Prerequisites: NS-660, NS-665. Course letter grade and Pass/Fail for clinical component. This course explores a variety of theoretical positions that support holistic nursing practice. The interrelationship of body-mind-spirit in achievement of mental health is examined

Prerequisites: NS 896 Pass/Fail grading only; audit not available This designation is used for students who are continuing theses research or scholarly projects. Students must register for thesis/scholarly projects continuing for each term that either is incomplete.

Prerequisites: Written consent of instructor

Prerequisites: None. This course is designed to provide a full-time opportunity for students to conduct research under the direction of an established (senior) researcher in rehabilitation sciences. This mentored experience will be completed during the first two summer

Prerequisites: None. In this project-based course, learners will develop a course syllabus in an area of interest, and prepare and deliver a brief teaching presentation from their course. Course content addresses instructional design, development, and implementation based

Prerequisites: Open to all students enrolled in the IHP RSc PhD Program, and by permission of faculty for non-MGH IHP students. Students who enroll in this course must be in good academic standing with the MGH IHP RSc graduate program (any year) or outside graduate degree

Continuation of Capstone Proposal.

Prerequisites: None. This course will introduce the learner to basic theories of adult teaching and learning, with a focus on the teaching and learning relationship. Learners will explore the contexts of teaching and learning that are common in health professions education,

Prerequisites: NE-712. This course focuses on application of core concepts related to educational effectiveness. Various assessment strategies are reviewed and students gain skills related to appropriate selection of assessment methods based on instructional context, modality,

Prerequisites: None. Pass/Fail option available. The use of mindfulness-based interventions in healthcare is expanding rapidly, as is the empirical evidence base supporting the benefits of mindfulness for both patients and healthcare providers. This interprofessional