University of Illinois at Chicago College of Nursing. Doctor of Nursing Practice (DNP) Student Handbook. (For Students Admitted Fall 2014 & After)

Transcription

1 University of Illinois at Chicago College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (For Students Admitted Fall 201 & After) Please note that: The College of Nursing reserves the right to make program changes as necessary. Websites included in this handbook can change at any time without notification.

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3 Table of Contents Introduction... 1 Program Description... 1 Program Objectives...1 Program Requirements... 2 DNP Specialties/Population Focus...2 Curriculum... Credits for each Specialty... Core Course Overviews... Academic Advising... 6 Role of the Faculty Advisor...6 Student Advisement Responsibilities...6 Changing Advisors...7 DNP Practica... 7 DNP Evidence-Based Practice Projects... 8 Introduction...8 Types of DNP Evidence-Based Practice Projects...8 DNP Evidence-Based Practice Project Components...9 DNP Project Team Enrollment in DNP Project Courses ( 555, 556, 557) Human Subjects Protection Consultation with a College of Nursing Statistician Performing Statistical Analyses Elements of the DNP Evidence-Based Practice Project Academic Policies Student Immunizations and Clinical Compliance Student Academic Grievance Procedure Financial Aid and Scholarships Federal Student Aid College of Nursing Scholarships... 1 Graduate and Research Assistantships... 1 Appendix A: DNP Project Process & Timeline Appendix B: Courses Required by Specialty Adult-Gerontology Acute Care Nurse Practitioner Adult-Gerontology Primary Care Nurse Practitioner... 2 Advanced Population Health Nursing Family Nurse Practitioner Health Systems Leadership & Informatics Nurse Midwifery... 1 Nurse Midwifery/Women s Health Nurse Practitioner...

4 Neonatal Nurse Practitioner... 5 Pediatric Nurse Practitioner Acute Care... 7 Pediatric Nurse Practitioner - Primary Care... 9 Psychiatric-Mental Health Nurse Practitioner... 1 Women s Health Nurse Practitioner... Appendix C: DNP Project Quality Improvement Determination or Human Subjects Research Process... 5 Appendix D: Quality Assurance and Quality Improvement vs. Research [5 CFR 6.102(d)]... 9 Quality Assurance and Quality Improvement (QA/QI) Activities: Clinical or Procedures Quality Assurance and Quality Improvement (QA/QI) Activities: Non-Clinical... 52

5 Introduction The purpose of the Doctor of Nursing Practice (DNP) Handbook is to provide students with the information needed to progress through the DNP program. Students should also be familiar with all policies and procedures in the University of Illinois at Chicago (UIC) Graduate Catalog and the UIC College of Nursing Student Handbook. If there are questions about the information in the DNP Handbook, students should contact their advisor, the Director of the DNP Program, the Associate Dean for Academic Affairs, or an Office of Academic Programs (OAP) staff member. Program Description The DNP program is designed to prepare nurse leaders for the highest level of specialized advanced nursing practice and scholarship. The DNP degree encompasses advanced nursing practice that influences health care outcomes for individuals, families, and populations, including the direct care of individual patients, management of care for individuals and populations, nursing and health care organization leadership, and the development and implementation of health policy. Graduates of DNP programs are prepared for direct care roles (e.g., nurse practitioners and nurse midwives) and systems-focused roles (e.g., leadership, quality and safety, public health, and policy) or a blend of these roles. The DNP curriculum consists of three domains of competencies for advanced practice in direct clinical care or systems: a) core practice competencies, b) specialty-specific practice competencies, and c) role competencies. Competencies for the DNP are addressed in the American Association of Colleges of Nursing Essentials of Doctoral Education for Advanced Nursing Practice. Students attending UIC have the opportunity to immerse themselves in an environment that is personally and professionally enriching. Graduates of this program are national and international leaders. UIC graduates shape the future of health care through their foundations in education and evidence-based practice. Program Objectives The DNP program prepares nurse leaders to practice in complex health care systems, manage diverse populations, and reduce disparities in health care outcomes. At completion of the program, graduates will be able to: 1. Translate knowledge from the natural and social sciences to advanced practice nursing. 2. Generate strategies to manage organizational, business and financial systems to ensure safe, timely, effective, efficient, and equitable patient-centered care.. Design, implement, and evaluate evidence-based practice to optimize health and healthcare outcomes in individuals, families, communities, and organizations using knowledge and technology from diverse sources and disciplines.. Lead the design, selection, and implementation of technology and informational programs/systems to monitor and evaluate programs, outcomes, and systems of care. 5. Develop, influence, and advocate for health care policy at all levels that addresses issues of UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 1 P age

6 social justice, health care equity, and practice regulation. 6. Collaborate and lead interprofessional health care teams in diverse and complex health care settings and systems. 7. Translate evidence-based knowledge to practice for the promotion and maintenance of health for individuals, families, communities, and populations. 8. Provide evidence-based comprehensive biophysical and psychosocial care to individuals and families according to the competencies of specialty practice within a framework of cultural humility. Program Requirements There are multiple entry points to the DNP program: transitional entry, post-baccalaureate, postmaster s, and post-master s with a new advanced practice specialty. Course requirements and program length are dependent on the student s entry point and specialty. Students entering postbaccalaureate (BSN) complete a minimum of semester hours. Students entering postmasters with no new specialty complete 2 semester hours. Post-masters students with a new specialty will have an individualized program plan prepared with their advisor. The degree requirements include the completion of an evidence-based practice DNP project. Consistent with certification requirements and the DNP Essentials, post-bsn advanced practice students complete > 600 population-focused clinical hours, along with DNP project hours to meet the 1,000 clinical hour degree requirement. Post-master s students who hold current advanced practice certification with verified clinical hours are required to meet the 1,000 clinical hour requirement. The 1,000 clinical hours are required for both direct care and systems-focused DNP specialties. Students applying to the post-master s DNP program (without a new specialty) must submit proof of their advanced practice certification prior to initial course enrollment or must have a master s degree in nursing administration/health systems leadership or community health nursing. Students without specialty certification or with a master s degree in nursing education or a generalist master s must enter the post-master s DNP program and select a new specialty. Post-master s students in direct care roles will have one semester to submit their specialty certification after initial enrollment or will not be able to register for courses until the certification is submitted. DNP Specialties/Population Focus Adult-Gerontology Acute Care Nurse Practitioner Adult-Gerontology Primary Care Nurse Practitioner Advanced Population Health Nursing Family Nurse Practitioner Health Systems Leadership and Informatics Neonatal Nurse Practitioner Nurse-Midwifery Nurse-Midwifery/Women's Health Nurse Practitioner Pediatric Nurse Practitioner - Acute Care Pediatric Nurse Practitioner - Primary Care Psychiatric-Mental Health Nurse Practitioner Women's Health Nurse Practitioner UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 2 P age

7 Curriculum The DNP curriculum at UIC consists of three domains of competencies for advanced practice in direct clinical care or systems: a) core practice competencies, b) specialty-specific practice competencies, and c) role competencies. Our mission is to develop advanced practitioners of nursing into evidencedbased, intra-disciplinary providers who meet the needs of a rapidly expanding healthcare field. Although some courses may be offered online, our curriculum is delivered in a blended format, requiring occasional in-person classes, sessions or tests on campus. For a complete list of courses required for each specialty, please see Appendix A. Credits for each Specialty Core Hours Clinical Science Core Hours Concentration Specialty Hours Project & Practicum Hours Total Hours Concentration Adult-Gerontology Acute Care Nurse Practitioner Adult-Gerontology Primary Care Nurse Practitioner Advanced Population Health Nursing Family Nurse Practitioner Health Systems Leadership and Informatics Neonatal Nurse Practitioner Nurse Midwifery Nurse Midwifery/Women's Health Nurse Practitioner Pediatric Nurse Practitioner - Acute Care Pediatric Nurse Practitioner - Primary Care Psychiatric Mental-Health Nurse Practitioner Women's Health Nurse Practitioner UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) P age

8 Core Course Overviews For the most current course descriptions, see the Course Descriptions section on the Graduate Catalog website Epidemiology & Statistics for Evidence-Based Practice. hours. Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. Course Information: Prerequisite(s): An undergraduate statistics course EBP 1: Theoretical Foundations for Evidence-Based Practice. hours. Emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice. Course Information: Prerequisite(s): Credit or concurrent registration in EBP 2: Implementing Evidence-Based Practice. hours. Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, cost-effective health outcomes. Course Information: Prerequisite(s): Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems. hours. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems Quality & Safety Through Health Technologies. hours. Examination of individual and system-level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care Health Equity and Social Determinants. hours. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. 51. Pharmacotherapeutics. hours. Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and medication selection factors. Course Information: Prerequisite(s): Credit or concurrent registration in Comprehensive Health Assessment for Advanced Nursing Practice. hours. Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation. Course Information: Prerequisite(s): 210. Class Schedule Information: To be properly registered, students must enroll in one Laboratory-Discussion and one Lecture-Discussion. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) P age

9 5. Advanced Physiological Principles Across the Lifespan. 2 hours. Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Course Information: Prerequisite(s): Introductory courses in Physiology and Pathophysiology. 55. Advanced Pathophysiology Across the Lifespan. hours. Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Course Information: Prerequisite(s): Issues in Advanced Practice Nursing and Policy Implications. hours. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Course Information: Prerequisite(s): Nursing Information Systems and Technology: Supporting Care and Generating Evidence. hours. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Course Information: Prerequisite(s): Health Promotion Theories and Population-focused Interventions. hours. Translate theories/models of health promotion and disease prevention for individual, population, and systems-focused nursing practice. Assessment, program planning, intervention and evaluation application for population-based health care. Course Information: Prerequisite(s): Credit or concurrent registration in 516. Class Schedule Information: To be properly registered, student must enroll in one Lecture-Discussion and one Clinical Practice. 55. Strategic & Financial Planning for Clinical Programs. hours. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives EBP : DNP Proposal Development for Translating Evidence to Practice. hours. Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. Course Information: Prerequisite(s): 516 and credit or concurrent registration in 55. Class Schedule Information: To be properly registered, students must enroll in one Lecture and one Clinical Practice EBP : DNP Project Planning & Implementation. hours. Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Course Information: Prerequisite(s): EBP 5: DNP Project Evaluation & Dissemination. hours. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. Course Information: Prerequisite(s): 556. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 5 P age

10 Academic Advising Upon entering the DNP program, students are assigned an advisor. The faculty advisor must be a member of the UIC College of Nursing and be eligible for full, associate, or adjunct graduate faculty status in the UIC Graduate College. Role of the Faculty Advisor The faculty advisor provides a vital link between the student and the DNP program. The faculty advisor plays an important role in orienting the student to the program, providing appropriate guidance regarding course selection and sequencing, and providing mentorship in completing the program curriculum. Specifically, the faculty advisor will: Interpret the DNP program requirements and policies. Assist the student in developing goals for DNP program study and future career planning. Assist the student in proper course selection and sequencing. The faculty advisor needs to be aware of course content and prerequisites. Review the student s program plan in FileMaker every semester to determine if modifications are required. Meet with the student prior to registration each semester to review the program plan. Assist the student with registration procedures as needed. Monitor the student's academic progress through discussions with the student, other DNP faculty members, and grade review. Provide guidance in the topic selection of the DNP evidence-based project throughout preparatory coursework. Assist the student on the selection of the DNP evidence-based Project Team. Maintain communication regarding any requested change in program plan with the student s specialty Program Director (for students in the BSN-DNP program). Maintain timely communication with the Director of the DNP Program regarding student progress or any issues that may arise with program planning, etc. Student Advisement Responsibilities The student bears substantial responsibility to assure that advisement occurs in a timely and appropriate manner. The student is responsible for: Meeting with his/her faculty advisor regarding progress, plans, goals, and any problems that are current or anticipated. Initiating and maintaining contact with the faculty advisor. Adhering to College of Nursing policies and requirements. Following the program plan as agreed upon with the faculty advisor. If problems occur during registration necessitating changes to the plan, the student should consult the faculty advisor for any course substitutions. The student should not attempt to register for any courses not preapproved by the faculty advisor. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 6 P age

11 Reporting any problems that might delay the completion of coursework, DNP project, or practicum experiences. Requesting and completing all appropriate approval documents pursuant to the completion of the doctoral degree. Participating in the selection of DNP Project Team Faculty and Practice mentors. Changing Advisors If a change in advisor is necessary, the student and faculty advisor should first discuss this matter and then confer with the Director of the DNP Program. The decision to change a student s advisor will be determined by the Director of the DNP Program. DNP Practica To qualify for the DNP degree, all students must document a minimum of 1,000 hours of practicum work completed as part of an education program between the BSN and the DNP, whether pursuing a direct care or system-focused degree. All post-master s DNP students must submit verification of the number of supervised clinical practicum hours in their advanced practice educational programs. Students are responsible for obtaining this documentation from the school in which the program was completed and submitting it prior to course registration. Faculty advisors and Program Directors use this documentation to determine how many hours of practicum the student will need in the plan of study for the post-master s DNP degree. The practicum experiences of a student earning a practice doctorate include learning activities beyond the clinical hours required for direct patient care. The practicum hours are not an extension or continuation of core specialty clinical hours. Nurses with a practice doctorate must be able to provide leadership to foster intra-professional and inter-professional collaboration, demonstrate skills in promoting a culture of evidence, apply clinical investigative skills to evaluate health outcomes, and be able to influence health policy. Students will experience a broad range of learning activities in order to meet DNP competencies. Examples of learning activities include participation in: A healthcare agency s committee work to evaluate a practice protocol A health initiative in the state s health department Components of program evaluation within a clinical unit DNP practicum hours are arranged by a clinical faculty member and are individualized to assure that students meet the DNP role competencies. Students will use the Typhon clinical database to log DNP practicum experiences and hours. If a site of current employment of the DNP student is determined to be a suitable place for clinical learning that allows the student to master the DNP essentials, faculty will work with the practice preceptor/mentor to ensure that new practice opportunities support the DNP student in meeting competencies and that these opportunities are beyond the current employment expectations of the student. Students should review the Practicum Policies and Procedures in the UIC College of Nursing Student Handbook. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 7 P age

12 DNP Evidence-Based Practice Projects Introduction The DNP evidence-based practice project reflects the culmination of a student s academic work for the Doctor of Nursing Practice degree and should demonstrate the student s ability to organize, analyze, and synthesize a body of knowledge. The DNP Project is a faculty-guided scholarly experience completed in the final semesters of the student s program. This culminating experience provides evidence of the student s critical thinking and ability to translate evidence into practice through problem identification, proposal development, implementation, evaluation, and dissemination. The DNP project encompasses the synthesis of both coursework and practice application and results in deliverable products (DNP poster presentation and final manuscript) reviewed and evaluated by the faculty mentor and other expert members of the DNP Project Team (e.g., practice mentor, agency partner facilitator). Final evaluation of the DNP project is the responsibility of the faculty overseeing the project. Please see Appendix A for the DNP Project Process and Timeline. Types of DNP Evidence-Based Practice Projects DNP projects are related to advanced practice in the nursing specialty and benefit a group, population, system or community rather than an individual patient. Projects most often evolve from practice and can be done in partnership with another entity (e.g., clinical agency, health department, government agency, community group). Types of scholarly projects may include implementation and evaluation of evidence-based practice guidelines, policy analysis, the design and evaluation of new models of care, implementation of quality improvement initiatives, or the design, implementation, and evaluation of health care programs. The College of Nursing collaborates with the University of Illinois Hospital and other clinical agencies for evidence-based practice initiatives. Students should speak with their advisor or the Director of the DNP Program or specialty program director regarding opportunities for current initiatives with affiliated clinical agencies. All DNP Projects should (American Association of Colleges of Nursing, 2015): Focus on a change that impacts healthcare outcomes either through direct or indirect care. Have a system (micro-, meso-, or macro-level) or population/aggregate focus. Demonstrate implementation in the appropriate arena or area of practice. Include a plan for sustainability (e.g., financial, systems or political realities) Include an evaluation of processes and/or outcomes (formative or summative). DNP Projects should be designed so that processes and/or outcomes will be evaluated to guide practice and policy. Provide a foundation for future practice scholarship. Students may choose to do an individual project or a team project as approved by the faculty mentor. Examples of individual components of a team project include one in which a student serves as a vital member of an interprofessional team, implementing and evaluating a component of a larger project or one in which students are working on the same project but it is done across multiple units within the same organization or across multiple organizations. Guidelines for team projects include: The topic is appropriate to the students area of practice and goals. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 8 P age

13 The project aims are consistent with the focus of the program. Each member of the team must meet all expectations of planning, implementation, and evaluation of the project, and be evaluated accordingly. Each student must have a leadership role in at least one component of the project and be held accountable for a deliverable, individual product. The faculty mentor approves the overall project and each student s participation and individual role. The size of the project team is dependent on the type of the project but should include no more than four students. All students choosing to do a team project are required to complete an individual proposal and individual assignments in 555, 556 & 557 (including final poster). However, if approved by the project team faculty mentor, a team authored manuscript may be submitted as part of the 557 requirement. Whether doing an individual or team project, students may want to consider dividing the issue / project / initiative into phases or processes components (e.g., design, implementation, evaluation). Students should also determine who is needed to partner with to facilitate the completion of each phase or component. For example: Design Phase o Plan meetings (agenda, ask) with key individuals or stakeholders to learn about opportunities or share project ideas. o Seek the stakeholder(s) project implementation ideas and outcome measures. This enhances potential user buy-in and facilitates the identification of potential roadblocks and barriers. o Write the proposed project plan, including key stakeholders, communication plan and potential timeline. Implementation Phase o Describe how the proposed plan will be implemented, including the time needed and site/practice mentor availability. o Describe project facilitators and barriers (human, environmental, political) and plans to capitalize on the facilitators and strategies to minimize the barriers. o Develop an appropriate timeline. Evaluation Phase o Describe the indicators that will be used to determine the success of the project. o Confirm the validity of the proposed indicators with the stakeholder(s). o Provide an opportunity for the stakeholder(s) to make recommendations for measures of success. o Develop a written evaluation plan that addresses the above areas and proposed timeline. DNP Evidence-Based Practice Project Components The DNP project consists of two components: A single comprehensive paper suitable for publication: o In conjunction with the DNP Project Team faculty and practice mentors, the student will select a journal for possible manuscript submission. Once a journal is selected, author guidelines will provide the format for the final written product. For example, the journal will dictate the manuscript style (i.e. reference format, line spacing, margins, figures and/or tables, and length of UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 9 P age

14 the manuscript). This paper should be completed in 557 (EBP 5: DNP Project Evaluation & Dissemination). An electronic copy of the final, faculty approved publishable paper must be submitted to the Director of Academic Services at the completion of 557. o If a student completes a quality improvement project (Q1) project that the clinical agency will not allowed to be published, students must complete and submit a final manuscript that is written according to the Standards of Quality Improvement Reporting Excellence (SQUIRE) guidelines (available online). o If selecting a QI project, students should discuss with the clinical agency whether or not they will be allowed to publish their final project and outcomes prior to beginning their project. A public oral poster presentation o Presentation of the final project in a public forum is an important aspect of the student s ability to demonstrate knowledge and the relevance of the final project to nursing/ healthcare. Students will present their project at an oral poster session as part of 557 (Evidence-Based Practice 5: DNP Project Evaluation & Dissemination). The clinical agency stakeholders should be invited to the final project presentation and receive a formal project handoff from the student in the project setting. DNP Project Team The DNP Project Team consists of: an individual student (or team of students) a Faculty Mentor must be a College of Nursing faculty member, doctorally-prepared, and, at a minimum, an Assistant Professor on the tenure, research, or clinical tract a Practice Mentor must have expertise in the content area, population of interest, and/or setting to provide the guidance needed for successful completion of the project. Must hold a master s degree or higher. A Resume/CV must be provided by ALL project team members from outside the College of Nursing, regardless of education. If the additional project team members are NOT doctorallyprepared, a letter of justification written by the student must be provided to support the team member s participation on the project. Note: Other students should NOT be listed as additional project team members. The DNP Project Team must be approved prior to proceeding with the Project Proposal Approval. Each student is responsible for submitting a DNP Project Team Approval Form to the Registration & Records Coordinator in OAP by the third week of the semester during the student s enrollment in 555 (EBP : DNP Proposal Development for Translating Evidence to Practice). If a Project Team Practice Mentor is from outside of the UIC College of Nursing, a current Curriculum Vitae must be attached to and submitted with the Project Team Approval Form. The CON Director of Academic Services appoints the DNP Project Team faculty mentor and practice mentor upon the approval of the CON Associate Dean for Academic Affairs. Enrollment in DNP Project Courses ( 555, 556, 557) The DNP Project is designed to be completed in a sequential and concurrent process. Students begin with enrollment in 516 (EBP 2: Implementing Evidence-Based Practice) to conduct a thorough review of the literature related to their project topic, if feasible. The goal of the subsequent course, 555 (EBP : DNP Proposal Development for Translating Evidence to Practice) is for students to lead their evidence-based project related to a selected population or system change to improve UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 10 P age

15 practice/outcomes. It is expected that students enter into the course with a faculty mentor identified and an approved problem, topic or ongoing project. Students will work in tandem with their 555 faculty and DNP Project Team to develop a scholarly proposal and project plan. By the end of the course, students should be well positioned to present their project proposal to their faculty and practice mentor for approval, with subsequent implementation, evaluation and dissemination in 556 and 557. Human Subjects Protection Students should discuss with the Project Team faculty mentor whether or not their proposal requires approval by the UIC Institutional Review Board (IRB). Appendix C and Appendix D provide information regarding IRB approval. Consultation with a College of Nursing Statistician. DNP students should not need statistical consultation with a statistician for their DNP evidence-based practice projects. However, in cases in which a student s faculty mentor determines that such consultation is appropriate, the College of Nursing s statisticians are available for consultation. In these cases, the faculty mentor will meet together with the student and the statistician, so that clear explanation is provided regarding the nature of the project and statistical/methods guidance needed. Performing Statistical Analyses. If statistical analysis is needed for a DNP student's evidence-based practice project, it is expected that students will perform their own analyses. This will provide students with the tools and experience they can use, and will need, in their future careers. DNP students currently receive training in use of Stat Crunch statistical software in 511, and can use this software for their analyses. Stat Crunch is also available for a minimal fee ($1) on the internet. Students who are not required to take 511, can analyze their data using Excel (guidance is readily available on the internet, including how to calculate t-tests, etc.). Quality improvement work can be measured using Statistical Process Control (SPC) programs. Common measurement tools are run charts and control charts. QI Macros is a helpful Excel add-on program. Students can access a 6-month free subscription at Elements of the DNP Evidence-Based Practice Project The following elements that are applicable to the specific project should be included in the written components of the DNP Project: Title Page Abstract Introduction to the Project Description of the problem and how it is defined Evidence-based practice question (PICO) or problem statement Clinical setting or environment and the target population Data supporting the existence of the problem UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 11 P age

16 Literature/Evidence Review, including search strategy, terms used in the literature search, and search engines used. A literature table of the findings is included to help students synthesize the evidence Development/description of an approach/translation method to address the problem such as quality improvement and program implementation and evaluation Analysis of the fiscal and systems impact of the project Method/procedures including processes, evaluation of outcomes, use of consultants Findings/outcomes Discussion with a focus on practice or policy change and impact Conclusions References Acknowledgements (OPRS Determination) Academic Policies Current academic and course-related policies, as well as policies related to academic integrity can be found in the UIC College of Nursing Student Handbook. Student Immunizations and Clinical Compliance DNP students must complete ALL College of Nursing compliance requirements prior to enrollment in the program. Students who do not meet these requirements will have a compliance hold placed on their registration in subsequent semesters and will not be allowed to register until they are in compliance with the requirements. See the following link for detailed information about the requirements and the procedure for documenting the requirements: UIC College of Nursing Practicum Requirements Student Academic Grievance Procedure If students encounter situations in which academic decisions are made about their performance which they do not understand or with which they do not agree, they follow the grievance procedures (informal and formal) found in the UIC College of Nursing Student Handbook. For the formal procedures, DNP students also follow the UIC Student Academic Grievance Procedures, paying particular attention to Appendix C, step-by-step summary of the Student Academic Grievance Procedures (Level 1 and Level 2 Academic Grievances) --professional students. Financial Aid and Scholarships Financial aid in the form of student loans, scholarships, and/or fellowships is available from a variety of sources. Information is available on the UIC College of Nursing Financing Your Education page. Federal Student Aid Students with financial need are encouraged to file a FAFSA (Free Application for Federal Student Aid) with the UIC Office of Financial Aid to determine eligibility for federal loans. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 12 P age

17 College of Nursing Scholarships Scholarship are awarded on an academic year basis. New and continuing students should visit the College of Nursing Financing Your Education page for the application. U.S. citizen and permanent resident students applying for support are also required to file a FAFSA form with the UIC Office of Financial Aid and submit a copy of their SAR (Student Aid Report) with their scholarship application. Graduate scholarship applications are due in early March of each year. The application form and a list of available funding with award criteria can be found on the College of Nursing website on the Financing Your Education page. Graduate and Research Assistantships Colleges, graduate programs, administrative offices, and research centers appoint student research assistants (RA) or graduate assistants (GA). Students apply for and obtain most assistantships through their graduate programs. The UIC Human Resources Job Board has listings for assistantships that are open to the general graduate student population (see listings towards bottom of the above link). UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 1 P age

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19 Appendix A: DNP Project Process & Timeline UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 15 P age

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21 DNP Project Process & Timeline DNP Project Topic and Setting 555 (Semester 1): DNP Project Proposal0 Specialty Courses With community partners (e.g. clinical agencies, health departments), faculty identify projects to be completed at partner agencies and identify practice mentors Optimally, projects are of adequate size and scope to allow the participation of a team of students addressing different aspects of the same project When possible, foundational coursework (e.g. 52) includes interface with partner agency -or- Direct care clinicals guide identification of clinical problem Existing preceptors serve as entree to practice mentor and site leadership -and- Student identifies or program assigns faculty mentor Student has project approved by faculty mentor the semester prior to 555 Student submits the Project Team Approval Form identifying implementation of change project, practice mentor and faculty mentor (week of semester) to OAP and course faculty 555 faculty guide proposal development and assign letter grade based on quality of proposal (Note: faculty review for general proposal content not substantive content area expertise) Faculty and practice mentors participate in proposal development, vetting initial feasibility and practicality Student meets frequently (before proposals sections due) with faculty and practice mentors during term to assure feasibility of proposal Project planning and implementation hours ( 556) and activities are discussed with the practice mentor at the clinical site in order to move project forward OPRS Determination form discussion with faculty mentor (DNP Project Quality Improvement Determination or Human Subjects Research Process) After obtaining approval from the faculty mentor, submit OPRS Determination form including letter of support Student submits the DNP Project Proposal Approval form with required signatures by the last day of (Semester 2): Planning and Implementation Final project planning and stakeholder meetings Continued proposal revisions with faculty and practice mentor input If not already submitted in 555, submit OPRS determination or other forms (IRB if determined by OPRS) including letter of support, after mentor approval Final project preparation and communication to all stakeholders Implementation Student - leads the project team Faculty Mentor - guides implementation from perspective of practice scholarship Practice Mentor - guides implementation from perspective of content expertise and/or systems leadership Identification of target journal for dissemination of practice scholarship and clear discussion of authorship between student and faculty mentor 557 (Semester ): Evaluation & Dissemination Data analysis Evaluation of outcomes Findings, lessons learned, and recommendations delivered to practice site stakeholders Handoff of project to stakeholders or students continuing project Dissemination of findings Manuscript of article that complies with publication standards of target journal (submission of article if approved by faculty mentor) Portfolio completion Poster and abstract development Poster presentation at the DNP Poster Presentation day at the CON and regional/national conference (if desired) Student submits DNP Project Approval form with required signatures UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 17 P age

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23 Appendix B: Courses Required by Specialty UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 19 P age

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25 DNP Core Courses Epidemiology & Statistics for Evidence-Based Practice EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Doctor of Nursing Practice (DNP) Adult-Gerontology Acute Care Nurse Practitioner BSN to DNP Program of Study Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. 51 Nursing Information Systems and Technology: Supporting Care and Generating Evidence Clinical Science Core Courses/Advanced Practice Core Courses Pharmacotherapeutics Comprehensive Health Assessment for Advanced Nursing Applied Pharmacotherapeutics in Advanced Practice in Nursing Advanced Physiological Principles Across the Lifespan Advanced Pathophysiology Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and medication selection factors. Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation. Application of pharmacology principles to sub-specialty populations. Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. 2 2 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 21 P age

26 Adult-Gerontology Acute Care Nurse Practitioner Concentration Courses Practicum I: Management of Health and Illness in Adults Practicum II: Management of Health and Illness in Adults Practicum III: Management of Health and Illness in Adults Management of Health and Illness I: Advanced Practice in Adult- Gero Primary & Acute Nursing Management of Health & Illness II: Adult-Gerontology Acute Care Practicum emphasizing clinical evaluation, health promotion, differential diagnosis, symptom management, education and case management of adults with complex health problems that may be acute, episodic, or chronic. Practicum emphasizing clinical evaluation, health promotion, differential diagnosis, symptom management, education and case management of adults with complex health problems that may be acute, episodic, or chronic. Practicum emphasizing clinical evaluation, health promotion, differential diagnosis, symptom management, education and case management of adults with complex health problems that may be acute, episodic, or chronic. Advanced practice medical-surgical, primary and acute care nursing, covering the etiology, clinical assessment, diagnosis, treatment, and management of specific acute, primary and long term care health problems of adults and older adults. This course builds on the Adult-Gerontology Nurse Practitioner practice competency content introduced in the prerequisite course 5 (Management I) and is specific for students in the Adult-Gerontology Acute Care Nurse Practitioner Program. DNP Practicum/Project Courses EBP : DNP Proposal Development for Translating Evidence to Practice Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. Total Credit Hours BSN to DNP UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 22 P age

27 DNP Core Courses Epidemiology & Statistics for Evidence-Based Practice EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofes-sional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Doctor of Nursing Practice (DNP) Adult-Gerontology Primary Care Nurse Practitioner BSN to DNP Program of Study Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. 51 Nursing Information Systems and Technology: Supporting Care and Generating Evidence Clinical Science Core Courses/Advanced Practice Core Courses Pharmacotherapeutics Comprehensive Health Assessment for Advanced Nursing Applied Pharmacotherapeutics in Advanced Practice in Nursing Advanced Physiological Principles Across the Lifespan Advanced Pathophysiology Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and medication selection factors. Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation. Application of pharmacology principles to sub-specialty populations. Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. 2 2 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 2 P age

28 Adult-Gerontology Primary Care Nurse Practitioner Concentration Courses Practicum I: Management of Health and Illness in Adults Practicum II: Management of Health and Illness in Adults Practicum III: Management of Health and Illness in Adults Management of Health and Illness I: Advanced Practice in Adult- Gero Primary & Acute Nursing Management of Health and Illness II: Adult-Gerontology Primary Care Practicum emphasizing clinical evaluation, health promotion, differential diagnosis, symptom management, education and case management of adults with complex health problems that may be acute, episodic, or chronic. Practicum emphasizing clinical evaluation, health promotion, differential diagnosis, symptom management, education and case management of adults with complex health problems that may be acute, episodic, or chronic. Practicum emphasizing clinical evaluation, health promotion, differential diagnosis, symptom management, education and case management of adults with complex health problems that may be acute, episodic, or chronic. Advanced practice medical-surgical, primary and acute care nursing, covering the etiology, clinical assessment, diagnosis, treatment, and management of specific acute, primary and long term care health problems of adults and older adults. Builds on the core practice competencies necessary for the health promotion and management of chronic and acute illnesses for students in the Adult-Gerontology Primary Care Nurse Practitioner program. DNP Practicum/Project Courses EBP : DNP Proposal Development for Translating Evidence to Practice EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. Total Credit Hours BSN to DNP UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 2 P age

29 Doctor of Nursing Practice (DNP) Advanced Population Health Nursing BSN to DNP Program of Study DNP Core Courses Epidemiology & Statistics for 511 Evidence-Based Practice EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. 519 Health Equity & Social Determinants Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. 51 Nursing Information Systems and Technology: Supporting Care and Generating Evidence Advanced Population Health Nursing Concentration Courses Strategic and Financial Management and Budget Planning for Clinical Issues in Advanced Population Health Nursing Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. A comprehensive overview and critical appraisal of the role of the advanced population health nurse. Includes an emphasis on the systems, historical, political, regulatory and professional influences on advanced population health nursing. Advanced Population Health Nursing Concentration Courses (continued) 0 Advanced Population Health and Develops competencies in comprehensive advanced program evaluation for communities 591 Program Evaluation and Policy and health systems in partnership with community stakeholders. Leadership in Population Health Advanced nursing practice leadership experiences within community and population 59 health Clinical Option: Population Health Nursing Partnering with Populations and Health Assessment Advanced Population Intervention, Health and Program Planning Advanced nursing practice experiences within community and population health subspecialty area (Public health informatics, public health systems, leadership, health policy, school health, economics, epidemiology, Maternal-Child Health, etc.). Focuses on advanced population assessment models, tools and skills to accurately assess population health and identify gaps in community health care capacity in partnership with community stakeholders. Develops comprehensive advanced program planning and implementation competencies for populations, communities and health systems in partnership with community stakeholders. 5 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 25 P age

30 DNP Practicum/Project Courses EBP : DNP Proposal Development for Translating Evidence to Practice EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. Total Credit Hours BSN to DNP 60 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 26 P age

31 DNP Core Courses Epidemiology & Statistics for 511 Evidence-Based Practice EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence Doctor of Nursing Practice (DNP) Family Nurse Practitioner BSN to DNP Program of Study Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Clinical Science/Advanced Practice Core Courses 0 Pharmacotherapeutics Advanced principles of pharmacotherapeutics, including legal issues, client adherence, 51 and medication selection factors. 52 Comprehensive Health Assessment for Advanced Nursing Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation Advanced Physiological Principles Across the Lifespan Advanced Pathophysiology Across the Lifespan Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Critical examination of the pathophysiologic mechanisms of disease across the lifespan Issues in Advanced Practice in Nursing & Policy Implications Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. 52 Health Promotion Theories and Population-Focused Interventions Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. 55 Strategic and Financial Planning for Clinical Programs Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 27 P age

32 Family Nurse Practitioner Concentration Courses 0 Clinical Practice in Primary Care I Practicum emphasizing evidence-based clinical practice, including data-gathering, 521 differential diagnosis, health promotion, disease prevention, and management of common health problems across the lifespan Clinical Practice in Primary Care II Advanced Clinical Practice in Primary Care III Health Management in Primary Care I Health Management in Primary Care II Health Management in Primary Care III Practicum emphasizing evidence-based clinical practice, including data-gathering, differential diagnosis, health promotion, disease prevention, and management of common to complex health problems across the lifespan. Practicum emphasizing evidence-based clinical practice, including data-gathering, differential diagnosis, health promotion, disease prevention, and management of common to complex health problems and comorbidities across the lifespan. First of a three-course sequence in evidence-based health promotion, health maintenance, and health restoration using a lifespan developmental framework. Emphasizes wellness care. Second in a three-course sequence in evidence-based health promotion, health maintenance, and health restoration using a lifespan developmental framework. Emphasizes common acute and chronic health problems. Last in a three-course sequence in evidence-based health promotion, health maintenance, and health restoration using a lifespan developmental framework. Emphasizes common chronic health problems and co-morbidities. Assessment and management of common behavioral, lifestyle, and life cycle issues in primary care using a family-focused approach. Family-Focused Health 590 Management in Primary Care DNP Practicum/Project Courses EBP : DNP Proposal Development for Translating Evidence to Practice EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. Total Credit Hours BSN to DNP UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 28 P age

33 Doctor of Nursing Practice (DNP) Health Systems Leadership & Informatics BSN to DNP Program of Study DNP Core Courses Epidemiology & Statistics for 511 Evidence-Based Practice EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence Health Promotion Theories and Population-focused Interventions Strategic and Financial Planning for Clinical Programs Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Translate theories/models of health promotion and disease prevention for individual, population, and systems-focused nursing practice. Assessment, program planning, intervention and evaluation application for population-based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. Health Systems Leadership & Informatics Concentration Courses Data-driven Health Care Improvement Nursing Administration Models, Policies, and Governance Strategic Planning and Operations Management Focuses on sources and features of health care data that influence the quality, safety, and ease of use for improving health care; storage, security, privacy, database architecture, accessing, cleaning, transforming, analyzing, and visualizing Focuses on identifying and matching one s own personal talents and aspirations to an administrative career path that actively supports the continuous improvement of nursing, health care, and health care system and outcomes. Focuses on applying the principles and techniques for effective strategic and operations management to traditional and entrepreneurial health and nursing initiatives Financial Management and Budget Planning Human Resources and Organizational Behavior Leading the Transformation of Health Care and System Focuses on the planning, implementation, and evaluation of the financial viability of health care programs and entrepreneurial initiatives and the tools to support the analysis. Focuses on the development of a strategic human resource plan to support the mission of the health care organization which reflects the organizational behavior factors that influence it. Focuses on leadership, negotiation, and strategies at the Corporate-suite (C-suite) level and beyond that will transform health care initiatives within health care systems UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 29 P age

34 Health Systems Leadership & Informatics Concentration Courses (Continued) Health Care Economics The focus of this course is on the impact of economics on healthcare managers, consumers, providers, payers, and government in driving healthcare quality, access, cost, and health outcomes. DNP Practicum/Project Courses EBP : DNP Proposal Development for Translating Evidence to Practice EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. Total Credit Hours BSN to DNP 60 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 0 P age

35 Doctor of Nursing Practice (DNP) Nurse Midwifery BSN to DNP Program of Study DNP Core Courses 511 Epidemiology & Statistics for Evidence-Based Practice Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Clinical Science Core Courses/Advanced Practice Core Courses 0 Pharmacotherapeutics Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and 51 medication selection factors. 52 Comprehensive Health Assessment for Advanced Nursing Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation. Advanced Physiological Advanced contemporary physiologic principles and their relevance to clinical practice 5 Principles Across the Lifespan across the lifespan Advanced Pathophysiology Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 1 P age

36 Nurse Midwifery Concentration Courses Assessment and Care of the Newborn Practicum Health Care of Women (, 2, 2) Emphasizes the assessment of normal newborns and facilitates transition to extrauterine 1 life. Clinical experiences to develop nurse-midwifery and nurse practitioner competencies in the health care of women Practicum: Birth and the Newborn (2, 2, ) Biological Basis for Women s Health I Clinical experiences to develop beginning competence in the nurse-midwifery care of women and their newborns during parturition. Focuses on the anatomy and physiology of reproductive function, pregnancy, parturition, the puerperium and menopause as the biological basis for women's health and perinatal nursing Biological Basis for Women s Health II Issues for Research and Practice in Women s Health Health Care of Women I Health Care of Women II Health Care of Women III The anatomy, physiology, and genetics of conception, embryonic development, and fetal and neonatal growth and development as the biological basis for women's health and perinatal nursing. Analysis of gender-related definitions of health and illness in theory issues and research evaluation criteria for women's health care practice are developed as a basis for research. Health care of women through the lifespan with an emphasis on health promotion and disease prevention, fertility control and pregnancy care. Health care of women through the lifespan with an emphasis on the parturition, the puerperium, and common health and pregnancy problems. Health care of women through the lifespan with an emphasis on gynecologic and primary care Dimensions of Midwifery & Women s Health Practice DNP Practicum/Project Courses EBP : DNP Proposal 555 Development for Translating Evidence to Practice EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Examines the complex functions and roles of women's healthcare providers. Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. 2 Total Credit Hours BSN to DNP 90 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 2 P age

37 Doctor of Nursing Practice (DNP) Nurse Midwifery/Women s Health Nurse Practitioner BSN to DNP Program of Study DNP Core Courses Epidemiology & Statistics for Evidence-Based Practice EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofes-sional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Clinical Science Core Courses/Advanced Practice Core Courses 0 Pharmacotherapeutics Advanced principles of pharmacotherapeutics, including legal issues, client adherence, 51 and medication selection factors. 52 Comprehensive Health Assessment for Advanced Nursing Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation. Advanced Physiological Advanced contemporary physiologic principles and their relevance to clinical practice 5 Principles Across the Lifespan across the lifespan. 2 Advanced Pathophysiology Critical examination of the pathophysiologic mechanisms of disease across the lifespan. 55 Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) P age

38 Nurse Midwifery/Women s Health Nurse Practitioner Concentration Courses Assessment and Care of the Newborn Practicum Health Care of Women (2, 2, 2,, 5) Practicum: Birth and the Newborn (2, 2, ) Biological Basis for Women s Health I Biological Basis for Women s Health II Issues for Research and Practice in Women s Health Health Care of Women I Health Care of Women II Health Care of Women III Dimensions of Midwifery & Women s Health Practice Emphasizes the assessment of normal newborns and facilitates transition to extrauterine life. Clinical experiences to develop nurse-midwifery and nurse practitioner competencies in the health care of women. Clinical experiences to develop beginning competence in the nurse-midwifery care of women and their newborns during parturition. Focuses on the anatomy and physiology of reproductive function, pregnancy, parturition, the puerperium and menopause as the biological basis for women's health and perinatal nursing. The anatomy, physiology, and genetics of conception, embryonic development, and fetal and neonatal growth and development as the biological basis for women's health and perinatal nursing. Analysis of gender-related definitions of health and illness in theory issues and research evaluation criteria for women's health care practice are developed as a basis for research. Health care of women through the lifespan with an emphasis on health promotion and disease prevention, fertility control and pregnancy care. Health care of women through the lifespan with an emphasis on the parturition, the puerperium, and common health and pregnancy problems. Health care of women through the lifespan with an emphasis on gynecologic and primary care. Examines the complex functions and roles of women's healthcare providers. DNP Practicum/Project Courses EBP : DNP Proposal Development for Translating Evidence to Practice EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty Total Credit Hours BSN to DNP UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) P age

39 Doctor of Nursing Practice (DNP) Neonatal Nurse Practitioner BSN to DNP Program of Study DNP Core Courses Epidemiology & Statistics for 511 Evidence-Based Practice NUR S 51 EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Clinical Science Core Courses/Advanced Practice Core Courses 0 Pharmacotherapeutics Advanced principles of pharmacotherapeutics, including legal issues, client adherence, 51 and medication selection factors. 52 Comprehensive Health Assessment for Advanced Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the Nursing lifespan, emphasizing normal and abnormal finding differences & documentation. 5 Applied Pharmacotherapeutics in Advanced Practice in Nursing Application of pharmacology principles to sub-specialty populations. 1 Advanced Physiological Advanced contemporary physiologic principles and their relevance to clinical practice 5 Principles Across the Lifespan across the lifespan. 2 Advanced Pathophysiology Critical examination of the pathophysiologic mechanisms of disease across the lifespan. 55 Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 5 P age

40 Neonatal Nurse Practitioner Concentration Courses 0 57 Advanced Neonatal Nurse Clinical Practicum (, 6, 6) Assessment, stabilization, and management of infants with common problems or complex disturbances, alterations, and multi-organ dysfunction and their unique neurodevelopmental needs and vulnerabilities emphasizing patient and family centered 5 care Biological Basis for Women's Health and Perinatal Nursing II Advanced Neonatal Management I: The High Risk Neonate Advanced Neonatal Management II: The Acutely Ill Infant Advanced Neonatal Management III: The Gravely Ill Infant Essentials of Patient and Family Centered Care The anatomy, physiology, and genetics of conception, embryonic development, and fetal and neonatal growth and development as the biological basis for women's health and perinatal nursing Focuses on unique nursing care and neurodevelopmental needs and vulnerabilities of high-risk infants emphasizing patient and family centered care interventions that enhance development and outcomes. Focuses on the assessment, stabilization, and theoretical management of acutely ill infants for common problems associated with prematurity emphasizing a patient and family centered care approach. Focuses on complex disturbances, alterations, and multi-organ interactions of the cardiopulmonary, neuromuscular, neurosurgical, renal, gastrointestinal systems emphasizing a patient and family centered care approach. Analysis of theoretical and research components of socio-culturally appropriate patient and family centered care and its impact on patients DNP Practicum/Project Courses EBP : DNP Proposal Development for Translating Evidence to Practice EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. Total Credit Hours BSN to DNP 8 2 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 6 P age

41 Doctor of Nursing Practice (DNP) Pediatric Nurse Practitioner Acute Care BSN to DNP Program of Study DNP Core Courses Epidemiology & Statistics for Evidence-Based Practice EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofes-sional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Clinical Science Core Courses/Advanced Practice Core Courses 0 Pharmacotherapeutics Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and 51 medication selection factors. 52 Comprehensive Health Assessment for Advanced Nursing Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation Applied Pharmacotherapeutics in Advanced Practice in Nursing Advanced Physiological Principles Across the Lifespan Advanced Pathophysiology Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Application of pharmacology principles to sub-specialty populations. Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. 1 2 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 7 P age

42 Pediatric Nurse Practitioner - Acute Care Concentration Courses Practicum: Health Maintenance and Management of Common Acute Illness in the Infant, Child and Adolescent (5, 5) Practicum: Management of Infant, Child, Adolescent/Young Adult with Chronic Illness Practicum in the Care of the Critically Ill Child Students apply current knowledge in providing care to infants, children, adolescents/young adults in a variety of primary care settings including school based clinics, community clinics, pediatric practices. There is an emphasis on underserved. Students apply current knowledge in providing care to infants, children, adolescents/young adults in a variety of primary care, chronic care, and selected acute care settings. Application of knowledge as an acute care pediatric nurse practitioner providing care for children with complex, emergent, acute, and critical illness. Focus is on clinical management of infants, children and adolescents/young adults in acute settings. Emphasizes management of healthy newborns and health maintenance for all childhood age groups. Emphasizes management of common acute episodic illness as well as selected stable chronic illness. Primary Care of the Infant, Child, 55 and Adolescent Management of Acute and 55 Chronic Conditions in Infants, Children, Adolescents, and Young Adults Management of Infants, Children, Emphasizes management of children with urgent and emergent health problems. 56 Adolescent/Young Adults with Complex, Acute, and Critical Illness DNP Practicum/Project Courses 0 Development of a DNP proposal that addresses a complex practice, process, or systems 555 issue within the student s field of expertise EBP : DNP Proposal Development for Translating Evidence to Practice EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. Total Credit Hours BSN to DNP UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 8 P age

43 Doctor of Nursing Practice (DNP) Pediatric Nurse Practitioner - Primary Care BSN to DNP Program of Study DNP Core Courses NUR S 51 Epidemiology & Statistics for Evidence-Based Practice EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofes-sional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Clinical Science Core Courses/Advanced Practice Core Courses 0 Pharmacotherapeutics Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and 51 medication selection factors. 52 Comprehensive Health Assessment for Advanced Nursing Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation Applied Pharmaceutical Intervention in Advanced Practice Nursing Advanced Physiological Principles Across the Lifespan Advanced Pathophysiology Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Application of pharmacology principles to sub-specialty populations. Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. 1 2 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 9 P age

44 Pediatric Nurse Practitioner - Primary Care Concentration Courses 0 Primary Care of the Infant, Child, Emphasizes management of healthy newborns and health maintenance for all childhood 55 and Adolescent age groups. Management of Acute and Emphasizes management of common acute episodic illness as well as selected stable 55 Chronic Conditions in Infants, chronic illness. Children, Adolescents, and Young Adults Practicum: Health Maintenance Students apply current knowledge in providing care to infants, children, adolescents/young 551 and Management of Common adults in a variety of primary care settings including school based clinics, community clinics, Acute Illness in the Infant, Child pediatric practices. There is an emphasis on underserved. 10 and Adolescent (5, 5) 552 Practicum: Management of Infant, Child, Adolescent/Young Adult with Chronic Illness Students apply current knowledge in providing care to infants, children, adolescents/young adults in a variety of primary care, chronic care, and selected acute care settings. 5 DNP Practicum/Project Courses EBP : DNP Proposal Development for Translating Evidence to Practice Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. Total Credit Hours BSN to DNP 77 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 0 P age

45 Doctor of Nursing Practice (DNP) Psychiatric-Mental Health Nurse Practitioner BSN to DNP Program of Study DNP Core Courses Epidemiology & Statistics for 511 Evidence-Based Practice EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Nursing Information Systems and Technology: Supporting Care and Generating Evidence Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. Clinical Science Core Courses/Advanced Practice Core Courses 0 Pharmacotherapeutics Advanced principles of pharmacotherapeutics, including legal issues, client adherence, 51 and medication selection factors. 52 Comprehensive Health Assessment for Advanced Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the Nursing lifespan, emphasizing normal and abnormal finding differences & documentation. 5 Applied Pharmacotherapeutics in Advanced Practice in Nursing Application of pharmacology principles to sub-specialty populations. 1 Advanced Physiological Advanced contemporary physiologic principles and their relevance to clinical practice 5 Principles Across the Lifespan across the lifespan. 2 Advanced Pathophysiology Critical examination of the pathophysiologic mechanisms of disease across the lifespan. 55 Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 1 P age

46 Psychiatric-Mental Health Nurse Practitioner Concentration Courses 0 Group Dynamics Concepts, theories and research pertaining to group dynamics and to interventions 525 carried out in groups. Analysis of simulated group experience. 526 Developmental, Behavioral Health and Interventions with Youth Normative and atypical developmental processes. Applications emphasize developmentally and culturally sensitive nursing assessment and intervention in children s lives to improve mental health outcomes. Mental Health Assessment Mental health problems presented in various settings. Focus on psychopathology, 527 assessment and diagnosis; crisis, triage and emergency care across the lifespan Mental Health Promotion Disease Prevention Family Behavioral Care Mental health problems presented in various settings. Focus on various approaches to psychotherapy, psychoeducation, and complementary care across the lifespan to promote health and prevent disease. Theories of family development and behavior; functional and dysfunctional communication and behavioral patterns. Theories and strategies for family assessment and intervention. Management of mental health problems presented in various settings. Application of assessment and diagnosis of pathology; crisis, triage and emergency care. Management of mental health problems presented in various settings. Application of various approaches to psychotherapy, psychoeducation, and complementary care to promote health and prevent disease. Development of psychiatric-mental health nurse practitioner role to deliver psychotherapeutic and psychopharmacologic services; and impact policies and procedures. Mental Health Assessment 51 Clinical Practicum I Mental Health Promotion and 52 Disease Prevention Clinical 5 Practicum II Professional Role and Policy 5 Development Clinical Practicum 5 III DNP Practicum/Project Courses EBP : DNP Proposal Development for Translating Evidence to Practice EBP : DNP Project Planning & Implementation EBP 5: DNP Project Evaluation & Dissemination Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student s field of expertise. Practicum focused on leadership, interprofessional collaboration, and systems for planning and implementing a DNP project in a practice or system setting aligned with the student's population focus or specialty. Evaluation and dissemination of the student s DNP project implemented in a practice or system setting aligned with the student's population focus or specialty. Total Credit Hours BSN to DNP 8 2 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) 2 P age

47 Doctor of Nursing Practice (DNP) Women s Health Nurse Practitioner BSN to DNP Program of Study DNP Core Courses Epidemiology & Statistics for Evidence-Based Practice EBP 1: Theoretical Foundations for Evidence-Based Practice EBP 2: Implementing Evidence-Based Practice Leadership, Policy, and Interprofes-sional Collaboration: Effecting Change in Complex Health Systems Quality and Safety Through Health Technologies Health Equity & Social Determinants Application and interpretation of statistical and epidemiological techniques appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control. This course emphasizes interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, costeffective health outcomes. Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems. Examination of individual and system level factors which impact the quality of health outcomes. Focus on the use of technology and data, including information systems, in improving the safety and quality of health care. Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants. Focuses on developing competencies to provide health care organization leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence. 51 Nursing Information Systems and Technology: Supporting Care and Generating Evidence Clinical Science Core Courses/Advanced Practice Core Courses Pharmacotherapeutics Comprehensive Health Assessment for Advanced Nursing Advanced Physiological Principles Across the Lifespan Advanced Pathophysiology Across the Lifespan Issues in Advanced Practice in Nursing & Policy Implications Health Promotion Theories and Population-Focused Interventions Strategic and Financial Planning for Clinical Programs Advanced principles of pharmacotherapeutics, including legal issues, client adherence, and medication selection factors. Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation. Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan. Critical examination of the pathophysiologic mechanisms of disease across the lifespan. Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary perspectives and effect on future APN practice. Translate theories/models of health promotion and disease prevention for individual, population, and systems focused nursing practice. Assessment, program planning, intervention and evaluation application for population based health care. Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives. 2 UIC College of Nursing Doctor of Nursing Practice (DNP) Student Handbook (admitted 201 or later) P age