Graduate Certificates in Interprofessional Practice and Education (IPE)

This course is designed to prepare students in the Master of Science in Athletic Training program for providing patient centered care. This course will explore health care delivery, cultural competence, ethical and legal obligations, documentation, communication skills, and professionalism, in the field of athletic training.

This course is designed to prepare students in the Master of Science in Athletic Training program for the process of seeking credentialing and employment upon graduation. Students will learn how to prepare a professional cover letter and resume, refine their interview skills, and obtain certification as an athletic trainer.

This course is a study of the demand for health care compared to the supply of providers of health care services. Consideration is given to an economic analysis of health care policies with emphasis on the ethical implications of policy decisions.

This course studies ethical issues that arise during the daily interaction of health care professionals with people seeking their care. Biblical principles, ethical theory, and non-religious concerns will frame the discussion. Topics include: theology and medicine, the social practice of health care, the physician-patient relationship, personhood, vulnerable persons, reproductive issues, abortion, genetics, end-of-life dilemmas, and medical research ethics. This course is suitable for health care professionals, clergy, deaconesses, attorneys, and anyone interested in the clinical practice of medicine.

This course will have several modules that will focus on the intersection of healthcare and spirituality. Initially we will explore the history of healthcare and religion. We will then discuss medical literature in a scientific review of religion, spirituality and health. In addition, we will examine other faith/spiritual cultures and how each one interacts with the principles of modern western medicine. As pharmacists we are called to a very special vocation. We will explore the meaning of vocation. We will also discuss the intersection of the Christian faith and healthcare through of variety of means including case studies, spiritual histories and patient encounters.

This course is intended to ground the first semester students in both theoretical concepts important to occupational therapy practice and practical knowledge about the profession. Theoretically, students will be introduced to those fundamental concepts of occupation-based models of Ecology of Human Performance (EHP) and Occupational Adaptation (OA), as well as the tenants of the CUW OT Program curriculum.

This course will offer students hands-on experience with both evaluating and implementing interventions. 3rd semester OT students will be paired with 1st semester OT students, in order to enhance their leadership skills. This course will prepare OT students for the final pro bono clinic semester, in which they will utilize leadership skills.
Prerequisites: (OT 5575 or 5580).

This course will cover the major concepts related to the structure and functioning of the U.S. health care system. Emphasis will be placed on analyzing issues associated with health care systems and personnel and the way health care is organized, financed, and regulated. The course will also examine the provision of drugs and pharmacy services in the context of the health care enterprise.

This course will cover basic concepts concerning the profession of pharmacy and the health care field. Topics to be covered include but are not limited to: genetic testing and therapy, organ transplantation, end-of-life care, human subject and animal research, and access to health care. Students will examine how contemporary principles address professional issues. The students will be enabled to articulate their perspectives and make informed decisions compatible with the profession.

Applied Patient Care VI is the last of six integrated patient care skill development courses in the School of Pharmacy curriculum. It is a patient‐centered course that uses simulated patient scenarios and case studies to build students’ foundational skills in drug information retrieval, patient interviewing, patient education, and critical thinking in the context of pharmacy’s multiple disciplines. The first five courses in this series focused on the specific direct patient care skills of gathering a medication list, providing patient education, conducting a comprehensive interview of a new patient, providing a verbal care plan to a patient, patient follow‐up, clinical documentation, and provider communication with much of the therapeutic content coming from Pharmacotherapy I‐IV. Applied Patient Care VI continues to build on these skills while incorporating skills from the concurrent Pharmacotherapy V course. It will also continue to develop students’ skills in drug information, cultural competence, and health literacy while integrating with the didactic curriculum. In addition, students will have the opportunity to continue to build skills in leading change within pharmacy and becoming servant leaders. (Includes patient care skills teaching laboratory.)
Prerequisites: (PHAR 570 or 7750).

This course is designed to enhance and expand student’s knowledge base, empathy, and ability to effectively work people that have diabetes through hands on learning and personal experience with the cornerstones of Diabetes Management. The class approach will have each student participate in the management of diabetes as a patient and as a peer educator. Student activities will include attending education classes on the basics of diabetes care, self-recording various aspects of their daily lifestyle including food and exercise log, daily intake of “placebo” medications, blood glucose monitoring, and injection of placebo insulin (injections will be for 1 week of the class with the option of wearing a placebo insulin pump). Students will also get a firsthand experience of motivational interview and goal setting to make changes as if they were the person with diabetes. This course matches the CU Mission and SOP curricular goal to develop student pharmacists in mind and spirit to provide value-based patient centered care for service to the world.
Prerequisites: (PHAR 452 or 6530).

In Medical Spanish for Pharmacists, students continue to explore and experience the roles and responsibilities of the professionally oriented pharmacist and the importance of effective communication between pharmacists and patients. Students will learn to perform patient education and medication list retrieval in Spanish as well as participate in a service learning opportunity, which will include a 4 hour volunteering experience with the Hispanic community. In this course, students will be required to speak, listen, and write in Spanish. A portion of most lectures will be taught in Spanish.
Prerequisites: (PHAR 372 or 5720).

The Community Clinic course will provide the student with opportunities to integrate current professional and personal knowledge, attitudes, and skills into service activities performed in pro bono clinic settings and inter-professional learning activities. The provision of physical therapy services will focus on positively impacting the health and wellness of defined community populations. This course will occur in the Physical Therapy curriculum beginning in the summer of year two. This course provides students the opportunity to practice the thought process used by physical therapists in making clinical decisions for patient care. Students will gain additional experience with patient examination with an emphasis on the subjective interview, evaluating examination data, developing a physical therapy diagnosis, prognosis, and documenting findings within an electronic documentation system.

This course provides students with the basic concepts and principals that guide the development of comprehensive physical therapy patient/client management/population health. The course emphasizes adaptations brought on by acute and chronic exercise in both normal and abnormal physiological systems. Students will apply these foundational concepts to develop programs of health promotion, prevention and wellness in a culturally competent manner to defined population groups. Opportunities for students to incorporate evidence-based practice, educate community groups, demonstrate professional behaviors, and participate in advocacy activities will be made available throughout the course.

The Community Clinic course will provide the student with opportunities to integrate current professional and personal knowledge, attitudes, and skills into service activities performed in various pro bono clinic settings and inter-professional learning activities. The provision of service will focus on the health and wellness of defined community populations. Sections of the course will occur in the spring semester of year two in the physical therapy curriculum. This course emphasizes the clinical decision-making thought process to include the identification of health conditions outside the physical therapy scope of practice or referring clients to other health care providers. Students in this course more closely model what is expected for an entry-level practicing physical therapist.

This course examines the dynamic relationship among culture, language, identity, and communication across diverse populations. Graduate students develop the knowledge and skills needed to provide culturally and linguistically responsive, person-centered care in clinical and educational settings. Learning experiences integrate reflection, applied case studies, and collaboration with community and professional partners. Emphasis is placed on compassion, equity, and service consistent with Concordia University Wisconsin’s mission to prepare clinicians for service to Christ in the Church and the world through person-centered and culturally responsive practice.

This course provides graduate students with supervised clinical experience in assessment and treatment of children and/or adults exhibiting a variety of disorders within the Speech-Language Pathology (SLP) scope of care in on-campus and/or community settings to develop skills and competencies required for ASHA certification in SLP, state licensure in SLP and WI Department of Public Instruction (DPI) licensure endorsement. The course includes a didactic/classroom component to discuss topics such as record keeping, data collection, specific therapy techniques, clinical technologies, and research findings.

This course continues to focus on developing the skills and competencies required for certification in Speech-Language Pathology. Students will complete external placements with an ASHA certified Speech-Language Pathologist as a preceptor in either a school or medical setting. Students are expected to follow the schedule of the placement site.

This course provides students with the skills and knowledge that will assist them in their ability to work with groups in administrative Social Work positions in organizations and communities. Students learn about working with groups of people at the mezzo and macro level of practice. They learn about team building, communicating, and the development of skills such as mediation and negotiation. Students will learn how to plan, implement, manage, and evaluate projects designed to meet community needs. Students will learn about the implementation of policies into practice. They will integrate social work ethics into their knowledge base as it pertains to leadership roles, accountability, and professional supervision. Students will learn about strategic planning. They will learn about risk management, understanding and managing the decision-making processes, and actions needed to improve client experiences. They will learn about the everyday politics of organizational life, the importance of respectful conduct between colleagues, and the management of a continuously changing environment.

This course will provide students with the ability to balance their own morals and values and Christianity with those of the social work profession using the NASW Code of Ethics as a foundational document. The study of social work values and ethics allows student to enhance the quality of services that are provided to clients and communities. Students will learn to reflect on their own values, analyze case situations, role-play social work-client interviews, and ponder over challenging ethical dilemmas. Students will learn that the correct response to an ethical dilemma is not always clear and that ethical decisions often are guided by existing policy, and practices, and balanced with one’s own morals and value system. Students will study the NASW Code of Ethics, theory, decision-making frameworks, and the applicability of the Code of Ethics across all levels of practice, and balanced within the framework of the Christian faith.