Best Accredited Universities for Doctoral Phd program in Nursing Administration

Two students practicing clinical pediatric care on a manikin in a simulation room.

Sabrina Opiola McCauley, DNP, MSN, BS, CPNP, NNP-BC.

The DNP Pediatric Primary Care Nurse Practitioner (PNP) Program prepares nurses to practice as pediatric nurse practitioners in the delivery of primary health care to infants, children, and adolescents.

The core curriculum provides students with an in-depth understanding of advanced nursing practice and enables them to apply this understanding to a variety of settings, such as community health centers, chronic care facilities, outpatient facilities, private practice offices, schools, and s. PNPs prepared at this Doctoral degree level exercise sophisticated clinical judgment based on advanced theoretical and scientific knowledge, serve as models in collaborative practice with other health care professionals, and lead in the advancement of contemporary professional nursing by contributing to practice, research, and theory building.

Upon completion of the DNP degree, graduates are eligible for licensure as Pediatric Nurse Practitioners in New York State. Graduates are also eligible to take the primary care pediatric nurse practitioner certification exam offered by the Pediatric Nursing Certification Board (PNCB). Students interested in seeking licensure outside of NY State should consult the board of nursing of the state in which they wish to be licensed.

Students will complete approximately 2 years of coursework to complete degree requirements. Courses will include lecture, clinical, simulation, and final intensive practicum.

The curriculum is provided to specify the academic requirements of the program.

Utilizing a systems approach and a background in basic physical assessment, advanced physical assessment skills are studied. The identification and interpretation of abnormalities in the physical exam are emphasized in depth. The approach to the development of the differential diagnosis is introduced. The goal of this course is to provide the critical thinking necessary for the beginning advanced practice nursing student to analyze history and physical exam data.

This course provides an opportunity for the scientific inquiry into the use of pharmacologic agents in the advanced nursing care of infants, including fetal and neonatal life, early childhood, and adolescence. The use of herbal and natural remedies while treating disease will be discussed. Proper prescribing and record keeping in accordance with New York and Federal laws are addressed.

This course is designed to help the student develop pediatric specific history and physical assessment skills within a simulation setting. Each week, the student will have an opportunity to do hands on training regarding the subject covered in pediatric physical assessment and diagnosis using case-based simulation exercises and learning of physical assessment techniques. The weekly lab classes are designed to refine the skills of the PNP student.

The goals of this course are to provide students with a knowledge and understanding of the actions of drugs in order to enable them to use therapeutic agents in a rational and responsible manner in patients. Initially, basic principles of pharmacology will be reviewed (from N5375 course), including absorption, distribution, metabolism, and excretion of drugs by the body. Drug-receptor interactions will also be presented and illustrated with appropriate examples. The focus of these lectures will be case-based whenever possible to demonstrate the therapeutic application of these pharmacologic principles and how this translates into efficacy and potential toxicity.

Part one of two. In this course we will examine the normal physiological function of organ systems, the mechanisms for the maintenance of health, and the pathophysiological alterations in body function that lead to disease. Each class will focus on a specific physiologic process or organ system. We will pay particular focus to diseases that commonly occur across the lifespan, examining common etiologies, pathogenic mechanisms, clinical manifestations, and common treatments of each.

Part two of two. In this course we will examine the normal physiological function of organ systems, the mechanisms for the maintenance of health, and the pathophysiological alterations in body function that lead to disease. Each class will focus on a specific physiologic process or organ system. We will pay particular focus to diseases that commonly occur across the lifespan, examining common etiologies, pathogenic mechanisms, clinical manifestations, and common treatments of each.

Clinical Seminar in Pediatric Primary Care Nursing I.

The DNP intensive practicum focuses on the delivery of fully accountable scope, health care across the continuum of sites and patient needs. This practicum requires students apply knowledge of:.

1) diagnosis and management of ambulatory patients with complex diagnoses and comorbid conditions in the context of family, community and culture,.

2) diagnosis and management of patients requiring interventions available in acute care settings, and.

3) diagnosis and management of patients who are unable to function independently due to age alterations and or deficits in mental or physical status, developmental, perceptual and physical disability and chronic, degenerative illness.

The DNP student will demonstrate an integration of comprehensive assessment, advanced differential diagnosis, therapeutic intervention and evaluation of care for patients and synthesis of evidence-based practice with patients with a variety of conditions. In this context, the DNP student will organize and develop a professional portfolio.

The DNP residency and portfolio is designed to demonstrate that the DNP graduate possesses the advanced knowledge of clinical management to provide high quality care. The components of the residency are scholarly activities across settings combined with documented outcomes achieved in multiple sites of care. The DNP resident, in varied settings, assumes an expanded scope of practice for a panel of patients with the principles of continuity based care as paramount.

This course will introduce the DNP student to clinical decision making and evidence-based practice for the provision of primary care to individuals across the lifespan. Utilizing the case narrative format and DNP Competencies in Comprehensive care as a framework, the student will analyze clinical decisions, appraise and apply evidence for best practice. Case studies derived from complimentary practicum, that reflect the critical thinking skills needed to diagnosis and manage acute and chronic illness will be presented and critiqued.

This seminar course is designed to further develop the role of the DNP student in the provision of care to pediatric patients in various clinical settings. Using the DNP Competencies in Comprehensive Care as the framework, students will analyze clinical decision-making and utilize evidence for best clinical practices. Through case presentations, the student will discuss multiple expressions of chronic physical and mental illness commonly seen in community settings. The focus will be placed on populations seen routinely in the community who are at risk for various complications that may lead to impairment and disability.

This core course examines contextual contributors to health status and the current social, legal, and political determinants of healthcare systems, emphasizing the U.S. system. Issues are explored to understand their impact on current and future delivery of health care, in particular on advanced practice nursing. The class focuses on bring the professional values of nursing to bear in policy debate and how nurses partner in the policy process to improve health outcomes of populations and quality of the healthcare delivery system.

The purpose of this course is to critically analyze healthcare policy in the US. Included is a focus on the advanced practice nurse role in shaping and influencing policy through advocacy and leadership to improve patient outcomes.

This course is designed to provide the student with a systematic approach to the delivery of health promotion and disease prevention in primary health care to individuals, families, communities, and aggregate populations.

Incorporating Genetics and Genomics in Advanced Practice Nursing.

This course is designed to provide the student with the knowledge and skills regarding the uses of information technology to support evidence-based practice. The course will provide an of informatics topics of most relevance to evidence-based practice including: computer systems and system development standardized clinical terminology informatics standards electronic health records retrieval and critical analysis of digital data, information, and knowledge clinical decision making decision support decision analysis shared decision making and computer aided instruction.

Interpersonal Violence and Abuse: Prevention, Assessment, and Intervention for Health Care Professionals.

Aimed at increasing student awareness of the prevalence, context, dynamics, and potential outcomes of interpersonal violence (IPV), the goal of this course is to provide advanced practice nurses with the information needed for prevention, identification, assessment appropriate intervention, and resource referral for clients and families who are at risk for, have a history with, or are currently experiencing IPV. Course content will explore the dynamics, causes and consequences of IPV, specifically: domestic violence, child abuse, elder abuse, and sexual assault.

This course is designed for graduate nurses to provide them with the skills to understand and utilize research evidence in decisions clinical practice. The course is designed to help graduate nurses articulate relevant practice-based questions, search the literature to identify relevant evidence, evaluate the quality of research on which the evidence is based, and discuss the application of the evidence in clinical practice to improve quality of care.

This course focuses on advanced practice issues not usually familiar to the average nurse. It explores the dimensions of independent advanced practice nursing (APN) in our challenging and constantly changing health care environment.

This course is required for students in Pediatric Primary Care and the Pediatric Specialty Care programs. The pathogenesis of common conditions affecting children is presented and serves as a basis for clinical management. Relevant pharmacology is presented for each of the disease entities.

This course focuses on the assessment and management of urgent and emergent care for the pediatric client. Assessment, pathophysiology, differential diagnosis, and management of the pediatric client will be discussed. Strategies for management of these clients will require a synthesis of knowledge from the bio-pyscho-social, behavioral, and nursing sciences. Emphasis will be placed on integrating and educating the family regarding the acute care needs of the child. The student will understand the need to maintain continuity of care with the primary care provider.

Pediatric Primary Care Nursing Clinical I is designed to develop skills in history taking, developmental evaluations and physical assessment for the pediatric client and to prepare the student to provide primary care to children. It focuses upon the promotion of health and the prevention of illness to promote optimal physical, intellectual and emotional growth and development. The clinical experience involves performing complete assessments on newborns, preschoolers, school-aged children and early adolescents and well childcare in a pediatric setting.

The content focuses on health promotion, illness prevention, and the treatment of episodic problems from infancy through preschool.

Pediatric Primary Care Nursing II focuses on the delivery of primary health care to school-age children and adolescents. This includes health promotion, the prevention of illness, and the management of common episodic problems. Using the school for clinical experience, the student will assess the status, teach individuals and groups of children, and will work with teachers and parents. Students will utilize knowledge of growth and development to develop age appropriate teaching plans, and assess children and families to assume an active role as health consumers. Current courses in pediatric pathophysiology and child development contribute to the student knowledge base. Students continue to provide primary care to their caseload of well children in their pediatric primary care sites.

This required course in the PNP program introduces the advanced student to the provision of health care to children with common episodic illnesses. Lectures and seminars provide the student with the knowledge base to recognize and manage common health problems in the pediatric population.

This practicum focuses on the delivery of episodic illness care to children and adolescents in the ambulatory settings and on planning and managing the care of hospitalized children. The Pediatric Clinic is the main clinical setting. Here the student will learn assess children with common episodic illnesses, to develop and discuss differential diagnosis, to manage the care of children with minor illnesses, and to work with other health professionals collaboratively. When the illness requires hospitalization, the student will design and implement a plan of care, including discharge plans and teaching. Students utilize their knowledge of common child and adolescent illnesses and the information presented in M6630 and M8670 to assess and develop plans of care for all children and adolescents.

This course is designed to provide the student with the knowledge and skills necessary to serve as a member and lead interdisciplinary groups in organizational assessment to identify systems issues and facilitate organization-wide changes in practice delivery utilizing quality improvement strategies. Course content focusses on understanding systems concepts and thinking to achieve results in complex health care delivery systems. Frameworks, approaches, and tools that foster critical thinking are examined as mechanisms to formulate vital questions, gather and assess relevant information, develop well-reasoned conclusions, test conclusions against relevant standards, compare conclusions with alternative systems of thought, and communicate effectively throughout the process.

This course addresses the application of epidemiology and environmental approaches to inform the clinical practice of health care of individuals. An understanding of health sciences based on groups of people, including environmental health, occupational health, and some aspects of genetics, can orient the practitioner with an individual patient. These external influences are modified through social, cultural, and behavioral factors. Addressing these factors should help to anticipate and improve patient outcomes.

This course is the first of two designed to introduce students to scholarly writing and dissemination for clinicians. The course provides students with practical information, exercises, and resources for successful clinical manuscript preparation and clinical conference poster and oral presentation. The course introduces students to fundamental skills for scholarly writing including familiarity with professional journals and conferences, utilization of electronic resources for literature searches and citation management, writing process and organizational skills, identification of predatory journal and conference enterprises, and academic integrity and the continuum of plagiarism. In conjunction with part two of the course, students are prepared for a lifelong approach to integrating scholarship into clinical practice.

This course is designed to provide the tools for the doctorally prepared nurse to evaluate, translate and integrate published research results into clinical practice. During the course, students will learn conceptualize clinical practice problems and transform them into answerable clinical research questions, search for the best clinical evidence, and assess clinical evidence using basic epidemiological, biostatistical and scientific principles. The course will culminate in a systematic review or meta-analysis of a body of research relevant to advanced practice nursing.

The Center for Infectious Disease and Nursing Innovation.

DNP Advanced Practice Track: Pediatric Dual Primary Acute Care Nurse Practitioner.

DNP PEDIATRIC PRIMARY CARE ACUTE CARE NURSE PRACTITIONER.

In the top-ranked DNP program at Johns Hopkins, you can become a pediatric nurse practitioner who is dually prepared in primary care and acute care. Graduate a leader in clinical practice, ready to drive health care forward.

Earn an online DNP with the added benefit of course immersions.

Be practice ready by graduation. In the time it takes to prepare for the pediatric primary care NP certification alone, graduates of the DNP Advanced Practice Pediatric Primary Care and Acute Care Nurse Practitioner Dual Degree program will become eligible to apply for certification as both a pediatric primary care NP and a pediatric acute care NP.

In the DNP Advanced Practice Track: Pediatric Dual Primary Acute Care Nurse Practitioner program, students will earn their DNP and be eligible to apply for certification as a primary care pediatric nurse practitioner and as an acute care pediatric nurse practitioner.

Students prepare to practice in a variety of settings and across the spectrum of care. Upon successful completion of the program, graduates will be able to:.

Demonstrate organizational and systems leadership for quality and safety in health care systems.

Develop, evaluate, advocate, and provide leadership for health care policy that shapes health care financing, regulation, access, and delivery.

Academic and professional success resources are available to support DNP students.

This is an online DNP program where students travel to Balti for occasional onsite course immersions. Students may elect to move to Balti and become completely immersed in the Johns Hopkins community.

Pediatric Nurse Practitioner Options at the Johns Hopkins School of Nursing.

View the recording of the DNP Advanced Practice Track: Pediatric Dual Primary Acute Care Nurse Practitioner virtual information session.

DNP Advanced Practice Roles: Clinical Nurse Specialist and Nurse Practitioner.

Bachelor of Science in Nursing Degree or an entry-level nursing master degree from an ACEN or CCNE accredited college or university or an equivalent degree from a comparable foreign institution.

Applicants must submit evidence of current nursing license from an authorized state.

One year of full-time RN experience in an acute care setting engaged in the direct care of a pediatric population within an acute care environment (critical care, intermediate care, ED, preferred) by the start of the program.

Three letters of recommendation (both academic and professional references check for detailed guidance on completing this requirement).

Students without the required experience can DNP Pediatric Primary Care Nurse Practitioner program and following admission, can be reviewed for consideration to add the dual option once the required pediatric acute care RN experience is obtained.

For greatest flexibility in the clinical placement and DNP project process, it is strongly recommended that DNP Advanced Practice students obtain Maryland RN licensure (or licensure from a compact state) before beginning clinical coursework or DNP Project coursework.

Students currently cannot conduct clinical activities inLouisiana,New York and Oregon. Students should be aware of additionalstate-specific information for online programs.

This programdoes notqualify for F-1 or J-1 student sponsorship. Legal Permanent Residents and non-immigrants who are otherwise physically present in the U.S.andin a status that allows for full or part-time study, may pursue this program.

Program may be completed in 88 credits, 784 clinical hours and 224 project practicum hours.

Context of Healthcare for Advanced Nursing Practice (3).

Health Information Systems and Patient Care Technology (2).

Clinical Reasoning I Clinical Management for the Pediatric Nurse Practitioner: Common Acute Illnesses in Pediatrics (2).

Clinical Reasoning II-Clinical Management for the Pediatric Nurse Practitioner: Chronic Illnesses in Pediatrics (2).

Clinical Reasoning IV-Clinical Management for the Pediatric Nurse Practitioner: Problems Specific to the Newborn Infant (2).

Advanced Pediatric Acute Care Topics and Roles (1).

Advanced Pediatric Acute Care Topics and Procedures (3).

Work experience (include dates, sites and locations paid and unpaid any residency participation).

Many students will avail themselves of loans to help finance their School of Nursing Education. If necessary, we encourage you to borrow only what is absolutely essential to cover your educational costs.

Many students locate part-time employment to help pay education expenses. Numerous positions are available on campus and within various community based organizations. These jobs provide students with opportunities to gain practical work experience. Most positions are funded through the Federal Work-Study Program.

The DNP adult-gerontology primary care nurse practitioner option prepares graduates to function as doctorally prepared nurses at the highest level of clinical practice, to translate knowledge into practice, to apply policy, as well as design, implement and evaluate innovations to improve health care systems and patient centered outcomes.

This option provides the theoretical and practical foundations necessary for nurses to become advanced practice nurses, specifically in working with adolescent (ages 13 and older) and adult patients. Students who complete this program option will be eligible to sit for the ANCC and AANP certification exams.

A personal statement describing your career goals relative to the doctoral study. You should include a general idea for your DNP project. Your vision for your post-DNP contributions to advance the nursing profession through scholarship and evidence-based practice must be emphasized in the statement Also, briefly describe your professional nursing practice and indicate any current or previous leadership roles.

Minimum Bachelor of Science degree in nursing from a regionally accredited college or university with a preferred minimum cumulative GPA of at least 3.3 on a 4.0 scale.

In addition, students are expected to complete a minimum of 1000 practice hours with an approved preceptor. Practice hours consist of a minimum of 500 direct clinical hours and 500 indirect DNP practice hours.

Adult Gerontology Primary Care Nurse Practitioner I: Practice Introduction.

Adult Gerontology Primary Care Nurse Practitioner II: Adolescent and Adult.

SUNY Delhi's online Master of Science (MS) in Nursing Administration focuses on nursing administration.

Graduates are prepared to fulfill roles as nurse managers or nurse directors in contemporary healthcare settings. This program draws from the disciplines of nursing, business, and other disciplines to position graduates to assume leadership positions in the complex healthcare environment.

In addition to preparing nurses to attain administrative positions, the program also provides an excellent foundation for doctoral studies.

The Marcella Niehoff School of Nursing (SON) provides a transformative education in the Jesuit Catholic tradition, preparing leaders in the health professions to enhance the health of persons, communities, and the larger global environment through the discovery, application, and dissemination of knowledge and service with others.

Doctor of Nursing Practice in Systems Leadership (DNP).

Graduate Professional Enrollment Management · 820 N. Michigan Ave, Lewis Towers Suite 1200, Chicago, IL 60611 · 312.915.7900.

The Master of Science in Nursing – Nursing Administration online program from The University of Alabama in Huntsville is designed to prepare you for leadership roles in a broad range of healthcare environments. Taught by the same nursing faculty who teach on campus, this flexible program is only offered 100% online and can be completed quickly. The UAH College of Nursing online MSN – Nursing Administration degree program aligns with the American Organization for Nursing Leadership (AONL) and Quality and Safety Education for Nurses (QSEN) competencies.

With your MSN – Nursing Administration degree, you can expand your impact in nursing through positions in education, administration, management, or specialty area roles in a variety of care delivery sites. Plus, practical experience gained through the program can prepare you to pursue your Doctor of Nursing Practice degree.

Illinois State University’s BSN to DNP – Leadership & Management sequence prepares nurses for leadership opportunities in the changing healthcare environment. You will build the skills necessary to assume leadership and management roles and to develop and implement health policy. Graduates work in a variety of roles in clinical, education, and administrative settings.

The BSN to DNP is designed by doctorally-prepared faculty who still actively practice. Many of these practitioners started as ADNs and worked their way up the educational ladder to the top of their fields. They understand what it means to juggle multiple responsibilities, and they have built a program that allows you to balance work, school, family, and life.

Nursing (Patient Safety and Health Care Quality), MS.

Center for Advancing Interprofessional Practice, Education and Research.

Advanced Nursing Practice (Acute Care Pediatric Nurse Practitioner), DNP New Program.

DNP graduates are prepared to practice at the most advanced level of nursing. This Doctor of Nursing Practice program, accredited by the Commission on Collegiate Nursing Education, provides a foundation for the specialty in acute care pediatrics through the application of theory to advance practice. Courses focus on the development of a framework for developmentally supportive, family-centered, culturally appropriate advanced nursing practice for infants and children with unstable chronic, complex acute, and life-threatening illnesses.

Nursing Practice is offered in a hybrid in-person and iCourse format that requires students to travel to campus for up to a week for orientation at the beginning of the program and then two or three times per semester.

Focused clinical experiences are arranged with appropriate preceptors and administrators. Every attempt will be made to arrange this in the student geographical area. Experiences with disadvantaged and multicultural populations are encouraged, as are experiences in rural areas, and sites are available for these experiences.

Advanced Nursing Practice (Acute Care Pediatric Nurse Practitioner), DNP.

Offered by College of Nursing and Health Innovation.

Required Core (41 credit hours) DNP 601 Theoretical Foundations for Advance Practice Nursing (3) DNP 602 Evaluating Research for Practice (3) DNP 604 Advanced Human Pathophysiology Across Lifespan (4) DNP 609 Advanced Practice Nursing Role (1) DNP 641 Advanced Health Assessment Pediatrics (3) DNP 642 Applied Pharmacotherapeutics for Pediatrics (3) DNP 679 Biostatistics: Principals of Statistical Inference (3) DNP 703 Innovation in Communication-Scholarly and Professional Writing (2) DNP 704 Principles of Evidence-Based Care in Advanced Practice (4) DNP 705 Health Care Outcomes Management (3) DNP 708 Systems Thinking in a Complex Healthcare Environment (3) DNP 709 Individual and Innovation in Leadership in Healthcare Practice (3) DNP 711 Healthcare Policy and Innovation (3) DNP 715 Dynamics and Principles of Information in Health Care (3).

Concentration (29 credit hours) DNP 606 Principles of Pediatric Acute Care I (3) DNP 607 Advanced Pediatric Acute Care Practicum I (6) DNP 612 Pediatric Palliative and End-of-Life Care: Research, Theory and Clinical Implications (3) DNP 619 Principles of Pediatric Acute Care II (3) DNP 620 Advanced Pediatric Acute Care Practicum II (6) DNP 643 Developmentally Based Care of the Well Child (3) DNP 644 Well Child Advanced Practicum (2) DNP 659 Embryology and Genetics (3).

Other Requirement (12 credit hours) DNP 712 Clinical Residency and Management (12).

Culminating Experience (3 credit hours) DNP 707 Disseminating Evidence to Advance Best Practice in Health Care and Health Policy (3).

Additional Curriculum Information Nurse practitioner students complete 585 hours of clinical practicum work in the first 2 years of their degree program. They complete an additional 540 hours in their clinical residency course (DNP 712) for a total of 1125 clinical and residency hours.

Every student must complete 600 hours of direct patient care with a Nurse Practitioner or Physician preceptor in the clinical setting. Documented clinical experiences are required by the certification organization (PNCB) in order for the graduate to be eligible to take the national PNP-AC certification examination. Focused clinical experiences are arranged with appropriate preceptors and administrators. Every attempt will be made to arrange this in the student geographical area.

The Doctor of Nursing Practice program and post-graduate APRN certificate programs at Arizona State University is accredited by the Commission on Collegiate Nursing Education.

UC Systems Leadership DNP online program prepares nurses to lead and transform practice using evidence and effective collaboration in a variety of roles across complex health care systems. physicians, pharmacists, physical therapists and others.

UC Systems Leadership DNP online program equips nurses with the tools needed to strategically understand health care from different scopes and lenses, creating a broad knowledge base that propels growth within organizations. Our graduates are prepared to:.

Design, implement and evaluate outcomes of practice, practice patterns and systems of care within a practice setting, health care organization, system or community.

At least one year experience working as a nurse is preferred for admission. Nurses who do not have a year of clinical experience can enter the program on a part-time basis and begin didactic courses while continuing to gain work experience.

These nurses often work in hospital or health care systems or in community settings and take on a wide breadth of responsibility related to clinical care delivery, quality improvement, legal and regulatory compliance, financial and human resource management, health policy advocacy, and .

UC graduate programs admit students on a rolling basis and application windows close when programs reach capacity.

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Practice-based acute care nurses experience a high incidence of burnout and dissatisfaction impacting retention and innovation and ultimately burdening the financial infrastructure of a hospital. Business, industry, and academia have successfully implemented professional sabbaticals to retain and revitalize valuable employees however, the use is infrequent among acute care hospitals. This article expands upon the synthesis of evidence supporting nursing sabbaticals and suggests this option as a fiscally sound approach for nurses practicing in the acute care hospital setting. A cost-benefit analysis and human capital management strategies supporting nursing sabbaticals are identified. Copyright © 2012 Wolters Kluwer Health Lippincott Williams Wilkins.

Maria Shirey PhD, MBA, RN, NEA-BC, ANEF, FACHE, FAAN.