Post-Master’s Certificates in Nursing

This course introduces students to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. Students engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence as they relate to practice in nursing.

A major goal of nurse educators is to recognize students’ individual and collective needs to create a supportive learning environment. In this course, students explore the theories and principles associated with the diverse learning needs of adults as well as effective strategies to meet these needs. Students examine and discuss a variety of topics, including socialization, motivation, critical thinking, learning styles, and the impact of societal values on the learning environment. They also examine the unique needs of nontraditional, international, educationally disadvantaged, and physically challenged students. Students apply content through the critical analysis and summary of an adult learning plan designed to overcome learning barriers.

Student success often depends on a supportive learning environment and strategic teaching tactics. In this course, students learn the theories and principles that support a variety of evidence-based teaching strategies. They examine personal and professional teacher attributes that demonstrate positive role-modeling. They also explore and discuss a toolbox of instructional strategies, effective communication and reflective-thinking techniques, student interactions, and student engagement. Students complete assignments designed to provide practical application of content in areas such as lesson planning, needs assessments and learning objectives, strategies and resources, and evaluation planning.

Contemporary nurse educators often use current and evolving technology to enhance student learning. Students in this course assess technological applications that educators use in teaching/learning environments in nursing, including technologies that support tracking student assignments and participation, outcomes assessment, and grading. They explore the function of media, multimedia, computer-based technologies, models, and simulations;  processes for evaluating and selecting technology; and distance and online education modalities. Additionally, students explore the use of online information resources, presentation systems, and information storage systems, and they assess the integration of technology with texts and printed materials. Students demonstrate their understanding of technology integration through the development of an online course and an evaluation plan designed to assess the potential efficacy of the course.

A wide array of factors, including social, economic, regulatory, and technological transformations, impact the current educational environment. Therefore, nursing education curricula must be relevant and meet the health and nursing needs of society. Students in this course learn about curriculum development and the many processes that contribute to it. They explore the philosophical foundations of curriculum development; curriculum components; societal, professional, and educational trends; frameworks, competencies, and outcomes; organizational constraints; and selection of learning activities. Students also define the processes of curriculum assessment and evaluation in the context of program, course, and student outcomes. They apply course concepts and theory to the development of a syllabus or course outline. Through this course, students work toward attaining the skills required to develop curricula that address the nursing needs of society, support standards of practice, and prepare graduates for practice in diverse settings.

The goal of nurses, in all settings, is to be effective educators who guide and facilitate learning and contribute to the educational goals of the organizations in which they work. Students in this course explore the significance of the educator role as it applies to diverse settings, and they assess associated responsibilities and relationships. They examine concepts related to being change agents and leaders, role socialization, legal and ethical expectations, and professional development. They also explore and discuss nurse educator responsibilities, such as balancing role demands, using evidence to improve teaching, promoting scholarship related to teaching, developing partnerships, and engaging in collaboration and advocacy. Using knowledge gained in previous courses as well as concepts presented in this course, students demonstrate their understanding through various application-based exercises. They also observe the role of a nurse educator in a practice setting and record their learning experiences through journal assignments.

Students in the practicum are provided with the opportunity to engage in a supervised experience that integrates theory and research with practice. With guidance and support from their preceptor and instructor, students apply theory to better understand a specialization role in the context of an organization, formulate and achieve individualized learning objectives, and initiate a project conceptualized in collaboration with their preceptor in agreement with the instructor. The practicum (NURS 6500 and NURS 6510) requires a minimum of 125 total hours, which students record in their time log. Students also complete a cumulative journal in which they provide evidence-based or theory-based analyses of activities, issues, or problems that occur during their experience.

This course is a continuation of students’ practicum experience and coursework started in NURS 6500. Students bring closure to their work on real-world problems, which they developed with their preceptors earlier in their experience. They also evaluate and complete their practicum project and present it to their work site and in the online classroom. The practicum (NURS 6500 and NURS 6510) requires a minimum of 125 total hours, which students record in their time log. Students continue work on their cumulative journal, which provides evidence-based or theory-based analyses of activities, issues, or problems that occur during their experience.

This course introduces students to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. Students engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence as they relate to practice in nursing.

In this course, students establish the foundational knowledge for understanding and practicing nursing informatics in healthcare settings. Students learn about core and supporting models and theories for nursing informatics as well as its foundation in science. They explore the use of information technology to support decisions that promote safety and quality in patient-centered care, and they assess concerns about protecting information and system integrity. Students engage in practical assignments through which they become familiar with various informatics-related functions and their impact on nurses in healthcare. They also summarize and reflect on their learning experiences.

Healthcare professionals must have the knowledge and skills to make data-based decisions that lead to effective practice and improved patient care. Students in this course examine database systems as a foundation for studying concepts of data modeling, techniques of data definition, and data manipulation. They explore concepts of information and knowledge management with emphasis on application to the practice setting. Students discuss a variety of topics, such as information management in practice, data modeling, maximizing database performance, and human error in decision making, among others. They also engage in an integrative, collaborative project through which they investigate a current nursing or healthcare issue, plan and build a relational database to address the issue, and assess and provide feedback on plans presented by peers.

Nurse informaticists must understand the flow of nursing work to develop information systems that provide effective support and usability. In this course, students examine the analysis, design, development, implementation, and evaluation of electronic information systems in healthcare. They compare, contrast, and critique methods of systems design and devote special attention to workflow modeling. They also engage in a variety of assignments to gain an understanding of the various workflow issues that impact the role of a nurse informatician, such as observing or interviewing healthcare professionals, developing a needs assessment plan, creating a model of a problematic workflow, and redesigning the workflow using a case approach.

The field of health informatics requires leaders who have the knowledge and skill to oversee all types of projects, from product or service conception through delivery to stakeholders; such knowledge requires an understanding of multiple core areas of management, such as scope, time, and quality management, among others. Students in this course explore the theory and practice of how to manage health information technology projects. Students learn how to plan, schedule, and control healthcare informatics projects. They consider hypothetical scenarios and professional experiences as they discuss project management specifics, such as managing risk, controlling changes in scope, and handling budget issues. Students use project management software to build a project schedule, and they engage in an integrative team project scenario, including all the major elements and challenges of a healthcare informatics project in the real world.

Students in the practicum are provided with the opportunity to engage in a supervised experience that integrates theory and research with practice. With guidance and support from their preceptor and instructor, students apply theory to better understand a specialization role in the context of an organization, formulate and achieve individualized learning objectives, and initiate a project conceptualized in collaboration with their preceptor in agreement with the instructor. The practicum (NURS 6500 and NURS 6510) requires a minimum of 125 total hours, which students record in their time log. Students also complete a cumulative journal in which they provide evidence-based or theory-based analyses of activities, issues, or problems that occur during their experience.

This course is a continuation of students’ practicum experience and coursework started in NURS 6500. Students bring closure to their work on real-world problems, which they developed with their preceptors earlier in their experience. They also evaluate and complete their practicum project and present it to their work site and in the online classroom. The practicum (NURS 6500 and NURS 6510) requires a minimum of 125 total hours, which students record in their time log. Students continue work on their cumulative journal, which provides evidence-based or theory-based analyses of activities, issues, or problems that occur during their experience.

This course introduces students to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. Students engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence as they relate to practice in nursing.

The primary goal of leaders in nursing is to achieve excellence in the delivery of patient services. In this course, students work toward gaining the knowledge and skills required to lead and manage in the nursing profession. They examine organizational, managerial, and leadership theories, and they discuss standards of practice for nursing administration. They also examine roles and responsibilities, quality improvements, strategic planning and management, regulations, and the function of information systems. Students observe practical applications in nursing administration through field experiences in practice settings. They also sharpen writing and critical-thinking skills through application-based writing assignments, such as a business plan proposal, journal entries, and a reflection from the perspective of a nurse administrator.

In this course, students explore applications of financial principles in developing, budgeting, and managing resources. Students analyze budgeting processes used in healthcare settings, budgeting models and information systems, nurse administrator responsibilities in finance and budgeting, and the impact of private and public policies. They also examine budget and resource decisions that contribute to the achievement of organizational and nursing service outcomes. Students engage in field experiences in which they observe individuals in practice settings who are involved in key financial activities. Additionally, students gain hands-on experience developing financial elements of a business plan for an organization, including a financial statement, revenue and volume projections, reimbursement codes and rates, among others.

One of the most important skills in the healthcare industry is the ability to manage the individuals who provide service and deliver care. Students in this course examine the roles and responsibilities of nurse administrators in human resource management. They explore and discuss current legal, ethical, professional, and practice policies and standards as well as the role of technology to support human resource functions. They also examine strategies that support positive organizational and nursing-service goals. Additionally, students observe human resource administrators within a healthcare organization to observe how they provide support to employees and align responsibilities to the strategic goals of the organization. Students use course concepts and knowledge gained from field experiences to complete various practical-application assignments.

In this course, students establish the foundational knowledge for understanding and practicing nursing informatics in healthcare settings. Students learn about core and supporting models and theories for nursing informatics as well as its foundation in science. They explore the use of information technology to support decisions that promote safety and quality in patient-centered care, and they assess concerns about protecting information and system integrity. Students engage in practical assignments through which they become familiar with various informatics-related functions and their impact on nurses in healthcare. They also summarize and reflect on their learning experiences.

Students in the practicum are provided with the opportunity to engage in a supervised experience that integrates theory and research with practice. With guidance and support from their preceptor and instructor, students apply theory to better understand a specialization role in the context of an organization, formulate and achieve individualized learning objectives, and initiate a project conceptualized in collaboration with their preceptor in agreement with the instructor. The practicum (NURS 6500 and NURS 6510) requires a minimum of 125 total hours, which students record in their time log. Students also complete a cumulative journal in which they provide evidence-based or theory-based analyses of activities, issues, or problems that occur during their experience.

This course is a continuation of students’ practicum experience and coursework started in NURS 6500. Students bring closure to their work on real-world problems, which they developed with their preceptors earlier in their experience. They also evaluate and complete their practicum project and present it to their work site and in the online classroom. The practicum (NURS 6500 and NURS 6510) requires a minimum of 125 total hours, which students record in their time log. Students continue work on their cumulative journal, which provides evidence-based or theory-based analyses of activities, issues, or problems that occur during their experience.