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Course Criteria
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2.00 Credits
Students will be formally introduced to information technology in nursing, health, and healthcare. They will develop an understanding of the foundations of applied informatics and the basic concepts of informatics science. Focused upon gaining foundational informatics literacy, this course is not designed to teach how to use information technology. Instead, this course is designed to prepare students to critically analyze and synthesize the application of healthcare information technology in professional nursing practice. Nursing 404 builds on the previous clinical experience of the student. Prerequisites: NR.110.303 through 110.315 Pre/corequisite: NR.110.403
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5.00 Credits
This course emphasizes the theories and practice of public health nursing. The focus of care is on populations, and the provision of care includes individuals, families, communities, aggregates, systems and populations. Students are introduced to the roles of public health nurses and integrate previous clinical courses into this 4th semester course. Students synthesize their nursing education and apply new skills and knowledge towards a population perspective. The course emphasizes health promotion and disease prevention, using the public health sciences of epidemiology, environmental health, health policy, community assessment, and community interventions. The three core public health functions assurance, assessment, and policy development are used as a framework. Important current topics are presented to illustrate public health nursing concepts. The Public Health Nursing Interventions Wheel is the framework used to describe interventions for nursing practice. The clinical component of this course provides students with an opportunity to apply social and public health sciences to individuals, communities, systems, and populations, across all ages. A variety of clinical settings are used to give students a broad and comprehensive perspective of public health nursing interventions. The practice of this course includes home visits, care of families, collaboration with community agencies, and community interventions. Students complete a community assessment and intervention project. The Public Health Nursing Interventions Wheel framework is used to guide interventions aimed to improve the health of populations. Prerequisites: NR.110.301-110.404
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2.00 Credits
This course will assist students in the integration of theory and practice as they approach the completion of the nursing major and transition into the role of professional nurse. The theory section of the course focuses on personal leadership and the associated skills and knowledge to practice as a contemporary professional nurse. Specific areas for knowledge and skill building for clinical leadership include: healthcare organizations and organizational structures; organizational "fit"; communication and teamwork; legal and ethical responsibilities; delegation; conflict identification and resolution; change agent; health care costs and unit based financial management; change and quality improvement; consumer relationships; the culture of safety; workplace issues; and role transition from graduate to professional nurse. Prerequisites: NR 110.303 through 110.404 and 110.411 Corequisites: NR.110.405
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3.00 Credits
Students complete 168 clinical hours with a preceptor from the assigned facility and under faculty guidance. Emphasis is placed on the synthesis of previous coursework and knowledge as students perform the role of an entry-level professional nurse. Clinical goals include development of independence in nursing practice, skill in clinical decision making, and application of nursing leadership and management theory and skills. For RN/BSN students, the emphasis is placed on synthesizing previous professional experience with academic coursework and knowledge for professional development. Clinical goals include continued development in an identified area of nursing expertise, and an understanding of the application of nursing leadership and management theory to practice. Prerequisites: NR 110.303 through 110.405 and 110.411 Pre/corequisites: NR.110.407 and 110.410
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2.00 Credits
The course introduces the student to contemporary perspectives of health care of women during normal pregnancy, the intrapartal and postpartal periods. Course content will incorporate the growth and development of the fetus and the needs of the mother for health teaching and nutritional care during the entire childbearing experience. Emphasis is placed on the nursing aspects of care for the mother and her infant within the family context. Health problems, ethical and contemporary issues related to pregnancy and selected high-risk situations will be addressed. Maternal-infant interaction and family bonding will be emphasized. Continuity of care is stressed as th emother and child return to the home and the community. Prerequisites: NR.110.303-315
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2.00 - 3.00 Credits
The focus of this course will be on the practice of breastfeeding in relation to culture, the evidence base for practice, the clinical techniques used to support successful breastfeeding, and the role of the nurse in the breastfeeding process. Strategies to encourage the initiation and duration of breastfeeding will be presented along with a critique of extant practices.
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2.00 Credits
This course is an overview and an introduction to the political process relevant to heatlh care and for health care professionals. It is intended to prepare health professionals to take active roles in policy development and patient, community, systems, and organizational advocacy. The course will review the steps involved with the political process, and provide students with the basic tools for becoming involved in politics. There will be an emphasis on how to navigate and negotiate political systems. Additionally, there will be opportunities for practical experiences in advocacy.
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2.00 Credits
Students enrolled in this class will begin by learning basic Spanish language structure and vocabulary and building appropriate phrasing and vocabulary to facilitate intake of basic information. Focus will be placed on broad vocabulary acquisition as well as specific medical terminology. As a result, extensive memorization will be required for successful participation. Cultural competency concerns will also be discussed. Select students may be able to continue to Advanced Beginning, assuming appropriate focus and effort are dedicated to this course. There will be a placement examination on the first night of class. Pre-Requisites: Very little to NO prior study or experience with the target language. ACTFL Proficiency = Novice Low: Speakers at the Novice-Low level have no real functional ability and, because of their pronunciation, they may be unintelligible. Given adequate time and familiar cues, they may be able to exchange greetings, give their identity, and name a number of familiar objects from their immediate environment.
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2.00 Credits
This course prepares the nursing student to assume the role of health educator in the high school community setting. Specifically, the course focuses on depression education for adolescents. The course has three main components: understanding depression as a treatable medical illness, understanding the role of the nurse as a community health educator, and providing educaiton to high school students about adolescent depression. By reviewing the educational principles and best practices for education, the student will begin to develop skills as a nurse educator. Pathophysiology, diagnosis, and treatment of adolescent depression will be reviewed, as will concepts related to normal adolescent growth and development. Nursing students will go into local high school classrooms to educate 9th grade students about adolescent depression.
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2.00 Credits
This course is designed to re-awaken previous language study and provide a forum for development of both additional basic language skills and specific medical terminology. The course will include acquisition of frequently used vocabulary, basic grammar concepts, elementary conversational vocabulary, and colloquialisms. It will include specific vocabulary groups relating to the basic assessment and care of patients. Students will be provided with opportunities to experience the five major areas of language learning: Speaking, Listening, Reading, Writing and Culture. The major focus will be on Speaking and Listening with Reading and Writing providing concrete practice outside of the classroom. There will be a placement examination on the first night of class. Pre-Requisites: Some study or experience with the target language. ACTFL Proficiency = Novice Mid to Novice High: They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and immediate needs. Respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when asked to do so.
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