didactic course, using Tanner’s Clinical Judgment Model as a framework to interpret assessment findings, recognize relevant cues, and make reasoned clinical decisions in high-demand settings. Practicum activities emphasize patient care, relational communication approaches used in professional nursing contexts, client education, documentation, interprofessional collaboration, and the use of monitoring technologies and treatment protocols. Students apply structured reasoning and ethical principles as articulated in professional guidelines to organize workload, adapt the nursing process, and respond to changing clinical priorities. Prerequisite: NURS 3440 and NURS 3240 both with a grade of "C" or better.

NURS 4260. Maternal and Newborn Nursing.

This course introduces the nursing management of childbearing clients and newborns through the framework of family-centered care. Utilizing a blended methodology of active learning, case-based inquiry, and flipped classroom models, students analyze the nursing process to differentiate between normal physiological processes and high-risk alterations. The curriculum examines historical and contemporary factors contributing to maternal mortality and adverse perinatal outcomes across populations. Content evaluates the continuum of perinatal healthcare, including healthy and compromised pregnancy, birth, neonatal care, infertility, and reproductive health issues. Students also examine sensitive clinical topics, including contraception, pregnancy termination, and fetal anomalies, to ensure the attainment of essential competencies required for professional licensure. The course prepares students to implement evidence-based interventions in diverse clinical settings. Prerequisite: NURS 3250 and NURS 3110 and NURS 3121 and NURS 3221 all with a grade of "D" or better.

NURS 4270. Pediatric Nursing.

This course examines pediatric nursing concepts across the health–illness continuum. Students apply Tanner’s Model of Clinical Judgment, evidence informed practice, and developmental theory to analyze physiological and psychosocial needs of infants, children, and adolescents. Emphasis is placed on understanding how pediatric pathophysiology and age specific pharmacology influence assessment findings, care priorities, and decision making. Through structured learning activities, students evaluate how illness presentations differ from adults and identify strategies that support safe, developmentally appropriate care. The course also addresses communication approaches that incorporate family dynamics, developmental readiness, and contextual factors affecting interactions among children, caregivers, and interprofessional team members. Ethical and regulatory principles relevant to pediatric nursing are introduced as topics for academic study. Prerequisite: NURS 3440 and NURS 3240 both with a grade of "C" or better.

NURS 4280. Community and Population Health Nursing Practicum.

This course provides supervised practicum experiences in community and public health settings. Students apply nursing theory and clinical skills to population-focused practice through structured observation, data collection, and program implementation activities. Using an ecological and systems-based framework, the course examines community health assessment, health promotion strategies, resource utilization, and the role of policy in population health. Learning occurs through experiential clinical placements, simulations, and guided analysis of community health data. Course activities emphasize evidence-based practice, professional communication, and evaluation of community-level interventions. Students may participate in clinical experiences involving community organizations, public health initiatives, and population-focused services that examine social, economic, and environmental factors influencing health outcomes. Corequisite: NURS 4380 with a grade of "D" or better.

NURS 4302. Role Transition to Professional Nursing Practice.

This course examines the responsibilities, expectations, and accountability associated with the transition into professional nursing practice. This course is grounded in Benner’s Novice to Expert model and theories of professional identity formation. Systems theory further informs examination of accountability, ethical decision-making, interprofessional collaboration, and role integration within complex healthcare organizations. Emphasis is placed on applying principles of professional communication, clinical reasoning, and decision-making within organizational settings. Learners analyze factors influencing role development and evaluate approaches to support collaborative practice and professional growth. The course provides opportunities to examine professional role integration into nursing environments using evidence-based perspectives. (WI).

NURS 4303. Safety and Quality in an Interprofessional Environment.

This course explores evidence-based strategies for quality improvement and risk reduction in healthcare, with an emphasis on patient safety, resource stewardship and optimization, and interprofessional collaboration. Students examine foundational frameworks such as the IOM’s “To Err Is Human” and World Health Organization (WHO) patient safety guidelines, applying these models to local, national, and global healthcare contexts. Methodology includes case studies, simulation experiences, and team-based projects. Learners will evaluate topics such as medical errors, system failures, and ethical dilemmas to strengthen clinical judgement and promote a culture of safety and continuous improvement in care delivery.

NURS 4311. Comprehensive Nursing Practice.

This course explores the concepts and conditions that contribute to complexity in nursing care across varied clinical environments. Students analyze factors contributing to client care complexity and apply Tanner's Model of Clinical Judgement to support sound clinical decision-making and prioritization. Students examine strategies for adapting the nursing process in high-demand settings, including care coordination, workload management, shifting clinical priorities, and disaster preparedness. Students also evaluate relational practice strategies used within professional nursing practice to support effective and accountable nursing practice. Prerequisite: NURS 3440 and NURS 3240 both with a "C" or better.

NURS 4341. Leadership and Management of Nursing Care Practicum.

This course integrates the knowledge, skills, and professional behaviors developed throughout the nursing program, culminating in preparing students for professional nursing practice. Through supervised clinical experiences and use of Benner’s Novice to Expert framework, students manage care for groups of clients by applying prioritization, time management, and the nursing process while collaborating with the interdisciplinary team to deliver coordinated, patient-centered care. Emphasis is placed on evidence-based interventions that promote optimal patient outcomes as students refine clinical judgment and leadership competence. Students apply leadership and management principles to enhance unit efficiency through evidence-based strategies in staffing, delegation, and resource coordination and readiness for RN practice.

NURS 4351. Leadership and Management of Nursing Care.

This course explores the integration of leadership and management theories within the context of organizational nursing roles. Students will analyze leadership types and the specific competencies required for complex change and performance improvement. The course provides an examination of organizational culture, contexts, structure, and processes, evaluating their collective influence on leading and directing patient-centered care. Students will critically assess the relationships between governance structures, the nursing practice environment, and the achievement of positive patient outcomes. By synthesizing systems theory and ethical leadership frameworks, students will develop the strategic thinking necessary to advocate for professional nursing standards. (WI).

NURS 4380. Community and Population Health Nursing.

This course examines community and population health nursing using a systems-based and ecological framework. Students study communities as clients and analyze factors influencing health outcomes at the individual, family, community, and population levels. Course content includes community health assessment, epidemiology, environmental health, health promotion, disease prevention, and program planning. Learning emphasizes analysis of population health data, application of public health models, and evaluation of nursing roles within community and public health systems. Instruction occurs through lectures, case studies, discussion, and applied learning activities. Course topics may include examination of social, economic, environmental, and policy-related factors that influence health outcomes across diverse populations and settings. Corequisite: NURS 4280 with a grade of a "D" or better.