Nursing Education - Course Descriptions

NUR 500 Theoretical Foundations for Nursing Practice (3)
Historical influences that have impacted upon the development of nursing are explored. Theory-based nursing is emphasized as learners discuss and critically reflect upon the relevance and significance of nursing as an art and science. Philosophical views of selected nurse theorists and their theories are critically examined for application to nursing practice, administration, and research. Nursing theory within the paradigm of people, health, nursing, and environment are applied to the practice of nursing and promotion of health, research, moral reasoning, caring, and standards of professional nursing. Personal philosophies of nursing are explored and drawn from these theories as learners critically reflect upon their personal values, ongoing learning, and transforming practice in the advanced practice role of professional nursing.

NUR 503 Advanced Leadership and Health Policy (3)
Students learn to evaluate and integrate principles of management, leadership and power theories into their advanced nursing practice for culturally diverse individuals, families and communities within the health care delivery system. Essential tools to facilitate this development of strategies as they impact upon health care policies and the quality of management are discussed. The historical and current role of the profession of nursing is explored. Macro systems are explored and critically evaluated for their political and social impact on health care delivery systems and the environment. The political implications and the action of the advanced practice nurse as clinician, educator, administrator, leader, manager, change agent, collaborator, and consultant are analyzed and researched. The central focus of this course is the development of advanced professional practice.

NUR 505 Foundations of Teaching and Learning in Nursing Education (3)
Foundations in educational theories and teaching learning principles are examined. Grounded in best practices, emphasis is on integrating evidence to support teaching strategies, learner development, and mentoring students across a variety of settings. Critical reflection and awareness of one’s personal development in the nurse faculty role is explored with recognition of upholding professional standards, values, and competencies expected in nursing education.
Pre-requisite/Co-requisite: NUR 500 or permission of instructor

NUR 509 Advances in Nursing Science: Physical Assessment, Pathophysiology, and Pharmacological Therapeutics (6) (5.5 cr. theory, 0.5 cr. clinical)
The scientific basis of physical assessment, pathophysiology, and pharmacology is the holistic focus of this course to facilitate understanding of health-related issues and information related to positive patient outcomes in the clinical setting. In addition to building learners’ knowledge base, emphasis is placed on the application of teaching and learning principles to facilitate learners’ ability to teach physical assessment, pathophysiology, and pharmacology in formal educational or healthcare settings. Course content has a focus on diverse patient populations and learners while incorporating foundational education principles and technology.
This course is equivalent to 5.5 cr theory and 0.5 cr clinical at 80 hrs. per credit or 40 total clinical hours in an advanced practice setting.
Pre/Co-requisite: NUR 505

Credit Hours: (6 credits: 5.5 didactic credits; 0.5 clinical/practicum credits or 40 cl hrs.)

NUR 526 Legal and Regulatory Issues in Health Care (3)
Legal/regulatory issues that impact the advanced professional practice of nursing are examined. The origins of law and the judicial system are explored to appreciate the various legal aspects of the health care delivery system. These include, but are not limited to, state codes, nurse practice acts, licensure, disciplinary bodies, civil liability, malpractice, and other relevant areas, such as ethical codes and standards of practice on nursing and health care. Critical reflection on legal/regulatory change and the integration of professional nursing standards are utilized to develop and enhance ongoing learning and professional development.

NUR 535 Curriculum Development in Nursing Education (3)
Learners are introduced to principles of curriculum development, interpretations of curriculum design and its meaning within the context of educational theories, education taxonomies, and curriculum planning. Course design is also examined as it applies to the cognitive domains of learning and best practices in nursing education across clinical and academic settings. Discussion of issues relevant to curriculum approaches and development and the nurse educator’s collaborative role and influence throughout the curriculum process are also explored.
Pre-Requisite(s): NUR 505 or matriculation in CAS Nursing Education Program

NUR 536 Measurement and Assessment in Nursing Education (3)
Measures for evaluation of competencies in critical thinking, moral reasoning, and psychological testing are evaluated for respective merits and challenges. Best practices in item writing, test construction, and statistical analyses of standardized and faculty developed tests to measure competencies in nursing is emphasized. Ethical, legal and social issues are explored as it relates to the testing process and prediction of learning outcomes.

NUR 545 Instructional Design in Nursing Education (3)
Supported by best practices in nursing and educational theories and practice, instructional methodologies are emphasized with a focus on designing delivery modalities within academic and clinical health care settings. Integration of adult learning theories, experiential opportunities, interactive activities, and innovations in technology with classroom and distance instruction are applied to the adult learner at various levels of nursing education. Focus is also on collaborative and collegial conversations focused on enhancing instructional modalities to meet various generational and learner needs that enrich a variety of learning environments.
Pre-Requisite(s): NUR 500, NUR 505 or matriculation in CAS Nursing Education Program Pre/ Co-Requisite(s): NUR 535

NUR 560 Nursing Research Methods (3)
The research process for quantitative and qualitative research studies is critically examined. The methods of scientific inquiry, problem identification, use of underlying theories and conceptual models, research design, measurement, and data collection analysis, and ethical considerations are applied to the development of a research proposal. Critical analysis of existing research studies and learner reports are used to further refine the development of research skills. The significance of research findings to practice environments in health care systems, administration, education, and ongoing research activities are identified as they relate to evidence based practice in nursing. Critical reflection upon one's developing role as a professional in advanced practice is explored as it relates to participation and collaboration in research activities within health care systems and communities.

NUR 624 Grant Proposal (3)
Selection of potential research and project proposals are critically explored for funding. Identification of funding sources and the development of a grant proposal for submission to a potential funding agency is emphasized. Faculty facilitation and seminar provide an interactive learning environment for learners to present their proposals in progress and to obtain critical reviews of their work from all participants. Focus is on the ongoing development of critical analyses skills, participation in scholarly exchange of ideas, and research utilization within nursing administration, education, and practice.
Pre-requisites: NUR 500, NUR 560

NUR 635 Evaluation Approaches in Nursing Education (3)
A foundation for formative and summative evaluation approaches is presented in this course. The focus is on types of evaluation. Course and program assessment and evaluations are addressed using various models and strategies. Benchmarking, accreditation standards, and evaluation concepts are explored and actualized within the context of nursing education. Critical reflection and aspects of collaboration are incorporated in nursing education evaluation in multiple settings. Evaluation trends and issues facing professional nurse educators are also examined.
Pre-Requisite(s): NUR 505, NUR 535, NUR 545
Pre/ Co-Requisite(s): NUR 536

NUR 645 Culminating Internship in Nursing Education (3 credits; 2 cr. theory, 1 cr. clinical practicum)
The culminating internship provides directed educational experiences as a nurse educator. Students design, implement, and evaluate their teaching practicum under the guidance of a nurse educator mentor. The practicum is intended to provide a format for the learner to integrate content from all courses within the Master of Nursing in Education program, and apply the material to their teaching-learning environment. Evidence-based instruction, learning activities and evaluative theories are expected to be demonstrated throughout the experience. Focus is on critical reflection, collaboration, professional role development, and faculty responsibilities as the student engages in the advanced practice role of nurse educator. Emphasis is placed on continuous development as a life-long learner.
This course is equivalent to 1cr theory and 2cr clinical/practicum at 80hrs per credit or 160 clinical/practicum hours.
Pre-Requisite(s): NUR 505, NUR 535, NUR 536, NUR 545, or Matriculation in CAS Nursing Education Program
Pre/Co-Requisite(s): NUR 624, NUR 635, or matriculation in CAS Nursing Education Program


Request More Information

Detailed information, brochures and forms can be mailed to you upon request.


Let's Start The Process     

Complete and submit your application to SUNY Polytechnic Institute.