Nursing (MS)
The purpose of the Master’s program is to prepare nurses for advanced practice with specialized knowledge, skills, and values. Graduates assume leadership roles in the health care system and the discipline of nursing by applying existing knowledge and using a spirit of inquiry to examine and test knowledge. Areas of Concentration include the following:
- Adult-Gerontology Acute Care Nurse Practitioner
- Adult-Gerontology Primary Care Nurse Practitioner (this program is not currently accepting new students)
- Family Nurse Practitioner
- Neonatal Nurse Practitioner
- Nursing Administration and Leadership
- Nurse Educator
The Commission on Collegiate Nursing Education accredits the program. The plan of study includes online nursing and related courses according to the requirements for each area of concentration. Part-time and/or full-time plans of study are available.
Location
- Storrs Campus
Modality
- Online
Requirements
Each M.S. student completes a core curriculum in theory, research, statistics, legal, regulatory and policy aspects of advanced nursing practice. Additional courses in the areas of concentration are also required.
For candidates applying to the Adult Gerontology Acute Care Nurse Practitioner, Family Nurse Practitioner, Adult Gerontology Primary Care Nurse Practitioner, and Nurse Educator concentrations, documentation of a minimum of 2,080 hours of clinical experience as a Registered Nurse (RN) providing direct patient care must be provided in the admission application. For candidates applying to the Neonatal Nurse Practitioner Program, a minimum of two years of full-time, RN-level practice experience in a level three neonatal intensive care unit is required prior to enrolling in NURS 5369 Advanced Neonatal Practicum I. The Master’s Degree graduate tracks are delivered fully online as distance education.
No student may take more than 12 credits in the master’s degree as a non-matriculated student. No student may transfer in more than 25% of course credits required for the master’s degree plan of study. Such credits may be transferred only if the student received a grade of B or better. The transfer of graduate credit does not reduce the required minimum of 30 course credits for a M.S. degree at UConn.
The M.S. program requires a cumulative grade point average of 3.0 or above to earn the Master of Science degree in Nursing. Students must earn a “B” or better in all graduate courses with a NURS prefix in order to earn credit toward graduation. Graduate students earning a grade of less than a B in any graduate course will have one opportunity to repeat one course, one time. Students will need to discuss the circumstances related to the less than expected level of performance and their plans for success in the repeat of the course with first the faculty of record and then their advisor. Graduate course grades at or below a C+ will require a collaborative assessment by the faculty of record, the advisor and the student to determine if a repeat of the course is appropriate. A student may only repeat one course with a NURS prefix throughout their graduate study. Students earning a second course grade of less than a B will be dismissed from the graduate nursing program. The M.S. program does not require a final comprehensive exam.
Nurse Practitioner Required Core Courses
| Course | Title | Credits |
|---|---|---|
| NURS 5012 | Nursing Science and Patterns of Knowing in Advanced Nursing Practice | 3 |
| NURS 5020 | Statistical Methods in Health Sciences Research | 3 |
| NURS 5030 | Nursing Research for Clinical Scholarship | 3 |
| NURS 5035 | Evidence-based Practice to Advance Clinical Scholarship | 3 |
| NURS 5060 | Advanced Pathophysiology: Concepts for Advanced Nursing Practice Across the Lifespan | 3 |
| NURS 5870 | Health Policy and Populations-based Advocacy for the Scholarship of Application | 3 |
| Total Credits | 18 | |
Adult Gerontology Acute Care Nurse Practitioner Track
| Course | Title | Credits |
|---|---|---|
| NURS 5500 | Advanced Diagnosis for APN Practice | 3 |
| NURS 5550 | Common and Chronic Health Problems in AGNP Practice I: Population Specific AGACNP | 3 |
| NURS 5559 | AGNP Acute Care Clinical Practicum I | 3 |
| NURS 5560 | Complex and Comorbid Health Problems in AGNP Acute Care Practice II: Population Specific AGACNP | 3 |
| NURS 5562 | Adv. Health Assessment and Diagnostic Reasoning Nurse Practitioner Role: AGACNP Population Focus | 3 |
| NURS 5569 | AGNP Acute Care Clinical Practicum II | 3 |
| NURS 5570 | Complex and Comorbid Health Problems in AGNP Acute Care Practice III: Population Specific AGACNP | 3 |
| NURS 5579 | AGNP Acute Care Clinical Practicum III | 3 |
| NURS 5590 | Adv. Pharmacodynamics and Implications for Nursing Actions Adult Gerontology Acute Care Population | 3 |
| Total Credits | 27 | |
Adult Gerontology Primary Care Nurse Practitioner Track
(This program is not currently accepting new students)
| Course | Title | Credits |
|---|---|---|
| NURS 5062 | Advanced Health Assessment across the Lifespan | 3 |
| NURS 5400 | EBP for Health Promotion, Prevention, and Common Health Problems I: Population Specific AGPCNP, FNP | 3 |
| NURS 5405 | EBP for Common and Chronic Health Problems II: Population Specific AGPCNP and FNP | 3 |
| NURS 5409 | APN Clinical Practicum I | 3 |
| NURS 5410 | Evidence-based Practice for Common and Comorbid Health Problems III Population Specific AGPCNP & FNP | 3 |
| NURS 5419 | Adult-Gerontology Primary Care NP Clinical Practicum II | 3 |
| NURS 5420 | Evidence-based Practice for Complex and Comorbid Health Problems IV: Population Specific AGPCNP FNP | 3 |
| NURS 5429 | Adult-Gerontology Primary Care NP Clinical Practicum III | 3 |
| NURS 5470 | Advanced Pharmacology for Advanced Nursing Practice Primary Care Focus | 3 |
| Total Credits | 27 | |
Family Nurse Practitioner Track
| Course | Title | Credits |
|---|---|---|
| NURS 5062 | Advanced Health Assessment across the Lifespan | 3 |
| NURS 5400 | EBP for Health Promotion, Prevention, and Common Health Problems I: Population Specific AGPCNP, FNP | 3 |
| NURS 5405 | EBP for Common and Chronic Health Problems II: Population Specific AGPCNP and FNP | 3 |
| NURS 5409 | APN Clinical Practicum I | 3 |
| NURS 5410 | Evidence-based Practice for Common and Comorbid Health Problems III Population Specific AGPCNP & FNP | 3 |
| NURS 5420 | Evidence-based Practice for Complex and Comorbid Health Problems IV: Population Specific AGPCNP FNP | 3 |
| NURS 5430 | Evidence-based Practice for Primary Care of Pediatric and Perinatal Population | 3 |
| NURS 5439 | Family Primary Care NP Clinical Practicum II | 3 |
| NURS 5449 | Family Primary Care NP Clinical Practicum III | 3 |
| NURS 5470 | Advanced Pharmacology for Advanced Nursing Practice Primary Care Focus | 3 |
| Total Credits | 30 | |
Neonatal Nurse Practitioner Track
| Course | Title | Credits |
|---|---|---|
| NURS 5350 | Advanced Embryology and Neonatal Physiology | 3 |
| NURS 5362 | Advanced Health Assessment for the Nurse Practitioner Role: Neonatal Population-focus | 3 |
| NURS 5365 | Advanced Neonatal Nursing Theory I | 3 |
| NURS 5369 | Advanced Neonatal Practicum I | 2 |
| NURS 5370 | Advanced Principles of Pharmacology and Management: Neonatal Population-focus | 3 |
| NURS 5375 | Advanced Neonatal Nursing Theory II | 3 |
| NURS 5379 | Advanced Neonatal Practicum II | 3 |
| NURS 5385 | Advanced Neonatal Nursing III | 3 |
| NURS 5389 | Advanced Neonatal Practicum III | 3 |
| Total Credits | 26 | |
Nurse Educator and Nursing Administration and Leadership Required Core Courses
| Course | Title | Credits |
|---|---|---|
| NURS 5012 | Nursing Science and Patterns of Knowing in Advanced Nursing Practice | 3 |
| NURS 5020 | Statistical Methods in Health Sciences Research | 3 |
| NURS 5030 | Nursing Research for Clinical Scholarship | 3 |
| NURS 5035 | Evidence-based Practice to Advance Clinical Scholarship | 3 |
| NURS 5870 | Health Policy and Populations-based Advocacy for the Scholarship of Application | 3 |
| Total Credits | 15 | |
Nurse Educator Track
| Course | Title | Credits |
|---|---|---|
| NURS 5235 | Healthcare Quality Improvement, Outcomes Management, Assessment and Planning for the Nurse Leader | 3 |
| NURS 5239 | Healthcare Quality Improvement, Outcomes Mgmt, Assessment and Planning for Nurse Leader Practicum | 1 |
| NURS 5250 | Advanced Theory and Practice in Nursing Education I: Curriculum Design and Program Evaluation | 3 |
| NURS 5259 | Advanced Theory and Practice in Nursing Education I: Curr Design and Program Evaluation Practicum | 1 |
| NURS 5260 | Advanced Theory and Practice in Nursing Education II: Assessment and Evaluation Strategies | 3 |
| NURS 5262 | Advanced Integrative Clinical Concepts: Pathophysiology, Pharmacology, and Health Assessment | 4 |
| NURS 5269 | Advanced Theory and Practice in Nursing Education II: Assessment and Evaluation Strategies Practicum | 1 |
| NURS 5270 | Adv Theory and Practice in Nursing Ed III: Learning Principles and Instr Methods for Adult Learner | 3 |
| NURS 5279 | Adv Theory & Prct in Nursing Ed III: Learning Principles & Instr Methods for Adult Learner Practicum | 2 |
| NURS 5865 | Information Systems for the Scholarship of Application | 3 |
| Total Credits | 24 | |
Nursing Administration and Leadership Track
| Course | Title | Credits |
|---|---|---|
| NURS 5229 | Nursing Leadership Application Practicum | 1 |
| NURS 5230 | Healthcare Finance for Nurse Leaders | 3 |
| NURS 5235 | Healthcare Quality Improvement, Outcomes Management, Assessment and Planning for the Nurse Leader | 3 |
| NURS 5239 | Healthcare Quality Improvement, Outcomes Mgmt, Assessment and Planning for Nurse Leader Practicum | 1 |
| NURS 5240 | Nursing Leadership Foundations | 3 |
| NURS 5245 | Nursing Leadership Application | 2 |
| NURS 5249 | Masters of Science in Nursing Capstone Experience | 3 |
| NURS 5262 | Advanced Integrative Clinical Concepts: Pathophysiology, Pharmacology, and Health Assessment | 4 |
| NURS 5865 | Information Systems for the Scholarship of Application | 3 |
| Total Credits | 23 | |
Requirements for Clinical Practice
In addition to academic qualifications, UConn nursing students must possess the ability to consistently demonstrate a proficiency in five core areas for nursing students: motor, sensory, communication, behavior and critical thinking skills. These areas reflect the reasonable expectations of a nursing student performing the common functions of a registered nurse or an advanced practice nurse.
The ability to consistently demonstrate these personal and professional competencies are essential from admittance to graduation. Students must be capable of performing the skills of a nursing student.
Therefore, each nursing student must have the ability to learn and perform the following competencies and skills:
Motor
The student must possess sufficient motor capabilities to execute the movements and skills required to provide safe and effective nursing interventions. These include, but are not limited to:
- Coordination, speed and agility to assist and safely guard (protect), with safe and proper body mechanics, patients who are ambulating, transferring, or performing other activities.
- Ability to adjust and position equipment and patients, which involves bending or stooping freely to floor level and reaching above the head.
- Ability to move throughout the classroom or clinical site, and sit and stand for long periods of time to carry out patient care activities.
- Ability to perform patient care duties for up to 12 hours at a time, day or night.
- Ability to move or position patients and equipment, which involves lifting, carrying, pulling up to 30 pounds.
- Ability to guide, resist, and assist patients, or to provide emergency care, which involves standing, kneeling, sitting, or walking.
- Ability and dexterity to manipulate the devices used in giving nursing care.
- Ability to administer CPR without assistance.
Sensory
The student must be able to obtain information in classroom, laboratory, or clinical settings through observation, auscultation, palpation and other measures, including but not limited to:
- Visual ability (uses corrective lens or accommodations as necessary) to recognize and interpret facial expressions and body language, identify normal and abnormal patterns of movement, to read or set parameters on various equipment, to discriminate color changes, and to interpret and assess the environment.
- Auditory ability (uses hearing aids or accommodations as necessary) to recognize and respond to soft voices, auditory timers, equipment alarms, call bells, and to effectively use devices for measurement of blood pressure, breath sounds, etc.
- Tactile ability to palpate a pulse and to detect changes or abnormalities of surface texture, skin temperature, body contour, muscle tone, and joint movement.
- Sufficient position, movement and balance sensations to assist and protect patients who are ambulating, transferring, or performing other activities.
Communication
The student must be able to communicate effectively with peers, faculty, patients and their families, and other health care providers. This includes, but is not limited to:
- Ability to read at a competency level that allows one to safely carry out the essential functions of an assignment (examples; handwritten chart data, printed policy, and procedure manuals).
- Ability to effectively interpret and process information.
- Ability to effectively communicate (verbally and in writing) with patients and their families, health care professionals, and others within the community.
- Ability to access information and to communicate and document effectively via computer.
- Ability to recognize, interpret, and respond to nonverbal behavior of self and others.
Behavior
The student must be capable of exercising good judgment, developing empathic and therapeutic relationships with patients and others, and tolerating close and direct physical contact with a diverse population. This will include people of all ages, races, socioeconomic and ethnic backgrounds, as well as individuals with weight disorders, physical disfigurement and medical or mental health problems. This also includes, but is not limited to:
- Ability to work with multiple patients, families, and colleagues at the same time.
- Ability to work with classmates, instructors, health care providers, patients, families and others under stressful conditions, including but not limited to providing care to medically or emotionally unstable individuals, situations requiring rapid adaptations, the provision of CPR, or other emergency interventions.
- Ability to foster and maintain cooperative and collegial relationships with classmates, instructors, other health care providers, patients and their families.
Critical Thinking
The student must possess sufficient abilities in the areas of calculation, critical problem solving, reasoning, and judgment to be able to comprehend and process information within a reasonable time frame as determined by the faculty and the profession. The student must be able to prioritize, organize, and attend to tasks and responsibilities efficiently. This includes, but is not limited to:
- Ability to collect, interpret and analyze written, verbal, and observed data about patients.
- Ability to prioritize multiple tasks, integrate information, and make decisions.
- Ability to apply knowledge of the principles, indications, and contraindications for nursing interventions.
- Ability to act safely and ethically in the college clinical lab and in clinical placements within the community.
- If a nursing applicant or student is unable to meet one or more of these areas due to a long-term or short-term disability, they may request consideration for an accommodation through the Center for Students with Disabilities. Prompt notice is essential for full consideration. The requirements for clinical practice apply for all programs which include a clinical component.
Learning Objectives
- Synthesize knowledge from the arts, sciences, humanities, and the discipline of nursing into advanced nursing practice.
- Integrate scientific findings and theories from nursing and related fields to respond to emerging health care challenges and lead innovative change to improve outcomes.
- Analyze and Influence health care policy at the institutional, regulatory and/or legislative levels with interprofessional partners for the benefit of the person, community, nursing profession and environment.
- Demonstrate PRAXIS and person-centered care at an advanced level of nursing in a selected area of concentration.
- Utilize health informatics and interprofessional partnerships to contribute to systems-based innovations that promote health equity, social justice, and advocacy of the nursing profession.
- Integrate evidence-based processes and person-centered care into the translation of innovations to improve safety, quality, and patient and/or population outcomes in a selected area of concentration.