In my 12 years on the faculty at The University of Texas at Austin School of Nursing, I have taught 34 formal courses. Of those courses, 17 were unique (see chart below).

These courses were representative of the three levels of nursing programs: Baccalaureate, Masters, and Doctoral.

On average, this was a teaching load of 1.5 new courses per year.

Course
N227 Conceptual Basis of Aging (RN-BSN)
N227 Conceptual Basis of Aging (BSN)
N310 Communication in Health Care Settings (Pre-Nursing)
N337 Independent Study: Cognitive Aging Research
N347 Cognitive Aging
N347 Theories of Aging (BSN)
N356P Psychiatric Mental Health Nursing-Clinical
N356 Psychiatric Mental Health Nursing-Lecture
 
N380 M.3 Philosophy of Nursing Theory
N381 M.2 Substantive Areas in Adult Health
N381R Theories of Aging (Graduate)
N392P Health Systems: Policy, Planning
 
N392C Theoretical Foundations Caring & Helping
N392G Program Planning & Evaluation
N392E Research Methods
N392H Advanced Practice Roles & Systems Mgt.
N392Q Advanced Psychosocial Nursing: Culture, Ethics & Therapeutic Communication
N395 Psychosocial Interventions in Chronic Conditions
N395 Professional Writing in Nursing
 

In addition to the formal courses, I have taught more than 30 independent studies with graduate students over this time. These semester-long or over-the-summer courses are focused one-to-one experiences with the student. The independent study may be research on a special topic, and/or a guided research practicum in my own research on cognitive aging. These independent studies can also represent doctoral qualifying examinations and ongoing guided dissertation study.

Health Systems: Policy, Planning, and Evaluation

N392P

Exploration of multilevel health care policy implementation, program development, and outcome evaluation. Focus on the application of policies from macro-level to micro-level systems. Three lecture hours a week for one semester. Open to all University graduate students. Prerequisite: Graduate standing, and Nursing 392E, Research Mehods, or the equivalent.

Advanced Psychosocial Nursing: Culture, Ethics, and
Therapeutic Communication

N392Q

This course emphasizes current theoretical, research, ethical and cultural perspectives pertinent to the application of selected advanced psychosocial nursing strategies with diverse populations of individuals, groups, and families.

Conceptual Foundations of Aging
N227

An examination of the theories of aging, the developmental tasks of families, and the physical, psychological, social, economic, ethical, legal, and spiritual needs of aging persons, including responsibilities and needs of caregivers.

Psychosocial Intervention Research in Chronic
and or Disabling Conditions
N395

    In this doctoral seminar we evaluate nonpharmacological interventions, such as psychosocial and psychoeducational interventions targeted for adults with chronic and or disabling conditions. The course aims to synthesize research initiatives related to the goals of the Americans with Disabilities Act and integrate the concepts of impairment, functional limitations, and disability. Second, we analyze the theories and models that guide intervention research and the rehabilitation concepts of impairment, functional limitations, and disability in select adult populations. Third, we critique published studies of intervention research targeted at a variety of chronic illnesses from a multidisciplinary perspective.

    Theoretical Foundations of Aging
    N381R

    In this doctoral portfolio course we critically analyze theories of aging by taking a comprehensive view of a growing segment of the United States and global populations. This course aims to explore the development of research in gerontology and geriatric nursing, analyze the major concepts, models, and theories of aging, synthesize research in selected topics in aging, and evaluate the impact of selected federal and state policies on the care of the elderly.

    Research Methods
    N392E

    This course is designed to prepare the graduate-level registered nurse to discover, examine, and evaluate knowledge, theories, and creative approaches to health care. Students will develop skills needed to: a) identify research questions in practice; b) critically evaluate existing practice in the light of research findings; and c) develop strategies to incorporate research findings into the clinical setting.