Nursing (NURS)
CONCENTRATES ON LEGAL AND ETHICAL ISSUES AFFECTING THE NURSE AS AN INDIVIDUAL AND A PROFESSIONAL, AND HEALTH CARE DELIVERY TO CLIENTS, GROUPS AND AGGREGATES. CONSIDERATION IS GIVEN TO SELF-DISCOVERY, PERSONAL ASSERTIVENESS, ROLE CONFLICT, NEGOTIATION AND COLLECTIVE BARGAINING. STUDENTS ARE ENCOURAGED TO APPLY CRITICAL THINKING STRATEGIES DURING CLASSROOM DISCUSSIONS AND PRESENTATIONS.
EMPHASIS IS ON CARING COMMUNICATION AS AN ESSENTIAL DIMENSION OF PROFESSIONAL NURSING. THEORIES ARE PRESENTED TO EXPLAIN THE DYNAMIC RELATIONSHIP BETWEEN HUMAN BEHAVIOR, HEALTH, AND ILLNESS, AND THE IMPACT OF INTERPERSONAL RELATIONSHIP SKILLS TO EFFECT POSITIVE CHANGES IN INDIVIDUALS AND THEIR FAMILIES. NURSE COMMUNICATION IN THE ROLE OF EDUCATOR WILL BE INTRODUCED AS PART OF THE TEACHING/LEARNING COURSE CONTENT.
FOCUSES ON THE BASIC DRUG CLASSIFICATIONS, CONCEPTS AND PRINCIPLES OF PHARMACOLOGY, WITH SPECIAL CONSIDERATION FOR THE NURSING ROLE IN DEVELOPING A COMPREHENSIVE APPROACH TO THE CLINICAL APPLICATION OF DRUG THERAPY THROUGH THE USE OF THE NURSING PROCESS. NURSING IMPLICATIONS RELATIVE TO THE UTILIZATION OF DRUG THERAPY ARE EXAMINED. DOSAGE CALCULATIONS ARE EVALUATED FOR COMPETENCY. (IS A PRE-REQUISITE FOR ADMISSION INTO THE NURSING PROGRAM.)
Focuses on health assessment skills and application of the nursing process in selected pathophysiological disorders through analysis and synthesis of information obtained from subjective and objective data collection methodologies. Specified frameworks are utilized for data categorization and processing. The data are used to make judgments about health status or determine care needs for a given individual. Students are assigned to a two-hour weekly lab in order to practice under supervision and demonstrate health assessment skills.
APPLYING A FAMILY-CENTERED APPROACH, THIS COURSE FOCUSES ON HEALTH PROMOTION, ACUTE AND CHRONIC HEALTH CONDITIONS, AND REHABILITATIVE NEEDS OF CHILDREN. EMPHASIS IS PLACED ON DEVELOPMENTAL, PHYSIOLOGICAL, PSYCHO-SOCIAL, CULTURAL, AND SPIRITUAL CARE OF THE CHILD WITHIN THE FAMILY UNIT. USING THE NURSING PROCESS, STRATEGIES ARE FORMULATED FOR PROMOTING AND MAINTAINING OPTIMAL FUNCTIONING OF THE CHILD-FAMILY UNIT AND FOR ENHANCING THE STRENGTHS OF THE FAMILY UNIT. CLINICAL ACTIVITIES EMPHASIZE THE APPLICATION OF THEORY TO PRACTICE IN A VARIETY OF ACUTE CARE SETTINGS.
A STUDY OF THE THEORETICAL AND EMPIRICAL BASIS FOR NURSING CARE OF CHILDBEARING FAMILIES USING BOTH NURSING AND DEVELOPMENTAL THEORIES. BIOPSYCHOSOCIAL FACTORS SUCH AS LEGAL/ETHICAL AND CULTURAL CONSIDERATIONS RELATED TO PREGNANCY, BIRTH AND NEWBORN PERIODS ARE INCLUDED. A HISTORICAL OVERVIEW OF OBSTETRICAL ADVANCES AND PARENT-CHILD NURSING WILL BE PRESENTED. PRACTICE IN PROVIDING NURSING CARE TO FAMILIES DURING EACH PHASE OF THE CHILDBEARING CYCLE WILL OCCUR IN SELECTED LOCAL HOSPITALS AND CLINICS. THE NURSING PROCESS IS USED WITH EMPHASIS ON THE THEORETICAL AND EMPIRICAL BASIS OF PRACTICE.
FUNDAMENTALS OF NURSING CARE IS DEVELOPED FOR THE INCOMING NURSING STUDENT AND INTRODUCES THEM TO NURSING PRACTICE AND PHILOSOPHIES THAT UNDERPIN CLINICAL PRACTICE. FUNDAMENTAL NURSING SKILLS ARE AN INTEGRAL PART OF THE NURSING EXPERIENCE AND INCLUDE, BUT ARE NOT LIMITED TO, PATIENT SAFETY, WITH A FOCUS ON TECHNIQUES RELATED TO ENVIRONMENTAL CONCERNS, POSITIONING AND TRANSPORTING, ASEPSIS AND STERILE TECHNIQUE, MEDICATION ADMINISTRATION, AND SELECTED INTRUSIVE THERAPIES. THE CRITICAL THINKING PROCESS, ART OF CARING, AND NURSING THEORIES UPON WHICH CLINICAL PRACTICE IS BASED WILL BE INTEGRATED THROUGHOUT THE COURSE TO PROVIDE AND MANAGE SAFE, HOLISTIC CARE PRACTICES. THE CAMPUS LABORATORY AND CLINICAL SETTINGS WILL AFFORD PRACTICAL EXPERIENCES THAT INCLUDE SIMULATION AND DIRECT PATIENT CARE INTERVENTIONS. THESE EXPERIENCES FACILITATE LEARNER APPLICATION AND INTEGRATION OF THE PRINCIPLES AND SKILLS TAUGHT IN THE THEORY PORTION OF THIS CLASS. STUDENTS ARE EXPECTED TO DEMONSTRATE BEGINNING COMPETENCY IN APPLICATION OF THE NURSING PROCESS.
Prerequisite: NURS 4322.
INTRODUCES THE STUDENT TO THE USE OF THE NURSING PROCESS IN THE CARE OF ADULTS WITH CHRONIC OR NON-COMPLEX ILLNESS. USES A SYSTEMS APPROACH TO DISCUSS THE EFFECTS OF ILLNESS ON INDIVIDUAL AND FAMILY, AND TO EXAMINE THE DISRUPTION OF GROWTH AND DEVELOPMENT PATTERNS ACROSS THE LIFESPAN FROM YOUNG ADULT TO SENIOR YEARS. THE COURSE INCLUDES CLINICAL LABORATORY TO ALLOW THE STUDENT THE OPPORTUNITY TO APPLY THEORETICAL CONCEPTS TO CLINICAL PRACTICE IN DIVERSE ADULT POPULATIONS.
CONCENTRATES ON ECONOMIC AND POLITICAL ISSUES AFFECTING THE NURSE AS AN INDIVIDUAL AND A PROFESSIONAL, AND HEALTH CARE DELIVERY TO CLIENTS, GROUPS AND AGGREGATES. CONSIDERATION IS GIVEN TO SELF-DISCOVERY, PERSONAL ASSERTIVENESS, ROLE CONFLICT, NEGOTIATION AND COLLECTIVE BARGAINING. STUDENTS ARE ENCOURAGED TO APPLY CRITICAL THINKING STRATEGIES DURING CLASSROOM DISCUSSIONS AND PRESENTATIONS.
THE COURSE EMPHASIZES REFLECTION, INTEGRATION, AND SYNTHESIS OF CURRICULAR CONCEPTS. STUDENTS ENGAGE IN COMPREHENSIVE REVIEW OF MAJOR NURSING CONTENT FOR LICENSURE, PREPARATION FOR ENTRY INTO PRACTICE, AND PLANS FOR LIFE-LONG LEARNING.
THROUGH PSYCHOMOTOR SKILL DEVELOPMENT AND SIMULATION THIS COURSE ADVANCES HEALTH ASSESSMENT, PSYCHOSOCIAL, PSYCHOMOTOR, CRITICAL THINKING, AND THERAPEUTIC COMMUNICATION SKILLS ESSENTIAL TO PROMOTE, PROTECT, MAINTAIN AND RESTORE THE HEALTH OF POPULATIONS AND PROVIDE HOLISTIC, EVIDENCE-BASED NURSING CARE TO INDIVIDUALS WITH CHRONIC CONDITIONS ACROSS THE LIFESPAN AND ACROSS HEALTH CARE SETTINGS WITH AN EMPHASIS ON PRIMARY CARE.
THROUGH PSYCHOMOTOR SKILL DEVELOPMENT AND SIMULATION THIS COURSE ADVANCES HEALTH ASSESSMENT, PSYCHOSOCIAL, PSYCHOMOTOR, CRITICAL THINKING, AND THERAPEUTIC COMMUNICATION SKILLS ESSENTIAL TO CARING FOR THE CHILDBEARING FAMILY AS WELL AS INFANTS, CHILDREN, AND ADOLESCENTS WITH CHRONIC/UNIQUE CONDITIONS ACROSS HEALTH CARE SETTINGS WITH AN EMPHASIS ON PRIMARY CARE.
THROUGH PSYCHOMOTOR SKILL DEVELOPMENT AND SIMULATION THIS COURSE ADVANCES HEALTH ASSESSMENT, PSYCHOSOCIAL, PSYCHOMOTOR, CRITICAL THINKING, AND THERAPEUTIC COMMUNICATION SKILLS ESSENTIAL TO CARING FOR INDIVIDUALS, FAMILIES, AND POPULATIONS WITH ACUTE AND CHRONIC CONDITIONS ACROSS HEALTH CARE SETTINGS WITH AN EMPHASIS ON PRIMARY CARE.
THE COURSE INTEGRATES ANATOMY, CHEMISTRY, MICROBIOLOGY, GENETICS/GENOMICS, AND PSYCHONEUROIMMUNOENDOCRINOLOGY TO EXPLORE PHYSIOLOGIC AND NEUROBEHAVIORAL ALTERATIONS THAT OCCUR IN RESPONSE TO INTERNAL AND EXTERNAL CHANGES ACROSS THE LIFESPAN. PHARMACOLOGICAL CONCEPTS AND INTERVENTIONS ARE EXPLORED AS ONE STRATEGY TO PROMOTE HEALTH. COURSE CONTENT ALIGNS WITH BIOBEHAVIORAL NURSING CONCEPTS II & III.
THE COURSE INTEGRATES ANATOMY, CHEMISTRY, MICROBIOLOGY, GENETICS/GENOMICS, AND PSYCHONEUROIMMUNOENDOCRINOLOGY TO EXPLORE PHYSIOLOGIC AND NEUROBEHAVIORAL ALTERATIONS THAT OCCUR IN RESPONSE TO INTERNAL AND EXTERNAL CHANGES ACROSS THE LIFESPAN. PHARMACOLOGICAL CONCEPTS AND INTERVENTIONS ARE EXPLORED AS ONE STRATEGY TO PROMOTE HEALTH. COURSE CONTENT ALIGNS WITH BIOBEHAVIORAL NURSING CONCEPTS II & III.
THE COURSE INTEGRATES ANATOMY, CHEMISTRY, MICROBIOLOGY, GENETICS/GENOMICS, AND PSYCHONEUROIMMUNOENDOCRINOLOGY TO EXPLORE PHYSIOLOGIC AND NEUROBEHAVIORAL ALTERATIONS THAT OCCUR IN RESPONSE TO INTERNAL AND EXTERNAL CHANGES ACROSS THE LIFESPAN. PHARMACOLOGICAL CONCEPTS AND INTERVENTIONS ARE EXPLORED AS ONE STRATEGY TO PROMOTE HEALTH. COURSE CONTENT ALIGNS WITH BIOBEHAVIORAL NURSING CONCEPTS III & IV.
THE COURSE INTEGRATES ANATOMY, CHEMISTRY, MICROBIOLOGY, GENETICS/GENOMICS, AND PSYCHONEUROIMMUNOENDOCRINOLOGY TO EXPLORE PHYSIOLOGIC AND NEUROBEHAVIORAL ALTERATIONS THAT OCCUR IN RESPONSE TO INTERNAL AND EXTERNAL CHANGES ACROSS THE LIFESPAN. PHARMACOLOGICAL CONCEPTS AND INTERVENTIONS ARE EXPLORED AS ONE STRATEGY TO PROMOTE HEALTH. COURSE CONTENT ALIGNS WITH BIOBEHAVIORAL NURSING CONCEPTS III & IV.
CONCENTRATES ON LEGAL, ETHICAL, ECONOMIC AND POLITICAL ISSUES AFFECTING THE NURSE AS AN INDIVIDUAL AND A PROFESSIONAL, AND HEALTH CARE DELIVERY TO CLIENTS, GROUPS AND AGGREGATES. CONSIDERATION IS GIVEN TO SELF-DISCOVERY, PERSONAL ASSERTIVENESS, ROLE CONFLICT, NEGOTIATION AND COLLECTIVE BARGAINING. STUDENTS ARE ENCOURAGED TO APPLY CRITICAL THINKING STRATEGIES DURING CLASSROOM DISCUSSIONS AND PRESENTATIONS.
THE FIRST OF FOUR COURSES CO-TAUGHT WITH AN ART PROFESSOR, INTRODUCES AND ENHANCES STUDENT AESTHETIC KNOWING AND EXPRESSION. STUDENTS CONSIDER ASPECTS OF PERSONAL, ETHICAL, EMPIRICAL AND AESTHETIC KNOWING AS FOUNDATIONAL TO PROVIDING OPTIMAL HEALTHCARE ACROSS THE LIFESPAN. FOCI INCLUDE SKILLS SUPPORTING EXPRESSIONS OF AESTHETICS THAT HIGHLIGHT CONTEMPORARY NURSING ISSUES SUCH AS ETHICAL CARE, NATIONAL HEALTH PRIORITIES, PROFESSIONAL PRACTICE, AND MODELS OF CARE.
THE SECOND OF FOUR COURSES CO-TAUGHT WITH AN ART PROFESSOR, EXPLORES THE INTEGRATION OF AESTHETIC KNOWING AND EXPRESSION WITHIN CONTEMPORARY PROFESSIONAL NURSING. STUDENTS EXAMINE ADVOCACY FOR PATIENTS, FAMILIES AND POPULATIONS WITHIN 21ST CENTURY HEALTHCARE WHILE REFLECTING ON TOPICS SUCH AS SELF-CARE, WORK-LIFE BALANCE, HEALTHY WORK ENVIRONMENTS, ALLOSTASIS, AND EFFECTIVE COMMUNICATION.
THE FINAL AESTHETIC KNOWING AND EXPRESSION COURSE CO-TAUGHT WITH AN ART PROFESSOR CONSIDERS ALLOSTASIS IN THE CREATION OF HEALING ENVIRONMENTS IN DYNAMIC SOCIOPOLITICAL, CULTURAL, ECONOMIC AND TECHNOLOGIC ARENAS. STUDENTS WILL BE CHALLENGED TO THINK ABOUT EFFECTIVE, EFFICIENT AND ENTREPRENEURIAL CARE CONSISTENT WITH THE "QUADRUPLE AIM".
INTRODUCTION OF CORE KNOWLEDGE, CONCEPTS, AND VALUES FUNDAMENTAL TO HEALTH PROMOTION AND NURSING ACROSS THE LIFESPAN WITH DIVERSE POPULATIONS. STUDENTS EXPLORE THE SOCIAL DETERMINANTS OF HEALTH, LEVELS OF PREVENTION, CULTURAL COMPETENCE, CARE MANAGEMENT, IDENTITY FORMATION, HEALTH OUTCOMES AND LEADERSHIP USING AN INTEGRATED FRAMEWORK OF HEALTH CARE DELIVERY.
STUDENTS DESIGN AND PROVIDE HOLISTIC, EVIDENCE-BASED NURSING CARE TO INDIVIDUALS WITH CHRONIC CONDITIONS ACROSS THE LIFESPAN AND HEALTH CARE SETTINGS USING AN INTEGRATED FRAMEWORK OF HEALTH CARE DELIVERY WITH AN EMPHASIS ON PRIMARY CARE SETTINGS. STUDENTS COLLABORATE WITH MEMBERS OF THE HEALTH CARE TEAM TO PLAN, IMPLEMENT AND EVALUATE CARE PROVIDED TO INDIVIDUALS AND POPULATIONS WITH CHRONIC CONDITIONS.
STUDENTS DESIGN AND PROVIDE COMPREHENSIVE HOLISTIC, EVIDENCE-BASED NURSING CARE TO INDIVIDUALS WITH COMPLEX HEALTH PROBLEMS ACROSS THE LIFESPAN AND HEALTH CARE SETTINGS USING AN INTEGRATED FRAMEWORK OF HEALTH CARE DELIVERY WITH AN EMPHASIS ON PRIMARY CARE. STUDENTS COLLABORATE WITH MEMBERS OF THE HEALTH CARE TEAM TO PLAN, IMPLEMENT AND EVALUATE THE CARE PROVIDED TO INDIVIDUALS WITH COMPLEX HEALTH PROBLEMS.
STUDENTS DESIGN AND PROVIDE HOLISTIC, EVIDENCE-BASED NURSING CARE TO THE CHILDBEARING FAMILY AS WELL AS INFANTS, CHILDREN, AND ADOLESCENTS WITH CHRONIC/UNIQUE CONDITIONS ACROSS HEALTH CARE SETTINGS USING AN INTEGRATED FRAMEWORK OF HEALTH CARE DELIVERY WITH AN EMPHASIS ON PRIMARY CARE. NORMAL AND DEVIATIONS FROM NORMAL PREGNANCY ARE EXPLORED IN RELATION TO LABOR, DELIVERY, AND POST-PARTUM CARE, CARE OF THE NEONATE, AND ASSISTING FAMILIES WITH TRANSITIONS TO PARENTHOOD. STUDENTS COLLABORATE WITH MEMBERS OF THE HEALTH CARE TEAM TO PLAN, IMPLEMENT AND EVALUATE CARE PROVIDED TO THE CHILDBEARING FAMILY, INFANTS, CHILDREN, AND ADOLESCENTS.
STUDENTS DESIGN AND PROVIDE HOLISTIC, EVIDENCE-BASED HEALTH PROMOTION, RISK REDUCTION, AND DISEASE MANAGEMENT IN SELECTED COMMUNITY SETTINGS USING AN INTEGRATED FRAMEWORK OF HEALTH CARE DELIVERY. STUDENTS COLLABORATE WITH MEMBERS OF THE HEALTH CARE TEAM TO PLAN, IMPLEMENT AND EVALUATE CARE TO PROMOTE HEALTH, REDUCE RISK AND MANAGE CARE.
Study of theory and research as a base for nursing practice. Critically analyzes published research studies with regard to implications for clinical practice. The course is planned for collaborative peer examination of the research process through critique of nursing studies.
Prerequisite: MATH 1442 and 1342 or MATH 2342.
PROVIDES OPPORTUNITIES FOR STUDENTS TO APPLY PRINCIPLES OF TEACHING AND LEARNING WITH CLIENTS, FAMILIES AND IDENTIFIED GROUPS. SPECIAL EMPHASIS IS PLACED ON PATIENT TEACHING WITHIN A RAPIDLY CHANGING HEALTH CARE ENVIRONMENT. STUDENTS WILL EXAMINE LEARNING READINESS AND INTERVENE WITH GROUPS AND FAMILIES FROM DIVERSE BACKGROUNDS AND EDUCATIONAL PREPARATION.
Relates manifestations of disease, risk factors for disease, and the principles of pathology underlying illness and injury to therapeutic nursing interventions and outcomes. (Is a prerequisite for admission into the nursing program.)
Prerequisite: BIOL 2401 and 3401.
EMPHASIS IS ON SOCIALIZATION INTO PROFESSIONAL NURSING. THEORIES ARE PRESENTED TO EXPLAIN THE RELATIONSHIP BETWEEN HUMAN BEHAVIOR, HEALTH AND ILLNESS AND THE IMPACT OF INTERPERSONAL RELATIONSHIP SKILLS TO EFFECT POSITIVE CHANGES IN INDIVIDUALS. APPLICATION OF CARING THEORIES AS A BASIS FOR DECISION-MAKING IN NURSING PRACTICE WITH CLIENTS AND FAMILIES IS THE FOCUS OF CLINICAL ACTIVITIES.
IN THE THIRD OF FOUR AESTHETIC ENRICHED COURSES, CO-TAUGHT WITH AN ART PROFESSOR, STUDENTS GAIN AESTHETIC EXPRESSION AND KNOWLEDGE RELATED TO INTERDISCIPLINARY TEAMWORK, TEAM SCIENCE COLLABORATION, AND INNOVATIVE PARTNERSHIPS TO ADVANCE SOLUTIONS THAT ADDRESS GLOBAL, NATIONAL, REGIONAL AND LOCAL HEALTH CHALLENGES.
HEALTH ASSESSMENT AND FOUNDATIONS OF NURSING ACROSS THE LIFESPAN (3 SCH): THIS COURSE INTRODUCES STUDENTS TO CONCEPTS, BEHAVIORS, PRINCIPLES, AND THEORIES THAT PROVIDE THE FOUNDATION FOR NURSING PRACTICE. STUDENT RECOGNITION OF NORMAL AND ABNORMAL HEALTH PATTERNS USING AN INTEGRATED FRAMEWORK OF HEALTH CARE DELIVERY IS EMPHASIZED.
POPULATION HEALTH AND CHRONIC HEALTH ISSUES ACROSS THE LIFESPAN (3 SCH): STUDENTS INTEGRATE NURSING AND PUBLIC HEALTH SCIENCE TO PROMOTE, PROTECT, MAINTAIN AND RESTORE THE HEALTH OF POPULATIONS USING AN INTEGRATED FRAMEWORK OF HEALTH CARE DELIVERY. EVIDENCE-BASED INTERVENTIONS WHICH ARE IMPLEMENTED WITH INDIVIDUALS/FAMILIES, COMMUNITIES, AND SYSTEMS ARE EXPLORED, AS ARE THE UNIQUE HEALTH NEEDS OF VULNERABLE POPULATIONS AND MEASURES TO ELIMINATE HEALTH DISPARITIES IN A MULTICULTURAL AND GLOBAL ENVIRONMENT.
STUDENTS LEARN ABOUT NURSING CARE FOR THE CHILDBEARING FAMILY AND THE IMPORTANCE OF DEVELOPMENTALLY-APPROPRIATE FAMILY-CENTERED NURSING CARE FOR INFANTS, CHILDREN, AND ADOLESCENTS WITH ACUTE AND CHRONIC HEALTH ISSUES USING AN INTEGRATED FRAMEWORK OF HEALTH CARE DELIVERY.
IN THIS COURSE, STUDENTS FOCUS ON IMPLEMENTING AND EVALUATING AN EVIDENCE-BASED PRACTICE PROJECT IN CONJUNCTION WITH A CLINICAL PARTNER WITHIN PRIMARY CARE USING AN INTEGRATED FRAMEWORK OF HEALTH CARE DELIVERY. STUDENTS COLLABORATE WITH LEADERS IN PRACTICE SETTINGS TO ADDRESS A CHALLENGE USING QUALITY IMPROVEMENT INITIATIVES.
UTILIZES A HEALTH PATTERNS FRAMEWORK WITH SYSTEMATIC NURSING INQUIRY TO EXAMINE THE IMPACT OF ILLNESS ON FAMILIES. IN ADDITION, PRIMARY, SECONDARY, AND TERTIARY PREVENTION ACTIVITIES ARE EMPHASIZED AS THEY RELATE TO INDIVIDUALS, FAMILIES, AND AGGREGATES. DATA FROM INDIVIDUAL AND FAMILY ASSESSMENT IS USED TO JUDGE AND DESIGN INTERVENTIONS AND EVALUATE CLIENT(S) OUTCOMES.
THIS CLASS PROVIDES A THEORETICAL AND EXPERIENTIAL APPROACH TO IDENTIFYING THE COORDINATING ROLE OF THE PROFESSIONAL NURSE WITHIN HEALTH CARE AND ITS DELIVERY. CURRENT THEORIES OF MANAGEMENT, LEADERSHIP, AND CHANGE ARE EXAMINED AND RELATED TO NURSING PRACTICE. CRITICAL THINKING IS REQUIRED IN CASE ANALYSIS AND STUDENT ASSESSMENTS OF THEIR OWN THINKING, IDEAS AND USE OF INTELLECT.
HEALTH ASSESSMENT AND FOUNDATIONS OF NURSING ACROSS THE LIFESPAN (3 SCH): THIS COURSE FOCUSES ON DEVELOPING HEALTH ASSESSMENT, PSYCHOSOCIAL, PSYCHOMOTOR, CRITICAL THINKING, AND THERAPEUTIC COMMUNICATION SKILLS THAT ARE ESSENTIAL FOR NURSING PRACTICE ACROSS THE LIFESPAN AS WELL AS THE HEALTH AND ILLNESS CONTINUUM.
PROVIDES SUPERIOR NURSING STUDENTS WHO HAVE DEMONSTRATED ABILITY TO FUNCTION INDEPENDENTLY AN OPPORTUNITY TO DESIGN AND IMPLEMENT A CREATIVE LEARNING EXPERIENCE IN AN AREA OF INTEREST.
FOCUSES ON LITERATURE STUDY AND IN-DEPTH KNOWLEDGE OF SELECTED TOPICS RELEVANT TO THE NURSE AS A PROFESSIONAL PROVIDER OF CARE OR COORDINATOR OF CARE. VARIABLE CONTENT IS DIRECTED BY FACULTY SPECIALTIES.
THIS CAPSTONE COURSE FOCUSES ON THE ROLE OF THE DEVELOPING PROFESSIONAL NURSE'S ABILITY TO USE EVIDENCE-BASED PRACTICE AND QUALITY STANDARDS TO DELIVER SAFE HOLISTIC CARE TO CULTURALLY DIVERSE AND COMPLEX CLIENTS AND FAMILIES. EMPHASIS IS ON THE TRANSITION OF THE STUDENT NURSE INTO A PROFESSIONAL ROLE WHICH INCLUDES THE ABILITY TO APPLY CONCEPTS RELATED TO LEADERSHIP, INTERPROFESSIONAL TEAMWORK, INFORMATICS, AND PATIENT-CENTERED CARE. STRATEGIES FOR SUCCESSFUL COMPLETION OF THE GRADUATE LICENSURE EXAM WILL BE INCLUDED.
USES A SYSTEMS FRAMEWORK AND CRITICAL THINKING STRATEGIES TO STUDY THE COORDINATING ROLE OF THE PROFESSIONAL NURSE WITHIN HEALTH CARE DELIVERY. CURRENT THEORIES OF MANAGEMENT, LEADERSHIP AND CHANGE ARE EXAMINED AND RELATED TO NURSING PRACTICE. FOCUSES ON SYNTHESIS OF THIS KNOWLEDGE TO DEVELOP INNOVATIVE AND CREATIVE APPROACHES TO NURSING PRACTICE. APPLIES THEORETICAL AND EMPIRICAL CONCEPTS THROUGH EXPERIENCES GAINED IN LOCAL HEALTH CARE INSTITUTIONS.
EXPLORES COMMUNITY HEALTH NURSING, FOCUSING ON HISTORICAL DEVELOPMENT, PHILOSOPHY, HEALTH CARE SYSTEMS, EPIDEMIOLOGY, AND INDIVIDUALS, FAMILIES, AND SPECIFIC AGGREGATE GROUPS. APPLIES THEORETICAL AND EMPIRICAL KNOWLEDGE IN USING THE NURSING PROCESS IN COMMUNITY SETTINGS TO PROMOTE, MAINTAIN AND RESTORE HEALTH. FOCUSES ON TRANSCULTURAL NURSING CONCEPTS, RURAL AND HOME HEALTH CARE DELIVERY. PROGRESSIVELY MORE INDEPENDENT BEHAVIORS ARE EXPECTED OF STUDENTS IN COMMUNITY HEALTH PRACTICE. DIVERSE ROLES OF THE COMMUNITY AND PUBLIC HEALTH NURSE ARE EXAMINED AND A COMMUNITY ASSESSMENT IS COMPLETED USING RESEARCH AND DATA PROCESSING SKILLS.
FOCUS IS ON THE NURSE AS A PROVIDER OF CARE TO INDIVIDUALS, FAMILIES AND GROUPS EXPERIENCING PSYCHIATRIC-MENTAL HEALTH PROBLEMS. THEORETICAL FOUNDATIONS FOR THE PRACTICE OF PSYCHIATRIC-MENTAL HEALTH NURSING WILL BE STUDIED. APPLICATION OF NURSING PROCESS TO PROMOTE, MAINTAIN OR RESTORE MENTAL HEALTH OF INDIVIDUALS, FAMILIES AND GROUPS. DURING THE CLINICAL EXPERIENCE, STUDENTS WILL DEMONSTRATE THEORY-BASED PRACTICE AND COLLABORATION WITH INTERDISCIPLINARY TEAM PARTICIPANTS.
STUDENTS DESIGN AND PROVIDE COMPREHENSIVE HOLISTIC, EVIDENCE-BASED NURSING CARE TO INDIVIDUALS, FAMILIES, AND POPULATIONS WITH ACUTE, CHRONIC, COMPLEX CONDITIONS ACROSS THE LIFESPAN AND HEALTH CARE SETTINGS WITH AN EMPHASIS ON THE ROLE OF THE REGISTERED NURSE IN PRIMARY CARE SETTINGS USING AN INTEGRATED FRAMEWORK OF HEALTH CARE DELIVERY.
PRESENTS TO THE SENIOR STUDENT CRITICAL THINKING AND PROBLEM-SOLVING STRATEGIES FOR CARE OF ADULTS WITH ACUTE OR COMPLEX ILLNESS AND/OR INJURY. THE EFFECTS OF ACUTE ILLNESS ARE EXAMINED IN RELATION TO THE INDIVIDUAL'S DEVELOPMENTAL STAGE, CULTURE, AND GENDER. BUILDING ON NURSING CARE OF ADULTS I, A SYSTEMS APPROACH IS USED TO ANALYZE AND INTERVENE IN ALTERATIONS TO THE HEALTH OF THE INDIVIDUAL AND FAMILY. THE COURSE INCLUDES CLINICAL LABORATORY TO ALLOW THE STUDENT THE OPPORTUNITY TO INTEGRATE THEORETICAL CONCEPTS AND CLINICAL PRACTICE IN DIVERSE POPULATIONS.
EXPLORES COMMUNITY HEALTH NURSING, FOCUSING ON HISTORICAL DEVELOPMENT, PHILOSOPHY, HEALTH CARE SYSTEMS, EPIDEMIOLOGY, AND SPECIFIC TARGET GROUPS. PRIMARY, SECONDARY AND TERTIARY PREVENTION ACTIVITIES ARE EMPHASIZED AS THEY RELATE TO INDIVIDUALS, FAMILIES, AND AGGREGATES. APPLIES THEORETICAL AND EMPIRICAL KNOWLEDGE IN USING THE NURSING PROCESS IN COMMUNITY SETTINGS TO PROMOTE, MAINTAIN AND RESTORE HEALTH. FOCUSES ON TRANSCULTURAL NURSING CONCEPTS, RURAL AND HOME HEALTH CARE DELIVERY. PROGRESSIVELY MORE INDEPENDENT BEHAVIORS ARE EXPECTED OF STUDENTS IN COMMUNITY HEALTH PRACTICE. DIVERSE ROLES OF THE COMMUNITY AND PUBLIC HEALTH NURSE ARE EXAMINED AND A COMMUNITY ASSESSMENT IS COMPLETED USING RESEARCH AND DATA PROCESSING SKILLS.
USES A SYSTEMS FRAMEWORK AND CRITICAL THINKING STRATEGIES TO STUDY THE COORDINATING ROLE OF THE PROFESSIONAL NURSE WITHIN HEALTH CARE DELIVERY. CURRENT THEORIES OF MANAGEMENT, LEADERSHIP AND CHANGE ARE EXAMINED AND RELATED TO NURSING PRACTICE. FOCUSES ON SYNTHESIS OF THIS KNOWLEDGE TO DEVELOP INNOVATIVE AND CREATIVE APPROACHES TO NURSING PRACTICE. APPLIES THEORETICAL AND EMPIRICAL CONCEPTS THROUGH SUPERVISED EXPERIENCES GAINED IN LOCAL HEALTH CARE INSTITUTIONS. STUDENTS WILL PARTICIPATE IN SEVERAL ACTIVITIES THAT DEMONSTRATE THEIR UNDERSTANDING OF LEADERSHIP PRINCIPLES APPLIED TO NURSING IN THEIR CLASSROOM AND CLINICAL COURSE WORK.
Prerequisite: NURS 4564.