List of courses Dr. McDougall has taught during his career at Case Western Reserve University, The University of Texas at Austin, and the University of Alabama in Tuscaloosa.

Good research is about asking and answering questions.

Effective leaders in nursing research must develop their problem solving and critical thinking skills as both undergraduate and graduate students.

In teaching, I treat students as adults who have their own curiosity, interests and resources. I encourage them to think of the abstract/conceptual issues and use specific examples to assist in understanding the information.

I encourage students to dig below the surface and analyze material in the same ways research is presented because this approach will develop their critical thinking skills.

Professor Graham J. McDougall - Photo: Rick Shopfner

Courses taught at University of Alabama since Fall 2012

NUR 696-901: Doctoral Seminar

This seminar provides a synthesis experience in which students develop their preliminary prospectus relevant to a selected nursing education research focus. Methods of dissemination including presentations and scholarly report development will be implemented. This course facilitates the process of proposal development.

NUR 620-901: Curriculum Theory and Practice

This is primarily an online, web-based course. It critically examines historical and contemporary discourses necessary to understand curriculum as a synergetic field of study and an area of professional practice. Factors related to organizing curriculum will be considered based on analysis, interpretation and synthesis of contextual data. Students will determine directions, outcomes, and goals for curriculum and course design. Methods for curriculum evaluation and a dashboard for successful implementation will be emphasized. Students will demonstrate their ability to develop and critique curriculum in the context of instruction through reflection, observation, documentation, and descriptive analysis and to relate ethical, moral, and social justice concerns to curriculum practice.

NUR 501: Theoretical Models for Advanced Nursing Practice with Rural Populations.

Pertinent theories with relevance to health care for rural populations for nursing and related fields will provide the framework for consideration of nursing roles in case management, nurse practitioner or as a clinical nurse leader.

Specifically, the content will examine the development of nursing theory, including rural nursing theory and its relationship to ethics, teaching/learning, communication, nursing, health care delivery systems, management theory, change, role delineation, and decision-making. Students will apply the theoretical bases to their advanced practice case management role or their role as a clinical nurse leader.

NUR 515: Writing For Publication

This elective course assists graduate nursing students in developing and refining their skills in writing, editing, and preparing manuscripts for publication. The process of writing a manuscript from the initial idea to submission of a publishable manuscript will be included in the course.

This course will also emphasize the legal and ethical aspects of authorship and scientific publishing. Students should have mastered basic writing skills, e.g., grammar, syntax, and computer skills, prior to enrolling in this course.

Synopsis of Courses taught at UT Austin

During my 14 years on the faculty at The University of Texas at Austin School of Nursing, I taught more than 30 courses (17 were unique) in Baccalaureate, Masters, and Doctoral program.

Several especially interesting courses I've taught:

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
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 developed 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.

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