357 BSN Transitions (3)

The course is designed as a bridge course for the Registered Nurse student.  The focus is on the application and methodology of the nursing process in working with individuals in the family unit.  Synthesis of the systems developmental stress model is used to assess clients as they move along the health illness continuum.  Integrated concepts (e.g., clulture, public health, therapeutic communication, leadership and accountability and health assessment) are also addressed.  This course is offered as a web enhanced course.

351 Assessment Through the Life Span (3)
Basic skills in history taking, interviewing, physical assessment and teaching adults, pediatric clients and newborn clients are the focus of this course. College and clinical laboratory work are also included.

451 Nursing Process & Health Promotion Groups/Community Theory

This course is designed to help the student view individuals, families, groups and communities as open systems in continual, mutual interaction with other systems. The Systems Developmental-Stress Model provides the framework for assessing individuals, families, groups and communities. The biological, interpersonal, intrapersonal, non-human environmental and socio-cultural subsystems are ways in which assessment of clients at different developmental stages from conception through elderly along the health-illness continuum with increased emphasis on deviations from health will be considered. The Nursing Process is the method by which primary, secondary, and tertiary prevention will be promoted in individuals, families, groups and communities. Public Health nursing principles will be emphasized along with an introduction to the community as a system. The leadership role of the nurse, the role of the nurse as change agent based upon organization, change and group theories will be explored.

  451 Nursing Process & Health Promotion Groups/Community Lab

Laboratory experiences will be coordinated with theoretical content in Nursing Process & Health Promotion Groups/Community Theory.

The student will use the nursing process and the Systems-Developmental-Stress Model in a variety of settings with clients at different developmental stages from conception through elderly. The students are encouraged to use critical thinking as they view individuals, families, groups and communities as open systems in continual, mutual interaction with other systems. Clients will be assessed at various places along the health illness continuum with increased emphasis on deviations from health. Families, groups and communities will be the primary focus for the student as he/she continues to use public health principles and the community as a system.

Some of the laboratory settings may include: day care centers, well baby clinics, visiting nurse service, schools, hospital out-patient services, family planning programs, homeless shelters community agencies and psychiatric-crisis walk-in clinics. Emphasis will be placed on individuals, families and groups as members of the community.

  467 Senior Implementation Project - Senior Thesis - Part I (2)

 468 Senior Implementation Project - Senior Thesis - Part II (2)

This is the capstone course in the RN-BSN program. All students are expected to demonstrate measurable proficiencies related to the program outcomes. The purpose of the Senior Seminar & Implementation Project/Undergraduate Thesis is to provide the student the opportunity to assume primary responsibility for their learning while pursuing an in-depth study in an area of nursing of their choice. The course requires application of, and builds on previous learning in nursing theory, psycho-social sciences, basic statistics, nursing research and experiential learning from their own employment. The student is encouraged to integrate the appropriate concepts of leadership, communication, research, the nursing process, and critical thinking across the health-illness continuum.

Part II – The second part of the capstone course involves implementing and evaluating the outcomes of the project. In this part, the research is completed and the scholarly paper is written. The reflective log is continued throughout this part of the course as the student reflects upon the progress of the project in relation to the terminal objectives. The student formally presents the project in a group.

450 Theoretical Basis of Nursing (3)
This course is an introduction to various nursing theorists and evolving theories of nursing science which support the development of professional nursing practice.

  460 Nursing Research (3)
The course provides an overview of the scientific approach to problem solving and research methodology as applied to nursing. Throughout the semester, selected research studies are reviewed and analyzed. Pre-requisite: PSYC 230 Statistics in the Social Sciences

464 Therapeutic Touch (2)
Therapeutic Touch is a course designed for nurses, health care professionals and others interested in developing their potential to assist in the healing process. The concept of therapeutic touch is based on the assumption that human beings are complex energy fields and that the ability to enhance healing in others is a natural human potential.

  465 Leadership: For The Nurse Leader/Manager (3)
This is a course designed to increase the ability of registered nurse leaders to use leadership skills and knowledge of organizational theory within their health care organizations. The goal of these applications is to achieve excellence in the administration of health care organizations and, thus in the provision of health care.

  466 Cultural Paradigms for Health Care (3)
This course uses the self-assessment and experiential learning approach to examine culture, the learned and shared values, beliefs, norms, and practices of a particular group that, implicitly or explicitly, guide thinking, decisions, and actions in a patterned way. An organizing framework drawn from cultural anthropology is used to examine how different groups respond to universal questions regarding human nature, nature, time, valued personality types and preferred ways of interacting. These data are used to examine how values, beliefs, customs, and behaviors, based on ethnic/cultural background, influence attitude towards health and illness, the health care provider, and the health care system. Traditional and nontraditional approaches to health care are discussed within the context of cultural values.