Education for Healthcare Professionals (EHDP)

  • EDHP 630: Teaching and Learning Theory (Credit: 3 hours/Offered: Fall)
    This course explores educational theories and practices foundational to classroom, simulation and clinical learning. Emphasis placed on practical application of teaching/learning theory in classroom, simulation, and clinical learning environments promoting the transfer of theory to practice. Students will demonstrate knowledge of teaching and learning theories impacting curriculum design relevant to the health care educator.
  • EDHP/NURS 631: Curriculum Design (Credit: 3 hours/Offered: Summer)
    This course will investigate various models of curriculum development and design based on educational philosophy and professional standards. Students will demonstrate knowledge of program development including scope and sequence, curriculum alignment, and mapping Program development through topic identification and generation of content outlines, objectives, and assessments are included in this course.
  • EDHP/NURS 632: Assessment & Evaluation in Education (Credit: 3 hours/Offered: Spring)
    This course will explore the practical and theoretical issues involved in evaluation student performance, teacher performance, and educational programs. Students will explore various means of performance-based assessments applicable to didactic, simulated and clinical learning environments. Students will examine a variety of assessment instruments and strategies and the role each has in both summative and formative evaluation process. The course will enable students to develop, execute and interpret educational assessments and evaluation methods.
  • EDHP/NURS 633: Teaching Strategies (Credit: 3 hours/Offered: Fall)
    The course examines best practices research on relevant instructional pedagogy and adult learning approaches. The course focuses on recommended principles, concepts and theories used in practice that create effective learning environments. Teaching strategies responsive to diverse learning styles and needs of learners will be explored as well as reflective practices and self-assessment. The course will cover a variety of practical classroom, simulation, and clinical teaching strategies consistent with current evidence while emphasizing teaching methods using technology.
  • EDHP 634: Teaching Practicum (Credit: 2 hours/Offered: Fall/Spring/Summer)
    (120 contact hours; clinical work/teaching) This course focuses on the integration of education role theory and practice with socialization into the role of educator. It includes a faculty and preceptor-guided practicum with experiences in the application of the health profession’s role as an educator in selected academic and healthcare settings. The course also includes experiences in the classroom as well as the clinical area (academic or staff educator) in nursing, medicine, dental, public health and pharmacy as desired by the health profession.
  • EDHP 635: Thesis (Credit: 1 to 3 hours/Offered: Fall/Spring/Summer)
    This course will guide students throughout the process of conducting a study and writing a manuscript. Coursework will include developing a research proposal from topic and title selection to citing the significance of the research, reviewing related literature, explaining the methodology and results, and defending the work.
  • EDHP 636: Project (Credit: 3 hours/Offered: Fall/Spring/Summer)
    Non-thesis MS students will conduct a pedagogy-related research project reflective of the course of study in the EDHP degree plan, and practice effective research strategies as a collaborative, mentored experience. Projects must be approved by the student's graduate advisory committee and will include written as well as a final oral presentation.
  • EDHP 620: Advanced Innovative Teaching Strategies (Credit: 3 hours/Offered: Spring)
    This course is designed to facilitate the development, implementation, and assessment of instructional innovations in the health professions educational environment. Students will engage in active learning practices as they analyze, critique, and discuss teaching strategies. The integration of educational technology in the instructional process will also be examined.
  • EDHP 622: Research Design and Analysis (Credit: 4 hours/Offered: Spring)
    This course will focus on the design of research studies in health professions education. Students will learn the principles of research design, become familiar with different types of designs, and analyze the strengths and weaknesses of study designs. The general principles of research design will be investigated, implemented, and practiced.
  • EDHP 685: Directed Studies (Credit: 1 to 3 hours/Offered: Fall/Spring/Summer)
    Non-thesis MS student research initiative within the scope of the project. This course is designed to provide students with additional time and support to complete the project and/or to maintain continuous enrollment.
  • EDHP 691: Research (Credit: 1 to 3 hours/Offered: Fall/Spring/Summer)
    Student research initiative within the scope of the project/thesis. This course is designed to provide students with additional time and support to complete the thesis or project and to maintain continuous enrollment. This course may be repeated for a maximum of three credits. Prerequisite: Completion of the thesis course and approval by student’s advisory committee and the EDHP director.

Healthcare Professionals Core Information (HCPI)

  • HCPI/NURS 651: Healthcare Quality Improvement and Informatics (Credit: 3 hours/Offered: Summer)
    Overview of health care from the viewpoint of quality improvement and health care informatics; using the science of quality measurement and improvement in conjunction with information science to propose a quality improvement initiative; legal and ethical implications of current trends in information technology and safety. Cross-listed with NURS 551.
  • HCPI/NURS 652: Scholarship and Application (Credit: 3 hours/Offered: Fall)
    Integrate theory, evidence, clinical judgment, research and inter-professional perspectives using translational processes to improve patient outcomes; application of available evidence to interdisciplinary clinical practice; identification of gaps in knowledge and development of a spirit of inquiry and lifelong scholarship. Cross-listed with NURS 552.
  • HCPI 655: Leadership and Health Policy I (Credit: 3 hours/Offered: Fall)
    This course will emphasize leadership skills while focusing on ethical decision making and effective working relationships within an organization. It will prepare the health profession leader to intervene at the system level through the policy development process. Advocacy strategies to influence health and health care will be applied.
  • HCPI/NURS 656: Leadership and Health Policy II (Credit: 3 hours/Offered: Fall)
    The development of skills essential to leadership and policy processes, including communication, collaboration, negotiation, delegation and coordination by applying systems theory and complexity science will be promoted. The student will be prepared to assume a leadership role in the management and evaluation of human, fiscal and physical health resources. Students will develop skills in political efficacy and the ability to improve the systems and population outcomes through the development of health policy. Cross-listed with NURS 556.
  • HCPI 657: Contemporary Healthcare Issues (Credit: 3 hours/Offered: Summer)
    This course explores contemporary healthcare issues that affect the medical and dental needs of special care patients. The healthcare issues are examined within historic, economic, and philosophical contexts and students will analyze those that affect individuals with special healthcare needs.
  • HCPI 658: Survey Research (Credit: 3 hours/Offered: Fall)
    This course will help graduate students develop the knowledge and skills necessary to plan, conduct and evaluate survey research as well as write a survey research report.