Master of Science — Leadership Track Courses
FALL 1st YEAR
| COURSE | COURSE TITLE and TOPIC | UNITS |
|---|---|---|
| NRS 201 | Health Status and Care Systems: Comparative health status data, major current health issues globally, nationally and regionally. Theoretical perspectives on social, political, economic determinants of health. Health-care systems examined, linked to data, and evaluated in regard to outcomes. Aging, rural, ethnic minority populations highlighted. | 4 |
| NRS 204 | Research: Skills for Nursing Science and Health Care Leadership: Foundation for analyzing research, health and systems data to answer clinical, systems, or policy questions. Use and examine multiple sources of data and information as a basis for planned change and transformation in health care. | 4 |
| NRS 206 | Community Connections: Community-based learning and experiences including community participation, assessment, data collection and analysis using multiple approaches, community health improvement projects, collaborative leadership practice, all with the guidance of community members and nursing faculty. | 3 |
| NRS 290 | Master’s Seminar: Subject varies from quarter to quarter. Current knowledge and issues relevant to one of two fields of emphasis—population health or health systems. | 2 |
| TOTAL | 13 | |
WINTER 1st YEAR
| COURSE | COURSE TITLE and TOPIC | UNITS |
|---|---|---|
| NRS 203 | Leadership in Health Care: Critical examination of leadership from a variety of theoretical and philosophical perspectives; focuses on specific challenges in health care and leadership at various levels, e.g., patient, organizational and policy levels. | 4 |
| NRS 206 | Community Connections: Community-based learning and experiences including community participation, assessment, data collection and analysis using multiple approaches, community health improvement projects, collaborative leadership practice, all with the guidance of community members and nursing faculty. | 3 |
| NRS 210Y | Applied Health Informatics: Within the conceptual framework of the Foundation of Knowledge model, this course integrates nursing science, information science, computer science and cognitive science to acquire, process, generate, and disseminate knowledge. Informatics applications that affect health care and nursing will be emphasized. | 4 |
| NRS 290 | Master’s Seminar: Subject varies from quarter to quarter. Current knowledge and issues relevant to one of two fields of emphasis—population health or health systems. | 2 |
| TOTAL | 13 | |
SPRING 1st YEAR
| COURSE | COURSE TITLE and TOPIC | UNITS |
|---|---|---|
| NRS 202 | Implementation Science: Change processes in health care from political, historic, economic and sociologic frameworks. Historic and current examples of transformative change in the health-care system. Skills for system transformation through health policy, practice, research and education are emphasized. | 4 |
| NRS 206 | Community Connections: Community-based learning and experiences including community participation, assessment, data collection and analysis using multiple approaches, community health improvement projects, collaborative leadership practice, all with the guidance of community members and nursing faculty. | 3 |
| NRS 290 | Master’s Seminar: Subject varies from quarter to quarter. Current knowledge and issues relevant to one of two fields of emphasis—population health or health systems. | 2 |
| TBD | Elective(s): Students choose from elective courses from the School of Nursing in their areas of interest or from any UC Davis course approved by the graduate adviser. | 3-4 |
| TOTAL | 12-13 | |
FALL 2nd YEAR
| COURSE | COURSE TITLE and TOPIC | UNITS |
|---|---|---|
| NRS 290 | Master’s Seminar: Subject varies from quarter to quarter. Current knowledge and issues relevant to one of two fields of emphasis—population health or health systems. | 2 |
| NRS 299 | Thesis Research and Writing: Students in Nursing Science and Health-Care Leadership graduate programs conduct research and writing under the supervision of a faculty member. | 6 |
| TBD | Elective(s): Students choose from elective courses from the School of Nursing in their areas of interest or from any UC Davis course approved by the graduate adviser. | 4 |
| TOTAL | 12 | |
WINTER 2nd YEAR
| COURSE | COURSE TITLE and TOPIC | UNITS |
|---|---|---|
| NRS 290 | Master’s Seminar: Subject varies from quarter to quarter. Current knowledge and issues relevant to one of two fields of emphasis—population health or health systems. | 2 |
| NRS 299 | Thesis Research and Writing: Students in Nursing Science and Health-Care Leadership graduate programs conduct research and writing under the supervision of a faculty member. | 6 |
| TBD | Elective(s): Students choose from elective courses from the School of Nursing in their areas of interest or from any UC Davis course approved by the graduate adviser. | 4 |
| TOTAL | 12 | |
ELECTIVES
Students may select from the list of elective courses below. Students may also choose elective courses from the UC Davis catalog or other UC campuses with approval from the graduate adviser.
| COURSE | COURSE TITLE and TOPIC | UNITS |
|---|---|---|
| NRS 211Y | Rural Health: This interprofessional graduate course provides an introduction to rural health theory, research, policy, and practice, with an emphasis on rural health assets and disparities. The course objectives are to define rural in relation to demographics and culture, analyze rural health disparities, identify rural assets related to health and health care, and discuss interprofessional implications for rural health care delivery, research and policy. | 2-3 |
| NRS 213 | Race and Health in the United States: Race as a social construct and unequal health care distribution in the United States. Practical health care leadership to end racial inequalities in health. | 3 |
| NRS 301 | Learner-Centered Teaching: This course focuses on learner-centered teaching. Students will explore best practices in adult learning, performance-based curriculum models, instructional design and assessing/evaluating student learning. Students will have experience in planning learner-centered activities that are engaging and effective in achieving desired student performance. Lab/practicum experience optional. | 3-4 |
| NRS 302 | Teaching Methods - Use of Emerging Technologies to Improve Student Learning: Students will examine, design and develop instructional strategies that use innovative and emerging technologies to promote motivation, performance and learning in health professions education. Research findings associated with use of various emerging technologies will be examined. | 4 |
| NRS 303 | Professional Role Formation: This course explores the role of an educator in both academic and service settings. Topics include role expectations, legal and regulatory issues, professional ethics, educational scholarship, individual differences, creating a safe and effective learning environment, and life-long learning. Placements for students who elect to take the optional practicum are arranged in a wide variety of settings including within academic programs and service settings. Lab/practicum experience optional. | 2-4 |
| NRS 493A | Improving Quality in Health Care: Working in interdisciplinary teams, will explore the theory and practical methods being employed to make improvement in health-care systems while providing an opportunity for interprofessional educational experience. | 3 |
| NRS 493B | Improving Quality in Health Care: Working in interdisciplinary teams, will explore the theory and practical methods being employed to make improvement in health-care systems while providing an opportunity for interprofessional educational experience. | 3 |
| NRS 493C | Enhancing Patient Safety in Health Care: Interprofessional module is designed to explore the theory and practical methods being employed to improve patient safety in health care while providing an opportunity for interprofessional educational experience. | 3 |
