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Curriculum, PhD Nursing

Here is a selection of courses students typically take as part of the PhD program.

NURS 702 NURSING SCIENCE I: EPISTEMOLOGY
In this course, students examine the nature of knowledge based on ideas, the senses, and scientific information. Knowledge development is explored through a variety of ways of thinking and ways of knowing. Logical thinking, reasoning, and argument are discussed and practiced.

NURS 705 PSYCHOLOGY OF LEARNING
This course explores current theoretical and research literature of learning. Topics include the nature of learning, characteristics of learned behavior, reinforcement, motivation, transfer, and memory. Emphasis is on learning processes of particular relevance to instruction and other educational applications.

NURS 706 PHILOSOPHY OF EDUCATION
This course acquaints students with philosophical issues relevant to education. Beginning with an overview of central metaphysical, epistemological, and ethical systems and problems, the course considers specific issues in the philosophies of science and ethics that are of particular concern in education. In addition to developing an understanding of the course readings, students articulate and defend their own positions on relevant issues.

NURS 720 CURRICULUM THEORY IN NURSING
The development and evaluation of nursing curricula are explored in the context of current institutional, regulatory, and sociopolitical environments. Curriculum models are explored in relation to the approach of student learning and implications for faculty and institutions. Current research on curriculum design, implementation, and evaluation is analyzed.

NURS 750 EVALUATION METHODS
A course designed to measure the attainment of learning in the cognitive, psychomotor, and affective domains. The knowledge measurement is applied in classroom and clinical situations when selecting appropriate instrumentation for measuring variables in research. Course content includes validity, reliability, and construction of test items, as well as testing in cognitive, affective, and psychomotor domains.

NURS 813 NURSING SCIENCE II: SYNTHESIS IN NURSING
In this course, concept development is explored. Emphasis is placed on an extensive, integrative review of the literature on a selected concept or body of knowledge relevant to nursing. Faculty-facilitated seminar presentations focus on student demonstration of progress in synthesis of the literature.

NURS 814 NURSING SCIENCE III: THEORY DEVELOPMENT IN NURSING
The emphasis of this course is on inductive and deductive reasoning as it is related to theory development. The process of concept mapping is reviewed, and processes for theory development, analysis, and testing are explored in depth. Competing theories to explain phenomena are critiqued and compared for goodness of fit and alternative hypothesis are explored. The relationships among quantitative and qualitative research and theory development and testing are discussed. Students develop a theoretical foundation to explain a phenomenon that can serve as the basis for their doctoral dissertation.

NURS 815 QUALITATIVE RESEARCH I
This course provides the learner with an overview of research designs and methodological approaches commonly encountered in conducting qualitative research, such as ethnography, phenomenology, hermeneutics, grounded theory, and historiography. General issues and approaches associated with posing and answering qualitative research questions are examined. Triangulation of studies, data analysis techniques, and writing of studies are explored.

NURS 816 QUANTITATIVE RESEARCH I: CORRELATIONAL DESIGNS
This course focuses on the development of researchable problems, literature review, hypothesis generation and testing, and sampling within the context of correlational research design and methods. Reliability and validity of instrumentation and application of appropriate tools for data analysis are explored. Issues regarding ethical concerns and access to subjects are also addressed.

NURS 817 QUANTITATIVE RESEARCH II: EXPERIMENTAL DESIGNS
This course focuses on principles of comparative, experimental, and quasi-experimental research designs. The relationships among the structure of research questions, literature review, hypothesis generation and testing, design, and sampling are explored. Approaches to meta-analysis are discussed. Students experience professional strategies for dissemination of research findings. Models for research utilization and evidence-based practice are explored.

NURS 820 CURRENT ISSUES IN HIGHER EDUCATION ORGANIZATIONS
This course focuses on preparing the nurse educator scholar for leadership in academic organizations. Internal and external threats and opportunities for higher education and nursing education are explored. There is an emphasis on the organizational environment in academia including analysis of systems, roles, and processes. Nursing education policies and their impact on academia are discussed and analyzed. Theoretical and empirical literature is examined to support the preparation of leaders in nursing education.

NURS 822 LEADERSHIP IN NURSING EDUCATION
This course focuses on the multiple dimensions of leadership in nursing education leadership. There will be an examination of leadership from theoretical and empirical perspectives. This includes an emphasis on the attributes and skills needed to develop and function as a leader, as well as the challenges of the leadership role in the current and future higher education and health care settings. Development of a personal leadership development plan prepares students to become leaders throughout their careers in nursing education.

NURS 853 EVIDENCE-BASED TEACHING PRACTICE
This course focuses on evidence-based teaching strategies that can be used in a variety of learning environments. These teaching strategies are based on philosophy, learning theories, and research. Current research and teaching innovations are analyzed and evaluated.

For more information about courses and requirements for the PhD program, see the course catalog.