STATISTICS FOR HEALTH PROFESSIONALS
This course is an introduction to statistical concepts and data analysis. The elements of statistical thinking as a means of using data for problem solving are presented. Students apply statistical concepts to elementary data analysis using the statistical methods commonly used in health-care research. Students are introduced to the Statistical Package for the Social Sciences (SPSS).
INTRODUCTION TO PROFESSIONAL NURSING
This course stimulates understanding of the nursing profession as a science, art, and career. It explores the role and functions of the nurse and the practice of nursing in the broader health-care system. Students focus on professional nursing practice, levels of practice, and career development. How nurses critically think and orient professional practice in philosophical, theoretical, legal, and ethical foundations is explored. Prerequisites: 45 credits in the School of Arts and Sciences.
HEALTH ASSESSMENT AND PROMOTION
This course highlights assessment of the health status of persons from theoretical and practical perspectives. Emphasis is on physical assessment of body systems, health promotion and self-care activities, prevention of disease, and teaching interventions used to provide care to healthy persons across the life span. Students learn the contribution of a health history and the practice of physical assessment for healthy clients in the context of health promotion and evaluation. Health assessment and promotion activities are practiced. Includes 42 hours of theory and 42 hours of clinical. Prerequisites: 60 credits in the School of Arts and Sciences.
NURSING CARE OF WOMEN AND THE CHILDBEARING FAMILY
The focus of this course is health assessment and health promotion for the childbearing family in diverse health-care settings. Emphasis is placed on the application of theoretical principles including family theory; the psychological, psychosocial, and physiological nature of the normal childbearing experience; and the promotion and education of lactation as a maternal-child health factor. Major maternal and neonatal risk factors and complications that potentially compromise healthy beginnings are emphasized. Students apply the nursing process with childbearing families who may vary in age, ethnicity, culture, language, social status, marital status, and sexual preferences. Nursing plans of care reinforce the problem-solving approach useful with many clients as well as promote NCLEX critical thinking. This course supports the use of evidenced-based practice in application of care. Includes: Three hours of class and three hours of clinical. Prerequisites: 60 credits in Arts and Sciences
FOUNDATIONS OF PRACTICE
This course uses a systems theory framework to assist students to view the health-care needs of patients requiring health-maintenance services. Clinical experiences focusing on the nursing process, patient safety issues, and interventions for geriatric patients are provided in secondary and tertiary health-care settings. Traditional and holistic approaches to patient care are emphasized as well as the contributions of informatics to the care of patients. Students demonstrate common nursing skills in the campus laboratory and health-care agencies. Includes 42 hours of theory and 84 hours of clinical. Prerequisites: 60 credits in the School of Arts and Sciences; corequisites: NUR 304, NUR 305.
MENTAL HEALTH OF THE INDIVIDUAL AND COMMUNITY
Theories and concepts of stress and coping are explored from physiological, cognitive-behavioral, cultural, psychosocial, and nursing perspectives. Within the framework of Healthy People 2010, clinical experiences focus on stress and coping by individuals, including nurses as practice professionals, groups, and families dealing with problematic and health-related situations with an emphasis on mental disorders. Includes 42 hours of theory and 84 hours of clinical. Corequisites: NUR 304, NUR 305, NUR 307.
This course explores pharmacodynamics, pharmacokinetics, drug actions and interactions, and environmental factors and safety precautions during medication administration. Special considerations are given to the effects of drugs on different age groups and to nursing’s responsibilities in drug therapy. Prerequisite: NUR304, NUR 305 and NUR 307.
CARE OF OLDER ADULTS IN HEALTH AND ILLNESS
Students investigate the impact of chronic illness on adult and geriatric patients and their families. They examine physiological, pathophysiological, and psychosocial changes affecting chronically ill adults. Emphasis is placed on nursing interventions that promote, maintain, and restore the health of older adults. Safety principles are highlighted. Students care for patients with disorders of different body systems in secondary and tertiary health-care agencies. Includes 42 hours of theory and 84 hours of clinical. Prerequisites: NUR 304, 305, and 307; Corequisite: NUR 312.
NURSING CARE OF CHILDREN AND ADOLESCENTS
This course focuses on the impact of acute and chronic illness on children and adolescents and their families. Physiological and psychosocial alterations are explored from a holistic and systems perspective, emphasizing the developmental needs of children and adolescents. Students use the nursing process aimed at maintaining health through the illness experience of young patients and their families in secondary and tertiary settings. Risk-reduction strategies in the Healthy Children/Youth 2010 documents are explored. Health promotion and primary care of children and adolescents are discussed. Includes 42 hours of theory and 84 hours of clinical. Prerequisites: all 300-level courses.
The purpose of this course is to stimulate a refinement and appreciation of the potential of the research process in the development of nursing, client, and health-care systems. This course emphasizes the research approach in nursing and the necessity for theory-based and evidence-based practice. Problem identification, literature review, hypothesis formulation, research design, sampling, data collection, and analysis will be explored. Students will be required to identify a problem in the nursing or client system, propose a method for its investigation, and present the proposal for critique by peers. Emphasis will be placed on critique of published nursing research and on the notion that an applied discipline is only as strong as its research and theoretical base. Prerequisites: HSC 217 and all NUR 300-level nursing courses
PUBLIC HEALTH NURSING
This course expands the theoretical and experiential foundations of population-based nursing. Healthy People 2010 frames the epidemiological approach to population-based care. Emphasis is placed on applying the nursing process to primary and secondary disease prevention interventions for vulnerable and underserved populations. Historical, political, economic, social, psychological, and cultural factors that promote and constrain aggregate health are examined along with contemporary health issues. Health-care strategies, population-level interventions, and community resources are identified. Varied clinical opportunities support community-oriented practice and public health approaches in selected agency and community sites. Includes 42 hours of theory and 84 hours of clinical. Prerequisites: all 300-level NUR courses, NUR 405, NUR 408, and NUR 412.
CARE OF ADULT PATIENTS WITH CHRONIC ILLNESS
In this course, students investigate the impact of chronic illnesses on adult and geriatric patients and their families. Physiological, pathophysiological, and psychosocial changes are explored in relation to the experience of illness. Health maintenance and health restoration nursing interventions and safety principles are emphasized. Students care for patients with disorders of different body systems in secondary and tertiary health-care agencies. Includes 42 hours of clinical and 84 hours of clinical. Prerequisites: all NUR 300-level nursing courses.
NURSING LEADERSHIP AND MANAGEMENT CONCEPTS AND PRACTICE
The purpose of this course is to analyze nursing leadership and management from a systems perspective. A broad organizational perspective is developed, emphasizing the fit of the nursing unit within the larger organizational structure. Within this context, the roles of professional nurses as leaders and managers are explored. Leadership behaviors in self are compared to those of a nurse leader role model observed in the practice setting. Emphasis is given to the promotion of assertive behavior in the professional role as well as awareness of interdisciplinary standards. Students will analyze the effect of JCAHO and other institutional bodies on safe patient care as it affects a variety of settings. Prerequisites: all 300-level nursing courses, NUR 405, NUR 408, and NUR 412; Corequisite: NUR 416.
CARE OF ACUTELY ILL ADULTS
This course delineates principles and practices specific to the nursing care of acutely ill adult patients. Health maintenance and health restoration nursing interventions are emphasized. The impact of the illness experience on patients, families, and the community is explored from a holistic and systems theory perspective as students develop knowledge and skills. Includes 42 hours of theory and 84 hours of clinical. Prerequisites: all 300-level nursing courses and NUR 405, 408, and 412.
SENIOR SEMINAR: SYNTHESIS OF NURSING CLINICAL CONCEPTS
This senior seminar prepares the student for success in the transition from student to professional nurse. The main focus is to assist the student in synthesizing nursing clinical concepts that are essential for the entry-level nurse to provide safe, quality nursing care to individuals, families, and groups in a variety of clinical settings. The course readies the student for the NCLEX-RN® examination as it emphasizes development of critical-thinking and test-taking skills through the use of evidence-based strategies that promote success in licensure examination.
ETHICS IN NURSING
This course is designed to provide the foundations for critically analyzing ethical dilemmas in nursing practice. Ethical theories will be explored and critically examined, with a focus on application to nursing practice. Moral developmental theories will be discussed in light of the current debate regarding gender and racial disparities in decisions for ethical practice from a systems theory perspective. The course will draw on students' clinical experiences to promote moral reflection and personal values clarifications with regard to contemporary health-care challenges. The course will examine emerging issues as influenced by emerging technological, clinical, political, legal, socio-economic, and fiscal factors.
THE PERIOPERATIVE NURSING SYSTEM
NUR 462, an elective clinical course, explores the concepts and processes of health care delivery for clients in the perioperative environment. The nursing process will be directed toward clients requiring significant nursing interventions for the promotion and restoration of health. The course provides an introduction to the diversified role of the professional nurse in the operating room and post anesthesia recovery room. Throughout the course, emphasis is placed on the following dimensions of professional perioperative nursing: client/family teaching/learning activities, technical skill development, nurse/client/family communication, priority determination/resource management, and health-care trends. Registration by course faculty only.
ADVANCED CONCEPTS IN PERIOPERATIVE NURSING
NUR 463, an elective course, continues the exploration of concepts and processes of health care delivery for clients in the perioperative environment that commences in Nursing 462. Nursing 463, is designed to allow students interested in perioperative care to expand their knowledge of and develop their repertoire of skills for the surgical client. The course introduces students to more complex surgical nursing theory and permits students to have clinical contact with complicated surgical specialty interventions. Sample topics will include: Laser therapy, total joint replacement and internal/external fixation, advanced anesthetic concepts and monitoring, use of specialized surgical equipment (Ultrasonic, pulsavac, rapid infusion systems), pediatric surgery, ambulatory surgery, quality assurance and perioperative research and perioperative case management. Selected surgical procedures will be examined via a general systems theory and nursing process approach. Prerequisite: NUR 462. Registration by course faculty only.
SAFETY STRATEGIES FOR HEALTHCARE DELIVERY SYSTEMS
This course explores medication and other health-care errors that threaten patient safety. The impact of health-care errors is examined from the perspectives of consumers, health-care providers, professional organizations, legislators, hospitals, and health-care delivery agencies. Systems improvement initiatives are investigated with the goal of preventing health-care errors. Interdisciplinary and collaborative roles of consumers, legal counsel, and health-care providers, including nurses, pharmacists, and physicians, are emphasized. Prerequisite: NUR 301
GENETICS IN CLINICAL PRACTICE
In this course students explore the scientific advances in human genetics and their influence on health care services. Cellular events, fetal development, inheritance, and genetic conditions are evaluated. Students examine the Human Genome Project and review genetic health care services.
CARING THEORY, CARING PRACTICE
This course examines human caring and nurses’ contributions to the health and healing of the people served. It emphasizes the history, research, and aesthetics of caring from the perspectives of nursing and other disciplines. Emphasis is placed on critique of caring research, scholarly and aesthetic writing on caring, and resources available to study caring. International caring and self-care are analyzed.
HEALTH SCIENCE MINOR COURSES
ESSENTIAL PHYSICS FOR HEALTH SCIENCE
This course is a brief introduction to fundamental physics concepts necessary for understanding physical processes in human body systems. Topics include forces, motion, energy, waves, electrical circuits, and fluids as they pertain to the human body.
PLAGUES AND EPIDEMICS: PAST, PRESENT, AND FUTURE
This course traces the history and etiology of some of the world’s most famous plagues and epidemics. The effect of infectious diseases on human civilization are presented. Discussions chronicle the evolution of knowledge and treatment modalities of these diseases. The question of how to prevent plagues and epidemics in the future is addressed. The public health threats of bioterrorism are explained.
HEALTH COMMUNICATION AND EDUCATION: A MULTIMEDIA APPROACH
This course explores various media and technology resources available for health education. Utilizing models suitable for teaching and learning, the impact of technology and mass communication on health education is examined. Students evaluate health education modalities that are appropriate for diverse urban populations across the lifespan. They explore the effect of media in consumer attitudes and beliefs and collaborate with communication experts to plan and implement a specific media strategy. Service-learning projects emphasize the design of health education programs for urban populations.
RACE, ETHNICITY, AND PUBLIC HEALTH
This course provides students with a basic understanding of racial and ethnic differences in health status and the factors that shape them. Students examine the concepts of race and ethnicity and distinguish between categories of biological and social constructionist perspectives. Students define and describe racial and ethnic health disparities, discuss mechanisms underlying disparities, and think critically about existing health research on health disparities. They also explore theoretical frameworks for interpreting disparities in health and examine approaches for elimination of racial and ethnic health disparities.
STRESS AND HEALTH
The focus of this course is to develop the theoretical and practice base necessary to care for human systems experiencing stress. Theories of stress and its relationship to disease onset, impaired healing and compromised wellness are examined with an emphasis on developing holistic plans for health promotion, health restoration, and health maintenance. Within the context of the course, the student will have the opportunity to critically examine the experience of a variety of non-invasive therapeutic modalities for promotion of wellness. A strong emphasis of the course is on the assessment of human systems under stress, and on the development of communication techniques that enhance students’ ability to understand the human condition. Reflection on personal experiences as a model for understanding self and others will be utilized.
URBAN HEALTH: FAMILIES AND CHILDREN IN JEOPARDY
The focus of this course is to develop the theoretical and practice base necessary to care for human systems experiencing stress. Theories of stress and its relationship to disease onset, impaired healing, and compromised wellness are examined with an emphasis on developing holistic plans for health promotion, health restoration, and health maintenance. Within the context of the course, the student will have the opportunity to critically examine the experience of a variety of non-invasive therapeutic modalities for promotion of wellness. A strong emphasis of the course is on the assessment of human systems under stress and on the development of communication techniques that enhance students’ ability to understand the human condition. Reflection on personal experiences as a model for understanding self and others will be utilized.
WOMEN'S HEALTH CONCERNS
This course focuses on contemporary women’s health problems and concerns. Women’s health issues are explored. Health risk identification, health promotion, health maintenance, and intervention alternatives are examined from a holistic perspective.
URBAN MEN'S HEALTH
This course explores the growing disparities among disenfranchised and vulnerable populations in our society. Students examine the predicaments of fragile populations with a focus on the unique health status of urban men. The course recognizes that masculinity, gender roles, employment, and other psychological and social factors influence the way men care for themselves and others. Students participate in health-promotion activities in environments in which the challenges that urban men face when seeking access to care are evident. A service-learning project for urban men is implemented.
HOLISTIC HEALTH APPROACHES I
This course explores philosophical, theoretical, and practice of holistic health care. The foundations of holistic health care lie in the belief that healing interventions need to take into consideration the whole person with the goal of bringing about unity, harmony, and integrity of the individual with one’s internal and external environments. With focus on the needs of the total person, holistic health care is not considered an alternative to the familiar Western health care but a component that co-exists. The course is designed to introduce students to several approaches to health and healing, with a focus on the underlying history, theory, and principles. A focus for this course will be hands-on practice with each of these strategies with the intention that students will be able to integrate these holistic healing approaches into their practice. Strategies included in this course will be: relaxation techniques, guided imagery, foot reflexology, scuttering, meridian massage, introductory Reiki, and therapeutic touch.