Take My SNHU MSN Nursing Education Classes

The written courses of SNHU's Nursing Education track, as its program page lists them, fall into three groups. The clinical foundation is NUR 557 Advanced Pathophysiology and Pharmacology Across the Lifespan, which combines disease and drug therapy in one course with a person-centered approach, and NUR 560 Advanced Health Assessment and Clinical Reasoning, which builds provider-level assessment and documentation.

The education core is NUR 634 Facilitating Learning and Teaching Innovation in Nursing Education, on learning theory, teaching strategies and assessment of learning, and NUR 654 Curriculum Foundations in Nursing Education, on philosophy, program outcomes, curriculum mapping and program evaluation. NUR 653 Population Care Management adds population health, and NUR 675 MSN Seminar: Preparation for Practicum turns all of it into a practicum proposal.

The practicum course that follows, NUR 690, is left out by design. It is a supervised teaching experience at a site, and the teaching, the hours and the site documentation are yours. Any skills demonstrations or proctored exams in the written courses are yours too.

Every course in the table below has its own set of pages describing its assignments and how we handle them.

Planning comes first. The coordinator asks for your plan of study, the terms you have in mind and whether you teach or precept already, because a real setting makes the writing in this track far stronger. A hospital education department, a skills lab, a clinical group of students or a staff development program all work well as the backdrop for teaching plans, curriculum products and the practicum proposal.

Writers are then chosen course by course. Doctorally prepared educators and nurse practitioners who teach the clinical sciences take the science and assessment courses. Educators who have taught classes, written courses and argued over outcomes in committee take the teaching and curriculum courses. A population health nurse takes the population course, and an educator who has supervised MSN practica takes the seminar. Posts, papers, teaching products and project stages are drafted ahead of their dates and reviewed by an editor.

What ties the track together is continuity. The learners you pick for the teaching course can reappear when you design curriculum, and the seminar's proposal can grow from both, so your practicum starts from work you already understand.

Everything comes to you to read, adapt and submit.

Every writer on this track is either a nurse educator with a graduate degree or an advanced practice nurse who teaches. Between them they have taught in associate and baccalaureate programs, run hospital orientation and continuing education, coordinated simulation, served on curriculum committees and precepted MSN students in their teaching practica.

That range matters because the track asks for very different kinds of writing: mechanisms and drug actions in one course, teaching plans and rubrics in another, curriculum maps and evaluation plans in a third, population assessments in a fourth. Matching each course to a writer who does that work keeps the quality steady across the track.

Before anything reaches you, an editor checks it. A single running file of your setting, your learners and the examples already used keeps the courses consistent, so the track reads as one educator growing into the role.

Details about the program or department where you teach are always kept unidentifiable, and no work is reused between students.

Students in this track are usually expert clinicians, and many already precept or teach informally. What surprises them is how much of the track is written, and how different the kinds of writing are. A course on pathophysiology and pharmacology expects mechanisms at the receptor level; a course on teaching expects objectives aligned with methods and assessments; a curriculum course expects leveled outcomes and maps; a population course expects data and program plans.

The second difficulty is the education vocabulary. Bloom's taxonomy, andragogy, constructivism, formative and summative assessment, curriculum threads and program evaluation each come with precise meanings, and rubrics check them.

The third is the practicum. The seminar asks for a topic, a literature review and a proposal, and a topic chosen too broadly can make the practicum itself much harder.

The fourth is time. Many students in the track teach or work full time, and courses with weekly discussions, products and projects compete with grading, lesson planning and shifts.

Courses in this track run on SNHU's ten-week graduate calendar. You may hand over a single course to start, or line up the remaining sequence at once; either way the coordinator arranges it so the two largest products, the curriculum project and the practicum proposal, are not due in the same weeks unless you want them to be.

There is no package price. Each course is priced shortly before it opens, once its syllabus and rubric files have been read, and later courses are never billed in advance. Tests, skills demonstrations and the practicum course sit outside every quote.

A quote names the discussions you want covered, every paper, product and project stage, and fixes after grading.

Many students hand over everything written; others keep the teaching course, closest to their daily work, and pass along the science and curriculum courses.