MSN Program888.992.3869

This track prepares nurse leaders to function successfully in administrative positions ranging from nursing manager to CEO within healthcare organizations.

This track prepares nurse leaders to excel as nurse educators in healthcare facilities or as faculty members in schools of nursing.

This track prepares nurse leaders to interpret contemporary public health principles and explore the history, philosophy, and scope of public health practice. 

This track prepares nurse leaders to evaluate quality systems, implement evidence-based quality initiatives, and to maximize quality-based reimbursement.

Presents the study and application of theory as the foundational guide to scholarly nursing practice, while introducing the nesting relationships between theory, research and practice. A wide range of theories (nursing as well as others) are presented to encourage the development of a comprehensive and holistic Christian approach to health care. The nature of nursing’s unique scientific body of knowledge will be emphasized.

Emphasizes the necessity of research as the basis of scholarly nursing inquiry which produces evidence-based practice. Compares qualitative and quantitative research methodology from the perspectives of purpose, design, method and analysis, focusing on quantitative design. Discusses informed consent and ethical issues related to research. Prepares students to evaluate research design, scientific merit, findings, and potential application to practice. Since an expectation of scholarship is to disseminate knowledge, the student will demonstrate the ability to effectively communicate the evaluation of research findings for the development of evidence-based practice.

Prepares graduates with the knowledge necessary to assume leadership roles in the management of human, fiscal, and physical health care resources. The organization of health care delivery systems and the resulting impacts are evaluated from historical, political, ethical, and economic viewpoints. Healthcare reimbursement and potential changes in payment structures are explored. The procedures and processes for policy development at the national through facility level are analyzed. The students are challenged to explore their personal value systems and to analyze how these values shape their professional practices.

Identifies and explores the influence of biologic, environmental and societal factors on health and wellness of individuals, families and communities. Emphasizes the study of personal and community-based interventions and strategies to influence the goal of health promotion and disease prevention. Considers the use of theory, research, resources, social policies and regulatory requirements as avenues to promote health from a personal, community and global perspective. Included in this course is the role of spirituality as a component of health promotion and holistic nursing practice. Students are introduced to practical applications and tools for spiritual formation, while exploring the idea of professional nursing as ministry through vocation. The student is encouraged to appreciate a multi-faceted workforce in health care organization and delivery to stimulate positive societal and global outcomes. Related issues associated with the rapidly expanding aging population, human diversity, cultural sensitivity and global awareness are also included.

Provides a systematic and holistic approach of advanced assessment skills to evaluate physiological, psychological, sociocultural, developmental, and spiritual conditions of individuals across the lifespan. This course builds upon basic health assessment knowledge and skills, emphasizing advanced assessment skills, laboratory work interpretation, validation, documentation, and analysis of assessment findings.

Focuses on the development of an in-depth scientific knowledge base relevant to selected pathophysiological conditions across the lifespan. Emphasis is placed on linking this advanced knowledge base to the formulation of clinical decisions needed in primary health care management as related to diagnostic tests, pharmacotherapeutics, and the initiation of therapeutic regimens.

Explores the roles of both educator and student in the creation of an effective learning environment. Frameworks for analyzing pedagogical philosophies, adult learning theories, ethical/legal issues, research, and professional values related to nursing education are examined. The incorporation of Christian teachings into nursing education and various other teaching strategies are explored. Also presented are the influences of accreditation and/or certification requirements, as well as the implementation of innovations and technologies in nursing education.

Emphasizes curriculum development, outcomes, and competencies while focusing on effective teaching strategies. Evaluates the faculty role, the social responsibility of program curricular design, and pedagogies in meeting consumer and community needs, as well as professional nursing standards. Presents best practices and research-based strategies to promote various learning styles and encourage the creation of active learning environments that increase student retention and learning success for diverse student populations.

Provides students with an opportunity to compare, question, and analyze various assessment and evaluation concepts, models, and frameworks for their applicability in the quality assurance process of curriculum and program development. Explores techniques to evaluate learner knowledge and competence. Methods of curricula and program evaluation are explored. Students consider innovations in the area of evaluation based on current theories and practice.

Explores the unique aspects of clinical teaching, as well as theories and trends that support the use of technology for the enhancement of learning. Focuses on developing the education specialist’s skill set to be able to select and implement appropriate instructional technologies, including simulation and the electronic health record, to enhance learning in a variety of settings.

Integrates the knowledge, skills, and education expertise gained throughout the MSN course of study in a cumulative research project that examines evidence-based practice in one area of nursing education, documents how this best practice could be actualized in the educational setting, and how its implementation and results would be measured and analyzed. Also provides the student with the opportunity to visualize a specific project/ implementation and to evaluate it to gain a broader worldview and vision within nursing education. This course is taken during the last semester of the MSN program and is a prerequisite for Evidence-Based Practice in Nursing Education Practicum.

Integrates the knowledge, skills, and education expertise gained throughout the MSN course of study to culminate in this practice experience designed to further polish the nurse educator’s professional role and skill set. The faculty and preceptor provide support and guidance to help interpret learning experiences, and to gain a broader worldview within an educational framework. Emphasis is on the capacity of the emerging leader and educator to implement evidence-based education, work with a preceptor and faculty member to apply current theories, and to realize effective strategies in the design, implementation, and evaluation of teaching experiences. Students negotiate an educational project to be completed during the practice experience. This course is completed during the student’s final module of MSN matriculation.

Explores the history, philosophy, and evolution of current public health practices, including the organization of public health systems, organizations, and practices in the United States. Presents public health requirements and statutes, and laws that affect public health agencies. Identifies opportunities for public health growth and the development of interface between public health and other health-related systems.

Presents the foundations for understanding and applying the basic principles and methods used in epidemiology including disease measures, association and causation, bias, confounding and modification effects, and susceptibility. Explores effective methods to design and conduct epidemiologic studies used to address public health problems. Prepares students to become a critical reader of epidemiologic literature, by evaluating study design, data collection methods, study limitations and applicability to additional populations.

Provides an overview of healthcare informatics and its current use by both public and private healthcare agencies. Teaches students to navigate and enter data into complex healthcare databases using the principles of database management including the ability to conduct population studies through the use of databases. Explores the interpretation and evaluation of quality indicators within databases to maximize reimbursement in a variety of settings.

Integrates the knowledge, skills, and public health expertise gained throughout the MSN course of study in a cumulative research project that examines evidence-based practice in the emphasis area of public health, documents how this best practice could be actualized in the public health setting, and how it implementation and results would be measured and analyzed. Also provides the student with the opportunity to visualize a specific project/implementation and to evaluate it to gain a broader worldview and vision within public health. This course is taken during the last semester of the MSN program and is a prerequisite for Evidence-Based Practice in Public Health Practicum.

Integrates the knowledge, skills, and public health experience gained throughout the MSN course of study to culminate in this practice experience designed to further polish the public health nurses professional role and skill set. The faculty and preceptor provide support and guidance to help interpret learning experiences, and to gain a broader worldview within a public health framework. Emphasis is on the capacity of the emerging leader and public health professional to implement evidence-based public health initiatives. The work will incorporate the application of current theories, and to realize effective strategies in the design, implementation, and evaluation of this initiative while working with a preceptor and faculty advisor. Professional issues, public health trends, technological competencies, and self-assessment are incorporated into the course. This course is taken during the last semester of the MSN program after Applied Research in Public Health.

Topics are presented that are unique in the provision of healthcare to minors in the academic environment. These include care of the chronically ill child, care of the child with co-morbidities, and providing healthcare education to children in the academic environment. The nurse’s role in the development of Individual Educational Plans for exceptional children is explored as is providing childhood education to children who are hospitalized, homebound, or otherwise unable to attend school in the classroom environment. Legal aspects of providing school nursing are addressed including principles of confidentiality and abuse or neglect reporting.

Explores contemporary philosophical and theoretical foundations of childhood education. Presents various age-specific teaching strategies that may used to educate K-12 students with corresponding methods of learning evaluation. Alternative teaching strategies that may be used to educate children with special needs, (such as those with diagnoses of attention-deficit hyperactivity disorder, oppositional defiant disorder, autism, Asperger’s syndrome, obsessive compulsive disorder, and various learning disabilities) are investigated as are best-practices in childhood education.

The course builds on previous nursing courses and focuses on theory and skills to develop preventive health and occupational safety. Emphasis will be on understanding history as well as legal and regulatory issues outlined by OSHA and industry standards. Focus will be on understanding and applying safety principles through protective techniques, administrative practices, study of occupational diseases, industry hazard control and conducting audits in order to prevent or control occupational injury and promote wellness.

This course explores the theoretical and practical approach of changing health behaviors of individuals and communities across populations and the impact to public health and the medical community if change does or does not occur. Focus will be on utilizing evidence-based practice to develop interventions and applications for both the community and the individual. Theoretical concepts will be integrated with practical application such as screenings, counseling, behavioral change and immunizations. Methods of communicating to various types of communities and culturally specific to individuals will be explored.

This course discusses and gives a broad overview of food and waterborne diseases. Focus is on, diseases, disease processes, manifestations, reservoirs, transmission, epidemiology of microorganisms and chemical agents responsible for food and water-transmitted diseases and how surveillance is utilized to develop or improve policy. The ability of public health programs to regulate food and waterborne illnesses and to organize safe food and water supplies will be examined for both industrialized and developing countries.

Focus will be on the history of past and current eradication and or control campaigns of global infectious diseases. Epidemiological, sociological, political, cultural and ethical concerns of past and present eradication campaigns by both global entities and individual countries will be studied to determine barriers and advantages to these campaigns. Discussion will focus on current infectious disease candidates for eradication and possible campaign structure to accomplish eradication.

Presents leadership concepts and theories, as well as an orientation to organizational structures and dynamics in health care delivery systems. Students examine theories and analyze environmental and societal determinants that influence an organization’s capacity for change and quality improvement. The complementary qualities of leadership and management are examined and their impact on organizational effectiveness and corporate success is analyzed. Interventions that advance and strengthen the organizational mission and vision are explored.

Analyzes leadership roles in relation to decision-making with particular emphases on human resource management. Evidence-based staffing models are developed for the purpose of projecting and accurately documenting human resource requirements. Interviewing, hiring, orientation, and competency rubrics are examined and developed while the guidelines and statutes governing these human resource issues are explored. Conceptual aspects of control, problem solving/decision-making, effective communication, conflict resolution, progressive disciplinary action, delegation, and team building are applied to a variety of situational contexts.

Introduces the concept of a strategic plan and the importance of linking this with an organization’s mission and ethos. Basic principles associated with program, project, and service line fiscal management, price-setting, budget preparation, return on investment, cost-benefit analysis, managed care contracting, and value-based purchasing are discussed and applied. Emphasis is placed on acquiring a financial vocabulary to communicate with various stakeholders. Financial reports such as balance sheets, budget forms, and expense reports are studied and formulated.

Integrates the concepts of outcomes management and research as the basis to improve the quality and effectiveness of health care organizations. Program evaluation, performance improvement, and other methods of measuring outcomes are examined for their utility within the health care setting. Systematic approaches for analyzing and evaluating processes of care delivery and their impact on client populations, organizational processes, and communities are considered. National quality data bases and national benchmarking is explored. Accreditation and/or regulatory requirements will be presented. Through readings, projects, and various interactions students develop an informed basis for leading quality improvement efforts in various healthcare settings.

Provides an overview of healthcare informatics and its current use by both public and private healthcare agencies. Teaches students to navigate and enter data into complex healthcare databases using the principles of database management including the ability to conduct population studies through the use of databases. Explores the interpretation and evaluation of quality indicators within databases to maximize reimbursement in a variety of settings.

Integrates the knowledge, skills, and administration expertise gained throughout the MSN course of study in a cumulative research project that examines evidence-based practice in one area of healthcare administration, documents how this best practice could be actualized in the clinical setting, and how its implementation and results would be measured and analyzed. Also provides the student with the opportunity to visualize a specific project/ implementation and to evaluate it to gain a broader worldview and vision within healthcare administration. This course is taken during the last semester of the MSN program and is a prerequisite for Evidence-Based Practice in Healthcare Administration Practicum.

Integrates the knowledge, skills, and administration expertise gained throughout the MSN course of study to culminate in this practice experience designed to further polish the administration professional’s role and skill set. The faculty and preceptor provide support and guidance to help interpret learning experiences, and to gain a broader worldview within organizational healthcare leadership. Emphasis is on the capacity of the emerging leader and administrator to implement evidence-based practice, facilitate advanced communication, and demonstrate one or more areas of effective leadership expertise. Students negotiate a leadership project to be completed during the practice experience. This course is completed during the student’s final module of MSN matriculation.

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Presents leadership concepts and theories, as well as an orientation to organizational structures and dynamics in health care delivery systems. Students examine theories and analyze environmental and societal determinants that influence an organization’s capacity for change and quality improvement. The complementary qualities of leadership and management are examined and their impact on organizational effectiveness and corporate success is analyzed. Interventions that advance and strengthen the organizational mission and vision are explored.

Provides an overview of healthcare informatics and its current use by both public and private healthcare agencies. Teaches students to navigate and enter data into complex healthcare databases using the principles of database management including the ability to conduct population studies through the use of databases. Explores the interpretation and evaluation of quality indicators within databases to maximize reimbursement in a variety of settings

Examines the history and trends of risk management in the United States. Provides education on achieving a risk-intelligent enterprise including oversight of regulatory requirements, compliance risk, understanding financial/business risk, advising organizational leaders on the management of new and existing risk, and assisting leaders with value protection and value creation. Presents methods of risk mitigation such as risk management, risk retention, risk modification, risk transfer, and error recovery to reduce risk. Incorporates the requirements necessary for healthcare organizations to achieve high reliability status.

Defines interventions, and their employment, to drive change to proactively maintain patient safety within healthcare organizations. Identifies themes and patterns while examining organizational systems and processes for potential points of failure. Presents plans to implement guidelines and goals from national organizations including the Agency for Healthcare Research and Quality (AHRQ), the National Quality Forum (NQF), and The Joint Commission (TJC) to enhance and assure patient safety throughout the care continuum.

Examines the legal aspects of law as it relates to healthcare entities at the federal, state and local level. Methods to assure compliance with multiple regulatory agencies such as structural codes, wage and hour laws and medical billing will be explored. Specific attention will be paid to those statues that only mandate requirements for healthcare agencies.

Integrates the knowledge, skills, and healthcare quality management expertise gained throughout the MSN course of study in a cumulative research project that examines evidence-based practice in healthcare quality, documents how this best practice could be actualized in a healthcare organization, and how its implementation and results would be measured and analyzed. Also provides the student with the opportunity to visualize a specific project/implementation and to evaluate it to gain a broader worldview and vision within healthcare quality. This course is taken during the last semester of the MSN program and is a prerequisite for NURS 6583.

Integrates the knowledge, skills, and healthcare quality management experience gained throughout the MSN course of study to culminate in this practice experience designed to further polish the quality manager’s professional role and skill set. The faculty and preceptor provide support and guidance to help interpret learning experiences, and to gain a broader worldview within a quality management framework. Emphasis is on the capacity of the emerging leader and quality management professional to implement evidence-based quality initiatives in healthcare organizations. The work will incorporate the application of current theories, and realize effective strategies in the design, implementation, and evaluation of this initiative while working with a preceptor and faculty advisor. Professional issues, quality and risk management trends, technological competencies, and self-assessment are incorporated into the course. This course is taken during the last semester of the MSN program after NURS 6573.

Introduces students to the field of educational technology. Explores the historical and recent forces impacting educational technology and addresses the social and ethical issues surrounding acquiring, implementing, and evaluating technology in the learning environment. Best practices for distance education and alternative delivery modalities, which may be used in nursing education, are examined.

Explores selected ethical theories related to health care and nursing practice. The history of ethical models in healthcare are examined as is the potential paradigm shift in ethical theory due to limited healthcare resources. Both institutional and broader health care policies related to ethical issues will be examined.

Emphasizes the importance of providing spiritual care as a component of holistic advanced nursing practice. Nursing’s historical foundation for the provision of spiritual care, as well as the vital and expansive role of spirituality/spiritual health promotion, will be explored. Students will be challenged to articulate their own spiritual philosophy, as well as identify the impact of and resources for personal spiritual renewal as a basic necessity in their current nursing practice. Practical applications and tools for spiritual formation will also be presented.

Provides critical analysis of major social, economic, and political issues of growing old in America. Examines social policy in the public and private sectors including health, income, and social services and considers prospects for social change and political movements.

Is the application of caring and creativity in nursing, the "finest art" (Nightingale, as cited in Donahue, 1985, p. 469). By graduation the MSN student will evidence aesthetic literacy by:

• directing the nursing care of a group of patients either directly or indirectly that demonstrates caring, compassion, and respect for dignity (Health Care Administration track) OR educating others to provide nursing care in a caring, compassionate and dignified manner (Nursing Education track);
• assuming the role of advocate for consumers and change agent within the healthcare system.

Is the application of current research, theory, professional standards, and ethical codes to influence the ongoing generation and evaluation of creative ideas for the purpose of solving patient, family, and/or community health issues/concerns/problems. By graduation the MSN student will evidence critical thinking by:

• utilizing new knowledge to analyze the outcomes of nursing interventions, to initiate change, and to improve practice;
• comprehending the economic implications of health planning, the organization of personnel and resources, the design of payment systems, and the outcome analysis of healthcare delivery or cost effectiveness of services;
• evaluating ethical decision-making from both a personal and organizational perspective and developing an understanding of how these two perspectives might create conflicts of interests;
• critiquing and evaluating a variety of theories from nursing and related fields;
• incorporating theories and research in generating teaching and counseling strategies to promote and preserve health and healthy lifestyles in all populations.

s the ability to clearly interact with individuals and/or groups for the purpose of sharing information, ideas, and/or emotions. By graduation the MSN student will evidence effective communication by:

• using computer applications, to understand statistical and research methodologies;
• writing and communicating effectively;
• articulating the interaction between regulatory controls and quality control within the healthcare delivery system;
• interpreting healthcare research for consumers and officials;
• identifying areas in which personal conflict of interest might arise and proposing resolutions or actions to resolve the conflict;
• communicating with, developing professional relationships with and working in collaboration with other professionals;
• negotiating one's roles within the practice system;
• fostering a multidisciplinary approach to discuss strategies and garner multifaceted resources to empower client populations in attaining and maintaining functional wellness.

Is the acquisition of nursing's unique body of knowledge and an understanding of the processes by which that knowledge was achieved and can be developed. By graduation the MSN student will evidence scientific literacy by:

• accessing current and relevant data needed to answer questions identified in one's nursing practice;
• initiating a line of inquiry into comprehensive databases in order to utilize available research in the practice of nursing;
• analyzing the results of policy research relevant to health care delivery;
• understanding how various healthcare delivery systems are organized.
• using basic principles of fiscal management and budgeting and health economics in practice;
• analyzing and monitoring the cost-effectiveness of clinical decisions and making recommendations for increasing the cost-effectiveness of care;
• evaluating ethical methods of decision-making and engaging in an ethical decision-making process.
• applying and utilizing appropriate theories from nursing and related fields to provide high quality health care.
• using epidemiological, social and environmental data to draw inferences regarding the health status of client populations and communities.

Is the self-application of physical, mental, emotional, social, and spiritual health promotion practices, as the basis of knowledge that will enhance the provision of holistic care to others. By graduation the MSN student will evidence self-understanding by:

• practicing in collaboration with a multicultural work force;
• actualizing/implementing the advance practice roles of teach, researcher, advocate, clinician, consultant, collaborator and manager of systems;
• identifying and analyzing common ethical dilemmas and the ways in which these dilemmas impact self and others.

Is the personal involvement of self in nursing's role and responsibilities to people and society. By graduation the MSN student will evidence social responsibility by:

• ensuring that systems meet the needs of the population(s) served and are culturally relevant;
• differentiating and delineating legislative and regulatory processes;
• evaluating local, state and national health policy issues and trends;
• articulating health care issues/concerns to elected and appointed officials and to healthcare consumers;
• erving as a consumer advocate on health issues;
• providing leadership in the healthcare delivery system;
• demonstrating fiscal accountability for one's own practice while providing quality care;
• assuming accountability for the quality of one's own practice;
• advocating for the nursing profession;
• influencing regulatory, legislative and public policy in private and public arenas to promote and preserve healthy communities.

Is the cultivation of a Christian approach to one's life and professional nursing practice that permeates the student's attainment of School of Nursing outcomes. By graduation the MSN student will evidence spiritual development by:

• integrating faith with learning and nursing practice.
• demonstrating social justice in interactions with others.