The purpose of the course is to provide students with the opportunity to acquire information related to clinical application of drug therapy and concepts relating to the mechanisms of drug actions, interactions and adverse reactions, including the immunologic-idiosyncratic-allergic responses. Emphasis is placed on current evidence related to pharmacokinetics, dosage, methods of administration, and adverse effects of major classifications of drugs to inform nursing care. Restricted to students enrolled in RN to BSN programs.

The purpose of this course is to introduce the unique requirements and opportunities of the Health Sciences Division to beginning students who have declared or are considering a Health Science major (Nursing, Medicine, Pharmacy, Allied Health Professions, etc.). The course focuses on the value of higher education as a base for a career in Health Sciences and develops an awareness of activities and support services available within the University to enhance student success. Academic rules, regulations and policies related to admission, progression, and graduation in the University and Colleges of Nursing, Medicine, and Allied Health Professions are discussed.

The purpose of this course is to prepare the student to accurately calculate medication dosages. Mathematical and metric apothecary concepts are stressed.

The purpose of the course is to provide the student with the opportunity to acquire information related to the clinical application of drug therapy and the concepts relating to the mechanisms of drug actions, interactions and adverse reactions, including the immunologic-idiosyncratic-allergic responses. Emphasis is on the current evidence related to pharmacokinetics, dosage, methods of administration, and adverse effects of major classifications of drugs to inform nursing care. Prerequisites: Admission to Professional Component or special permission of instructor.

Selected topics in Health Sciences. Requires special permission. Variable title and 1 to 9 variable credit hours.

The purpose of this course is to analyze frameworks for managing health care personnel. The course focuses on exploration and application of human resource management. Emphasis within the course is placed on leadership, communication, relationship management, diversity, legal and ethical principles, and workforce planning and maintenance.

This course serves as a one of three courses in the Addictions Subspecialty nursing program. The purpose of this didactic course is preparation of OUD/SUD Screening in integrated health care and telehealth settings across the lifespan. While preparation is across the life span, emphasis will be focused on child, adolescent, and transitional age-populations. This course is available to students from any health-related discipline, to fully embody the spirit of integrated, interprofessional care.

This course serves as a one of three courses in the Addictions Subspecialty nursing program. The purpose of this didactic course is preparation of OUD/SUD Assessment and Treatment in integrated health care and telehealth settings across the lifespan. While preparation is across the life span, emphasis will be focused on child, adolescent, and transitional age-populations. This course is available to students from any health-related discipline, to fully embody the spirit of integrated, interprofessional care.

This course serves as a one of three courses in the Addictions Subspecialty nursing program. The purpose of this didactic course is preparation of OUD/SUD recovery in integrated health care and telehealth settings across the lifespan. While preparation is across the life span, emphasis will be focused on child, adolescent, and transitional age-populations. This course is available to students from any health-related discipline, to fully embody the spirit of integrated, interprofessional care.

The purpose of this course for the undergraduate/graduate student is to develop an improved understanding of culture, to recognize any cultural practices that affect health care and other professions, and to incorporate this understanding into the provision of care.

Study of topics significant to the health professions. Content varies and may be repeated.

This course serves as a foundational course in the Clinical Lipidology Subspecialty program. The purpose of this didactic course is to prepare the Clinical Lipid Specialist student to evaluate CVD epidemiology, cardiometabolic risk, and evidence based lipid practice in those with selected health care needs across the lifespan.

This course serves as a foundational course in the Clinical Lipidology Subspecialty program. The purpose of this didactic course is to prepare the Clinical Lipid Specialist student to evaluate lipoprotein metabolism and vascular biology in those with selected health care needs across the lifespan.

This course serves as a foundational course in the Clinical Lipidology Subspecialty program. The purpose of this didactic course is to prepare the Clinical Lipid Specialist student to evaluate advanced pharmacologic options in treating those with selected health care needs across the lifespan.

This course serves as a final course in the Clinical Lipidology Subspecialty program. The purpose of this didactic course is to prepare the Clinical Lipid Specialist student to evaluate and manage complex dyslipidemia in those with selected health care needs across the lifespan.

The purpose of this course is to introduce nursing students and occupational therapy students to the concepts of interprofessional education. Students will gain an understanding of their own role in healthcare as well as the scope of the role of another health profession. Students will learn how to function in an interprofessional team and carry this knowledge, skill, and value into their future practice, ultimately providing interprofessional patient care as part of a collaborative team that is focused on improving patient outcomes. Interprofessional teams are composed of members from different health professions who have specialized knowledge, skills, and abilities with the goal of providing patient-centered care in a collaborative manner. The team establishes a common goal and using their individual expertise, and works in concert to achieve patient-centered care. In this model, joint decision making is valued and each team member is empowered. Students will be introduced to core competencies in interprofessional care and utilize Fennel's Four Phase Model for understanding and treating multiple chronic conditions for adults, elders, and returning veterans.

This online course will allow students to examine the specific impact of cultural, ethical, and religious factors on ethical health-care decision-making and focuses on the relationships among the professions, joint relationships with patients, the quality of cross-professional exchanges, and interprofessional considerations in health care delivery and in formulating public health policies, programs, and services. The focus of the course is derived from the approach utilized in the Core Competencies for Interprofessional Collaborative Practice (2011). Structured content introduces the topic and will allow teams of students to practice problem solving and ethical decision-making within an interprofessional team.

This online interdisciplinary course will implement evidence based and collaborative models to assess the needs of vulnerable populations who have multiple physical needs such as those evidenced by adults, elders, and returning veterans with multiple chronic illnesses and/or acute injury. The student will synthesize, critique, and apply evidence to improve patient care outcomes. In this mentored and supervised experience, the student will work in groups with the faculty to complete an assessment of need in these populations.

Study of health professional topics at the doctoral level. Credit hours will vary based on student need and depth of course subject matter. Content will vary and may be repeated up to 9 credits. Requires special permission.