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. [ 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 ]

This foundational course introduces first-semester pre-licensure BSN nursing students to the essential components of holistic health assessment, focusing on developing skills necessary for obtaining a comprehensive and accurate patient history. Students will learn to perform a clinically relevant, systematic health assessment, considering the patient's physical, psychological, social and cultural aspects. Emphasis is placed on relationship-centered care, utilizing evidence-based patient teaching materials that promote health literacy and are tailored to the patient's vision, hearing, and cultural needs. Students will practice creating an environment that fosters a dynamic, interactive assessment experience, ensuring patient comfort and engagement. Learners will learn to distinguish between normal and abnormal findings, use critical thinking to assess health data, and communicate assessment findings effectively to the healthcare team. This course promotes the integration of cultural sensitivity, health literacy, and individualized care into the assessment process, preparing students to establish therapeutic nurse-patient relationships and deliver high-quality, patient-centered care. Junior level undergraduate traditional (face-to face) and ABSN (face-to-face) and H-ABSN (online) nursing students only. Prerequisites for the Entry-Level BSN Program. Co-requisites: NUR-305, NUR-317, NUR-318. [ 4 credits: 3 credits theory, 1 credit clinical laboratory ]

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 ]

This course advances the development of essential professional nursing competencies through integration of prior coursework, experiential learning, and reflective practice. Grounded in the art and science of nursing, students examine and evaluate their own attitudes, values, and behaviors to establish trusting relationships and practice authentic presence with diverse patients, families, and interprofessional colleagues. Emphasis is placed on demonstrating competence in foundational nursing skills, therapeutic communication, and the safe use of clinical informatics systems and healthcare technologies at the point of care. Students appl evidence-based infection prevention and safety principles to protect individuals, families, and communities. Through multiple ways of knowing, students integrate scientific evidence, prior learning, and caring practice to deliver safe, high-quality, person-centered care. The course also fosters professional identity formation by requiring students to demonstrate reflective practice, self-care strategies, ethical comportment, and respect for team members. Students apply ethical priciples and advocacy skills to promote the well-being of patients, communities, and the nursing profession, while contributing to a collaborative culture of safety and excellence. Prerequisites: Prerequisites to the Entry-Lervel BSN Program. Junior-level undergraduate traditional (face-to-face) and ABSN (face-to-face) and H-ABSN (online) nursing students only. Co-requisites: NUR-317, NUR-318, NUR-301. [ 5 credits: 3 credits theory, 2 credits clinical ]

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 ]

This course develops students' competency in identifying, evaluating, and applying evidence to improve nursing practice and patient outcomes. Students formulate practice-based questions, conduct systematic and ethical searches for research and other credible evidence, and appraise the qulity, rigor, and relevance of qualitative and quantitative studies. Emphasis is placed on synthesizing evidence to inform clinical decision-making, evaluating the strength of recommendations, and translating evidence into safe, patient-centered practice across diverse care settings. Students demonstrate competency by generating clearly justified, evidence-based recommendations and effectively communicating implications for practice improvement to academic and clinical audiences. Prerequisites: NUR-317. Junior-level undergraduate traditional (face-to-face) and ABSN (face-to-face) and H-ABSN (online) nursing students only. Co-requisites: NUR-317, NUR-318, NUR-301. [ 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. Prerequisites: NUR-301, NUR-305, NUR-317, NUR-318. Junior-level undergraduate traditional (face-to-face) and ABSN (face-to-face) and H-ABSN (online) nursing students only. Co-requisites: NUR-307, NUR-310, NUR-311. [ 4 credits: 2 credits theory, 2 credits clinical ]

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 ]

Integrates foundational concepts of pathophysiology with pharmacologic principles to prepare students for safe, evidence-based nursing practice. Using a systems-based approach, students examine alterations in normal physiological processes, corresponding clinical manifestations, and therapeutic drug classifications used to manage common health conditions. Emphasis is placed on clinical reasoning, patient safety, pharmacokinetics and pharmacodynamics, nursing responsibilities for drug therapy, and interprofessional communication to support optimal patient outcomes. Through anlysis of exemplars across the lifespan, students apply principles of pathopharmacology to prioritize assessments, interpret laboratory data, monitor medication effectiveness, and recognize potential adverse effects. Junior-level undergraduate and ABSN and H-ABSN students only. Online for Hybrid ABSN (H-ABSN) program; face-to-face for Traditional BSN and ABSN programs. Prerequisites: NUR-301, NUR-305, NUR-317, NUR-318. Co-requisites: NUR-307, NUR-308, NUR-311. [4 credits]

This course advances students' professional nursing competency by integrating relational presence, clinical judgment, scholarship, leadership, and advocacy. Building upon foundational knowledge, tudents apply measurable skills and professional standards in the planning, delivery, and evaluation of holistic, client-centered care across individuals, families, communities, and populatons. Students establish and sustain trusting therapeutic relationships through authentic presence and a holistic appreciation of others. Emphasis is placed on integrating clinical judgment, multiple ways of knowing, and best evidence to guide safe, high-quality nursing care. Students uphold ethical, legal, regulatory, and professional standards in the use of information and communication technologies in healthcare delivery. Through collaboration with patients, families, and interdisciplinary team members, students contribute to achieving client-centered outcomes while demonstrating accountability for their practice and upholding the standards and values of the nursing profession. Prerequisites: NUR-301, NUR-305, NUR-317, NUR-318. Junior-level undergraduate traditional (face-to-face) and ABSN (face-to-face) and H-ABSN (online) nursing students only. Co-requisites: NUR-307, NUR-308, NUR-310. [ 4 credits: 2 credits theory, 2 credits clinical ]

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 learners to the core principles and practices of the nursing profession. With an emphasis on compassionate, professional, and ethical behaviors, the key aspects of healthcare quality, safety, and clinical decision-making will be explored. Learners will strengthen their clinical judgment skills, integrate emerging healthcare techologies and informatics in patient care, and develop essential interdisciplinary communication skills. This course offers strategies and resources for the self-care, leadership, and professional development of nurses that are essential to the delivery of safe, high-quality patient care. Prerequisites: Prerequisites for the Entry-Level BSN Program. Co-requisites: NUR-301, NUR-305, NUR-318. NUR-317 will serve in place of NDMU-100L for Direct Entry Nursing Students only. [ 2 credits ]

This course examines the multidimensional experience of aging across diverse U.S. and global contexts while preparing students to deliver equitable, age-friendly, person-centered care. Learners apply population-health principles--social determinants of health, health equity, systems thinking, and advocacy--to promote healthy aging and to support older adults who are living well, managing chronic conditions, recovering from illness or surgery, or navigating serious illness and end of life care across the four spheres of care - prevention/well-being, chronic disease care, restorative/acute care, and hospice/palliative/supportive care. Prerequisites: Junior-level undergraduate traditional (in-person) and ABSN (in-person) and H-ABSN program (online). Prerequisites for the Entry-Level BSN Program. Co-requisites: NUR-301, NUR-305, NUR-317, NUR-318CL. [ 4 credits: 3 credits theory and 1 credit clinical ]

Integrates NUR-318 Professional Nursing Care: Promoting Healthy Aging course content into clinical experiences in the community and Center for Caring with Technology. Prerequisites: Prerequisites for the Entry-Level BSN Program. Junior-level undergraduate traditional (face-to-face) and ABSN (face-to-face) and H-ABSN (online) nursing students only. Corequisite: NUR-318. [ 0 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, competent, and quality patient care. [ 3 credits ]

Provides a holistic, person-centered approach to caring for childbearing individuals, newborns, and their families across pregnancy, labor and birth, postpartum, and neonatal periods. It integrates evidence-based practice, clinical judgment, cultural humility, and interprofessional collaboration to promote safe, equitable, high-quality maternal-newborn care. Building on prior coursework in the sciences, humanities, and foundational nursing practice, students apply key concepts--such as health promotion, family-centered care, and ethical decision-making--while engaging in clinical and simulation experiences that strengthen assessment skills, therapeutic communnication, and reflective practice within this specialty. Senior level undergraduate, ABSN, and HABSN nursing students only. Online for Hybrid ABSN program; face-to-face for Traditional BSN and ABSN programs. Prerequisistes: NUR-307, NUR-308, NUR-310, NUR-311. Co-requisites: NUR-417, NUR-421, NUR-422. [ 4 credits - 2 theory, 2 clinical ]

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, adolescents, and their families, experiencing physiological and psychosocial alterations in health and promoting health and wellness. Students engage in theory-based, evidence-based, reflective nursing practice with children, adolescents, and families across diverse settings. The course builds upon courses in social and physical sciences, human growth and development, humanities, and professional nursing care the offers opportunities to influence quality improvement concerning healthcare for children, adolescents, and families. Senior-level Traditional BSN, ABSN and HABSN nursing students only. Online for HABSN program; face-to-face fpr Traditional BSN and ABSN programs. PrerequisitesL NUR-307, NUR-308, NUR-310 NUR-311. Co-requisite: NUR-408, NUR-421, NUR-422. [ 4 credits - 2 theory, 2 clinical ]

Integrates NUR-421 Professional Nursing Care of the Complex Adult I course content into clinical experiences in the hospital setting and Center for Caring and Technology. Prerequisites: NUR-307, NUR-308, NUR-310, NUR-311. [ 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 ]

Builds upon concepts from earlier coursework, emphasizing the comprehensive and collaborative care of adults with complex, multisystem, or rapidly evolving health conditions. Students refine clinical judgement by interpreting advanced assessment data, integrating evidence-based interventions, prioritizing care for high-acuity patients, and evaluating the effectiveness of nursing actions. Throughout the course, students demonstrate compassionate, evidence-based practice while fostering effective relationships with intra- and interprofessional team members. These experiences support the ongoing development of professional nursing practice and prepare students to manage the challenges of caring for medically complex patient populations. Senior level traditional undergraduate, ABSN, and HABSN nursing students only. Online for HABSN; face-to-face for Traditional BSN and ABSN programs. Prerequisites: NUR-307, NUR-308, NUR-310, NUR-311. Co-requisites: NUR-408, NUR-417, NUR-421CL. [ 2 credits - 1 theory, 1 clinical ]

Integrates NUR-421 Professional Nursing Care of the Complex Adult I course content into clinical experiences in the hospital setting and Center for Caring with Technology. Prerequisites: NUR-307, NUR-308, NUR-310, NUR-311. Co-requisite: NUR-421. [ 0 Credits ]

Advances students' clinical judgment, prioritization, and management skills in caring for adults with h igh acuity and multisystem health challenges. Building on concepts from NUR-421 Professional Nursing Care of the Complex Adult I, this course emphasizes, but is not limited to, rapid recognition of deterioration, interpretation of complex assessment findings, vetilator and oxygenation management, advanced cardiac and neurological care, end-of-life support, and interprofessional collaboration in emergent situations. Ethical, compassionate care for individuals and families facing life-limiting illness and death is integrated throughout. Senior-level traditional undergradute, ABSN, and HABSN nursing students only. Online for HABSN program; face-to-face for Traditional BSN and ABSN programs. Prerequisite: NUR-421. Co-requisites: NUR-408, NUR-417, NUR-422CL. [ 2 credits - 1 theory, 1 clinical ]

Integrates NUR-422 Professional Nursing Care of the Complex Adult II course content into clinical experiences in acute care settings and the Center for Caring with Technology. Prerequisite: NUR-421 and NUR-421CL. Co-requisite: NUR-422. [ 0 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]

Introduces the foundations of community and public health nursing through a population-health and health-equity lens. Students examine how social determinants of health, structural factors, and community conditions influence health patterns and disparities across diverse and vulnerable populatons. Emphasis is placed on delivering equitable, person-centered, and culturally responsive care that promotes health, prevents disease and injury, and supports community well-being. Learners analyze population-level data, epidemiologic trends, and evidence-based interventions to assess community needs and design strategies that advance health promotion and reduce risk. The course explores how public health systems, policy, and resource distribution afect access, quality, and outcomes at the population level. Service-learning and community engagement experiences build skills in advocacy, collaboration, leadership, and the use of information technologies to support health literacy, assessment, and community empowerment. Students develop professionalism and a commitment to social justice as they contribute to equitable evidence-based community health practice. Senior-level undergraduate, ABSN, and HABSN nursing students only. Online for HABSN program; face-to-face for Traditional BSN and ABSN programs. Prerequisites: NUR-408, NUR-417, NUR-421, NUR-422. Co-requisites: NUR-441, NUR-461. [ 4 credits - 2 theory, 2 clinical ]

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 ]

Prepares students to transition into professional nursing practice through the integration of leadersip, scholarship, and systems-based thinking grounded in the caring science tradition. Emphasizing person-centered, evidence-informed, and interprofessional approaches, the course develops students' capacity to deliver safe, high-quality care across diverse populations and settings. Students apply theoretical frameworks, quality-improvement and safety principles, informatics tools, and systems-level analysis to strengthen patient outcomes, foster collaborative practice, and enhance organizational performance. Through guided inquiry, reflection, and experiential learning, students cultivate professional accountability and ethical practice. Senior-level traditional undergraduate, ABSN and HABSN nursing students only. Online for Hybrid ABSN; face-to-face for Traditional BSN and ABSN programs. Prerequisites: NUR-408, NUR-417, NUR-421, NUR-422. Co-requisite: NUR-431, NUR-461. [ 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 ]

Engages students in a comprehensive clinical practice in planning the care of patients to transition rom nursing student to entry-level professional nurse. 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 registered nurse preceptor. The focus of the practicum is on intentionally integrating pathophysiology, clinical judgnment, multiple ways of knowing, and technological competence toward compassionate, transformative care with persons, families and communities. Senior-level traditional undergraduate, ABSN and HABSN nursing students only. Online for HABSN program; face-to-face for Traditional BSN and ABSN programs. Prerequisites: NUR-408, NUR-417, NUR-421, NUR-422. Co-requisites: NUR-431, NUR-441. [ 6 credits - 2 theory, 4 clinical ]

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