Nursing

Evaluates the relationship between gender and health outcomes both in the United States as well as globally. Students will become aware of how gender as a social construct influences the health and wellbeing of women. Biological and social processes related to women's health and disease will be explored. Issues such as violence against women, female genital mutilation, infanticide, lack of access to health care and education, health literacy, LGBT and sexual subjugation will be discussed using a women's health lens. Fulfills general education requirement in gender studies. [ 3 credits ]

This three credit online course focuses on the basic principles of nutrition that will support nursing praxis and their application during the human life span in health and disease. Learners are offered the opportunity to explore the assumptions underlying nutrition for individuals of varying cultural backgrounds, stages of development, and across the wellness-illness continuum. The 14-week course will be offered in seven online modules. [3 credits]

Explores human caring science as a foundation of the discipline and profession of nursing. In this course RN-BSN students have the opportunity to reflect on lived practice experiences through multiple ways of knowing and examination of caring as a way of being. Implications for transformational practice, education, and research are addressed. [ 1 credit ]

Introduces the student to knowledge and skills essential for holistic health assessment. The psychological, physical, environmental, social, spiritual and genetic components of a health assessment will be applied. The student will practice assessment and interviewing skills in a skills laboratory. The student will analyze both subjective and objective data and document findings in the appropriate format. This course has 2 components: theory (3 credits) and practice (1 credit). Junior level Women's College nursing students only. [4 credits]

Integrates NUR-301 Holistic Health Assessment course content into clinical experiences in the Center for Caring with Technology. Junior level Women's College nursing students only. [ 0 credits ]

This three-credit course is designed to explore various aspects of professional nursing practice. Learning experiences will include caring ways of being present to our patients, peers, and families. Students will also engage in the exploration of practice standards ethical ways of being, linkages between theory/practice, multiple ways of knowing, reflective practice, and current trends in nursing. Upon completion of the course, students will have had the opportunity to refine their abilities to communicate through scholarly writing and informative presentations. [ 3 credits ]

Students are introduced to online computer applications used in nursing and health care. Students acquire technical skills needed for the application of patient care technologies and competency in information literacy,information management, and information management systems for the purpose of safe, competent and quality patient care. Prerequisite: Junior level Women's College nursing students only. [2 credits]

Explores the multiple dimensions of aging in America and in global societies. The course focuses on the foundations of healthy, successful aging based on national indicators, as well as the personal definitions and meanings of the older adult. Students will learn to support optimal promotion of health and wellness while exploring the care of who might also be experiencing illness, recovery or the end-of-life. The complex relationships among person-health-nursing environment will be examined in depth. Junior level Women's College nursing students only. [ 3 credits ]

Builds upon previous classes in social and physical sciences, humanities, as well as lived experiences that students bring to the discipline of nursing. In this course, students are introduced to the caring profession of nursing through exploration of philosophical underpinnings, contributions from nurse theorists, and concepts of health and healing. Students develop ways of thinking and knowing, ways of being in relationships with self and others, and appreciation of providing technological care, compassion, and comfort to persons, families and communities. Through thoughtful integration of theory and reflective lived practice, students deepen understanding of the meaning of caring necessary for compassionate presence and technological skill in the art and science of professional nursing. Students are invited to a call to care and to a life-long commitment to nursing scholarship. This course has two components: theory (3 credits) and practice (2 credits). Prerequisite: Junior level Women's College nursing students only. [5 credits]

Clinical component to NUR-305, Foundations of a Caring Profession. [ 0 credits ]4

This course is designed for tudents to develop proficiency in informaton access and evaluation skills. The principles and techniques of scholarly writing along with other types of writing used by professional nurses will be introduced. Students will transform information into clear scholarly narratives. [ 1 credit ]

Introduces students to knowledge and skills that are essential for a consumer of nursing research. Examines use of the research process as a method to enhance scientific inquiry and to develop a knowledge base for nursing practice. Critical appraisal of both qualitative and quantitative methods in published nursing research is emphasized. Includes interpretation of basic descriptive and inferential statistics in published studies and evaluation of studies for nursing practice. Prerequisite: NUR-303. Junior level Women's College nursing students only. [ 3 credits ]

Provides opportunities for students to understand and care for persons who are experiencing struggles in human living and major psychiatric and mental health problems. Through directed readings, narrative writing, classroom conversations and engagement with patients in clinical settings students focus on coming to understand what it is like to live through selected health states such as depresson, bipolar disorder, anxiety, schizophrenia, psychoactive substance use disorders and more. Emphasis on the lived experiences of persons with psychiatric illness allows for a focus on reflective ways of 'being-with' patients that integrates knowledge of psychobiology, pharmacology, and thoughtful, competent, caring nursing practice. This course has two components: theory (2 credits)and practice (2 credits). Prerequisites: NUR-301, NUR-303, NUR-305, NUR-310. Junior level Women's College nursing students only. [ 4 credits ]

Clinical component to NUR-308, Professional Nursing Care: Psychiatric/Mental Health. [ 0 credits ]

Explores caring science as foundational to the discipline and profession of nursing in the context of circle practice pedagogy. In this course, students have the opportunity to construct lived Nursing Situations and analyze embedded knowledge through multiple ways of knowing, theories of caring, and established professional practice standards. Calls for nursing as a practice of social justice are recognized through examination of societal and health care trends. Implications for transformational practice, education, and research are addressed and disseminated through scholarly writing and oral presentations. Students are encouraged to submit their scholarly course work to the Nancy Kreiter Research Foundation. College of Adult Undergraduate Studies Nursing majors only. First course in the RN to BSN course sequence preferred. [ 3 credits ]

Combines pathophysiology, the study of altered health status, with pharmacology, the study of medications prescribed to prevent, cure or treat pathophysiological conditions. Major health problems will be highlighted with an emphasis on caring for persons across the lifespan and their individual needs. Major drug classes and prototypical drugs are presented with specific application to nursing care within the nursing process. Junior level Women's College nursing students only. [4 credits]

Focuses on the integration of caring for adults experiencing commonly occurring health concerns using competencies that are directed toward health promotion, disease prevention and maintenance/restoration of health. Applying specialized knowledge, communication skills and therapeutic interventions, nursing students will develop relationships with patients/families which will foster partnerships directed toward holistic care. Beginning relationships with the intra/interdisciplinary team will be developed. This course has 2 components: theory (2 credits) and practice (2 credits). Prerequisites: NUR-301, NUR-303, NUR-305, and NUR-310. Junior level Women's College nursing students only. [4 credits]

Clinical component to NUR-311, Professional Nursing Care of the Adult I. [ 0 credits ]

Grounded in caring science, this three-week online course focuses on promoting holistic patient and family assessment and nursing care in the context of chronic and life-limiting illness. The role of the nurse in communicating with the patient, family, and interdisciplinary team will frame an exploration of personal beliefs and practices that inform the provision of palliative care. The framework of The Nursing Situation, as well as The End of Life Nursing Education Consortium (ELNEC) curricular framework will guide examination of the practice of palliative care, including pain and sympton management, pharmacology and complementary alternative methodologies, ethical issues, communication, and cultural competency will all be explored. The practice of palliative care nursing, within the context of a variety of cultures and among vulnerable populations will be considered. [ 3 credits ]

This course prepares the student to critically evaluate the ethical, socioeconomic, political, legal, and power considerations influencing health care policy. An emphasis on professional values, advocacy, and political activism assists the student to become influencers in policy formation. Students will create an Advocacy Toolkit focused on a specific health policy, with the goal of exploring the role of the nurse in identifying, analyzing, and influencing policy at the local, state, federal and/or global levels. [ 3 credits ]

This course introduces the student to knowledge and skills essential for holistic health assessment through a lens of caring science and an emphasis on social determinants of helath. The student will practice assessment and inteviewing skills in the Center for Caring with Technology. The student will analyze both subjective and objective data and document findings in an appropriate format. Students will enhance their abilities to conduct a culturally sensitive assessment. Nutrition principles will be reviewed for populations across the lifespan. [ 5 credits ]

Explores a variety of theories and methods for carefiving at the end of life, and is designed for both nursing and non-nursing students. The course will explore the medicalization of death, structural inequalities in access to medical care, palliative and hospice care for people facing terminal illness, and clinical dimensions of death and dying. Course will focus on contemplative practices that enable caregivers to care for themselves and provide effective support for patients and their loved ones. Course will introduce various religious and spiritual perspectives on dying, death, and the afterlife, and learn about rituals for grief and mourning. Fulfills general education requirement for 300-400 level religious studies. [ 3 credits ]

In this RN to BSN course, learners will explore the relationship between nurse and technology. Information systems used in nursing and healthcare and their application to patient safety and quality improvement through the lens of caring science will be introduced Learners acquire technical skills needed for this application of patient care technologies and competency in information management, and information management systems for safe competentk and quality patient care. [ 3 credits ]

Focuses on holistic caring of childbearing families during pregnancy, labor and delivery, post-partum as well as care of the newborn. Students learn and apply evidence-based nursing theoretical concepts in the nursing care of women, newborns, and families in a variety of environments. The course builds upon courses in social and physical sciences, humanities and professional nursing care and provides opportunities for clinical ethical reflection. This course has two components: theory (2 credits) and practice (2 credits). Prerequisites: NUR-304, NUR-311, NUR-307, NUR-308. Senior level Women's College nursing students only. [ 4 credits ]

This clinical course is a component of NUR-408, Professional Nursing Care: Maternal and Newborn Clinical. [ 0 credits ]

Builds on concepts from NUR-311 in caring for adults experiencing complex health concerns using competencies related to health, illness, dying and death. Nursing students will apply advanced levels of knowledge, communication and interventions as they support patients/families experiencing more severe alterations in health. Relationships with intra/interdisciplinary team members will be integrated into individual nursing practice. This course has two components: theory (2 credits) and practice (2 credits). Prerequisites: NUR-304, NUR-311, NUR-307, NUR-308. [4 credits]

This clinical course is a component of NUR-409, Professional Nursing Care of the Adult II. [ 0 credits ]

In this course, students will explore healthy aging through the lens of caring science. The course will provide an examination of theories, trends, and research related to aging and nursing care of older adults, with an emphasis on health promotion and health disparities of aging. Students will be encouraged to become advocates for older adults within healthcare and the greater community, examining economic and policy implications that wshape models of care. Students will gain knowledge that will better enable them to eliminate health disparities among older adults, and develop nursing care strategies that improve the care and health of older adults within the actute healthcare system, institutionalized settings, and in the community. The course will also prepare students to develop nursing care strategies that promote heathy aging for individuals throughout the lifespan. [3 credits]

Grounded in caing science, this course focuses on promoting and protecting the health of the public using health promotion, risk reduction, and disease management and control strategies. Community assessment, epidemiologic, change, political action, and case-management frameworks are used to guide evidence-based nursing care delivery to persons, families, and polulations in community settings. The role of social determinants of health will be explored; cultural competency, social justice, and advocacy will be discussed as strategies for the elimination of health disparities. [ 4 credits ]

Focuses on caring for children and adolescents, and their families, who are experiencing physiological and psychosocial alterations in health as well as promoting health and wellness. Students engage in theory based, evidence based reflective nursing practice with children and adolescents in a variety of places to include inpatient pediatric units, outpatient clinics and home. The course builds upon courses in social and physical sciences, human growth and development, humanities, and professional nursing care and offers opportunities to reflect on ethical issues concerning children and adolescents. This course has two components: theory (2 credits) and practice (2 credits). Prerequisites: NUR-304, NUR-311, NUR-307, NUR-308. Senior level Women's College nursing students only. [ 4 credits ]

This clinical course is a component of NUR-417, Professional Nursing Care: Children and Families. [ 0 credits ]

This course introduces learners to knowledge and skills essential for a consumer of nursing research. It examines use of the research process as a method to enhance scientific inquiry and to develop a knowledge base for nursing practice. Critical appraisal of both qualitative and quantitative methods in published nursing research is emphasized. Research on caring will be central theme. [ 3 credits ]

Allows students to substitute an international/ study abroad opportunity for one of the required nursing courses. May be taken in place of NUR-304 Healthy Aging, NUR-406 Contemporary Nursing Trends and Theory, NUR-430 Family Nursing, NUR-431 Community Health Nursing, NUR-432 Nursing Leadership. [3-5 credits]

Focuses on and explores theory, concepts, and practices of community/public health nursing from a culturally sensitive perspective with an emphasis on vulnerable populations. Learners explore specific issues and societal concerns that affect public health, including healthcare needs of populations at risk. A reflection on nursing care of communities as social justice is explored. Using assigned service learning settings, learners will assess community health needs, plan health promotion and disease and injury prevention interventions through the application of selected behavioral change theories. This course has two components: Theory (3 credits) and practice (2 credits). Prerequisites: NUR-417 and NUR-409. Senior level Women's College nursing students only. [ 5 credits ].

This clinical course is a component of NUR-431, Community Health Nursing. [ 0 credits ]

This course integrates previously learned nursing knowledge and skills of caring and contemporary leadership and management theories and processes, enabling learners to define more clearly their roles as baccalaureate-prepared nurses. Learners analyze healthcare environment challenges of changes in focus to population health, economic realities, opportunities for continued professional development, and leadership/management challenges created by increasingly complex healthcare environments. Knowing one's-self, appreciating the diversity of the workplace and communities, caring for vulnerable and marginalized populatons, and using caring science as a basis for leadership in nursing and healthcare are woven throughout the course. [ 3 credits ]

This course integrates the role of nursing leadership within the context of contemporary issues and challenges of the healthcare system and professional nursing practice. Students will draw on theories of nursing and leadership to gain a working knowledge of organizational behavior, evidenced-based practice, and professional standards with practical applications for the workplace. The knowledge gained will allow students to analyze the implications of professional nursing practice in an evolving healthcare system. Prerequisites: All 300-level courses. Senior level students only. [ 4 credits ]

Building on previous learning in the curriculum and blending with leadership experiences, students will use the lens of caring science to analyze their current way of being with patients, colleagues, employers and the community at large. Being present in these relationsips, students will use scholarship to investigate an area where relationships or processes could e improved with a focus on self-care, quality and/or safety. Each student will design a project that, if imolemented, couldimproe praxis and advocate for change in the workplace. Usung leadership skills, the student will determine the best way to communicate the proposed project. Reflective practice will be used throughout the course to focus on the program outcomes of presence, praxis, advocacy, scholarship, self-care, and leadership as it relates to their project. [ 2 credits ]

This course engages students in a comprehensive clinical practice with patients in one of a variety of practice settings. Opportunities are provided for students to assume responsibility, in the context of theory-based, evidence-based reflective practice, for the holistic care of assigned patients in a select health care setting. With the guidance of a preceptor who is on staff in the facility, the student collaborates with all members of the health care team in the planning and care of her patients and transitions from nursing student to entry-level professional nurse. Practice settings include, but are not limited to, care of persons in emergency departments, medical-surgical units, homeless shelters, outpatient clinics, critical care units, and labor and delivery units. The focus of the practicum is on intentionally bringing together knowledge and understanding of pathophysiology, social justice, ways of being in care with persons, families and communities. A final, clinically-based culminating project is completed in the practicum setting and presented in symposium format at the end of the course. The student will complete intensive preparation for the National Council Licensing Exam (NCLEX) throughout the course. 6 credits: 30 theory hours and 180 clinical hours. Prerequisites: All 3rd semester clinical courses: Professional Nursing Care of the Adult II, Professional Nursing Care: Children and Families; Professional Nursing Care: Maternal Newborn. Co-requisites: Community Health; Caring Approaches in Nursing Leadership and Practice. [ 6 credits ]

Clinical Lab component to NUR-461, Clinical Practicum. [ 0 credits ]