Nursing Seminar- Conceptual Skill Building is the beginning foundation of concept based learning in nursing. The course content includes the concepts of critical thinking, observational skills, caring, and recognizing self-development. Emphasis is placed on individual skill building and enhancing self-confidence. The student is also introduced to the development of an individual portfolio to assist in meeting personal goals and to reflect on accomplishments. Engagement in the college culture will be explored through a designated living area in a residence hall, planned tours of college resources, and increased faculty contact during engaging concept-based learning activities. Conceptual skill building and self-development skills will facilitate student transition into a healthy life style and reduce stress while participating in the Associate Degree Nursing program.
Nursing I is the foundation course in the nursing curriculum. Its content represents commonalities of knowledge and skills considered fundamental to subsequent nursing courses. Emphasis is placed on basic needs of an individual and how these vary, depending on their physical and emotional state and level of development. The student is introduced to the nursing process with an emphasis on assessment and planning. The student develops beginning skills in assisting patients with major health concerns to meet their basic needs. Areas of concentration include but are not limited to: legal/ethical responsibilities of the nurse, concepts of mental health, therapeutic communication and asepsis principles are incorporated throughout the course. The development of basic nursing skills begins in a structured campus lab setting and continues in the clinical lab.
This course is designed to familiarize students with the expectations of the nursing program. It is an elective course to be taken by interested students the semester before their first nursing course. The objectives focus on an overview of the philosophy of nursing, theoretical and practical applications of nursing process concepts, and roles of the nurse. Classroom discussions, observations of actual nursing classes and field trips are planned to enhance the student's awareness of the expectations of the nursing program.
This course is the expansion of Nursing Seminar-Conceptual Skill Building I, which enhances concept based learning in nursing. Its content represents concepts of critical thinking, observational, listening, and psychomotor skills. Emphasis is placed on individual self-development, caring and team skill building. The students will develop an individual portfolio to assist in meeting personal goals and reflection of accomplishments. Engagement in the college culture will be explored through participation in campus events, presentations, and through off site cultural engagement. The students will implement stress reduction exercises. Conceptual skill building, self-development skills, and team building will promote student transition into a healthy life style and reduce stress while participating in the Nursing Program.
This course orients the student to the philosophy, objectives and curriculum design of the Nursing Program and focuses on the nursing process, therapeutic communication, nursing skills and computation competency. This course is required for the transfer student who successfully challenges or receives transfer credit for Nursing 1109 or Nursing 2209 and seeks advanced placement in the Nursing Program.
In Nursing II, the student uses the nursing process to assess, plan, implement, and evaluate nursing care to meet basic needs of clients with major health concerns. Health problems are studied in depth with emphasis on client education, and disease prevention. Areas of concentration include: crisis, maternal-child health, the surgical experience, diabetes, and caring for individuals with respiratory, cardiovascular and gastrointestinal problems. The campus lab continues to be used for the acquisition, practice, and evaluation of technical skills. In the clinical area, the student cares for clients whose conditions are relatively stable and predictable. Observational experiences include rotations to obstetrics, operating and recovery rooms. The student uses a variety of methods to acquire competence in learning objectives and demonstrates increased responsibility for learning.
In Nursing III, the student applies the nursing process to asses/analyze, plan, implement, and evaluate nursing care for two or more clients with chronic and/or critical health concerns. The student further develops their role as a teacher by formulating and implementing teaching based upon a client's individual needs. Major health concerns include but are not limited to: psychiatric, blood disorders, hepatic problems, immunological, musculoskeletal disorders, cancer, genitourinary, gynecological problems, neurological disorders, and acute cardiac problems. The student considers some of the major health problems of children. The student begins to care for clients in more complex situations in the clinical setting incorporating therapeutic verbal and nonverbal communication skills.
This one credit elective course focuses on decision making in nursing using evidence based practice as guidelines to assist the graduate in nursing practice. The primary focus of the course will be prioritization, evaluation of care relative to quality improvement, delegation, and performance based evaluation. National Council Licensure Examination for Registered Nurses (NCLEX-RN) test plan and administrative processes are emphasized throughout the course. Stress reduction techniques are integrated throughout the course to enhance coping mechanisms. Employment seeking strategies are also incorporated into the course to augment professional transition into the professional workforce of nursing.
In Nursing IV, the student increases skills in applying the nursing process to a group of clients with chronic and/or critical health problems. The student develops his/her professional role as a leader and manager and is prepared for the transition from student to graduate. Nursing IV involves the student in specialty areas such as the Emergency Department, Intensive Care Unit and Community Agencies. Major health areas which are investigated include, but are not limited to: Endocrine, Neurology, Cardiac, Respiratory, Obstetrical and Trauma Emergencies. To develop the role as a professional, the student participates in a group leader rotation. Clinical experiences include a variety of settings. A pediatric experience and a two day preceptorship are included. Students continue to focus on prevention and health education in the clinical and community setting. In the clinical lab, the student cares for a group of clients with more critical and complex situations.
This course examines ethical positions arising from the advancement of modern medicine. Emphasis is placed on ethical theories and principles that guide decision-making in healthcare. Critical reasoning skills are used to analyze ethical issues and to help students understand how to make action oriented decisions for controversial healthcare questions. Aspects of inquiry and ways of knowing are explored, relative to selected ethical dilemmas or issues.
This course focuses on issues and trends in nursing and healthcare delivery to achieve a broad professional perspective for the expanded role of the baccalaureate prepared nurse. Selected issues and concepts will also be analyzed with depth to determine the impact on rural healthcare delivery. The course also focuses on principles related to critical reasoning and decision-making processes to help the student to better understand the challenges and opportunities in the political, social, and healthcare environment. In addition, issues related to workforce and workplace policy development, advancement of the profession, and advocacy will be addressed. Lastly, the concept of social justice will be explored relative to undeserved and/or vulnerable populations. Students will present information on the importance of continuing education in nursing.
This nursing course focuses on the development of decision-making knowledge and skills for the nurse leader. The principles of management and leadership are addressed in the course. Course content includes role concepts, change theory, fiscal management, organizational structure, conflict resolution, impact of unionization, quality control, and performance appraisal. In addition, evidence-based leadership and decision-making for public policy are explored in the course. Lastly, applied learning will be implemented with an in-person immersion with a nursing leader to explore the nurse leadership role.
This course focuses on a wholistic approach to health assessment and promotion across the life span. The course builds on previously acquired knowledge and skills to allow a student to complete a comprehensive health assessment. Technological aspects for health assessment and promotion are addressed with the use of simulation where appropriate. Socio-cultural influences, growth and development, and gender are concepts integrated in the course. Students will be required to produce and present a health promotion plan.
This course provides the student with the opportunity to examine the role of the nurse in the generation and application of research in the healthcare domain. The course focuses on the study and analysis of research in nursing practice to optimize client outcomes. Course content includes discussion of problem formulation; identification of variables; research design and methodology; data collection and analysis; and interpretation of findings. In addition, the course will focus on how theory and research relate to evidence-based practice. The steps of the research process will have sufficient depth covered to allow for a beginning appreciation of scholarly inquiry and evaluation of selected nursing research studies. Student groups will present a topical research literature review.
Current RN licensure is required for this course. This course focuses on the role of the nurse in the evaluation of current public health issues and population-focused health care delivery. Key public health concepts and frameworks will be examined from an evidenced based perspective. Principles of social justice and public health policy will be discussed as they interrelate with a variety of populations, with an emphasis on specific needs of rural communities. A forty-five hour preceptor guided community health immersion experience will provide an opportunity for the student to utilize the public health nursing model to participate in community assessment, identify resources, plan, execute and evaluate a primary health prevention/promotion project.
This course is designed to provide an overview of the history of nursing and nursing images as they relate to nursing culture and the American health care system and society. Using historical research methods, students will explore fundamental principles for critiquing historical studies or narratives. The course will address issues of class, race, gender, and societal values as possible influences on the development of the nursing profession and nursing culture. By the end of the course, students will be able to describe the impact of historical, societal and cultural influences on modern nursing.
This course focuses on the healthcare of elders including the unique aspects of aging across the adult lifespan. Elders and their needs are framed from a physical, psychological, social, cultural and spiritual perspective and within a family and community environment. Emphasis in the course is on health maintenance, prevention, and promotion as well as maintaining function and preventing disability in the elderly. The student will offer a presentation addressing contemporary nursing and healthcare issues affecting elders in rural areas.
This course will focus on informatics and technology applications in the healthcare setting. The course covers the use of information systems and technologies such as telehealth, electronic health record (EHR), distance and e-learning, use of secondary data, and databases. In addition, the course will explore the use of portable and personal devices such as smart phones, tablets, laptop and other mobile platforms in the healthcare setting. The course will also address the integration of topics related to legal, ethical, and policy issues affecting information management and technology in healthcare delivery. Finally, the course will explore information technology systems as they relate to workflow and redesign in various healthcare settings to improve client outcomes.
Current RN licensure is required for this course. This capstone course continues to expand and explore content to prepare the student for an autonomous role as a baccalaureate-prepared practitioner in health care. Course activities help the student identify a health care need in a rural setting to design and implement a project to address the selected concern. In addition, the course content allows the student to further develop a personal philosophy through the culminating socialization process to the expanded and autonomous role.
This course is designed to provide the student with a knowledge base and develop skills in influencing policy in today's changing health care environment. The course focuses on the politics of health policy in terms of legislative and executive processes at the local, state, and federal level. The course also explores economic, social, ethical and political factors of healthcare delivery systems. In addition, political aspects are explored-relative to individuals or groups of importance, including special interest groups, lobbyists, the press, elected officials, legislative staff, and public agencies. Students will produce an analysis of healthcare systems and policies of elected countries, compared to the U.S. healthcare system and industry.