| AVN 1001 Medical Terminology | This course is designed to provide the student with a basic understanding of the language needed to communicate effectively as a health care professional. Students develop a foundation of root-word meanings and how they are combined for understanding and communicating in a general healthcare environment. | GenEd |
| AVN 1060 Fundamentals of Nursing with Lab | This course introduces basic skills for safe, quality patient care. Students will be introduced to the nursing profession, health care delivery system, safety and infection control, mobility, nutrition, and elimination. Students will also explore the common psychosocial issues in older adults. Students will have the opportunity to practice and perform select basic skills and simulations labs. | AOSVN |
| AVN 1160 Mental Health Nursing I with Lab | This course focuses on the care of patients across the lifespan facing psychological and emotional stressors. Emphasis is placed on common mental health disorders as well as promoting and maintaining the mental health of individuals and families. Alternative clinical and simulation experiences provide the student an opportunity to apply theoretical concepts and implement safe care to patients with mental health disorders. Emphasis is on the psychosocial health of the older adult. | AOSVN |
| AVN 1230 Advanced Nursing Fundamentals with Lab | This course continues the introduction to nursing and roles of the vocational nurse, as well as profession-related and patient care concepts. Emphasis is placed on the knowledge and skills needed to provide safe, quality care. The theoretical foundation for assessment and nursing skills is presented, and the student is given an opportunity to demonstrate these skills in the lab, and with use of simulation. | AOSVN |
| AVN 1230C Advanced Nursing Fundamentals Clinical | This course continues the introduction to nursing and roles of the vocational nurse, as well as profession-related and patient care concepts. Emphasis is placed on the knowledge and skills needed to provide safe, quality care. The theoretical foundation for assessment and nursing skills is presented, and the student is given an opportunity to demonstrate these skills in the lab, and with use of simulation. | AOSVN |
| AVN1240 Pharmacology | This course introduces the principles of pharmacology including pharmacokinetics, pharmacodynamics, common adverse/side effects, and contraindications. Emphasis is placed on drug classifications and nursing care related to the safe administration of medications. | AOSVN |
| AVN 1320 Medical Surgical I with Lab | This course introduces nursing and the roles of the vocational nurse, as well as profession-related and patient care concepts. Emphasis is placed on the knowledge and skills needed to provide safe, quality care. The theoretical foundation for assessment and nursing skills is presented, and the student is given an opportunity to demonstrate these skills in the lab, and with the use of simulation. | AOSVN |
| AVN 1320C Medical Surgical I Clinical | This course provides an introduction to nursing and the roles of the vocational nurse, as well as profession-related and patient care concepts. Emphasis is placed on the knowledge and skills needed to provide safe, quality care. The theoretical foundation for assessment and nursing skills is presented, and the student is given an opportunity to demonstrate these skills in the lab, and with the use of simulation. | AOSVN |
| AVN 2075 Mental Health Nursing II with Lab | This course focuses on the principles and concepts of mental health, psychopathology, and treatment modalities related to the nursing care of patients and their families. It also addresses the continued development of the professional nurse as a provider of care, patient safety advocate, member of the health care team, and member of the profession in caring for individuals with mental health needs. Emphasis is placed on patients with common complex psychiatric conditions | AOSVN |
| AVN 2075C Mental Health Nursing II Clinical | This course integrates the principles and concepts of mental health, psychopathology, and treatment modalities as they relate to providing nursing care to patients and their families suffering from mental illnesses. The course is designed to provide the learner with the basic knowledge and skills necessary to apply the nursing process with emphasis on critical thinking, therapeutic nursing interventions, and effective communication and interpersonal skills as they relate to persons with psychiatric mental health conditions. | AOSVN |
| AVN 1425 Medical Surgical II with Lab | This course introduces nursing and the roles of the vocational nurse, as well as profession-related and patient care concepts. Emphasis is placed on the knowledge and skills needed to provide safe, quality care. The theoretical foundation for assessment and nursing skills is presented, and the student is given an opportunity to demonstrate these skills in the lab, and with the use of simulation. | AOSVN |
| AVN 1425C Medical Surgical II Clinical | This course continues with medical-surgical concepts and roles of the vocational nurse, as well as profession-related and patient care concepts. Emphasis is placed on the knowledge and skills needed to provide safe, quality care. The theoretical foundation for assessment and nursing skills is presented, and the student is given an opportunity to demonstrate these skills in the lab, with the use of simulation and with direct patient care. | AOSVN |
| AVN 2035 Medical Surgical III with Lab | This course focuses on the care of adult and older adult patients with complex medical/surgical health alterations. Emphasis is placed on complex physiological disorders that require nursing care. Clinical experiences provide the student an opportunity to apply theoretical concepts and implement safe patient care in a variety of clinical settings. | AOSVN |
| AVN 2035C Medical Surgical III Clinical | This course focuses on the care of adult and older adult patients with complex medical/surgical health alterations. Emphasis is placed on complex physiological disorders that require nursing care. Clinical experiences provide the student an opportunity to apply theoretical concepts and implement safe patient care in a variety of clinical settings. | AOSVN |
| AVN 2140 Maternal/Newborn Nursing with Lab | This course provides an integrative, family-centered approach to the care of mothers and newborns. Emphasis is placed on normal pregnancies, normal growth and development, family dynamics, and the promotion of healthy behaviors in patients. Clinical experiences provide the student an opportunity to apply theoretical concepts and implement safe patient care for mothers and newborns. | AOSVN |
| AVN 2140C Maternal/Newborn Clinical | This course provides an integrative, family-centered approach to the care of mothers and newborns. Emphasis is placed on normal pregnancies, normal growth and development, family dynamics, and the promotion of healthy behaviors in patients. Clinical experiences provide the student with an opportunity to apply theoretical concepts and implement safe patient care for mothers and newborns in selected settings. | AOSVN |
| AVN 2145 Pediatric Nursing with Lab | Applying a family-centered approach, this course focuses on health promotion, acute and chronic health conditions, and the rehabilitative needs of children. Emphasis is placed on the developmental, physiological, psychosocial, cultural, and spiritual care of the child within the family unit. Using the nursing process, strategies are formulated for promoting and maintaining optimal functioning of the child-family unit and for enhancing the strengths of the family unit. Clinical activities emphasize the application of theory to practice in select care settings. | AOSVN |
| AVN 2145C Pediatric Nursing Clinical | This course applies the vocational nursing conceptsfrom VNP2145 to the care of women and children in the clinical setting. The concepts of critical thinking, communication, and promotion of safety and selfcare will be applied in practice | AOSVN |
| AVN 2150 Leadership and Community Nursing | This course facilitates the transition of the student to the LVN role as a leader and explores ways the LVN can serve the community. Emphasis is placed on issues related to nursing and health care as well as skills necessary to provide care to multiple patients and assign tasks to other LVNs and unlicensed personnel. Concepts related to leadership, management, and the community are presented as well as career development options that enhance career mobility. Standards of practice and the importance of practicing according to state regulations and statutes are examined. A culminating clinical competency lab, as well as community projects, provide the student the opportunity to apply theoretical concepts while functioning in a leadership role. | AOSVN |
| AVN 2150C Leadership and Community Nursing Clinical | This course facilitates the transition of the student to the LVN role as a leader and explores ways the LVN can serve the community. Emphasis is placed on issues related to nursing and health care as well as skills necessary to provide care to multiple patients and assign tasks to other LVNs and unlicensed personnel. Concepts related to leadership, management, and the community are presented as well as career development options that enhance career mobility. Standards of practice and the importance of practicing according to state regulations and statutes are examined. A culminating clinical competency lab, as well as community projects, provide the student the opportunity to apply theoretical concepts while functioning in a leadership role. | AOSVN |
| AVN 2155 Leadership Clinical Competency Lab | The student is expected to demonstrate the ability to apply the concepts of critical thinking, communication, and promotion of safety with groups of patients in the clinical setting. The practicum provides the opportunity for students to apply concepts of leadership and management while under the supervision of an RN instructor. The concepts of critical thinking, communication, promotion of safety, and self-care are taught and will be applied in the clinical setting. Clinical experiences will be conducted in a variety of geriatric settings. | AOSVN |
| AVN 2160 Capstone and Program Exit | This course is a comprehensive review of essential concepts and skills related to the care of patients across the lifespan, incorporating online review modules aligned with the NCLEX-PN® detailed test blueprint. Students focus on those concepts necessary to prepare for the successful practice of professional nursing. Standardized testing is incorporated that includes a comprehensive examination and results-based remediation to support successful completion of the NCLEX-PN® exam and effective transition into nursing practice. | AOSVN |
| BIO 1010 Biology w ith Lab | This course is an introduction to biology. Topics covered include basic biochemistry, cell structure and function, cell physiology, cell reproduction and development, Mendelian genetics, natural selection, evolution, and characteristics of vertebrates. | GenEd |
| CHEM 1010 Chemistry with Lab | This course is an introduction to basic chemistry. Topics are both descriptive and mathematical and include acids and basis, atomic structure, chemical equations, chemical language, gases, molecular structure, solution chemistry, and chemical mathematics. | GenEd |
| CIS 1006 Computer Applications | This course provides students not enrolled in IT courses instruction and hands-on practice with word processing software, spreadsheets, presentation software and email clients. Microsoft Office applications are used in the labs, while course topics are applicable to the most common packages Office suite applications. Common professional communication formatting and email etiquette are included in the instruction. Use of accessibility software and assistive devices are explored. | GenEd |
| CITI 1000 Information and Technology Literacy | The focus of this course is on the application and use of information technology and literacy to understand how to evaluate the vast amount of information available to support clinical and managerial decision making in healthcare. Focus is on the methods and processes used to find, evaluate, and use scholarly information and ethical and legal issues including managing and safeguard data integrity and privacy. | GenEd |
| COM 1050 Fundamentals of Public Speaking | This course introduces students to the research, preparation, and presentation skills used in a variety of public speaking opportunities. Topics include researching information, assessment of audience and environments, use of visual aids, organizing for public speaking, outline, and developing speeches for a variety of purposes. | GenEd |
| COM 3010 Business Communication in Healthcare | This course is designed to develop the application of written, oral, and interpersonal communication theory in the healthcare business environment. Based on an overview of relevant theory, students will refine their skills as business communicators through various techniques used widely in healthcare organizations today. | GenEd |
| ENG 1005 Introduction to Written Communication | This course provides students with an introduction to the demands of college-level academic writing including the foundations necessary for effective research writing. The course introduces and practices the strategies and processes that successful writers employ as they work to accomplish specific purposes. Students will learn to respond constructively to their peers and how to use peer responses to improve the quality of their own work. | GenEd |
| ENG 1030 Effective Professional English | This course provides students the tools and strategies they need to be clear, effective, and professional communicators. Students will learn to format and write numerous business documents, effectively research any given topic, and develop their public speaking skills. | GenEd |
| ENG 1050 Fundamentals of Speech Communication | This course introduces students to the research, preparation, and presentation skills used in a variety of public speaking opportunities. Topics include researching information, assessment of audience and environments, use of visual aids, organizing for public speaking, outline, and developing speeches for a variety of purposes. | GenEd |
| ENG 1060 English Composition | This course provides students with an introduction to the demands of college-level academic writing. The course introduces and practices the strategies and processes that successful writers employ as they work to accomplish specific purposes. Students will learn to respond constructively to their peers and how to use peer responses to improve the quality of their own work. | GenEd |
| ENG 1210 Fundamentals of Healthcare Communication | This course focuses on respectful written and oral communication across a diversity of healthcare situations placing an importance on the role and responsibility of self in providing care that is reflective of a patient’s life factors and needs. Students will learn about how communication is inextricably intertwined with issues of health and medicine and the way that healthcare is provided impacts the way people feel about seeking and obtaining care as well as their satisfaction with providers. | GenEd |
| ENG 2020 Advanced Written Communication | This course exposes students to a number of different types of writing that they may encounter across academics with a focus on research writing. The course addresses advanced strategies and processes that successful writers employ as they work to accomplish specific purposes. Students will be asked to respond constructively to their peers and use peer review to improve the quality of their own work. | GenEd |
| HLTH 1800 Health and Nutrition | This course provides an integrated overview of the physiological requirements and functions of protein, energy, and the major vitamins and minerals that are determinants of health and diseases in human populations. Content incudes the physiological and psychological factors of food intake and utilization with emphasis on nutrition education for dietary improvements of groups and individuals. | GenEd |
| HUM 1030 The Socio-Cultural Experience | This course is an introduction to major cultures and societies of the world. The course will explore the principles and social institutions of Southern California's varied social, ethnic, cultural, religious populations. Practices and traditions in conflict with today's modern world and methods to deconflict will be explored. | GenEd |
| MATH 1010 College Algebra | This course is designed to provide you with fundamental algebraic concepts and with the necessary skills needed to solve and formulate algebraic problems. This course will also help you to develop your logical thinking and problem-solving skills. You will have the opportunity to apply your prior knowledge and to make connections of algebraic concepts to real life applications. Furthermore, you will be required to communicate mathematical ideas using symbolic and written forms. | GenEd |
| MATH 1030 Math for Nurses | This course focuses on mathematical applications related to healthcare using algebraic and arithmetic operations. Topics include basic arithmetic operations on real numbers, conversions, dimensional analysis, algebraic expressions, scientific notation, and graphs. Students will also learn common abbreviations used in the healthcare field and how to interpret basic physician’s orders. | GenEd |
| MATH 1040 Elementary Statistics | This course examines the use of data collection and statistics as tools to reach reasonable conclusions. Students will recognize, examine, and interpret the basic principles of describing and presenting data. | GenEd |
| MATH 2020 Statistics | This course introduces the student to the basics of statistics – techniques which statisticians use to summarize numeric data obtained from censuses, surveys, and experiments. The topics include scope, nature, tools, language, and interpretation of elementary statistics; graphical and numerical representation of information; measures of location, dispersion, position, and dependence; exploratory data analysis, elementary probability theory, discrete and continuous probability models. | GenEd |
| NUR 1000 The Nature of Nursing Practice | This course facilitates students' ability to conceptualize the experiences of individuals and families coping with illness, and populations living in communities to adopt healthy lifestyle choices. It is the introduction to the science of integrating professional nursing knowledge as a complement to other disciplines as the basis for practice. The course integrates the blended NLN/QSEN element as a core theme to characterize the nature of nursing practice. | BSN |
| NUR 1060 Gerontology | This course will provide the student with the foundation for nursing practice with the older adult client. The physical and psychosocial changes associated with aging will be examined including adaptive behaviors in the normal aging person. Health and socialization, financial considerations, legal considerations of the aging client, cultural needs and interaction with the healthcare system. The need for multidisciplinary interaction with the aging client will be discussed. Common concerns of an aging population will be covered within the course. | BSN |
| NUR 1250 Introduction to Pharmacology | This course focuses on the basic drug classification, concepts and principles of pharmacology with special consideration for the nursing role in developing a comprehensive approach to the clinical application of drug therapy through the use of the nursing process. | BSN |
| NUR 2100 Fundamentals of Nursing with Lab | T his course provides the foundation for nursing practice for the novice student exercising the blended NLN/QSEN Model . Nursing educational, ethical, and legal concepts, as well as, principles of safety and quality, evidence-based practice, physical and psychosocial assessment, pharmacology, informatics, therapeutic communication, nutrition, sleep/rest, bowel & bladder elimination, basic fluid, electrolyte & acid-base concepts, dysfunction in glucose homeostasis, geriatric nursing, and holistic wellness care are examined. Students are introduced to utilization of the nursing process and will begin to use health assessment skills while providing care for adult and geriatric clients with predictable outcomes and their families in the non-acute and/or acute care settings. Multicultural considerations including gender, ethnicity, sexuality, and age are explored in relation to providing effective nursing care. Students will learn to actively work in collaboration with other members of the interdisciplinary health care team to provide medical surgical/geriatric client care. Students will continue to implement critical thinking, therapeutic communication, and basic nursing skills as the foundation of nursing practice. | BSN |
| NUR 2100C Fundamentals of Nursing Clinical | T his course provides the foundation for nursing practice for the novice student exercising the blended NLN/QSEN Model . Nursing educational, ethical, and legal concepts, as well as, principles of safety and quality, evidence-based practice, physical and psychosocial assessment, pharmacology, informatics, therapeutic communication, nutrition, sleep/rest, bowel & bladder elimination, basic fluid, electrolyte & acid-base concepts, dysfunction in glucose homeostasis, geriatric nursing, and holistic wellness care are examined. Students are introduced to utilization of the nursing process and will begin to use health assessment skills while providing care for adult and geriatric clients with predictable outcomes and their families in the non-acute and/or acute care settings. Multicultural considerations including gender, ethnicity, sexuality, and age are explored in relation to providing effective nursing care. Students will learn to actively work in collaboration with other members of the interdisciplinary health care team to provide medical surgical/geriatric client care. Students will continue to implement critical thinking, therapeutic communication, and basic nursing skills as the foundation of nursing practice. | BSN |
| NUR 2200 Behavioral Health with Lab | In this course, students will apply the theoretical evidence-based nursing skills using the nursing process, therapeutic communication, and critical thinking in the care of mental health clients experiencing mental, psychological, and psychiatric disorders and conditions. Students will develop improved skills in communication, client teaching, psychopharmacology and collaboration between the nurse, the client and their family members. Students will learn to work as a member of an interdisciplinary healthcare team to provide mental health/psychiatric client care. Experience is gained in the acute care and/or community health settings to enhance the development of clinical competency in meeting the health care needs of mental health clients with mental, psychological, and psychiatric disorders and conditions. | BSN |
| NUR 2200C Behavioral Health Clinical | In this course, students will apply the theoretical evidence-based nursing skills using the nursing process, therapeutic communication, and critical thinking in the care of mental health clients experiencing mental, psychological, and psychiatric disorders and conditions. Students will develop improved skills in communication, client teaching, psychopharmacology and collaboration between the nurse, the client and their family members. Students will learn to work as a member of an interdisciplinary healthcare team to provide mental health/psychiatric client care. Experience is gained in the acute care and/or community health settings to enhance the development of clinical competency in meeting the health care needs of mental health clients with mental, psychological, and psychiatric disorders and conditions. | BSN |
| NUR 2300 Medical Surgical I with Lab | This course has an emphasis on application of the nursing process, therapeutic communication, basic nursing skills, and critical thinking in meeting the healthcare needs of adult medical-surgical/geriatric clients across the lifespan experiencing acute and chronic problems requiring moderately complex nursing care. There is an increased emphasis on medical-surgical/geriatric client teaching and collaboration between the nurse, the medical-surgical/geriatric clients and their family. Students will use the nursing process to identify and prioritize the healthcare needs of adult medical-surgical/geriatric clients with less predictable outcomes or who demonstrate a change in their health status while working as a member of an interdisciplinary healthcare team. Students will learn about stress & coping, safety, IV therapy, perioperative nursing, metabolic dysfunction, neurological dysfunctions, respiratory dysfunction, gastrointestinal dysfunction, neurological dysfunction, genitourinary dysfunction, cardiovascular dysfunctional, and gerontological considerations. Clinical experience is gained in the acute and/or sub-acute care health setting to enhance the development of clinical competency in meeting the holistic healthcare needs of the adult and geriatric medical-surgical clients and their families. | BSN |
| NUR 2300C Medical Surgical I Clinical | This course has an emphasis on application of the nursing process, therapeutic communication, basic nursing skills, and critical thinking in meeting the healthcare needs of adult medical-surgical/geriatric clients across the lifespan experiencing acute and chronic problems requiring moderately complex nursing care. There is an increased emphasis on medical-surgical/geriatric client teaching and collaboration between the nurse, the medical-surgical/geriatric clients and their family. Students will use the nursing process to identify and prioritize the healthcare needs of adult medical-surgical/geriatric clients with less predictable outcomes or who demonstrate a change in their health status while working as a member of an interdisciplinary healthcare team. Students will learn about stress & coping, safety, IV therapy, perioperative nursing, metabolic dysfunction, neurological dysfunctions, respiratory dysfunction, gastrointestinal dysfunction, neurological dysfunction, genitourinary dysfunction, cardiovascular dysfunctional, and gerontological considerations. Clinical experience is gained in the acute and/or sub-acute care health setting to enhance the development of clinical competency in meeting the holistic healthcare needs of the adult and geriatric medical-surgical clients and their families. | BSN |
| NUR 3013 Role Transformation in Nursing | This course focuses on the professional aspects of nursing. The current practice of nursing is examined and a framework is developed to meet professional and educational goals. Tools utilizing evidence-based practice are integrated throughout the course. The role of professional values, nursing knowledge, and professional practice are explored and compared to the student's current practice. | RNBSN |
| NUR 3023 Health Promotion through the Life Cycle | This course explores the needs of children and adults requiring healthcare from infancy through the lifespan. Through a family-centered approach, the course addresses health problems in children and adults and the impact of illness on the family. Students correlate normal growth and development with care of individuals and families throughout the lifespan while promoting healthy lifestyle strategies. There will be a focus on current issues in the health care system as they relate to health promotion in the pediatric and adult population and the need for an emphasis on health promotion, maintenance, and restoration. The need for nurses to provide care to individuals in a variety of settings throughout their lifespan is explored. | RNBSN |
| NUR 3033 Health Assessment with Lab | This course introduces concepts and principles underpinning preforming the health assessment as a basis for the nursing process. Emphasis is placed on communication and assessment skills to develop knowledge required for interviewing, identifying major physical and psychosocial elements, including sequence and methodology of nursing diagnosis formulation for health assessments across the life span. | BSN |
| NUR 3033 Theoretical Models of Nursing | This course introduces the nature of nursing theory. Nursing theory is analyzed as a foundation for nursing practice and research. Origins and strategies of theory development in nursing are examined in terms of importance for the development of professional nursing. | RNBSN |
| NUR 3043 Evidence-Based Nursing Practice | This course will provide a foundational overview of the research-practice gap in the field of healthcare. The seven steps of the Evidence-based practice (EBP) research process in nursing and health sciences will be established as a strategy supported and woven through the programmatic core nursing courses for implementation of EBP in real world settings. | BSN |
| NUR 3043 Evidence-Based Practice | This course focuses on the definition and use of evidence-based practice in nursing and healthcare as the basis for providing appropriate, efficient, and cost-effective care, treatment and services to clients and families. Application of evidence-based care in practice will be examined during the course. | RNBSN |
| NUR 3053 Healthcare Informatics | This course provides an introduction to nursing informatics focusing technology applications, computer and health information science as it applies nursing utilization for effective data collection, research and management of health care information, support clinical reasoning with a focus on enhancing safe, patient-centered care. This application will include clinical documentation, e-health (telehealth), interdisciplinary communication systems, and the role of the informatics nurse. | BSN |
| NUR 3053 Healthcare Informatics | This course introduces students to the concepts and practices of health informatics. Topics include major applications and vendors, decision-making methods and technologies, information systems, and emerging trends in the field. | RNBSN |
| NUR 3063 Principles of Teaching | This course provides a comprehensive overview of key educational concepts for health professionals in all disciplines. The course covers teaching and learning strategies and techniques, learner characteristics, learning styles, and the evaluation of teaching and learning. | RNBSN |
| NUR 3073A Pathopharmacology I | This course focuses on principles of normal and abnormal physiology applied to health care and nursing practice. Emphasis is placed on cellular, organ, system, and holistic function of disease processes. Pathopharmacology I focuses on the cellular and immune systems, cardiopulmonary, renal, and gastrointestinal systems, and associated disease processes. The effects of drugs on the various body systems will also be examined as well as the use of medications in practice and the role of the nurse in educating patients regarding use of medications with pathophysiologic conditions. Development of analytical evidence-based skills to assess the effectiveness of medications and prevention of medication errors will also be discussed. | RNBSN |
| NUR 3073B Pathopharmacology II | This course focuses on principles of normal and abnormal physiology applied to health care and nursing practice. Emphasis is placed on cellular, organ, system, and holistic function of disease processes. Pathopharmacology II focuses on the endocrine, nervous system, GU, musculoskeletal and skin system, and the associated disease processes. The effects of drugs on the various body systems will also be examined as well as the use of medications in practice and the role of the nurse in educating patients regarding use of medications with pathophysiologic conditions. Development of analytical evidence based skills to assess the effectiveness of medications and prevention of medication errors will also be discussed. | RNBSN |
| NUR 3300 Medical Surgical II with Lab | This course emphasizes the synthesis of the application of the nursing process, with medication administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities through application of the nursing process, therapeutic communication, basic nursing skills, and critical thinking in meeting the healthcare needs of adult medical-surgical/geriatric clients across the lifespan experiencing acute and chronic problems requiring moderately complex nursing care. There is an increased emphasis on medical-surgical/geriatric client teaching and collaboration between the nurse, the medical-surgical/geriatric clients and their family. Students will use the nursing process to identify and prioritize the healthcare needs of adult medical-surgical/geriatric clients with less predictable outcomes or who demonstrate a change in their health status while working as a member of an interdisciplinary healthcare team. Students will learn about neurological dysfunction, immunology & connective tissue dysfunction, hematological/oncological/blood dyscrasia & transfusion, respiratory dysfunction, genitourinary dysfunction, cardiological dysfunction, endocrinological dysfunction, and gerontological considerations. Clinical experience is gained in the acute and/or sub-acute care health setting to enhance the development of clinical competency in meeting the holistic healthcare needs of the adult medical-surgical/geriatric clients and their families. Skills lab and simulation scenarios will reinforce concepts learned in theory. | BSN |
| NUR 3300C Medical Surgical II Clinical | This course emphasizes the synthesis of the application of the nursing process, with medication administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities through application of the nursing process, therapeutic communication, basic nursing skills, and critical thinking in meeting the healthcare needs of adult medical-surgical/geriatric clients across the lifespan experiencing acute and chronic problems requiring moderately complex nursing care. There is an increased emphasis on medical-surgical/geriatric client teaching and collaboration between the nurse, the medical-surgical/geriatric clients and their family. Students will use the nursing process to identify and prioritize the healthcare needs of adult medical-surgical/geriatric clients with less predictable outcomes or who demonstrate a change in their health status while working as a member of an interdisciplinary healthcare team. Students will learn about neurological dysfunction, immunology & connective tissue dysfunction, hematological/oncological/blood dyscrasia & transfusion, respiratory dysfunction, genitourinary dysfunction, cardiological dysfunction, endocrinological dysfunction, and gerontological considerations. Clinical experience is gained in the acute and/or sub-acute care health setting to enhance the development of clinical competency in meeting the holistic healthcare needs of the adult medical-surgical/geriatric clients and their families. Skills lab and simulation scenarios will reinforce concepts learned in theory. | BSN |
| NUR 3500 C Maternal and Newborn Nursing Clinical | The emphasis in this course is placed on the application of the nursing process, therapeutic communication, basic nursing skills, and critical thinking in the care of the childbearing client experiencing pregnancy, delivery, and her family. Client teaching and collaboration will occur between the nurse, the client, and family members. Students are expected to utilize the nursing process to identify and prioritize the health care needs of clients undergoing labor and delivery, the neonate, and patients with reproductive health issues. Students will be working as a member of an interdisciplinary healthcare team and emphasis is placed on the acquisition of knowledge, skills, and attitudes needed to function within the scope of nursing practice with the childbearing client and her family. Clinical experience is gained in the acute care and/or community health setting to enhance the development of clinical competency in meeting holistic health care needs of the childbearing client experiencing pregnancy, delivery, and her family. Simulation scenarios will allow students to assimilate concepts that were introduced during theory presentations. | BSN |
| NUR 3500 Maternal and Newborn Nursing with Lab | The emphasis in this course is placed on the application of the nursing process, therapeutic communication, basic nursing skills, and critical thinking in the care of the childbearing client experiencing pregnancy, delivery, and her family. Client teaching and collaboration will occur between the nurse, the client, and family members. Students are expected to utilize the nursing process to identify and prioritize the health care needs of clients undergoing labor and delivery, the neonate, and patients with reproductive health issues. Students will be working as a member of an interdisciplinary healthcare team and emphasis is placed on the acquisition of knowledge, skills, and attitudes needed to function within the scope of nursing practice with the childbearing client and her family. Clinical experience is gained in the acute care and/or community health setting to enhance the development of clinical competency in meeting holistic health care needs of the childbearing client experiencing pregnancy, delivery, and her family. Simulation scenarios will allow students to assimilate concepts that were introduced during theory presentations. | BSN |
| NUR 3600 Family and Child Nursing with Lab | This course has an emphasis on the application of the nursing process, therapeutic communication, advanced nursing skills and critical thinking in the care of infants, children, adolescents and their families while performing client teaching and collaboration between the nurse, the client and their family members. Students will use the nursing process to identify and prioritize the health care needs of pediatric/adolescent clients who have typical growth & development or atypical dysfunctions that may have increasingly less predictable outcomes and who may demonstrate a rapid change in their health status. Students will work as a member of an interdisciplinary health care team caring for children and their families. Experience is gained in the acute and/or sub-acute care and/or community health settings to enhance the development of clinical competency in meeting health care needs of infants, children, adolescents, and their families. Increased emphasis is placed on the acquisition of the knowledge, skills and attitudes needed to function within the role of the nurse within the scope of entry level nursing practice. Simulation scenarios will allow students to assimilate concepts that were introduced during theory presentations. | BSN |
| NUR 3600C Family and Child Nursing Clinical | This course has an emphasis on the application of the nursing process, therapeutic communication, advanced nursing skills and critical thinking in the care of infants, children, adolescents and their families while performing client teaching and collaboration between the nurse, the client and their family members. Students will use the nursing process to identify and prioritize the health care needs of pediatric/adolescent clients who have typical growth & development or atypical dysfunctions that may have increasingly less predictable outcomes and who may demonstrate a rapid change in their health status. Students will work as a member of an interdisciplinary health care team caring for children and their families. Experience is gained in the acute and/or sub-acute care and/or community health settings to enhance the development of clinical competency in meeting health care needs of infants, children, adolescents, and their families. Increased emphasis is placed on the acquisition of the knowledge, skills and attitudes needed to function within the role of the nurse within the scope of entry level nursing practice. Simulation scenarios will allow students to assimilate concepts that were introduced during theory presentations. | BSN |
| NUR 4013 Ethics in the Life Sciences | Ethics is studied as a branch of philosophy. The goal of ethics is to rationally determine what is right and wrong. Ethics is distinguished from morals. Complexities in ethical reasoning that arise from the impact of technological advances in the life sciences are discussed. The relationship between local, state and federal laws and the subject of ethics is studied with a view to how this relationship affects the practice of healthcare. | RNBSN |
| NUR 4023 Leadership and Economics in Management | This course focuses on the exploration of leadership, economic and management principles, and leadership theories with application to nursing practice in the provision of health care among an ever-changing healthcare spectrum. Students will also examine the fundamental economics of the U.S. health care system and how financial issues affect the role of nursing and nursing leaders. Student development in the roles of problem solver, change agent and leader are emphasized. | RNBSN |
| NUR 4033 Advanced Physical Assessment | This course focuses on the application of critical thinking and deductive and inductive reasoning in the assessment of the health status of individuals. The emphasis is on the systematic approach to health history and physical examination for differentiating normal from abnormal states. A holistic approach which includes the assessment of the physical, developmental, psychosocial, cultural, and spiritual dimensions will be used. Information discussed will include information about comprehensive assessments based on a logical sequence of interview and physical examination. It includes the process for performing "regional examinations." There will be review of relevant anatomy and physiology along with examples of examination techniques and corresponding written documentation of the assessment. Health promotion and special populations will be included. | RNBSN |
| NUR 4043 Community-Based Nursing | This course focuses on the synthesis of population-based health and public health concepts to promote, maintain, and restore health to individuals, families, and communities. Community assessment, risk appraisal, and application of community health nursing strategies are emphasized in a community experience. This course includes a clinical component. The student will visit two community agencies to evaluate their services. In addition, the student will follow the health of a family for six weeks in the community. A plan of intervention will be developed and implemented to meet identified needs of the family members. The student will also complete a neighborhood assessment and complete the General and Healthcare Mandated Child Abuse Reporter Training offered by the Department of Social Services of California. | RNBSN |
| NUR 4053 Nursing Research | Nursing research and evidence-based practice relies on results from valid studies, which are reviewed for applicable implementation into practice. Research methods needed for systematic investigation and expansion of nursing knowledge are examined. Critical appraisal of research is emphasized with a focus on analyzing the integration of research findings into the practice setting and planning for the final Capstone project. | RNBSN |
| NUR 4103 Capstone | This is the capstone course in the Bachelor of Science in Nursing program. All students are expected to demonstrate the ability to conduct research on a concept in the nursing field, utilizing the methods of inquiry previously learned in the curriculum and integration of concepts from the program. | RNBSN |
| NUR 4200 Population Health and Technologies | This course merges concepts of population health management and care delivery technologies to advance understandings of the equitable distribution of public health, disease prevention, risk stratification, enhancing clinical decision-making, and reducing unnecessary hospitalizations and costs in local, regional, national, and global communities. | BSN |
| NUR 4250 Health Systems Leadership | This course will examine healthcare delivery as a multidisciplinary system of dynamic interactions concerned with healthcare delivery, quality, and costs. The management of health systems addresses structure, process and outcomes of health services including costs, financing, organization, outcomes, and accessibility of care. Emphasis is placed on the importance of measuring outcomes that matter to patients and defining different cost terms and payment models. | BSN |
| NUR 4300 Medical Surgical III with Lab | This course has an expanded emphasizes of the application of the nursing process, with medication administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities through application of all acquired concepts, theories, knowledge, and clinical skills when caring for acutely ill medical-surgical/geriatric clients with rapidly changing and complex healthcare needs and their families. Emphasis is placed on the integration and synthesis of the nursing process, therapeutic communication and critical thinking for the acutely ill client. Medication administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities, accountability, organization, and time management skills in meeting the holistic healthcare needs of adult and geriatric clients with rapidly changing and complex healthcare needs are also stressed. Emphasis is on pathophysiology and psychosocial needs for acutely ill adults with acute cardiovascular, respiratory, and neurological dysfunctions, and transplants, shock & trauma/burns/emergency & disaster. Collaboration with members of the multidisciplinary healthcare team to modify the client’s plan of care is incorporated. Experience is gained in the acute care setting managing acutely ill clients with rapidly changing and complex healthcare needs and their families. Simulation scenarios will allow students to assimilate concepts that were introduced during theory presentations. | BSN |
| NUR 4300C Medical Surgical III Clinical | This course has an expanded emphasizes of the application of the nursing process, with medication administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities through application of all acquired concepts, theories, knowledge, and clinical skills when caring for acutely ill medical-surgical/geriatric clients with rapidly changing and complex healthcare needs and their families. Emphasis is placed on the integration and synthesis of the nursing process, therapeutic communication and critical thinking for the acutely ill client. Medication administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities, accountability, organization, and time management skills in meeting the holistic healthcare needs of adult and geriatric clients with rapidly changing and complex healthcare needs are also stressed. Emphasis is on pathophysiology and psychosocial needs for acutely ill adults with acute cardiovascular, respiratory, and neurological dysfunctions, and transplants, shock & trauma/burns/emergency & disaster. Collaboration with members of the multidisciplinary healthcare team to modify the client’s plan of care is incorporated. Experience is gained in the acute care setting managing acutely ill clients with rapidly changing and complex healthcare needs and their families. Simulation scenarios will allow students to assimilate concepts that were introduced during theory presentations. | BSN |
| NUR 4400 Community Based Nursing with Practicum | This course examines socioeconomic, environmental, epidemiological, and legislative influences, ethical/legal issues, and the impact of health beliefs and practices on health promotion and protection in communities and society. Students work with community partners and various populations to help develop programs, provide health education, and assist with helping people achieve optimum levels of health. The clinical practicum is community-based and population-focused public health nursing practice that meets the requirements for the California Board of Registered Nursing’s PHN certificate. | BSN |
| NUR 4600 Transformational Nursing Leadership | This course emphasizes the synthesis of the application of the nursing process, with medication administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities, professional trends and issues, accountability, organization and time management skills, leadership and management skills, collaboration with members of the interdisciplinary healthcare team and theories. Concepts are expanded to include professional issues in nursing, critical thinking, legal-ethical issues, quality improvement, managing a group of clients and role transition. Emphasis is placed on the application of knowledge, skills and attitudes needed for the entry level registered nurse within the scope of nursing practice. Experience is gained in the acute care settings managing multiple clients with rapidly changing and complex health care needs and their families. This course will facilitate the student’s transition into an entry-level position as a graduate nurse. | BSN |
| NUR 4600C Transformational Nursing Leadership Clinical | This course emphasizes the synthesis of the application of the nursing process, with medication administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities, professional trends and issues, accountability, organization and time management skills, leadership and management skills, collaboration with members of the interdisciplinary healthcare team and theories. Concepts are expanded to include professional issues in nursing, critical thinking, legal-ethical issues, quality improvement, managing a group of clients and role transition. Emphasis is placed on the application of knowledge, skills and attitudes needed for the entry level registered nurse within the scope of nursing practice. Experience is gained in the acute care settings managing multiple clients with rapidly changing and complex health care needs and their families. This course will facilitate the student’s transition into an entry-level position as a graduate nurse. | BSN |
| NUR 5000 Theoretical Foundations of Advanced Nursing | This course examines selected theories in nursing and health. Approaches to the analysis, critique and utilization of theories in nursing practice and scholarship are emphasized. Students develop and apply theories and analysis to an area of interest. | MSN |
| NUR 5005 Trends in Contemporary Nursing | The course explores issues and trends in the nursing profession including such topics as: current nursing shortage, transcultural nursing, workplace issues, policy, healthcare reform, ethical behavior, and practice competencies in professional practice. Students will develop advanced knowledge about the complex issues of nursing within multidisciplinary practice in a variety of environments. | MSN |
| NUR 5015 Health Care Policy, Ethics, and Finance | This course provides an in-depth exploration of healthcare policy, ethics, and finance in the context of the rapidly evolving healthcare landscape. Students will delve into the complex interplay between these three critical components in shaping the delivery and quality of healthcare leadership. | MSN |
| NUR 5020 Nursing Research and Scholarship | This course introduces students to qualitative and quantitative research practices in rhetoric, composition, and technical communication in nursing. Students learn to critically analyze and evaluate existing research data, develop workable research questions, and choose the best methods to address the questions they ask. Students start to design their capstone project for their master’s degree in this course. | MSN |
| NUR 5140 Advanced Physiology and Health Assessment | This course focuses on the assessment of the health status of individuals. The emphasis is on the systematic approach to health history and physical examination for differentiating normal from abnormal states. A holistic approach will be used which includes the assessment of the physical, developmental, psychosocial, cultural and spiritual dimensions. There will be a review of relevant anatomy and physiology along with examples of examination techniques and corresponding written documentation of the assessment. Health promotion and special populations will be included. | MSN |
| NUR 5145 Advanced Pathopharmacology | This course focuses on advanced pathophysiology and how it relates to the application of critical thinking in the administration of medications. The student will focus on a holistic approach to pathophysiology and pharmacology to enhance their understanding of how lifestyle, age and culture affect medication use and the disease process. Integrative therapies and special populations will be included. | MSN |
| NUR 5150 Nurse Educator – Roles, Responsibilities, and Relationships | This course will introduce the student to the Nurse Educator role in a variety of settings. This will include roles in the academic setting, staff development, and clinical nurse educator. A key focus of this course will be developing an understanding of the role of the nurse educator within the academic community. Certification standards will be an additional topic of the course. | MSN |
| NUR 5160 Curriculum Design and Teaching Strategies | This course will introduce the student to educational theory and evidence-based research to assist in the design and development of nursing and healthcare curriculum. A key focus of this course will be developing a curriculum that facilitates learning and understanding well meeting the educational needs of a diverse population. | MSN |
| NUR 5165 Nursing Education Innovations and Technology | This course will introduce students to teaching with technologies. Students will learn about the relationship between theories and best practices and their combined impact on both quality teaching with technologies and quality healthcare. | MSN |
| NUR 5200 Education Teaching Practicum | This practicum allows the learner to apply professional competencies and integrate theoretical concepts into practice settings aligned with nursing and healthcare education. | MSN |
| NUR 5210 Capstone | This is the second Capstone and the final course in the Master of Science in Nursing Program. The course requires application of and builds on previous learning in nursing theory, psycho- social sciences, basic statistics, nursing research, and experiential learning from students’ professional experiences. The student is encouraged to integrate the appropriate concepts of leadership, communication, research, the nursing process, and critical thinking across the health-illness continuum. Students who have completed their capstone project paper need to present an oral presentation or a video presentation of their capstone project in the course. | MSN |
| OT 5000 Fieldwork Level IA | This course provides students with the opportunity to observe a real or simulated occupational therapist or other professional working with children, adolescents, adults, and older adults in a hospital, community-based setting, or other social support service. The focus of this Level I fieldwork is on psychological support and/or mental illness. Students will observe evaluations, treatment sessions, community-focused activities, and groups, as well as the role of other professionals in these settings. | MSOT |
| OT 5001 Fieldwork Level IB | This course provides students with the opportunity to observe a real or simulated occupational therapist or other professional working with adolescents or adults in a hospital, rehabilitation, or community-based setting. The focus of this Level I fieldwork is on physical disabilities. Students will observe evaluations, treatment sessions, community focused activities and groups, as well as the role of other professionals in these settings. | MSOT |
| OT 5002 Fieldwork Level IC | This Level I experience provides students with the opportunity to observe a real or simulated occupational therapist or other professional working with children or adolescents in a hospital, rehabilitation, or community-based setting. Students will observe evaluations, treatment sessions, community-focused activities, and groups, as well as the role of other professionals in these settings. | MSOT |
| OT 5003 Applied Neuroscience and Occupations | This lecture course focuses on the systems and structures of the brain and central nervous system and clarifies the relationship between nervous system functioning and occupation. Nervous system development will be viewed across the lifespan, and specific topics will include gross anatomy of the brain, brainstem and spinal cord, the autonomic nervous system, ascending sensory pathways, descending motor pathways, cranial nerves, and vasculature of the brain and spinal cord. Students will learn about the visual system, vestibular system, auditory system, limbic system, cerebellum, and basal ganglia. Students will also learn how these brain structures and functions affect occupational performance. | MSOT |
| OT 5004 & OT 5004L Psychosocial Foundations of Practice (Theory and Lab) | This course is foundational to all practice and inculcates in students the importance of psychological support for all clients. Students will learn about psychological theories and OT frames of reference used in acute and community-based mental health practice. Students will gain an understanding of the origins of the theories and frames of reference used in psychiatry and the evaluation methods, role of the OT, and interventions used to influence occupational performance. A psychotropic lecture will inform students about the types of medications commonly used in practice and their side-effects. Students will also learn about group process and dynamics and how to design and implement group interventions for children, adolescents, adults, and older adults. These concepts will be practiced in the laboratory part of this course. In particular, theory and evidence-based groups in stress and illness management, time management, coping skills, values clarification, leisure, and Ross's Five-Step Group will be performed and evaluated. Students will use standardized and non-standardized screening and assessment tools to determine the need for OT intervention, as well as practice documentation and exhibit professional skills in the laboratory part of the course. | MSOT |
| OT 5005 Grand Rounds | Grand Rounds are a critical component of medical education. This course provides a venue for students to incorporate prior knowledge with content and experiences from co-occurring courses, service learning projects, and interdisciplinary connections. The course fits into the curriculum design by providing opportunities for reflection on and development of clinical reasoning, deep learning, and ethical practice. Discussion of cases, guest lectures on research or diagnoses, and videos will be used to promote a community of practice where collaborative learning and teaming take place. | MSOT |
| OT 5007 Gerontology | The emphasis in this course is on rehabilitation and aging well with and without disabilities. Students will learn about the aging process as it relates to occupational therapy. Topics include but are not limited to theories of aging, biological aspects of aging, aging in the workplace, aging in place, caregiver training and leisure counseling. The evaluation of occupational performance in ADLs and IADLs, education, leisure, rest, sleep, and social participation will be emphasized and practiced. Students will use both standardized and non-standardized screening, assessment, and evaluation tools, to determine the need for occupational therapy intervention. Students will use state-of-the-art technology to learn evaluation, intervention, and community tools for various diagnosis. Students will also design and evaluate evidence‐based and occupation-centered health promotion and wellness interventions for adults and older adults. Course content will be delivered though lecture, hands-on activities, guest speakers, assignments, student presentations and group discussions with an integrated focus on cognitive, psychological, sensory-perceptual, and motor support needed for occupational performance. Assistive technology interventions, arts & crafts, and other emerging interventions will also be explored to address the needs of this population. | MSOT |
| OT 5008 & OT 5008L Human Anatomy (Theory and Lab) | This course reviews foundational anatomical concepts to allow students to understand the structure and function of body systems that support participation in daily occupations. Students will learn how to classify movements that occur during daily activities and will learn to identify structures related to movement at each joint during those activities. Students will begin to understand how body systems work together to create and support movement. The class will also facilitate critical thinking skills needed to understand how an acute injury affects various body systems and functional movement/participation in functional activities. The laboratory portion of this course gives students the opportunity to synthesize and apply information from lecture through hands on exploration of the body. Use of the cadaver, syn-daver and VR simulation lab reinforce understanding of the body systems and movement through visual and tactile mediums. Students will use the Visible Bodies online platform to reinforce understanding of the body systems and movement through a visual medium. | MSOT |
| OT 5010 Foundations of Occupational Therapy | This lecture and laboratory course provides an overview of occupational therapy. The course introduces students to the American Occupational Therapy Association (AOTA), the Official Documents of AOTA, OT frames of references and models, and the Occupational Therapy Practice Framework: Domain and Process. Students learn about the safe use of occupations to support client participation in meaningful activities. Students will begin to practice the skills of occupational analysis, grading, adaptation, and documentation. Models of practice will also be introduced in this course. Finally, certain policies, procedures and practices standard in occupational therapy and health care, including HIPAA/client confidentiality and infection control in healthcare settings and the home will be discussed. | MSOT |
| OT 5011 Analysis and Assessment of Functional Human Movement | This course examines how individuals move their bodies and how movement affects occupational performance. Students learn the scientific principles of movement, including anatomical and biomechanical factors that create external and internal forces affecting movement. Students will learn how to analyze and assess human movement in theoretical lectures and practical laboratory classes. Principles learned in the lecture part of the course will be applied in the laboratory part of the course. The laboratory provides students with an opportunity to use clinical reasoning and physical skills while assessing human movement via various techniques including manual muscle testing, joint range of motion, and palpation of musculoskeletal structures. Stability, posture, and mobility required for work and leisure activities will be addressed. | MSOT |
| OT 5012 Clinical Conditions in Occupational Therapy | This course introduces students to the medical and psychiatric conditions typically seen in occupational therapy. Psychiatric, neurological, general medical, surgical, and orthopedic diagnoses found across the lifespan will be emphasized. Etiology, course of illness, and impact on occupational performance will be discussed. | MSOT |
| OT 5013 Occupations of Adults | Theories, models, and frames of references used to intervene with physical conditions that affect occupational performance in adulthood will be discussed. This course will use an integrated focus on cognitive, psychological, sensory-perceptual, and motor support needed for occupational performance. Students will learn concepts of treatment planning for adult physical disabilities, including evaluation methods and emerging and commonly used interventions. | MSOT |
| The application of clinical reasoning in adult physical disabilities is emphasized in the laboratory. Students will use state of the art technology to learn how to evaluate and treat orthopedic, cardiovascular, pulmonary, and neuromuscular conditions. Students will use standardized and nonstandardized screening and assessment tools to determine the need for OT intervention. Students will practice clinical reasoning while using assistive devices such as wheelchairs, crutches, canes, walkers, transfer benches, reachers, and more to enhance occupational performance. Documentation Practice will include writing evaluation reports, problem statements, long and short term goals, SOAP notes, reports, and discharge planning. | |
| OT 5014 Research Methods in Occupational Therapy | This course is an introduction to concepts of research, including history, methodology, review of literature, research design, scientific writing, and statistical concepts. Emphasis is placed on evaluating research methodology, interpreting, and utilizing research results, composing a literature review, and understanding the impact of research to theory and clinical practice in occupational therapy. Students will also understand the process of locating and securing grants and how grants can serve as a fiscal resource for scholarly activities Students will apply research methods to assigned thesis topics in order to set the foundation for coursework in Master Thesis 1. | MSOT |
| OT 5015 Educational Principles of Healthcare | Educational principles, learning theory, health care literacy, and the impact of education on occupational performance will be discussed. The importance of cognitive concepts and psychological support will be integrated into discussions and course activities. Educational principles related to specific populations will be used to create and deliver a lesson plan and Prezi/PowerPoint presentation about a health issue. | MSOT |
| OT 5016 Master Thesis I | This course builds upon Research Foundations and allows students to refine and integrate their professional interests with prior course content. With guidance from their thesis advisors, students will design, write, and present an original thesis proposal for either a community-based program or research project. Students will also submit an IRB application in preparation for implementation of their thesis project during Master Thesis 2. | MSOT |
| OT 5016 Thesis Proposal | This thesis proposal course is the first in a series of 3 courses allowing students to integrate their professional interests with prior course content. Students will write an original thesis proposal and literature review for either a community-based program or research project under the direction of a thesis advisor. Students will understand the process of locating and securing grants and how grants can serve as a fiscal resource for scholarly activities. | MSOT |
| OT 5017 Master Thesis II | This course represents the culmination of the thesis sequence. Upon IRB approval, students will work closely with their thesis advisors to implement their project, collect, and analyze data, and disseminate the results. A final written thesis will also be fully developed and completed in this course. Students will prepare a poster for formal presentation through the Academic Showcase as well as prepare a sample application appropriate for a local, national, or international conference. | MSOT |
| OT 5017 Thesis Completion | This second in a series of three courses in the thesis sequence will support students in their completion of a research or community-based project based upon their literature review. Students may be collecting and analyzing data or implementing a community-based project by working closely with a faculty advisor. | MSOT |
| OT 5018 Thesis Dissemination | This is the last course in the thesis series. As such, it represents the culmination of the thesis experience. In this course, students will have finished their data collection and analysis or their community-based project and evaluation. Students will write a thesis document to be submitted to the University's repository and develop a poster for presentation. Participation in local, national, and international conference presentations or publications are encouraged and based on the advisor's recommendations as appropriate. | MSOT |
| OT 5020 Advanced OT Skills Lab | This is a theory and laboratory course where students will learn assessment and interventions for hand therapy and feeding and swallowing disorders in pediatrics and in various diagnoses. Students will also learn safe and effective application of physical agent modalities as it applies to occupational therapy interventions. Experts in these areas will use an experiential format with opportunities for hands-on practice. | MSOT |
| OT 5030 Fieldwork Skills Review | This culminating fieldwork skills review course will prepare students for their first Level II Fieldwork. Under the instruction of content experts, students will have the opportunity to review basic knowledge and skills needed to transition successfully to the Level II Fieldwork experience. Foundational course content will be reviewed through a combination of interactive learning experiences. Students will focus on the use of practical skills related to OT evaluation, basic assessments, goal setting, interventions, and documentation. Basic skills such as therapeutic listening, transfers, manual muscle testing, sensory testing, group leadership, equipment use and patient management related to safety will be discussed. | MSOT |
| OT 5040 Fieldwork Level IIA | The Level IIA Fieldwork experience involves a minimum of 12 weeks full-time or 24 weeks part-time clinical experience under the direct supervision of a registered occupational therapist. The Level II Fieldwork experience is intended for students to integrate didactic knowledge with actual clinical practice. Through guided practice students will implement the fundamentals of clinical practice, including screening/evaluation, goal setting, implementation of interventions, re-assessment, management of OT services, clinical reasoning, and development of professional behaviors during the fieldwork rotation. This course will focus on the physical, cognitive, and psychological needs of the clients. The fieldwork rotation may either be in a pediatric, adult, or older adult practice setting. The goal is to develop competent, entry-level, generalist occupational therapists. | MSOT |
| OT 5041 Fieldwork Level IIB | The Level IIB Fieldwork experience involves a second rotation of a minimum of 12 weeks full-time or 24 weeks part-time clinical experience under the direct supervision of a licensed occupational therapist. The Level II Fieldwork experience is intended for students to integrate didactic knowledge with actual clinical practice. Through guided practice students will implement the fundamentals of clinical practice, including screening/evaluation, goal setting, implementation of interventions, re-assessment, management of OT services, clinical reasoning, and development of professional behaviors during the fieldwork rotation. This course will focus on the physical, cognitive, and psychological needs of the clients. The fieldwork rotation may be in a pediatric, adult, older adult, community, or academic practice setting. The goal is to develop competent, entry-level, generalist occupational therapists. | MSOT |
| OT 5050 Clinical Reasoning & Documentation in OT | This is a course that reinforces the student’s development of the process of clinical reasoning and how it guides the formation and application of occupational therapy services. Course topics will include the occupational therapy frame of references and models, 5 stages of the clinical reasoning process, clinical reasoning development, problem solving strategies, and application to clinical practice across various settings and populations. Documentation practice will include writing evaluation reports, problem statements, long and short-term goals, SOAP notes, reports, and discharge planning. Students will integrate the experiences learned from their Level 2A fieldwork rotation and continue to further develop their clinical reasoning skills as demonstrated through documentation of assessment and appropriate interventions leading to meaningful outcomes measures and discharge planning. | MSOT |
| OT 5100 Cultural Competence in Occupational Therapy | This course emphasizes the role culture plays in perceptions of wellness, health, and disease. It also teaches students about health care disparities that exist in physical and behavioral health and current trends in health status for a variety of demographic groups. Aspects of occupational injustice and deprivation will also be discussed in relation to specific cultural groups in the U.S. Terms and concepts associated with diversity and cultural competence will be discussed and used in case studies. Students will learn how to assess occupational performance and deliver interventions in a culturally sensitive manner. | MSOT |
| OT 5100 Cultural Humility in Occupational Therapy | This course emphasizes the role culture plays in perceptions of wellness, health, and disease. It also teaches students about health care disparities that exist in physical and behavioral health and current trends in health status for a variety of demographic groups. Aspects of occupational injustice and deprivation will also be discussed in relation to specific cultural groups in the U.S. Terms and concepts associated with diversity and cultural competence will be discussed and used in case studies. Students will learn how to assess occupational performance and deliver interventions in a culturally sensitive manner. | MSOT |
| OT 5101 Community Program Development | Innovative program development and experiential service learning are the overarching goals of this course. The course will teach students how to locate a community need, perform a needs assessment, and develop a community-based program/become an extension of a community program that is relevant to the knowledge and skills base of occupational therapy through a hands-on, service-oriented learning environment. The course will emphasize occupational justice and engagement guided by clinical reasoning and problem-solving in order to enhance occupational performance, health, and wellness of individuals, groups, or populations in a community setting or in an emerging niche. | MSOT |
| OT 5102 Occupations of Adults II | The emphasis in this course is to develop skilled practitioners able to apply practical rehabilitation assessments and interventions for effective client-centered return to meaningful occupations. Students will design and evaluate evidence-based and occupation-centered health promotion and wellness interventions for adults and those over the age of 65. This will be accomplished through lecture, discussion, and hands-on learning with an integrated focus of cognitive, psychological, sensory-perceptual, and motor support needed for occupational performance. In the companion laboratory section, students will learn both standardized and non-standardized screening and assessment tools to determine the need for occupational therapy, develop applicable interventions with various diagnosis and various settings. The evaluation of occupational performance for ADLs and IADLs, education, leisure, rest, sleep, and social participation will be emphasized and practiced. Documentation skills for evaluation reports, problem statements, long and short-term goals, SOAP notes, reports, and discharge planning will be refined. State of the art assistive technology, arts & crafts, and emerging interventions will be explored. Students will develop and apply a deeper level of clinical reasoning skills leading to reimbursement for assessments and relevant interventions, meaningful outcomes, and appropriate discharge planning. | MSOT |
| OT 5103 Leadership, Health Policy, and Management | This course introduces leadership theory and management concepts, health policy and sociopolitical systems that impact health care delivery in the U.S. The course familiarizes the student with a variety of leadership and management theories and the role of occupational therapy practitioners in different practice settings. Collaborative and empowerment models of local and global best-care practices will be explored. Issues of occupational justice, occupational deprivation, and occupational engagement will be discussed, and cases studied. Students will take sociopolitical action by addressing a social/healthcare need and visit or write to leaders, policy makers, or the media. Students develop and explore their own leadership style through facilitated discussions, guest lectures, course readings, peer discussion boards, case scenarios, Ted-Talks and by review of best practices and current trends in the course topics. A service-learning component is included in this course. | MSOT |
| OT 5103A Leadership, Health Policy, and Management I | This first course in the leadership, health policy and management sequence will introduce leadership theories, applicable health policy, and management concepts within sociopolitical systems that impact health care delivery in the U.S. The course will introduce the various leadership and management roles that occupational therapy practitioners take on at different levels and in different practice areas. Students will learn about the U.S. Department of Health and Human Services Healthy People 2020 and analyze social and political trends in health care. Students will be encouraged to begin developing their own leadership style. A service learning component will be included in this course. | MSOT |
| OT 5103B Leadership, Health Policy, and Management II | This second course in the leadership, health policy and management sequence take these concepts to a deeper level and prepares students to become change agents in the profession of occupational therapy. Personal leadership skills and style will be cultivated and refined through hands-on experiences. Collaborative and empowerment models of local and global best-care practices will be explored. Issues of occupational justice, occupational deprivation, and occupational engagement will be discussed, and cases studied. Students will take sociopolitical action by addressing a social/healthcare need and visit or write to leaders, policy makers, or the media. | MSOT |
| OT 5104 Ethics in Healthcare | In this course, students will examine the essentials of ethical health care service delivery. Students will become familiar with the AOTA Code of Ethics and the ethical principles guiding practice. Case studies will give students the opportunity to demonstrate strategies for analyzing ethical issues and making decisions to resolve personal and organizational ethical conflicts. Students will also articulate the variety of informal and formal systems for resolving ethics disputes that have jurisdiction over occupational therapy practice. | MSOT |
| OT 5105 Occupations of Children and Adolescents | This course covers the epidemiology, etiology, and course of conditions seen in childhood and adolescence. Theories and frames of reference used in pediatric OT, principles of learning, and developmental processes will be reviewed. Students will learn how to work with families, schools, and community organizations to meet the needs of this population. Governmental regulations affecting children will be discussed. Cognitive, psychological, sensory-perceptual, and motor support needed for occupational performance will be reviewed. The lab portion of this course will focus on evaluation, treatment planning, and interventions to use with children and adolescents. The evaluation of occupational performance in ADL's, IADL's, education, play, rest, sleep, and social participation will be emphasized and practiced. Use of high and low technology will be introduced. Documentation covering Individual Education Plans, reports, progress notes and discharge planning will be practiced. | MSOT |
| OT 5200 Professional Development & Education in OT | This course provides an integrative opportunity for students to reflect on their professional development as they transition from student to clinician. Students will examine their own effective and skillful behaviors, habits, and reactions within the clinical setting and how this impacts their effectiveness as professionals. Students will also learn educational principles, learning theory, health literacy and the impact of education on maximizing occupational therapy service delivery. The importance of cognitive concepts and psychological support will be integrated into discussions and course activities. Educational principals related to specific populations will be used to create and deliver a lesson plan and Prezi/PowerPoint presentation about a health issue. In addition, goals for success in Level II Fieldwork, preparing for the NBCOT examination, as well as building a career in occupational therapy, will be explored. Students will review the process for licensure, identify professional strengths and weaknesses, and develop a professional portfolio to prepare for future employment as an occupational therapist. | MSOT |
| OT 5200 Professional Development Seminar | This course provides a final opportunity for students to reflect on their professional development as an occupational therapist. Students will synthesize their skills and create a professional portfolio. Goals for Level II fieldwork success will also be identified. Key OT competencies and skills will be reviewed in preparation for the NBCOT examination. Students will also review the process for licensure and prepare for employment as an occupational therapist. | MSOT |
| OT 5500 Review and Exit Exam | This curriculum review and exam will prepare students for the national Board for Certification in Occupational Therapy (NBCOT) exam. Students will review each of the domains of the NBCOT exam and take a practice test of questions involving each of the four domains. Students will have an opportunity to work with peers and faculty on analysis of questions. Students will also review test taking strategies. | MSOT Review |
| OTA 1000 OTA Foundations | This course introduces the student to the field of Occupational Therapy, its history, and theories/models of practice. The contribution of the COTA to client wellness as part of the healthcare team is stressed, as well as the organizations regulating and guiding the practice of Occupational Therapy. AOTA's Code of Ethics and Standards of Practice are presented. The student also will become acquainted with procedures and practices standard in the healthcare field, including HIPAA/client confidentiality and infection control in healthcare settings and the home. | OTA |
| OTA 1001 Terminology | This course covers healthcare-related terminology and occupational therapy-specific terminology. Student develop a foundation of root-word meanings and how they are combined together for understanding and communicating in occupational therapy environments and general healthcare environments. | OTA |
| OTA 1002 Occupational Life-Span Development | This course covers human development, and occupational development from infancy through end-of-life. This course builds a foundation of normal developmental sequences for the acquisition of physical, cognitive, and emotional skills that inform the occupational therapy process. | OTA |
| OTA 1003 Disease Conditions | This course covers the causes, mechanisms, signs & symptoms, and current management of human disease conditions that may be encountered by occupational therapy personnel in various practice settings. | OTA |
| OTA 1004 Mental Health Basics | This course explores psychopathology throughout the life span. The evolution of the Diagnostic and Statistical Manual of Mental Disorders is examined, and models of practice in mental health and, more specifically occupational therapy, are examined. Psychiatric disorders, their signs and symptoms, impact on function, and current management are reviewed. | OTA |
| OTA 1005 Human Movement | This kinesiology course covers the anatomy of movement. Each major joint of the body will be analyzed in relation the muscles that produce specific movements will be covered in detail. Student will learn the to analyze human movement in both function and dysfunction. | OTA |
| OTA 1005 Human Movement Lab | This kinesiology lab accompanies OTA 1005-Kinesiolgy , and provides practice identifying the structures and movement principles associated with the anatomy of human movement. Structures of each major joint of the body will be analyzed in relation the muscles that produce specific movements. Students will also practice analyzing human movement in both function and dysfunction. Paper models, synthetic models, and cadavers, may all be utilized in this course. | OTA |
| OTA 1006 Fundamentals of OTA Practice | Building on the concepts introduced in Term 1, this course explores the professional responsibilities, legalities, ethics, and Standards of Practice demanded of a Certified Occupational Therapy Assistant. The use of research of professional literature, continuing education, and the need to mentor OTA students is presented. | OTA |
| OTA 1007 Physical Dysfunction I | In this course, the normal occupational performance in development of adult roles is developed. Physical, socioeconomic, environmental factors, lifestyle choices, and physical factors that influence adult occupational performance in the roles of adulthood including homemaker and worker roles are examined. Exploration of the recovery process, from acute care to rehabilitation for physical and psychosocial conditions, is reviewed. Involvement in assessment, intervention, and therapeutic activities that facilitate age-appropriate occupational behaviors is practiced. The discharge process and collaboration with other professionals and community agencies is included as part of the treatment continuum. | OTA |
| OTA 1008 Physical Dysfunction II | In this course, the normal occupational performance in development of adult roles is continued, to include knowledge and application of assistive devices that are fundamental in the practice of occupational therapy across diagnostic categories and age groups, an introduction to a broad range of equipment from "low technology" to complex "high-technology" devices involving micro-electronics. Topics include: adapted equipment for activities of daily living, home modifications, personal mobility and adapted driving, computer accessibility, communication aides. The environments in which assistive technologies are used will be explored including home, school, work, play and recreation. | OTA |
| OTA 1009 Pediatric OT | This course covers the causes, course and prognosis of disorders that occur from birth through adolescence. The principles and theories underlying learning and the developmental process will be reviewed. The OTA's use of play in the development of self-discovery, decision-making, work-role skills will be discussed. The role of the OTA in prevention and rehabilitation programs within different types of service facilities will be explored. The role of families, care givers, teachers and significant others in the treatment process will be discussed. Assessment, program planning and treatment will be defined and performance skills necessary for successful occupational behaviors will be presented. | OTA |
| OTA 1010 Psychosocial Dysfunction | This course provides students with a comprehensive view of OT practice in psychosocial dysfunction. The course covers intervention techniques, interacting with clients, safety, the OTA's role in assessment, documentation, and theoretical issues that guide mental health practice. | OTA |
| OTA 1011 Documentation | This course introduces students to the role of documentation in client care, the contents of documentation, including the subjective, objective, and assessment data and plan, and their importance within the health record. Application of these documentation techniques, primarily using the SOAP format, including the use of medical terminology and abbreviations, will be practiced. The relationship of documentation to the client and billing/reimbursement as well as to legal and ethical issues is also discussed. | OTA |
| OTA 2001 OTA Lab I | This OT Skills Lab course builds a foundation of basic abilities and practical knowledge that are fundamental to the practice of occupational therapy assistants. Students will focus on acquiring usable skills related to client mobility, self-care, standard equipment use, and safety issues. Students will practice a variety of skills and begin learning how to instruct others as well as document interventions. Students will begin to analyze aspects of the whole person and begin to exercise judgment and clinical reasoning skills. Students will also complete CPR/BLS certification. Students also begin to learn how to view themselves as therapeutic instruments. | OTA |
| OTA 2002 OTA Lab II | This OT Skills Lab course focuses on furthering the acquisition of practical skills and knowledge. Students are exposed to more intervention ideas and perspectives. Working with the biomechanical frame of reference is a major topic. Students are introduced to the proper use of physical agent modalities in occupational therapy, vital signs, safety, managing medically complicated clients, wheelchair management, and therapeutic media. Information gathering, and documentation are further integrated with practical skills. | OTA |
| OTA 2003 OTA Lab III | This course continues to afford students the ability to learn new practice skills as well as promote higher levels of clinical reasoning. Students practice applying group dynamics, teaching-learning, sensory integration techniques, and troubleshoot selection of interventions for various life stages and mental health symptoms. Community-based interventions and lifestyle redesign are introduced. More assessments are explored and students will continue to practice documentation. | OTA |
| OTA 2010 First Level I fieldwork | Level 1 fieldwork experiences provide exposure to OT practice environments with the intent of clarifying the link between the needs of real clients, and coursework. Level 1 fieldwork introduces students to the fieldwork experience and sets a foundation for later fieldwork. Level 1 fieldwork consists of directed observation and participation in various aspects of the occupational therapy process. | OTA |
| OTA 2020 Second Level I fieldwork | Level 1 fieldwork experiences provide exposure to OT practice environments with the intent of clarifying the link between the needs of real clients, and coursework. Level 1 fieldwork introduces students to the fieldwork experience and sets a foundation for later fieldwork. Level 1 fieldwork consist of directed observation and participation in various aspects of the occupational therapy process | OTA |
| OTA 2030 First Level II fieldwork | The First Level II fieldwork experience involves an eight-week assignment of full-time clinical experience under the direct supervision of a registered occupational therapist or a certified occupational therapy assistant. The student will assist in all phases of practice including observation, evaluation, treatment, and documentation. Through guided practice students will develop appropriate clinical reasoning for preparation as entry-level, generalist occupational therapy assistants. | OTA |
| OTA 2040 Second Level II fieldwork | The Second Level II fieldwork experience involves an eight-week assignment of full time clinical experience under the direct supervision of a registered occupational therapist or a certified occupational therapy assistant. The student will assist in all phases of practice including observation, evaluation, treatment, and documentation. Through guided practice students will develop appropriate clinical reasoning for preparation as entry-level, generalist occupational therapy assistants. | OTA |
| OTA 2050 Competencies | This course reviews the core competencies related to knowledge, skills, and attitudes, required for effective learning and performance in level 2 fieldwork settings. | OTA |
| OTA 2060 End of Program Review | The End of Program Review teaches students about the process of preparing for, setting up, and taking the NBCOT certification exam for occupational therapy assistants. Actions to take upon successful completion of the exam are also addressed. The course is designed to assist students to plan and prepare for the NBCOT exam as well as test their knowledge in selected areas. Additionally, the course covers program specific topics in preparation for the Program Exit Exam required for graduation. This course uses a blended on-ground and online format. | OTA |
| PHIL 2010 Critical Reasoning and Ethics | This course dissects the components and skills involved with critical thinking including the process by which we develop and support our beliefs and evaluate the strength of an argument. Students are introduced to recognizing and avoiding common barriers to critical thinking such as bias, groupthink, and ideology. Real-world applications are emphasized throughout the course. | GenEd |
| PHIL 2300 Applied Critical Thinking in Simulation | This course applies traditional applications of critical thinking and decision-making in an applied simulation and laboratory environment. Experiences will afford practical experience in essential simulation skills and processes. Students will be expected to demonstrate beginning competency in the simulation laboratory. | GenEd |
| PSY 1001 Introduction to Interpersonal Relationships | This course is an introduction to the complex interaction of social and psychological forces in human communication. The course critically evaluates interpersonal relationships and the communication issues surrounding human interaction in various contexts. It examines basic concepts, theories, and research findings relevant to initiating, developing, modifying, and maintaining, relationships in communication process. | GenEd |
| PSY 1010 Introduction to Psychology | This introductory course will provide students with an overview of the current body of knowledge and methods of the science of psychology. Topics will include the historical foundations of psychology, cognition, emotions, learning, human development, biological bases of behavior, personality, psychological disorders, psychotherapy and behavior change, and social behavior. Emphasis also will be placed on the application of psychology to diverse human endeavors. | GenEd |
| PSY 1020 Developmental Psychology: Life Span Psychology | This course will provide an in-depth review of human development from a biopsychosocial approach with emphasis on the cultural context of development, the roles of age and gender, and applications to daily living. | GenEd |
| PSY 2070 Developmental Psychology | This course will provide an in-depth review of human development from conception to death as it pertains to the physical, cognitive, emotional, social, and moral aspects of understanding human behavior, transitions, and relationships. | GenEd |
| PSY 3020 Organizational Psychology | In the course, students will be introduced to the science of organizational psychology, a discipline that studies human behavior in the workplace. Strategic goals of reducing turnover, increasing productivity, and improving workplace engagement will be explored. | GenEd |
| PSY 3300 Diversity and Inclusion | This course will provide students with the opportunity to examine how their own experiences shape their ability to interact across multiple dimensions of human differences. Through the exploration of cognition, emotions, learning, human development, biological bases of behavior, personality, psychological disorders, behavior change, and social behavior, students will become aware of how to be successful in varied environments with a mindset of valuing diversity, differences, and inclusive human endeavors. | GenEd |
| PTA 1001 Introduction to PTA | This course introduces students to physical therapy practice and the role of the physical therapist assistant in providing patient care. Emphasis is placed on quality assurance and interpersonal skills and the multidisciplinary approach to rehabilitation is introduced. The course also familiarizes the student with health care facilities and government agencies. The role of ethics in healthcare is also introduced as are medical record, billing, reimbursement, and research. Skills related to infection control, patient preparation, vital signs, patient safety, patient positioning, body mechanics, bed mobility, transfers, wheelchairs, assistive devices, and gait in clinical settings are practiced at the introductory level in the lab setting. | PTA |
| PTA 1002 Pathology | This course examines the mechanism of disease, including immunity, inflammation, inheritance, cancer, and infectious diseases. Selected diseases of the body's systems, such as cardiovascular, respiratory, gastrointestinal, urinary, reproductive, integumentary, endocrine, and special senses are presented as well as information regarding the effects of aging, signs and symptoms, basic medical management, implications for the PTA, and prognosis. Emphasis is placed on medical terminology and abbreviations. | PTA |
| PTA 1003 Documentation | This course introduces students to the role of documentation in patient care, the contents of documentation, including the subjective, objective, and assessment data and plan, and their importance within the medical record. Application of these documentation techniques, primarily using the SOAP format, including the use of medical terminology and abbreviations, will be practiced. The relationship of documentation to the patient and billing/reimbursement as well as to legal and ethical issues is also discussed. | PTA |
| PTA 1004 Kinesiology | This course covers functional anatomy of the musculoskeletal system, including muscle origins, insertions, actions, and nerve supply, while applying biomechanics of normal and abnormal movement in the human body. The concepts of goniometry, manual muscle testing, dermatomes, and myotomes are introduced, while identification and palpation of superficial landmarks are practiced. The biomechanics of the gait cycle is also introduced. Students are introduced to using the Levels of Evidence rating scale as it applies to clinical research and the respective course assignment. | PTA |
| PTA 1005 Therapeutic Exercise I | This course introduces therapeutic exercise theories and practical applications including those for range of motion, aerobic conditioning and reconditioning, posture awareness, stretching, strengthening, and joint mobilization. Tissue response to range of motion, stretch, and resistive exercise is also examined and lab practice of the techniques learned is integrated. The course also presents therapeutic exercise interventions that are appropriate for use during specific phases of recovery from a soft tissue, bone, or peripheral nerve disorder or injury as well as topics on prevention, health, and wellness topics. Characterizing the levels of evidence-based research (as defined by the Journal of Orthopaedic & Sports Physical Therapy Clinical Practice Guidelines) will also be emphasized. | PTA |
| PTA 1006 Procedures | This lecture/laboratory course is designed to develop skills commonly utilized by PTAs including positioning and draping, bed mobility, soft tissue techniques, transfers, wheelchair mobility, and gait training. Use and adjustment of assistive/adaptive devices to improve function will also be incorporated in addition to the application of cervical and lumbar spine mechanical traction and the fundamental concepts of proper body mechanics and ergonomics. This course further provides the student with the background to determine applicability of the stated procedures, including the patient assessment skills needed to determine safety and indications for the procedures as well as the skills to determine the success of the intervention administered. Students develop their skills through supervised practice with each other in the laboratory while having an opportunity to both administer and receive treatment. Proper documentation and communication of the intervention and patient outcome is also presented. Categorization of the levels and grades of evidence as defined by the Journal of Orthopaedic and Sports Physical Therapy Clinical Practice Guidelines is also emphasized | PTA |
| PTA 1007 PTA Practice I | This course addresses infection control techniques, assessment of vital signs, special equipment and patient care environments, incidents and emergencies in the patient care environment, accessibility assessments and adaptations, and basic wound care. These topics are applied and practiced in the lab setting. Students are provided with and demonstrate teaching techniques for use with patients, caregivers, and other health care providers. | PTA |
| PTA 1008 Therapeutic Measurement and Testing | In this course students will perform the skills associated with data collection techniques as performed by Physical Therapist Assistants (PTAs). This laboratory/lecture course is designed to develop measurement skills for joint range of motion (ROM) and muscle strength for all the peripheral joints and the spine. This course material will also develop student skills for performing neurological testing such as sensation, proprioception, kinesthesia and reflex assessment. Students will practice with each other in the laboratory providing them with the opportunity to both administer and receive care. Proper documentation and communication of the treatment application and patient outcome is included. | PTA |
| PTA 1009 Modalities | This course introduces physical agents and therapeutic modalities in physical therapy practice which are commonly utilized by PTAs. Lecture and laboratory activities develop problem solving skills and critical thinking in the use of cryotherapy, therapeutic heat, ultrasound, hydrotherapy/aquatic therapy, electromagnetic therapy (LASER, diathermy, ultraviolet light, pulsed electromagnetic fields), spinal traction and compression therapies. The course provides the student with the background to determine the applicability of the stated procedures, including the patient assessment skills needed to determine safety and indications for the procedures, as well as the skills to determine the success of the technique/treatment administered. Students develop their skills through supervised practice with each other in the laboratory while having the opportunity to both administer and receive treatment. Proper documentation and communication of the technique/ treatment application and patient outcome are included. | PTA |
| PTA 1011 PT Through the Lifecycle | This course examines normal and abnormal development from conception to adolescence. Emphasis is placed on the developmental sequence, testing, and treatment of neurological and orthopedic disorders in the pediatric population. Age-related changes that affect function in the geriatric population and related physical therapy interventions are presented. The course also introduces various aspects of geriatric care, including, but not limited to, wellness care and adaptation to exercise modalities. Performance in the lab setting of assessments and interventions appropriate to the pediatric and geriatric populations are practiced. In addition, the service-learning project is introduced in this course even though it is embedded in the syllabus of course PTA 1017. | PTA |
| PTA 1012 Neurologic Interventions I | This course examines the fundamentals of neuroanatomy, motor control, motor development, and motor learning, as well as an introduction to neurologic interventions used in the clinical setting. The course introduces neurodevelopmental treatment for the treatment of clients with cerebrovascular accidents. | PTA |
| PTA 1013 Electrotherapy | This course is designed to introduce the student/learner to electrotherapeutic modalities in physical therapy practice which are commonly utilized by PTA's. Lecture and laboratory activities develop problem solving skills and critical thinking in the use of electrotherapy. Basic concepts in physical properties of electricity (waveforms, types of currents, nature of electricity), electrical safety and instrumentation will be provided. Students will be introduced to the principles of therapeutic application of electrical stimulation including strengthening (NMES and Russian ES), re-education (FES), nerve regeneration with direct current, pain reduction (TENS and IFC), tissue repair (HVPC), trans-dermal application of anti-inflammatory agents (iontophoresis) and biofeedback. It provides the student with the background to determine the applicability of the stated procedures, including the assessment skills needed to determine safety, indications for the procedures, as well as the skills to determine the success of the technique/treatment administered. Students develop their skills through supervised practice with each other in the laboratory providing them with the opportunity to both administer and receive treatment. Proper documentation and communication of the technique/ treatment application and patient outcome is included. | PTA |
| PTA 1014 Orthopedic Interventions I | This course presents the introduction to orthopedic management by the PTA, orthopedic pharmacology, and imaging studies. The APTA 11 Treatment guidelines are presented, and a review of manual modalities is covered. Manual modality techniques specific to the peripheral joints are also practiced. The course also covers exercise physiology, therapeutic activities, interventions to address decreased ROM, flexibility and joint mobility, and an assessment of posture and gait. | PTA |
| PTA 1015 Neurologic Interventions II | This course examines neurological conditions, including pathology and management of medical problems of stroke, head injury, Parkinson’s disease, spinal cord and nerve injuries, and other conditions. The course also introduces techniques to facilitate neurodevelopmental treatment, proprioceptive neuromuscular facilitation, the Brunnstrom Approach, and other techniques. | PTA |
| PTA 1016 Orthopedic Interventions II | This course presents common orthopedic conditions, pathologies, and surgical procedures involving the peripheral joints and spine. The provision and progression of treatments, including procedures and modalities for each specific joint and the spine, are presented and practiced as these activities relate to tissue repair and healing response. Manual modality techniques specific to the peripheral joints are also practiced. | PTA |
| PTA 1017 PTA Practice II | This course provides opportunities to learn and practice theoretical principles and practical applications of cardiopulmonary techniques, exercises, and postural drainage. Lecture and lab also include wound identification, measurement, dressing, treatments, and debridement. This course introduces basic principles and indications/ contraindications in the use of selected prosthetic and orthotic devices with discussion and practice in making adjustments to the various devices. Principles and applications in balance and interventions for the individual with an amputation, the physiology and control of edema, and residual limb wrapping. Seating and positioning are also provided in lecture and lab settings for pediatric through adulthood. The research of evidence-based practice and prioritizing the grades of evidence is included. In addition, the course presents an overview of women’s health and alternative therapy interventions. Students are also expected to complete a service learning component by volunteering at a non-profit, community-based program or facility related to their course work and then reflecting on their experience. Service learning is a program that helps the students to connect what they have learned in the classroom and/or lab setting to the community. | PTA |
| PTA 1018 Professional Issues | This course engages the student in the discussion of professional issues and behaviors related to clinical practice in order to prepare the student for transition into the workforce. The topics help the student prepare for licensure, employment, and professional development; identify behaviors in response to legal, ethical, and professional issues; develop job placement skills; and debate socioeconomic influences related to the field of physical therapy. | PTA |
| PTA 1102 Term 2 Review | This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the term are reviewed. Test taking techniques and stress-reduction practices are also presented. Students will receive feedback on weak areas of knowledge and areas of strength. | PTA |
| PTA 1103 Term 3 Review | This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the term are reviewed. Test taking techniques and stress-reduction practices are also presented. Students will receive feedback on weak areas of knowledge and areas of strength. | PTA |
| PTA 1104 Term 4 Review | This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the term are reviewed. Test taking techniques and stress-reduction practices are also presented. | PTA |
| PTA 1105 Term 5 Review | This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the term are reviewed. Test taking techniques and stress-reduction practices are also presented. Students will receive feedback on weak areas of knowledge and areas of strength. | PTA |
| PTA 1106 Term 6 Review | This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the term are reviewed. Test taking techniques and stress-reduction practices are also presented. Students will receive feedback on weak areas of knowledge and areas of strength. | PTA |
| PTA 1107 Program Review I | This course is the first in a two-part program review, applying theory and critical thinking to licensing exam-style questions. Topics presented throughout the program are reviewed through a series of online exams administered in the National Physical Therapy Examination (NPTE) Review Module. Test-taking techniques and stress-reduction practices are also presented. Students will receive feedback on weak areas of knowledge and areas of strength. Students will discuss the student experience, reinforce concepts and techniques introduced in the program and identify deficiencies in knowledge and skills. This course also prepares the student for the certification examination. | PTA |
| PTA 1108 Program Review II | This course is the second of a two-part program review, applying theory and critical thinking to licensing exam-style questions. Topics presented throughout the program are reviewed through a series of online exams administered in the National Physical Therapy Examination (NPTE) Review Module. Test-taking techniques and stress-reduction practices are also presented. Students will receive feedback on weak areas of knowledge and areas of strength. Students will discuss the student experience, reinforce concepts and techniques introduced in the program and identify deficiencies in knowledge and skills. This course also prepares the student for the certification examination. | PTA |
| PTA 2001 PTA Lab I | This course provides opportunities for application of techniques introduced in Kinesiology, Therapeutic Exercise, Procedures, and PTA Practice I as well as documentation of the treatments and techniques learned. Covers palpation of landmarks, practical applications of various types of exercise techniques and machines used in the clinics, and a systematic approach to therapeutic exercise progression. Also stressed are practical application and demonstration of therapeutic massage, assessment of vital signs, and infection control techniques. This course also includes integration of special equipment and patient care environments, accessibility and adaptations, basic wound care and response to incidents and emergencies in the clinical setting. Interventions skills related to procedures, including gait training, wheelchair management, assistive device selection and adjustment, are also performed in a laboratory setting. | PTA |
| PTA 2002 PTA Lab II | This course provides opportunities for application of techniques introduced in PT through the Lifecycle, Modalities, Therapeutic Measurement and Testing, Therapeutic Exercise II as well as documentation of the treatments and techniques learned. It covers practical applications of various types of modalities and therapeutic agents used in the clinics. Also stressed are developmental sequence, testing, and treatment of neurological and orthopedic disorders in the pediatric population. Performance in the lab setting of assessments and interventions appropriate to the pediatric and geriatric populations are practiced. The course incorporates practical applications of various types of exercise techniques and machines used in the clinics, and a systematic approach to therapeutic exercise progression. Also stressed are practical application and demonstration of data collections skills including range of motion, manual muscle testing, therapeutic massage and neurological testing. | PTA |
| PTA 2003 PTA Lab III | This practical laboratory course includes integration of orthopedic and neurological treatment plans and progressions as well as documentation of the treatments and techniques learned. Practical application techniques discussed and learned in Electrotherapy will also be included. Interventions skills include the provision and progression of treatments, including procedures and modalities for each specific joint and the spine, manual modality techniques, neurodevelopmental treatment. Other skills include therapeutic application of electrical stimulation including strengthening (NMES and Russian ES), re-education (FES), nerve regeneration with direct current, pain reduction (TENS and IFC), tissue repair (HVPC), trans-dermal application of anti-inflammatory agents (iontophoresis) and biofeedback. | PTA |
| PTA 2004 PTA Lab IV | This practical laboratory course includes integration of orthopedic and neurological treatment plans and progressions as well as documentation of the treatments and techniques learned. Practical application techniques discussed and learned in PTA Practice II will also be included. Interventions skills include the provision and progression of treatments, including procedures and modalities for each specific joint and the spine, manual modality techniques, neurodevelopmental treatment, proprioceptive neuromuscular facilitation, and the Brunnstrom Approach. Other skills include cardiopulmonary techniques, postural drainage, wound identification, measurement and dressing, debridement, selection and management of orthotic and prosthetic devices, interventions for amputations, edema management, women’s health and alternative therapies. | PTA |
| PTA 2010 Practicum | This first clinical experience presents the students with an opportunity to experience the role of the Physical Therapy Assistant in a practical setting. The course emphasizes patient and staff working relationships, awareness of patient disorders and application of physical therapy techniques. | PTA |
| PTA 2030 Affiliation I | One of two separate six-week assignments are to be completed with students being exposed to a variety of clinical settings. The student completes forty clock hours per week of supervised clinical experience. The combined total of sixteen weeks of clinical experience, including PTA 2010, 2030 and 2040, prepares the student for entry-level performance. | PTA |
| PTA 2040 Affiliation II | Second of two separate six-week assignments are to be completed with students being exposed to a variety of clinical settings. The student completes forty clock hours per week of supervised clinical experience. The combined total of sixteen weeks of clinical experience, including PTA 2010, 2030 and 2040, prepares the student for entry-level performance. | PTA |
| SCI 1010 Human Anatomy I | This course covers the basic concepts of human anatomy including anatomical terminology, skeletal, muscular and nervous systems, focusing on the upper extremities and trunk. This course integrates medical terminology, word roots, combining forms, and abbreviations. Positional and locational terminology is also introduced. Due to the academic rigorous nature of the PTA Program, a heavy emphasis is placed on learning the gross anatomy of the human body. The course is intended to provide the fundamental knowledge needed to be successful in the PTA Program. Specific courses that rely heavily on a sound understanding of gross human anatomy are, but not limited to, Kinesiology, Therapeutic Exercise, Modalities, Electrotherapy, Orthopedic and Neurologic Interventions. Students will experience hands on learning in labs and will be able to identify and examine neuromusculoskeletal and vascular structures using human cadavers, synthetic human cadavers (Syndavers) and medical grade, 1/4-scale anatomical models. PTA students will also have access to various other anatomical models, including virtual reality anatomy programs, for instructional purposes. Clinical palpation skills are heavily incorporated into the curriculum for SCI 1020 and are taught to competency. Upon successful completion of the course, the student will develop vital clinical skills such as understanding the length tension relationships of both contractile and non-contractile soft tissue structures when those structures are placed in specific anatomical positions. | GenEd |
| SCI 1020 Physiology | This course covers the basic concepts of human physiology including basic biochemistry, cellular respiration, homeostasis, organization of the human body, cells, tissues and organs, and the integumentary, skeletal, muscular, nervous, cardiovascular, lymphatic/immune, respiratory, reproductive, endocrine, excretory and digestive systems. This course integrates medical terminology, word roots, combining forms, and abbreviations. | GenEd |
| SCI 1021 Anatomy and Physiology | This course covers human anatomy and physiology using a body systems approach. The structure and function of the skeletal system, muscular system, nervous system, special senses, cardiovascular system, lymphatic system, immune system, respiratory system, digestive system, urinary system, reproductive systems, and endocrine system are covered. | GenEd |
| SCI 1021L Anatomy and Physiology Lab | This lab course accompanies SCI 1021- Anatomy and Physiology through the exploration and practical understanding of the structure and function of the skeletal system, muscular system, nervous system, special senses, cardiovascular system, lymphatic system, immune system, respiratory system, digestive system, urinary system, reproductive systems, and endocrine system. | GenEd |
| SCI 1030 Human Anatomy | This course focuses on acquiring a basic understanding of, and appreciation for, the structures of the human body and their relationships using a systems-based approach. Students will be introduced to anatomic terminology in order to facilitate this understanding. Anatomy Lab is a component of the course. | GenEd |
| SCI 10 15 Human Anatomy II | This course covers the basic concepts of human anatomy including anatomical terminology, skeletal, muscular and nervous systems, focusing on the lower extremities and spine. This course integrates medical terminology, word roots, combining forms, and abbreviations. Due to the academic rigorous nature of the PTA Program, a heavy emphasis is placed on learning the gross anatomy of the human body. The course is intended to provide the fundamental knowledge needed to be successful in the PTA Program. Specific courses that rely heavily on a sound understanding of gross human anatomy are, but not limited to, Kinesiology, Therapeutic Exercise, Modalities, Electrotherapy, Orthopedic and Neurologic Interventions. Students will experience hands on learning in labs and will be able to identify and examine neuromusculoskeletal and vascular structures using human cadavers, synthetic human cadavers (Syndavers) and medical grade, 1/4-scale anatomical models. PTA students will also have access to various other anatomical models, including virtual reality anatomy programs, for instructional purposes. Clinical palpation skills are heavily incorporated into the curriculum for SCI 1020 and are taught to competency. Upon successful completion of the course, the student will develop vital clinical skills such as understanding the length tension relationships of both contractile and non-contractile soft tissue structures when those structures are placed in specific anatomical positions. | GenEd |
| SCI 1030 Human Anatomy with Lab | This course focuses on acquiring a basic understanding of, and appreciation for, the structures of the human body and their relationships using a systems-based approach. Students will be introduced to anatomic terminology in order to facilitate this understanding. Anatomy lab is component of the course. | GenEd |
| SCI 1040 Physiology with Lab | This course is designed to provide students with an understanding of the function and regulation of the human body and physiological integration of the organ systems to maintain homeostasis. Physiology lab is a component of the course. | GenEd |
| SCI 1050 General Microbiology with Lab | An introduction to the basic concepts and principles of microbiology as it affects human health. Topics include the process of disease transmission, immunology, physical and chemical methods of disease prevention and control as well as major infectious diseases of the body systems. Microbiology lab is a component of the course. | GenEd |
| SCI1070 Anatomy for Healthcare Clinicians with Lab | This course is designed to prepare students for discipline-specific healthcare-related core instruction. Students will acquire a basic understanding of, and appreciation for, the structures of the human body and their relationships using a systems-based approach. This course integrates medical terminology appropriate for use in the medical profession. | GenEd |
| SCI 3010 Environmental Studies | This course focuses on the complex relationship between technological advancement and finite resources. Topics include the dynamics of human population, impact of industry, role of consumerism in ecosystems, limited resources available for human use, and methods by which individuals and societies can decrease pollution and the depletion of natural resources. | GenEd |
| SCI 3050 Pathophysiology | This course is an introduction to disease as an exploration of the illness component of pathophysiological and psychosocial health . It is intended to provide an understanding of clinical manifestation presentations to various conditions and syndromes including risk factors. | GenEd |
| SEM 1200 NursingPrep RN | This course provides a general overview of essential concepts required for success in a core discipline. Course topics include anatomy, psychology, communication, professionalism, and leadership. | BSN |
| SEM 4500 Keystone I | This course offers a self-paced NCLEX review with guidance from an NCLEX expert within virtual ATI and provides an opportunity for students to develop a proposal for a capstone project. A comprehensive assessment of mastery of nursing concepts in the different content areas and online learning activities aligned with the Next Generation NCLEX test plan will facilitate NCLEX readiness. The capstone project proposal offers an evidence-based solution to real-world nursing practice and health care issues. Students will use critical thinking and clinical judgment to promote client-centered nursing care responsive to an increasingly complex and rapidly changing health care environment. | BSN |
| SEM 4700 Keystone II | This course is the culmination of program progression and NCLEX readiness through the personalized coaching from an NCLEX expert within Virtual ATI. | BSN |
| SOC 1010 Introduction to Sociology | This course is an introduction to sociology as a way of understanding the world. Sociology is a field of study that explains social, political, and economic phenomena in terms of social structures, social forces, and group relations. It will introduce the learner to the field by focusing on several important sociological topics including socialization, culture, the social construction of knowledge, inequality, race, ethnicity, and poverty. | GenEd |
| SOC 1030 Social Trends and Issues | This course is an examination of contemporary social problems through sociological perspectives. It is designed to provide an understanding of how major systems of power such as racism, sexism, classism, and heterosexism, among others, are interrelated, and result in numerous social problems. | GenEd |
| SOC 3010 Cultural Identity and Diversity | This course focuses on how diversity plays a central role in cultural values, public policy, and the shape of our daily lives. It explores cultural diversity based on categories of religion, age, geography, language, class, race and ethnicity, gender, and sexual orientation. | RNBSN |