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Course Criteria
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3.00 Credits
Barnsteiner; Burke, K. This course is designed to provide the student with a comprehensive multidisciplinary background in the science of patient safety. Historical perspectives, current understandings related to error management, and directions in health policy and research will be covered.
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3.00 Credits
Kagan. Third or fourth year undergraduate students in any major BFS, JWS, and NUHP students. This course is an intensive and focused introduction to social gerontology as a trans-disciplinary lens through which to examine aspects of social structure, actions, and consequences in an aging society. A variety of sources are employed to introduce students from any field focused on human behavior and interaction to classical notions of social gerontology and current scholarly inquiry in gerontology. Field work in the tradition of thick description creates a mechanism to engage students in newly gerontological understandings of their life worlds and daily interactions. Weekly field work, observing aspects of age and representations of aging and being old in every day experiences forms, is juxtaposed against close critical readings of classical works in social gerontology and current research literature as well as viewings of film and readings of popular literature as the basis for student analysis. Student participation in the seminar demands careful scrutiny and critical synthesis of disparate intellectual, cultural, and social perspectives using readings and field work and creation of oral and written arguments that extend understandings of the issues at hand in new and substantive ways. Emphasis is placed on analysis of field work and literature through a series of media reports and a final term paper. Creative approaches to identifying literature, analyzing field work and representing critique are encouraged. This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.
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3.00 Credits
Kagan. Third or fourth year undergraduate students in any major BFS, JWS, and NUHP students. This honors course examines the psychological gerontology of advancing age and identity in the 21st century. Examination emphasizes gendered notions of beauty and sexuality in ageing and the life span to foster discourse around historical notions and images of beauty and ugliness in late life in contrast to contemporary messages of attractiveness and age represented by both women and men. The course is designed to create intellectual foundations as place from which to critique socially mediated and personally conveyed images and messages from a variety of media and their influence on intrapersonal and interpersonal constructions and social processes. Contemporary and historical ideas encompassing stereotypical and idealized views of the older person are employed to reflect dialogue around readings and field work. Classical and contemporary scholarship from gerontology, anthropology, biomedicine and surgery, nursing, and marketing among other disciplines as well as select lay literature are critiqued and compared with interpretation of field work to build understandings of diverse individual, familial, and cultural impressions of aging and identity. Skills for participant observer field work in the tradition of thick description are built to allow reflection and analysis of discourse about aging, beauty, sexuality, and other relevant aspects of human identity. This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.
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3.00 Credits
McCauley, L.; Lewis, L. Prerequisite(s): NURS 210, 220, 240, 270, 321, 322. Corequisite(s): NURS 341. Also offered in Summer II. This course will provide an introduction to community health nursing in the context of the public health paradigm. Through a series of lectures and discussions, students will identify applications of the public health paradigm to community-based nursing practice with individuals, families, and populations. Topics include the history of public health, the core public health sciences, environmental and occupational health, oral health, global health and the social determinants of health, health promotion, as well as prevention and intervention approaches to chronic and infectious diseases and injuries.
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3.00 Credits
Bonaduce; Staff. Prerequisite(s): NURS 210, 220, 240, 270, 321, 322. Corequisite(s): NURS 340. .5 c.u. Summer II. Clinical practice promotes synthesis of community health nursing theory through provision of nursing care to clients in community settings. Implementation and evaluation of nursing care is emphasized for clients in the community with common functional and physiological problems. Synthesize public health strategies through clinical practice in community settings focusing on health promotion, disease prevention and care for clients, families and communities across the lifespan.
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3.00 Credits
McCool. Prerequisite(s): NURS 210, 220 or Permission of Instructors. This course will explore the cultural context of birth and the activities of women and professionals and/or attendants in meeting the health care needs of pregnant women. The history of caring for women at birth, international health care, cultural mores/societal values, place of birth, psychosocial factors, ethical decision-making and the role of technology are content areas that will be discussed.
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3.00 Credits
Jones, Carol. Prerequisite(s): NURS 104, 106. Quality care is an issue for consumers, providers, purchasers, and policy makers. This case study examines the multiple challenges that surround the quality of health care in the evolving United States health care marketplace. Through classroom discussion and special project experience, the student will become familiar with the concept of health care quality and approaches to the measurement and management of quality. Using Donabedian's construct of structure, process and outcomes, strategies to improve quality while containing or reducing costs are reviewed, including the contributions of clinical practice guidelines. The evolving dominant structures for providing health care services, managed care and integrated delivery systems, and their approaches to quality management and reporting will be explored.
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3.00 Credits
Vincent. Prerequisite(s): NURS 104, 106. This course is directed at the need to increase nursing majors knowledge and clinical expertise in the care of persons with HIV/AIDS. Hands on clinical practice with nurses who are AIDS experts will be combined with seminars that provide epidemiologic, clinical assessment, infection control, symptom management, patient teaching, psychosocial, ethical, cultural, political, and policy information.
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3.00 Credits
Spatz. Prerequisite(s): NURS 104, 106. Human milk is recognized universally as the optimal diet for newborn infants. The health benefits of breastfeeding are so significant that a National Health Objective set forth by the Surgeon General of the United States for the year 2010 is to increase the proportion of mothers who breastfeed their babies in the postpartum period. Through classroom and clinical experiences, this course will provide an in depth examination of the anatomy and physiology of lactation, essential aspects of establishing and maintaining lactation, and the nurses' role in counseling the breastfeeding family. Emphasis will be placed on current research findings in the content area.
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3.00 Credits
Cuellar. Prerequisite(s): NURS 104; NURS 106. This course will examine the use of complementary and alternative medicine (CAM) in health promotion and disease prevention, as well as in acute and chronic health conditions, through evidence-based research and practice. Implications of CAM on culture, health disparities, society, economics, safety, legal, ethical, and health policy issues will be explored and discussed.
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