This course prepares learners for doctoral-level coursework in the School of Nursing and Health Sciences. Throughout the course, learners analyze and evaluate how the scholar-practitioner model provides guidance for developing competencies in effective and ethical health care leadership, including professional and interprofessional collaboration, communication, inclusion, and decision making. Must be taken during the learner’s first quarter. Cannot be fulfilled by transfer.

In this course, learners use the 10 Essential Public Health Services as well as leadership concepts and practices to explore emerging trends in public health. Throughout the course, learners examine the ways in which evidence-based data and research are incorporated into public health policy development. In particular, learners cultivate public health policy leadership skills and practices through the application of critical and asymmetrical thinking to generate new awareness about an emerging public health issue and make the case that the issue should be recognized and acted upon as a major public health concern.

Learners in this course apply educational best practices to promote learning in organizational and community settings. Learners also assess their own strengths and weaknesses in leadership capacities, including cultural proficiency, with the goal of mentoring and coaching public health employees to become more effective public health practitioners and educators. Cannot be fulfilled by transfer.

In this course, learners analyze the application of epidemiological research methodologies and practices to address public health issues in diverse populations. Through the use of these methods as public health practitioners, learners enhance their knowledge of the appropriate research designs used in epidemiology and how to integrate and evaluate public health data. Learners also evaluate the effects of designed evidence-based interventions and related policy statements.

In this course, learners integrate scientific information, legal and regulatory approaches, ethical frameworks, and varied stakeholder interests to develop policies that support system-level interventions. Learners also propose interprofessional team approaches and integrate knowledge of cultural values and practices in the design of public health policies and programs. Cannot be fulfilled by transfer.

Learners in this course explore methods and resources for designing and implementing an effective public health strategic plan. Learners formulate and evaluate short and long-term solutions to public health problems and epidemiological issues using systems thinking and research methodologies that are collaborative, ethical, fiscally, and culturally responsive. Cannot be fulfilled by transfer.

In this course, learners explore the health behavior theories and models that are used in the promotion of healthy behaviors in diverse communities. Learners evaluate policy efforts to promote healthy behaviors for disadvantaged communities, advocate for the promotion of healthy behaviors in diverse public health organizations that facilitate healthy practices, and lead communities in achieving their optimal level of health. In particular, learners gain an understanding of how to engage in the proper promotion of healthy behaviors by helping disadvantaged communities become better informed.

Learners in this course build foundational knowledge and skills needed to shape the future of health care. Through the lens of a 21st-century health care leader, learners use critical thinking, analysis, and creative insights to examine a problem, gap, or opportunity for improvement within a health care or public health delivery system. Learners also complete a culminating project charter to further develop a coherent quality improvement plan for 21st-century health care. Cannot be fulfilled by transfer.

In this course, learners identify and secure a preceptor and project site for their practicum and complete the research ethics and compliance training required for their doctoral capstone project. Learners also substantiate organizational challenges that present opportunities for improvement interventions and synthesize research evidence to support feasible improvement interventions for an organization. In addition, learners determine the extent to which a prospective capstone project benefits and adds value to an organization. Throughout the course, learners refine their critical thinking and doctoral-level writing skills. Prerequisite(s): NHS8065. Cannot be fulfilled by transfer.

In this course, learners apply the steps of the evidence-based practice process to a challenge in health care. Learners differentiate among qualitative, quantitative, and mixed research design, methods, and evidence, and evaluate the quality of qualitative research methods and results. Learners also interpret the results and practical significance of health care data analyses and assess their strengths and weaknesses in writing as a doctoral professional.  Prerequisite(s): RSCH7864. Cannot be fulfilled by transfer.

In this course, learners collect, integrate, and synthesize organizational and research evidence to complete a final draft of the Doctoral Project Prospectus Part 1 (DPP Part 1). Learners also collaborate with leaders at an organization within a health care or public health setting to secure the site and preceptor for their project as well as identify a health care or public health challenge as an opportunity for evidence-based change and improvement. Grading for this course is S/NS. Prerequisite(s): NHS8051. Cannot be fulfilled by transfer.

In this course, learners investigate the fundamental concepts needed to conduct quantitative research. Learners examine and apply quantitative research techniques; appropriate applications of quantitative research; research design, measurement, and analysis, and their associated interdependencies; variable types and levels of measurement; sampling; descriptive and inferential statistics; and hypothesis testing. Learners define the strengths and limitations of descriptive statistics, analyze the quantitative scales of measurement, review the logic of probability and null hypothesis testing, and leverage technology when applicable. Learners also determine the steps necessary to ensure human subjects protection, and consider methodological adaptations when conducting research with vulnerable and diverse populations. Learners may only earn credit for PSY7864 or RSCH7864. Cannot be fulfilled by transfer.

This course provides learners with resources, guidance, and support as they fulfill the required milestones toward completion of a doctoral capstone. Learners apply scholarly research within a particular professional context to advance their knowledge in the science and practice of the profession and solve organization, institutional, or community concerns. Department consent is required for registration. Grading for this course is S/NS. Learners must register for this course a minimum of four times to fulfill their program requirements. Cannot be fulfilled by transfer.