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Course Criteria
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4.00 Credits
Prerequisite or corequisite: NUR 110 Corequisite: NUR 220, 230 Open to non-majors with permission of the chairperson. Examines the concepts of caring; power and empowerment; and autonomy, advocacy, and activism as related to nursing using the models of Watson, Benner, and Rogers. Focus is on the conceptual and historical bases of professional nursing with an emphasis on caring within humanitarian ethic and the learner role as related to the philosophy and organizing framework of the Nursing Program. The learner role is examined from various perspectives including stages of professional development, domains of practice, development of critical thinking, and historical and contextual dimensions. The following concepts are also explored: socialization, selfdevelopment, gender issues, and systems theory. The role of the student from novice to expert learner is discussed using the Benner model and including the learner sub-roles of researcher, scholar, and scientist.
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4.00 Credits
(includes community-engaged learning) Prerequisite or corequisite: NUR 110 Corequisite: NUR 210, 220 Open to non-majors with permission of the chairperson. Addresses human activities that are directed toward sustaining, developing, and enhancing wellness and self-actualization at all stages of development and across the life span. The determinants of health in individuals and families, and communities are a key concept of this course. Topics include: concepts of health, wellness evaluation, introduction to teaching and learning theory, values clarification, and communication and facilitative interaction focused on wellness. In addition, students discuss family systems theory; social environmental, and economic issues related to wellness promotion; and access to health care. Specific interventions for lifestyle changes are discussed and include coping and stress management; health education; nutrition; social support; exercise and physical fitness; and issues related to smoking, alcohol, and other forms of substance abuse. Opportunities for interactive and experiential learning are provided in the Nursing Clinical Laboratory.
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4.00 Credits
Corequisite: NUR 200, 210, 220 Prerequisites: BIO 141, 142, 144; NUR 110, 202, Introduces the student to assessment of the lived experiences of human beings within their environment, throughout the life span, and within the context of caring and transcultural human diversity. The dynamics of wellness and illness are explored in the holistic health assessment of young persons to aging adults. Students develop the ability to assess people and formulate nursing diagnoses derived from observation, interview techniques, collection and analysis of subjective data from a health history, and interpretation of objective data obtained through physical examination skills. These modalities are practiced on each other in the clinical laboratory setting. Knowledge from the science of nursing, human development, the humanities, arts, and natural and behavioral sciences are integrated into the assessment of the whole person through consensual caring validation. This course continues the preparation of the student as an empowered autonomous practitioner, capable of independent clinical judgments and decision making.
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4.00 Credits
Corequisite: NUR 200 Prerequisites: BIO 141, 142, 144; CHE 111; NUR 110, 202, 210, 220 230, PSY 101 A course designed to permit the student to acquire, demonstrate, and implement common nursing actions in order to respond to the lived experiences of unitary persons in wellness and illness. Beginning-level technologies and clinical applications to individual client-care situations are discussed and demonstrated in the clinical learning laboratory utilizing dialogue as content with the teacher as expert learner and the student as novice learner. Opportunities for the student to use the nursing process in the care of diverse individuals across the life span are provided in clinical experiences in health care facilities. Mastery of identified skills will be demonstrated by the novice learner in both the clinical learning laboratory and in the health care facility. The nursing philosophy of humanistic caring provides the framework for holistic nursing interventions related to enhancing, protecting, and preserving health functioning of individual clients across the life span with varied lived health experiences. The human being in interaction with his environment is the focus of the study. The dimensions of Watson's 10 carative factors are explored. Emphasis is placed on concepts and principles that permit the novice to enter clinical situations in a safe and efficient manner. Concepts studied in the context of caring are related to environmental contextual influences, interactive processes, and problem solving. Opportunity is provided for the student to begin to integrate role responsibility in the health care delivery system.
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4.00 Credits
This course is designed to empower future health care professionals (i.e., nurse, physician, psychologist, physical therapist, licensed social worker) to take an active role in the legal and political process. Rights, privileges, and obligations of practitioners in their relationship to each other, their employers, their patients, and all providers of health care will be considered. This course will prepare students to practice within the legal boundaries of their health care profession and to help them understand legal implications and advocacy throughout such practice.
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4.00 Credits
Prerequisites: 100- and 200-level required nursing courses Focuses on professional role development and socialization to the clinician role within the Nursing framework of caring and Benner's model of clinical development (novice to expert). Clinical application of this conceptual model to the experiences of wellness and illness is emphasized based on the works of Watson, Benner, and Rogers as explicated within the School of Nursing philosophy. Other nursing theories/models are also discussed from a nursing practice perspective. The clinician role is further developed emphasizing the concepts of professionalism (power and empowerment, accountability, collaboration, autonomy, and advocacy), and ethical decision making (including critical thinking, clinical decision making, and the nursing process). The clinician sub-roles of caregiver, critical thinker, teacher, collaborator, and user of nursing theory are also discussed. The concept of diversity, as applied to the challenges in health care delivery, is emphasized in this course.
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4.00 Credits
Prerequisites: 100- and 200-level required nursing courses, BIO 144 Prerequisite or corequisite: NUR 310 Corequisite: NUR 324 A developmental family-centered approach to the nursing of families, parents, and infants during the maternity cycle. Critical thinking with an emphasis on shared decision-making skills is developed within the family construct. This course provides a knowledge base from which to apply holistic nursing care to the lived experiences of the childbearing family. The human being is viewed as a member of the family within the context of environment. Both family and family members are viewed as client. Ethical dilemmas as they are related to the childbearing family are explored along with the concepts of caring, stress-coping, and power and empowerment. Family developmental theory, body image, parenting, attachment and loss, domestic violence, and diversity are also included as well as an introduction to research findings within the context of the childbearing cycle.
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4.00 Credits
Prerequisites: 100 and 200-level required nursing courses, BIO 144 Prerequisite or corequisite: NUR 310 Corequisite: NUR 320 Clinical practice with childbearing families. Consideration is given to care of the family in the community as well as the acute care facility. Critical thinking skills are emphasized in the use of the nursing process in the lived experience of wellness-illness wherein the student applies nursing care principles and concepts in the care of childbearing women; parents; their families; and newborn infants in hospitals, clinics, and at home.
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4.00 Credits
Prerequisite or corequisite: STA 115 Open to nursing majors and non-majors with permission of the chair. Designed to prepare the student to understand the nature and objectives of systematic inquiry by becoming familiar with the methodology and techniques of research. Emphasis is placed on preparing students to critically analyze current research in the health-related and social sciences. Students critique selected research studies. Current issues in research such as ethics and the application of research findings are discussed.
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4.00 Credits
Prerequisite: NUR 310 Focus is on the concept of caring within the novice clinician role and the developmental process related to the lived experience of wellness and illness of adult and elder clients within a family system. Bio-psychosocial dimensions and patterns are discussed and emphasis is placed on critical thinking and use of the nursing process in examining major health concerns of adults and elders and their relation to stress and coping within the context of social, economic, and cultural forces. Topics include coping and illness across the life span of adults and elders, common stressors and their management (surgery, infectious disease, altered body image, shock), coping with problems of gas transport, coping with cancer, coping with problems of sexuality and reproduction, and coping with problems of protection.
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