M.S., Nursing

Director's Message

We are thrilled to introduce the Master of Science in Nursing with an education concentration to our list of degree programs available through Keuka College. 

If you feel passionate about teaching others and would like to obtain your M.S. in Nursing, we are offering this program in Elmira at the Arnot Ogden Medical Center this September 2009 and in Syracuse at Onondaga Community College starting in October.

Listen to Dr. Mangles on the Keuka College Today Radio Show (MP3)

Our highly qualified faculty are prepared to deliver a program that will provide you with the education you need to teach others, and that will fit into your life as a working RN. 

There is no time like the present to begin your career as a nursing educator.

Please visit the HESC website for scholarship information.

With regards,
Sparki Mangels, EdD, RN, CNA, BC
Chair of the Division of Nursing

Skills & Job Information

The Masters in nursing graduate demonstrates:

1. Completion of written and orally presented assignments aimed at improving the diverse global healthcare system.

2. The expanded use of evidence-based and value-based research in the care of patients across the lifespan through written and oral assignments as well as documented internship experiences.

3. The advanced knowledge and application of nursing informatics through use of current and evolving technologies as evidenced by written and oral assignments as well as documented internship experiences.

4. The ability to engage in community healthcare service-learning partnerships to resolve mutually identified problems through completion of written assignments and oral presentations.

5. The expanded use of experiential learning in advanced nursing practice through clinical and internship experiences.

6. The acquisition of nursing education at an advanced level through successful completion of various written and orally presented assignments as well as documented clinical and internship experiences.

7. A commitment to life-long personal and professional development as evidenced by a reflective journal at the conclusion of each course and a comprehensive professional portfolio.

Program Curriculum

The M.S. in Nursing curriculum consists of 12 courses and 37 credit hours. Classes meet one night each week for 4 hours. In addition to classroom hours, students are expected to invest approximately 2-3 hours outside of class for each classroom hour. For planning purposes, students will spend 4 hours each week in class, plus an additional 8-12 hours outside of class, completing readings, assignments, case studies and group work.

NUR 500 Issues and Trends in Leadership and Management I (3 credits)

This course seeks to promote a clear understanding of nursing’s role and responsibilities in the healthcare system as differentiated by the needs of the client being served and the range of specialized services offered. The course begins with an overview of the economic and financial aspects of the healthcare delivery system, including specific issues across the system and their relevance to nursing, healthcare finance and control, and the evolving role of the Masters Prepared Nurse. Utilizing research and technology, the Masters Prepared Nurse assesses changes in healthcare delivery informed by the principles of related theories. Integration of such advanced understanding is analyzed related to the ability to deliver evidence-based and value-based nursing care. Ethical considerations and legal professional responsibilities surrounding the delivery of healthcare are explored in an ever changing environment.

NUR 510 Nursing Theory and Research (4 credits)

This course presents a foundation for understanding the discipline and development of nursing knowledge as an essential component of scholarly practice for the Masters Prepared Nurse. This course provides the student with a better understanding of how evidence-based practice is translated into the healthcare environment. The research process is presented as students develop an appreciation for the thought processes used to formulate a research problem and purpose. Quantitative, qualitative, and outcomes research are examined in an effort to investigate a variety of research problems and purposes. Published studies are separated into their component parts to evaluate the logical consistency of the theoretical system and its interaction with the study methodology. Quantitative, qualitative, and mixed methods of research are reviewed through performance of critiquing skills. Methodology, implementation, and data analysis/evaluation are stressed as the processes of statistical analyses are presented. Relevant theories highlight the application of nursing research aimed at providing evidence-based nursing care across a variety of patient care settings. The interrelationship of nursing theory, research, and practice is explored using best practice models. This course includes the theoretical basis of outcomes research, a brief history of emerging attempts to examine outcomes, the importance of outcomes research designed to examine nursing practice, and methodologies used in outcomes research.

NUR 550  Advanced Health Assessment  (3 credits)

This course provides the adult learner with the opportunity to develop advanced health assessment skills. Using the nursing process, the adult learner will obtain and interpret health histories and conduct thorough physical examinations with diverse populations across the lifespan. Normal aging is compared to and contrasted with pathological history and examination findings. An introduction to the process of diagnostic reasoning is provided. Health promotion and risk reduction concepts are stressed throughout the course. Primary, secondary, and tertiary prevention strategies are explored in light of the various predictors of health (i.e. genomics, socioeconomic situation, culture, and spiritual beliefs). The adult learner is expected to engage in experiential hands-on learning. The students have an opportunity to apply theoretical knowledge and evidence-based knowledge while practicing health assessment skills in assigned teams.

NUR 520 Nursing Informatics (3 credits)

This course extends and integrates the nurse’s knowledge of nursing science, nursing interventions and evidenced based practice with computer science, informatics science and technology. Students examine and critique a variety of healthcare information sources and technologies focused on improving patient care outcomes by navigating and evaluating their reliability and validity. Patient care is considered relative to technology teaching tools, particularly as it aims to improve standards of care. The utilization and management of various information and communication technologies will be evaluated with attention to the ethical and legal ramifications. Those technologies that are most appropriate to enhance the delivery of patient care and to improve patient outcomes will be identified.

NUR 530 Issues and Trends in Leadership and Management II (3 credits)

This course provides the student with a greater understanding of the health of the world population. The course begins with an overview of the political aspects of the healthcare delivery system, including the relevance of the political process in nursing, and information describing how one can become informed. Social, political, and economic considerations are discussed within the delivery of global healthcare. Health policy is studied in relation to relevant theories and principals of patient centered care. Research and theory are integrated as students consider potential strategies for change as leaders within the profession of nursing. Issues discussed include the controversy over the appropriate educational preparation for entry into practice. Information about the role of law and policy are explained in relation to legal issues in nursing practice. Leadership and management principles are further developed to give the masters prepared nurse the tools needed to perform in an international leadership role.

NUR 560  Advanced Pathophysiology/Pharmacology I (3 credits)

Using a systems approach, this course provides the adult learner with the opportunity to develop critical thinking skills and share knowledge related to the management of common pathophysiologic processes occurring within diverse populations across the lifespan. Systems to be explored include: cardiac, vascular, respiratory, and immune. Concepts of pharmacotherapy are presented including pharmaco-dynamics, pharmaco-kinetics, and pharmaco-genomics. In addition, non-pharmacologic, complementary, and / or alternative therapies are explored. Economic implications and their effects on the ethics of healthcare decision making are discussed and explored. Identification and management of co-morbidities will be addressed, with a strong emphasis on the importance of support from caregivers and / or family. Availability of community resources is explored. The adult learner is expected to engage in experiential hands-on learning. The adult learners have an opportunity to apply theoretical knowledge and evidence based knowledge while practicing health promotion strategies in selected community settings.

NUR 570  Advanced Pathophysiology/Pharmacology II (3 credits)

Using a systems approach, this course provides the adult learner with the opportunity to develop critical thinking skills and share knowledge related to the management of common pathophysiologic processes occurring within diverse populations across the lifespan. Systems to be explored include: renal, gastrointestinal, genitourinary, endocrine, neurological, musculoskeletal and integumentary. Concepts of pharmacotherapy are presented including pharmaco-dynamics, pharmaco-kinetics, and pharmaco-genomics. In addition, non-pharmacologic, complementary, and/or alternative therapies are explored. Economic implications and their effects on the ethics of healthcare decision making are discussed and explored. Identification and management of co-morbidities will be addressed, with a strong emphasis on the importance of support from caregivers and / or family. Availability of community resources is explored. The adult learner is expected to engage in experiential hands-on learning. The adult learners have an opportunity to apply theoretical knowledge and evidence based knowledge while practicing health promotion strategies in selected community settings.

NUR 620 Philosophy and Theories of Teaching and Learning (3 credits)

This course provides the foundation for understanding and ultimately applying the philosophy and theories of education. Evidence-based research of educational methodologies is incorporated as students are introduced to educational planning. Development of critical thinking is highlighted for both didactic and clinical learning settings. Professional as well as personal development is encouraged as criteria to analyze ways of thinking and ways of knowing through self-examination are explored. The value of life-long learning is highlighted and encouraged. Learning styles as well as pedagogy and androgogy are compared and contrasted using current and historical education philosophy, theory, and research. Cultural sensitivity is stressed as theories of adult learning are examined. The student applies learning processes appropriate to a variety of educational settings, i.e., academic, staff development, continuing education, and community education. Service learning is highlighted as selected examples from case studies are studied and evaluated.

NUR 630 Teaching and Learning Environments and Governance (3 credits)

This course focuses on the role of the nurse educator in creating an effective learning environment with the structure, culture and governance of the setting. The unique needs of the learner and context in which learning occurs are assessed. This information is then used to design a relevant teaching strategy. Evaluation methods are reviewed and analyzed to determine the effectiveness of the learning experience. Institutional and specialized accreditation guidelines are reviewed.

NUR 640 Teaching and Learning Methods (3 credits)

This course provides the student the opportunity to directly apply the philosophies and theories of education as they relate to the methods of teaching. Curriculum design and development including the rationale for course development from less to more complex within an integrated nursing program are examined. Various methods for determining clock/credit hour designations as well as faculty workload formulas for class and clinical hours are explored. Student learning styles are further studied in relation to various classroom strategies (i.e., learning through dialogue/discussion; learning through the use of narratives; concept mapping as a problem-solving tool; traditional lecture for selected types of learning). Designs for the evaluation of learning outcomes via testing and measurement within the cognitive, psychomotor, and affective domains are studied along with educator skills aimed at the development of assessment plans for student, course, and program evaluation. Students explore and integrate tools of nursing informatics within the traditional as well as nontraditional leaning environments.

NUR 710 Education Internship (3 credits)

This course provides the opportunity for the direct application of teaching / learning theory, classroom and clinical instruction as well as outcome measurement in a self-selected student teaching experience. Adult learners are encouraged to select a setting that is consistent with their future professional goals as an educator. The internship experience must include a minimum of 80 hours of combined instructional and evaluation preparation. The opportunity for experiential and service learning is provided as students accept accountability and apply concepts learned. Professional and personal development is encouraged throughout the experience as continuous self-evaluation occurs. This course runs concurrently with NUR620, NUR630 and NUR640.

NUR 750 Professional Seminar/Capstone (3 credits)

This course integrates and applies knowledge gained through the core and specialty courses as well as internship experiences. Current issues and concepts affecting the role of the Masters Prepared Nurse are explored relative to their ability to affect change. Research and theory are integrated as students propose potential strategies for change as leaders within the profession of nursing. The final evidence-based action research project will be included in a professional portfolio as an indicator of having met program outcomes.

Available Locations