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Colleges Majors Rankings About. Nursing at George Washington University. Nurse practitioner and nurse-midwifery students will acquire the knowledge, skills and clinical foundation for advanced health assessment and diagnostic reasoning in the ambulatory health care setting. First clinical practicum course in the adult-gerontology primary care nurse practitioner program; theoretical and practical foundations of common primary care conditions in the adult patient.
Synthesis and integration of advanced decision making skills including diagnostic reasoning and clinical judgment, health assessment, health promotion, technology, and evidence-based practice.
Family Nurse Practitioner Clinical Practicum. Clinical practicum providing foundations of family primary care; focus on chronic health problems faced by families from culturally diverse backgrounds. Third clinical practicum course in the adult-gerontology primary care nurse practitioner program; theoretical and evidence-based practice foundations for assessment and management of the patient across the aging continuum. First clinically-based course for family nurse practitioners.
Didactic and clinical experiences in primary care focusing on common and chronic health problems across the lifespan. Second clinically-based course for family nurse practitioners. Prerequisites: NURS Third clinically-based course for family nurse practitioner students. Genetics for Health Care Providers. Basic scientific principles of genetics and their clinical applications. Advanced Pharmacology for Nursing.
Pharmacologic concepts commonly seen in advanced practice nursing; major pharmacological classes for selected disease states and application in therapeutic decision making to encounters across the lifespan. First clinical practicum course in the adult-gerontology acute care nurse practitioner program. Scientific underpinnings and practical management of complex acute and chronic conditions across a spectrum of care delivery situations from subacute rehabilitation, to urgent care, emergency department, hospital-based care, and critical care Prerequisites: NURS , NURS , and NURS Second clinical course in the adult-gerontology acute care nurse practitioner program.
Management of complex, acute stable, and unstable conditions experienced by a variety of age groups from adolescents, to middle-aged adults, to the elderly. Scientific underpinnings and practical management of complex acute and chronic conditions across a spectrum of care delivery situations from subacute rehabilitation, to urgent care, emergency department, hospital-based care, and critical care.
Overview of general management business principles related to health care systems; strategic management of patient-centered care delivery and strategic health care leadership. Overview of the neurobiological and psychopharmacological principles for the clinical management of psychotropic medications in the treatment of mental illnesses across the lifespan; integrates neuroanatomy, pharmacogenomics, neurophysiology, pathophysiology, biochemistry, pharmacology and behavioral science.
Principles of addiction and change with a focus on correlating how changes in behavior lead to recovery in addictions. Models of addiction and change, the neurobiology of addiction, behavior change theories and models, and treating addictions through behavioral mechanisms.
Theoretical and foundational knowledge for assessing, diagnosing, treating, and managing mental illnesses across the lifespan. Concurrent clinical practicum under the supervision of preceptors and faculty.
Students must complete a minimum of clinical hours. Examines, analyzes, and evaluates treatment models and evidence-based interventions for the care of individuals living with acute and chronic mental illnesses across the lifespan.
Clinical practicum designed to build psychiatric mental health nurse practitioner skills in a variety of clinical settings. Students integrate foundational knowledge from coursework to provide safe and competent behavioral healthcare to individuals across the lifespan.
Clinical practicum. Students develop competency in the psychiatric-mental health nurse practitioner role; integration of foundational knowledge from coursework to provide safe and competent behavioral healthcare to individuals across the lifespan. Corequisite: NURS Third theory course for family nurse practitioner students nationally certified in another APRN population. Covers common acute and chronic problems across the lifespan.
First course in a two-semester mentored internship practicum. Students apply knowledge and refine abilities related to leadership in a setting and practice area mutually agreed upon by the student and instructor. Leadership Capstone Practicum II. Second course in a two-semester mentored internship practicum. Client health coaching and leadership and management coaching; theoretical foundations, evidence for leadership coaching in nursing, and applications of coaching in nursing management.
Teaching and Learning in Health Care. Application of instructional design methods to develop, deliver, and evaluate academic and professional health care curricula and education. Application of the science of quality improvement, measurement and patient safety theories, models, methods, and tools to improve health care outcomes, cost and the patient and family experience of care in any health care setting. Health care economics, finance, and policy for effective management in a complex health care environment.
Principles of instructional design. Active, authentic learning and assessment methods in academic and health care delivery settings; analyzing needs, defining objectives, and assessing outcomes for learning; strategies to support learner mastery. Design, development, implementation and evaluation of academic, clinical, and professional educational programs in nursing and other health professions; analysis and integration of national, professional and institutional policies, requirements, and standards to develop an outcomes-based curriculum.
Global Health for Health Care Professionals. Global health problems and issues from interdisciplinary and comparative perspectives. Topics vary by semester. May be repeated for credit provided the topic differs. Consult the Schedule of Classes for more details. Application of change processes that are critical to improving health quality by integrating theory and implementation; the role of systems assessment and measurement as fundamental to quality improvement.
Prepares students to integrate social determinants of health while using telehealth and digital health technologies to improve care for people living in rural and urban underserved communities. Epidemiology and Population Health. Integration of population and determinants of health with epidemiological principles.
Examination and application of biostatistical and epidemiological methods of analysis. Restricted to students in DNP program. Organizational Concepts in Nursing. The use of knowledge management and information technology as it applies to health care; strategies to improve the efficiency and effectiveness of health care with the use of technology.
Translating Research into Practice. Models and processes of evidence-based practice, strategies to translate evidence into practice, and tools useful for promoting practices in health care settings.
Multidisciplinary background for the science of healthcare quality management; concepts, principles, and philosophy of quality improvement. Quality improvement QI processes and patient safety theories, models, methods, and tools in health care settings and their application to conceiving and executing a QI project in an organizational setting.
This is a continuation of Executive Presence I. In this course, the student will examine power shifts in leadership, revisit change as a stimulus for innovation, participate in an interactive session for individuals who can practice communicating their practicum proposals and receiving friendly feedback and constructive input from their peers, and re-evaluate the leadership development plan designed in Executive Presence I.
Students develop and integrate bedside with systems and population level competencies; role development, leadership, interdisciplinary collaboration, systems management, and evidenced-based practice are discussed and applied to concurrent clinical experiences; independent practice skills in the context of interdisciplinary teams. Seminar and clinical practicum that focuses on developing and integrating DNP competencies; role development, leadership, interprofessional collaboration, population health, and evidence-based practice; the development of independent practice skills and integration of DNP program outcomes.
Entrepreneurship for Nurse Leaders. Various aspects of entrepreneurship in the context of the nursing profession. Application of evidence based methods, policy frameworks, cost effectiveness, and cost benefit analysis related to current policy issues. Health Care Economics, Finance, and Reimbursement. Application of economic concepts to health care financing and reimbursement policy; the effects of historical, current, and emerging models of financing on quality, access, and cost.
Examination of the merits of common methods and designs for evidence-based practice and practice inquiry. Acquire skills in searching for, critically appraising and grading evidence.
Synthesis of research findings to develop practice recommendations. The impact of governmental structures and processes on health policy, access, quality, and cost; the role of nurses in shaping health system change. Health policy legislation and the role of the judiciary. Students develop briefing materials, provide verbal or written testimony, give public comments regarding proposed bills, and assess impact of policy-oriented boards. Includes visits to Capitol Hill or state capitals. Students collaborate with a policy expert in a professional organization, government agency, advocacy group, or other entity to develop policy on a specific issue related to cost, quality, or access relevant to patient experience of care.
The Regulatory Process and Health Policy. Knowledge and skills for analyzing rulemaking and regulatory processes that affect health-related issues; workforce scopes of practice; safety of the public; and roles and influence of federal agencies and private organizations charged with implementing newly passed legislation. Philosophy of Science and Theories. Philosophy of science and scientific methodology in historical context; competing philosophical viewpoints about the nature of scientific knowledge and the implication for knowledge development in nursing science; theoretical foundations of research studies.
Restricted to Majors Only. Statistics for Health Care Research I. Intermediate-level statistics applicable to the analysis of health care data.
Advanced statistical methods commonly used in health care research. Analysis and interpretation of healthcare data using a variety of statistical techniques, including simple and multiple linear, linear-mixed effects, logistic, and Poisson regression, repeated measures designs, and survival analysis.
Research Program Development Seminar I. Foundational content related to the conduct of research, including research ethics, data management, and modes of new knowledge dissemination. Ethical and other influences that impact the development, implementation, and sharing of discovery science.
Introduction to select professional roles and guidance on preparation for associated responsibilities; forming an effective research team; generating meaningful and impactful scholarship. Experimental and Quasi-Experimental Research Designs.
Formulation of research questions, hypotheses, measurement, sampling, data collection, and statistical approaches for various experimental and quasi-experimental research designs. Qualitative methods and designs applicable to translational health science research problems; qualitative epistemology, methods, data collection, and data analysis. Credit cannot be earned for this course and THS Measurement for Health Care Research. Measurement theories, principles, and techniques essential for the development and analysis of assessment instruments used in health care research; reliability and validity analysis, generalizability theory, item analysis, linking and scaling procedures, and adjustments for measurement error.
Systematic Review and Meta-Analysis. Systematic reviews and meta-analyses, and their relative utility in answering research questions; formulating questions, defining criteria for including or excluding studies, methods for data extraction, grading the risk for various kinds of bias, and performing a meta-analysis. Non-Experimental Research Design. Evaluation of secondary data analysis, surveys, case-control studies, cohort studies, and mixed methods approaches.
Participatory research experience where students and faculty members interact on research-related activities; data collection, data management, data analysis, table and figure preparation, and abstract development. Practical experience in an area designated as necessary for additional content expertise, such as systematic review of the literature, survey development, secondary data acquisition and cleaning, or data collection. Student will conduct preliminary research activities in support of the dissertation research.
Restricted to doctoral candidates. Measuring team effectiveness by integrating team science, cross-disciplinary research, and methodology; developing research designs to address complex health science problems; and team science and science of team science approaches to promoting team effectiveness. Introduction to integration of health policy and leadership concepts in the use and analysis of research affecting systems and populations; exploration of social, political, and economic principles and theories as they relate to the incorporation of policy analysis and implementation.
Faculty supervision and ongoing peer feedback for development of the dissertation proposal. Culminating research experience for students in the doctoral program in nursing. Following defense of the dissertation proposal, students work with the research advisor and dissertation committee to design and implement a research study, analyze data, and interpret and contextualize findings using the study framework and current state of the science.
Development of scholarly writing skills, exploration of a phenomenon of interest, and development of skills needed for the responsible conduct of translation of research into practice. Students identify a scholarly topic addressing a practice issue. Foundational knowledge to support the student in creating a DNP project proposal that includes a project plan, implementation, and evaluation plan.
Students identify a practice issue, develop a DNP project plan, and formulate a scholarly project development process. Implementation of DNP project using leadership, project management, and team building skills. Restricted to DNP students. Data collection and evaluation of results from the DNP project using rigorous evaluation criteria and outcome measures.
Send Page to Printer. Vision Compelled by the belief that all people deserve equitable and quality health care, the GW Nursing community aspires to be trusted advocates for the advancement of societal well-being in the clinic, community, and statehouse. Diversity Statement We cultivate excellence in teaching, learning, research and service through equal access to resources, opportunities and advancement for all members of our community.
Values GW Nursing supports and upholds GW's values, which guide our students, faculty, and staff to strengthen and improve our community. These values include: Integrity. We are honest and fair in our words and actions Collaboration. We achieve more by engaging others in shared processes and decision-making. We value people as individuals and treat them with fairness, compassion and care.
We achieve distinction through knowledge and innovation. We are accessible, receptive and share information freely. We value and include people from different cultures, backgrounds and perspectives in the pursuit of our common goals. We encourage risk-taking, learning from failure and perseverance in our pursuit of excellence. Conditional Admission Admission with conditions may be offered at the discretion of the admissions committee and the program dean.
Readmission Students who were previously registered in a GW Nursing program but did not register during the immediately preceding semester summer sessions excluded must apply for readmission. Change of Specialty A change of specialty request is treated like a new application for admission.
Student Progression Course Withdrawal After the fourth week of classes, a dropped course is considered a withdrawal and a notation of W will appear on the transcript. Transfer Credit Undergraduate Students Advanced standing may be awarded for appropriate non-nursing coursework completed at other accredited institutions, provided minimum grade requirements have been met. Graduate Students Up to 6 credits of coursework may be accepted as transfer credit for graduate students, provided the coursework was completed within the past five years at an accredited college or university with a minimum grade of B.
Gap Analysis Applicants to certificate and graduate programs should request a gap analysis at the time of their application. Financial Regulations GW Nursing adopted the following financial regulations for the academic year covered by this Bulletin. Financial Aid GW offers financial assistance to all eligible students from a variety of resources. Verification of Health Status GW Nursing requires all students to complete a full physical examination within twelve months prior to the beginning of clinical courses.
Compliance with HIPAA and OSHA Guidelines The sites at which students pursue their clinical experience must comply with federal guidelines for the education of employees regarding prevention of the spread of bloodborne pathogens and patient privacy; therefore, such sites require that all students provide evidence of relevant annual training.
Immunization Requirements The District of Columbia Immunization Law requires that all students under the age of 26 enrolled in on-campus programs at the University, provide proof of certain immunizations. Academic Regulations Accommodations for Disability Reasonable accommodations are made for applicants with disabilities who can meet the requirements noted below after review by the GW Office of Disabilities Services.
Technical and Academic Standards for Nursing Students Technical standards are a necessary component to the complex discipline of nursing that all students must meet with or without reasonable accommodations. Technical standards include, but are not limited to, the following: Motor Skills General: The student must have motor functions sufficient for the execution of movements needed to provide general care and treatment to patients in all health care settings.
Specific: Student must possess the motor skills necessary to executing assessment and therapeutic procedures such as inspection, palpation, percussion, auscultation, and other diagnostic maneuvers and procedures.
Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional uses of the senses of touch, vision and hearing.
Specific: The student must be able to perform basic life support including CPR , transfer and position patients, and position and re-position self around patients. The student must also be able to operate equipment typically found in the health care environment IV pumps, cardiac monitor, and electric and manual blood pressure equipment, safe patient handling equipment, etc.
Specific: The student must be able to observe the patient accurately, at a distance and close at hand, and observe nonverbal communications when performing nursing assessments and interventions or administering medications. The student must be able to perceive the signs of disease and infection as manifested through physical examination. Such information may be derived from visual inspection and images of the body surfaces, palpable changes in various organs and tissues, and auditory information patient voice, heart tones, bowel and lung sounds, etc.
Communication General: The student must have the ability to communicate effectively and sensitively with other students, faculty, staff, patients, family, and other professionals.
Specific : The student must be able to express their ideas and feelings clearly and demonstrate a willingness and ability to give and receive feedback.
The student must be able to convey or exchange information at a proficiency level sufficient to obtain a health history, identify problems presented, explain alternative solutions, and give directions during treatment and post-treatment. The student must be able to effectively communicate in English through verbal, written, and electronic formats, with the ability to retrieve information from various sources of literature and computerized databases.
The student must able to communicate verbally in English in classroom presentations, seminars, simulation, practicum sites, practicum conferences, and online formats.
Cognitive General: The student must be able to measure, calculate, reason, prioritize, analyze, integrate, and synthesize information and act with integrity and judgment ability to manage impulsivity. The student must have the ability to sustain attention and memory to maintain patient safety.
Specific: The student must be able to read and comprehend extensive written materials. The student also must be able to evaluate and apply information and engage in critical thinking in the classroom, lab, and clinical setting within the time constraints unique to each setting. Specific: The student must be able to maintain mature, sensitive, and effective relationships with patients, students, faculty, staff, and other professionals in all circumstances, including highly stressful situations.
The student must be able to experience empathy for the situations and circumstances of others and effectively communicate that empathy. They must know how their own values, attitudes, beliefs, emotions, and experiences affect their perceptions and relationships with others.
The student must be able and willing to examine their behavior when it interferes with productive individual or team relationships. The student must possess skills and experience necessary for effective and harmonious relationships in diverse academic and work environments. Specific: The student must be able to meet School of Nursing attendance requirements.
The student must be able to satisfy all requirements set forth by clinical affiliation agreements as well as any additional requirements of any clinical setting. The student must uphold professional nursing standards related to the student's scope of practice. Professional Conduct General: The student must possess the ability to reason morally and practice nursing in an ethical manner. Specific: The student must be willing to learn and abide by professional standards of practice.
They must possess attributes that include compassion, empathy, altruism, integrity, honesty, responsibility, and tolerance. The student must be able to engage in patient care delivery in all settings and be able to deliver care to all patient populations, including, but not limited to, children, adolescents, adults, individuals with disabilities, medically compromised patients, and vulnerable adults.
Scholarship Requirements All students must maintain satisfactory academic progress in attempted coursework to be eligible to continue enrollment in their program.
Time to Program Completion Students admitted to the GW Nursing BSN program are expected to complete all program requirements and graduate in four semesters, including summer sessions, from the point of matriculation. Dismissal A student who fails a required course must repeat the course. Additional specific conditions warranting academic dismissal include, but are not limited to: Two instances of academic probation. Failure to meet the requirements of an Academic Success Plan while on academic probation.
Failure to complete all degree or certificate requirements within the time limit. Academic misconduct resulting in academic jeopardy or probation imposed as the result of a judicial board prehearing or hearing.
Violation of professional comportment standards. Failure to meet the terms of a provisional admission. Procedures for the Evaluation of Professional Comportment Students enrolled in GW Nursing programs are required to conform to all rules, regulations and policies outlined in the GW Bulletin. At that meeting, or as soon thereafter as possible, the associate dean for the program may do one or more of the following: Advise the student. Recommend that the student seek professional assistance, at the student's expense.
With student consent, the written report from the health care provider will be included in the student case file. The recommendation s could include, but is are not limited to, one or more of the following: Advising the student. Recommending that the student seek professional assistance, at the student's expense.
Recommending conditions with which the student must comply in order to continue in GW Nursing. Recommending suspension from GW Nursing. Recommending dismissal from GW Nursing. Evaluation of Academic Performance Faculty members are responsible for evaluating the performance of students in a meaningful, useful and timely manner and for assigning grades on a basis that is rational, just and unbiased.
SON process: Appeal procedures for cases of alleged improper academic evaluation. Escalate the appeal to the senior associate dean for academic affairs. Prerequisites and Corequisites Students who want to take courses that have prerequisites must successfully complete prerequisites before the term in which they take the next course. Independent Study The purpose of an independent study is to increase the student's exposure to and involvement in nursing research or practice under the direction of a faculty mentor.
Audit GW Nursing undergraduate students who have a cumulative grade-point average of at least 3. Course Waiver If a student takes a course at an institution other than GW, they must apply for a waiver to substitute a course if the course is in a GW Nursing required plan of study.
Relocation During Program of Study Graduate students relocating during their program of study must contact their GW Nursing program director to discuss ramifications of moving to a state where GW Nursing does not operate or operates on a restricted basis. Advising and Mentoring Each GW Nursing student is assigned a professional academic advisor in the Office of Student Affairs and a dedicated faculty mentor.
Graduates of the program will become exceptional nursing professionals who are more marketable and competent to deliver quality health services. Since the university has made agreements with some community colleges in the area, students who graduate from Montgomery College, Randolph-Macon College, and Virginia Community College system are guaranteed to have a place in the program as long as they meet the admission requirements. A current and unencumbered RN license to practice in the state is also necessary.
Faculty are industry leaders and licensed healthcare professionals with years of experience in nursing. The MSN — Adult-Gerontology Acute Care Nurse Practitioner program prepares Registered Nurses as inter-professional team members and advanced practice leaders who can provide care to critically ill patients and their respective families.
Acute Care Nurse Practitioners attend to adults and adolescents in various clinical settings like critical care units, specialty units, urgent care centers, and inpatient medical-surgical units. To apply for this program, applicants must have at least one year of clinical experience in critical care nursing. Other requirements include a resume, two letters of recommendations, a personal statement, official transcripts, and evidence of a current nursing license.
The MSN — Adult-Gerontology Primary Care Nurse Practitioner program provides theoretical and practical foundation to become an advanced practice nurse working with adolescents and adult patients. Official transcripts, letters of recommendation, letter of intent, a resume or CV, and an RN license are required. The Family Nurse Practitioner prepares Registered Nurses for leadership roles in primary care settings, serving families and individuals in all age groups.
It is offered in a didactic and clinical experience to equip students with the physical, emotional, mental, social, and spiritual health. Students of the program must have at least hours of clinical experience from an approved preceptor to graduate. The MSN — Nursing Leadership and Management program focuses on developing the leadership skills of Registered Nurses to help them think and act strategically in creating policy decisions and improvoing health care organizations.
Coursework includes human resources, finance, marketing, and economics. Applicants of the program must complete a Virtual New Student Orientation to give them the knowledge and tools to become successful at George Washington University School of Nursing.
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