The AACN (2008) Essentials of Baccalaureate Education for Professional Nursing Practice guided the development of this course which introduces the baccalaureate nursing student to the process of scholarly inquiry. The course focuses on preparing students to be consumers and users of research. Specific connections between theory, components of the research process, and their application to evidence-based practice are explored using research exemplars. Strengths and weaknesses of various quantitative and qualitative research designs are discussed, as is their appropriateness for investigating.

Expand and extend knowledge of complex diagnostic and patient management issues in caring for people with chronic illness. Emphasis is placed on theoretical foundations, expanded clinical knowledge, complex advanced practice nursing interventions, health promotion, the human response to chronic illness and the analysis of the socio/political/economic impact on chronic illness management. Professional, legal and political dimensions of the adult gerontology nurse practitioner role are addressed.

Second of three didactic courses to facilitate the DNP scholarly project. This course focuses on the development of an evidence-based project proposal for a translational research project. Students will complete and submit an Institutional Review Board (IRB) application. Emphasis is placed on the design and implementation of the project proposal. Course development was guided by the AA CN (2006) Essentials for DNP Education.

Second of three didactic courses to facilitate the DNP scholarly project. This course focuses on the development of an evidence-based project proposal for a translational research project. Students will complete and submit an Institutional Review Board (IRB) application. Emphasis is placed on the design and implementation of the project proposal. Course development was guided by the AA CN (2006) Essentials for DNP Education.

Second of three didactic courses to facilitate the DNP scholarly project. This course focuses on the development of an evidence-based project proposal for a translational research project. Students will complete and submit an Institutional Review Board (IRB) application. Emphasis is placed on the design and implementation of the project proposal. Course development was guided by the AA CN (2006) Essentials for DNP Education.

Second of three didactic courses to facilitate the DNP scholarly project. This course focuses on the development of an evidence-based project proposal for a translational research project. Students will complete and submit an Institutional Review Board (IRB) application. Emphasis is placed on the design and implementation of the project proposal. Course development was guided by the AA CN (2006) Essentials for DNP Education.

Second of three didactic courses to facilitate the DNP scholarly project. This course focuses on the development of an evidence-based project proposal for a translational research project. Students will complete and submit an Institutional Review Board (IRB) application. Emphasis is placed on the design and implementation of the project proposal. Course development was guided by the AA CN (2006) Essentials for DNP Education.

Third in a series of three didactic courses to facilitate the scholarly capstone project. This course focuses on the dissemination of findings of an evidence based project for translating evidence into practice. Emphasis is placed on multiple modalities for disseminating project findings. Students will continue to explore the various roles of the DNP.

Third in a series of three didactic courses to facilitate the scholarly capstone project. This course focuses on the dissemination of findings of an evidence based project for translating evidence into practice. Emphasis is placed on multiple modalities for disseminating project findings. Students will continue to explore the various roles of the DNP.

Third in a series of three didactic courses to facilitate the scholarly capstone project. This course focuses on the dissemination of findings of an evidence based project for translating evidence into practice. Emphasis is placed on multiple modalities for disseminating project findings. Students will continue to explore the various roles of the DNP.

Second of three mentored practica to facilitate the scholarly project and develop the DNP role. The focus of this residency is to implement an evidence-based project. Collaborative data collection and management strategies are utilized to support the implementation and evaluation process. This practicum builds on the knowledge, skills and attitudes of the students to enhance collaborative and interprofessional practice. Course development was guided by the AACN (2006) Essentials for DNP Education.