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NU-190 |
DIRECTED STUDY IN NURSING |
1 |
3 |
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NU-290 |
DIRECTED STUDY IN NURSING |
1 |
3 |
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NU-291 |
WORKSHOP IN NURSING |
1 |
3 |
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NU-292 |
SPECIAL TOPICS IN NURSING |
1 |
12 |
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NU-295 |
PRACTICUM IN NURSING |
1 |
12 |
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NU-296 |
COOPERATIVE EDUCATION IN
NURSING |
1 |
12 |
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NU-299 |
RESEARCH ASSISTANTSHIP |
1 |
12 |
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NU-306 |
HEALTH ASSESSMENT |
2 |
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Introduces a systems
approach and the nursing |
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process as foundations for
conducting health |
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assessment of the
individual, including
physical, |
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psychological, social,
cultural, and functional |
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aspects of health. The
process of data |
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collection, interpretation,
documentation, and |
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dissemination will be
addressed. |
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Teaching-learning concepts
and principles of |
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communication are examined. |
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Co-Requisite: NU
307.
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NU-307 |
HEALTH ASSESSMENT LAB |
1 |
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Provides an opportunity to
practice techniques for |
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assessment of the
individual.
Teaching-learning |
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concepts, principles of
communication, appropriate |
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documentation and selected
tools that enhance |
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history taking and physical
examination are |
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practiced and applied.
Co-Requisite: NU 306 |
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Graded P/F only. |
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NU-308 |
NURSING APPLICATIONS OF
GENETICS |
1 |
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Utilize previously gained
knowledge in genetics to |
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explore nursing
interventions in genetic
science |
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and legal, ethical, and
social implications of |
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genetic manipulation. |
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Pre-requisite: BIOL
341 or equivalent course or |
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permission of instructor.
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NU-309 |
SKILLS TRANSITION |
1 |
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Designed for the LPN
transitioning to the BSN
role, this course assures
competency in the skills
required of the professional
nurse. Basic skills will be
reviewed. The student will
learn additional
professional nurse skills to
include central venous
monitoring and dressing
changes, CVP measurement,
intravenous medication
administration, chest tube
management, infusion
algorithms, blood
administration, and basic
EKG skills.
Prerequisite:
Admission
to LPN to BSN track
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NU-310 |
END OF LIFE CARE |
1 |
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Increase your knowledge and
skills in caring |
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physically and emotionally
for dying patients of |
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all ages and their
families. Emphasis will be
on |
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caring for patients in acute
care settings, but |
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hospice care will be
discussed. Mourning will |
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also be addressed.
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NU-312 |
PHARMACOLOGY IN NURSING |
3 |
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Provides the student with
the knowledge necessary |
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to administer medications as
a provider of care. |
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Examines principles of
pharmacology within the |
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framework of body systems
and alterations of |
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health across a lifespan.
The physiologic process |
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of drug actions, adverse
effects of medication |
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therapy, and safe
administration are
emphasized.
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NU-313 |
Professional Role
Development I: |
4 |
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Investigates the roles and
responsibilities of the |
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PROVIDER OF CARE |
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professional nurse as
provider of care to |
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individuals. Professional
standards of practice, |
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principles of evidence-based
practice, and the |
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program philosophy are
introduced. Fundamental |
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skill development and use of
technology in |
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providing nursing care are
emphasized. |
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NU-314 |
PROFESSIONAL ROLE
DEVELOPMENT II: |
3 |
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Explores the roles and
responsibilities of the |
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DESIGNER OF CARE |
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professional nurse as
designer of care for |
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individuals in the context
of family or social |
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network. Historical
perspectives, selected |
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nursing theories, the
nursing process, |
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professional standards of
practice, and |
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evidence-based practice are
introduced and |
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expanded. Advanced
psychomotor skill
development |
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and use of technology in
providing nursing care |
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are emphasized.
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NU-325 |
ALTERATIONS IN HEALTH I |
3 |
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Provides the student with a
comprehensive |
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theoretical foundation for
the management of |
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clients across the lifespan
who experience |
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alterations in health. The
course builds on |
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knowledge from the
biological support courses
to |
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examine health problems
within the context of |
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medical and nursing
sciences. Skills in
critical |
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thinking are developed for
application to the |
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nursing process as a
provider of care. |
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NU-332 |
PRACTICUM: ALTERATIONS IN
HEALTH I |
5 |
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The professional nurse role
of provider of care is |
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practiced in a variety of
settings with |
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individuals across the
lifespan. Integrates basic |
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skill performance, the
application of the nursing |
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process, critical thinking
and teaching skills to |
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clients experiencing
alterations in health. |
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Written and verbal
communication within the |
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healthcare team and to
patients is emphasized.
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NU-341 |
ALTERATIONS IN HEALTH II |
3 |
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Provides the student with a
comprehensive |
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theoretical foundation for
clients experiencing |
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complex alterations in
health. Expands knowledge |
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of the nursing and medical
sciences for examining |
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increasingly complex
alterations of health for |
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individuals across the
lifespan within the context |
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of family. Skills in
critical thinking and |
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judgment continue to be
emphasized as a provider |
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and designer of care. |
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NU-342 |
PRACTICUM: ALTERATIONS IN
HEALTH II |
5 |
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Expands the professional
nurse role of provider of |
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care. Introduces the role
as designer of care to |
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clients across the lifespan
in the context of |
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their social support
system. Integrates advanced |
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skill performance,
individualized application
of |
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the nursing process,
critical thinking and |
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teaching skills to clients
experiencing more |
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complex alterations in
health, including mental |
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illness. Emphasis on
therapeutic communications, |
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and coordination and
evaluation of care. |
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NU-352 |
PSYCHIATRIC AND MENTAL
HEALTH NURSING |
2 |
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Introduces the role of the
professional nurse in |
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caring for mentally ill
individuals in inpatient |
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and community settings.
Theoretical knowledge of |
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psychiatric conditions and
appropriate nursing and |
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therapeutic interventions
are taught. Emphasis on |
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therapeutic communication
and treatment modalities |
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to assist patients to attain
optimal mental |
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wellness.
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NU-354 |
GERIATRIC NURSING |
2 |
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Examines issues related to
the provision of |
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holistic nursing care to
elderly clients. |
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Emphasis on assessment,
health promotion, |
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development and cultural
aspects of aging. |
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Chronicity and common
syndromes associated with |
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aging, along with theories
of aging are examined. |
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The importance of
individualized interventions
in |
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geriatrics is stressed.
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NU-360 |
TRANSCULTURAL HEALTHCARE |
2 |
|
Focuses on transcultural
nursing and health care, |
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with culturally competent
care as the central |
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phenomenon to promote health
and well-being. This |
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course is designed to help
students expand their |
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learning about culture care
beliefs, values and |
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practices of specific
cultures, subcultures, and |
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marginalized groups.
Specific transcultural |
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nursing/health care
concepts, principles, and |
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strategies will be applied
to contemporary issues |
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in diverse contexts.
Writing integrated. |
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NU-370 |
TRANSITIONS TO BACCALAUREATE
NURSING |
1 |
|
Develops a conceptual basis
of nursing and applies |
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information processing
skills to socialize the |
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Registered Nurse or LPN
student into the BSN |
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Program. In-depth analysis
of the philosophy of |
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the BSN program, nursing
history, and theoretical |
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frameworks for nursing
practice. Introduction to |
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professional nursing roles,
social and cultural |
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dimensions of practice and
current issues |
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affecting the nurse, the
profession, and society. |
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Pre-requisite: RN
licensure or permission of |
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instructor.
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NU-390 |
DIRECTED STUDY IN NURSING |
1 |
3 |
|
|
NU-392 |
SPECIAL TOPICS IN NURSING |
1 |
3 |
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NU-399 |
RESEARCH ASSISTANTSHIP |
1 |
3 |
|
|
NU-413 |
PROFESSIONAL ROLE
DEVELOPMENT III: |
3 |
|
Explores the roles and
responsibilities of the |
| |
MANAGER/COORDINATOR OF CARE |
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professional nurse as
manager/coordinator of care |
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for diverse clients and in
the healthcare system. |
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The exploration of nursing
and management theories |
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provides a basis for the
roles of patient |
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advocate, interdisciplinary
coordinator, and team |
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manager. Management skills
emphasized in this |
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course include management of
quality nursing care |
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through outcome and
evidence-based evaluation, |
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collaboration, and
collegiality. |
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NU-414 |
PROFESSIONAL ROLE
DEVELOPMENT IV: |
2 |
|
Develops and refines the
role of the baccalaureate |
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MEMBER OF THE PROFESSION |
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nurse as a leader within the
profession and |
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society. Professional and
societal issues are |
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used as a forum for the
development of personal |
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goals for lifelong
learning. Leadership skills |
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include advocacy,
communication, and political |
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awareness.
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NU-415 |
Family Health Nursing |
4 |
|
Provides a theoretical
framework for the care of |
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children, pregnant women,
and families in a |
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variety of settings.
Utilizes the nursing process |
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as a foundation to explore
therapeutic nursing |
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interventions and the roles
of the professional |
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nurse.
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NU-416 |
PRACTICUM IN FAMILY HEALTH |
3 |
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Applies theoretical
knowledge in the care of |
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children, pregnant women,
and families in a |
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variety of settings.
Integrates basic skill |
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performance, the application
of the nursing |
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process, critical thinking
and teaching skills.
|
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NU-440 |
COMMUNITY HEALTH NURSING |
3 |
|
Explores the theoretical and
conceptual |
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foundations of community and
public health |
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nursing. Community
assessment,
population-focused |
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practice, epidemiology, and
health promotion are |
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examined in a rural,
regional, and global
context. |
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NU-442 |
PRACTICUM IN COMMUNITY
HEALTH |
2 |
|
Provides an opportunity to
integrate theoretical |
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and conceptual foundations
with clinical practice |
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focusing on the community as
client. Develops |
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community assessment,
analysis, and diagnosis as |
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the basis for implementation
of community-level |
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interventions for health
promotion in diverse |
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community settings.
Explores collaboration with |
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partners in the delivery of
healthcare to a |
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community.
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NU-445 |
NURSING RESEARCH I |
2 |
|
Develops basic research
concepts and processes that
are necessary for the
professional nurse to
participate in an
evidence-based practice.
Emphasis on the process of
retrieval, appraisal, and
synthesis of evidence in
collaboration with other
members of the healthcare
team to improve patient
outcomes.
Prerequisite:
PSYC 300 with a grade of ‘C’
or better.
|
|
NU-446 |
NURSING RESEARCH II |
2 |
|
Continued development of
research concepts and
processes that are necessary
for the professional nurse
to participate in an
evidence-based practice.
Emphasis on models for
applying evidence to
clinical practice with a
focus on improved patient
care/outcomes, nursing
practice, and healthcare
systems.
Pre-requisites:
Acceptance to the BSN
program or permission of
faculty
and completion of NU 445.
|
|
NU-469 |
HEALTHCARE POLICY AND
ECONOMICS |
2 |
|
Provides the student with a
basic understanding of |
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the world of health care
from an economic and |
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political point of view.
The student will gain an |
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understanding of the
business and financial |
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environments impacting
health care today, general |
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economic and financial
concepts, budgeting |
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processes, the influence of
economic and political |
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factors on access to
healthcare, and the use of |
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financial information in the
decision making |
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process.
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NU-477 |
GUIDED PRECEPTORSHIP |
5 |
|
Synthesizes the role of the
professional nurse as |
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a Provider/Designer/Manager
of care to individuals |
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and groups through
application of all previous |
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clinical and theoretical
coursework. In a |
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supervised setting, the
student's competence in |
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nursing skills and the
nursing process is assessed |
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followed by advancement to
an independent |
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preceptorship in an assigned
clinical setting. |
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The professional nurse roles
of provider of care, |
|
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|
designer/manager/coordinator
of care, and member |
|
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|
of the profession are
emphasized. |
|
NU-478 |
PRACTICUM IN LEADERSHIP FOR
THE |
2 |
|
Facilitates the application
of theoretical |
|
|
REGISTERED NURSE |
|
|
leadership and management
concepts while working |
|
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with a nurse manager or
leader in a variety of |
|
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settings. Emphasis on
change, communication, |
|
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|
|
current practice and care
delivery issues, and |
|
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|
|
development of professional
leadership skills for |
|
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|
|
the registered nurse.
|
|
NU-480 |
NEONATAL RESUSCITATION |
1 |
|
This course is intended
primarily for persons who |
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may be required to assist
with the resuscitation |
|
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of a newborn infant in a
hospital setting. The |
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|
material used in this course
is provided by the |
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|
American Heart Association
of the American Academy |
|
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of Pediatrics. |
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|
Pre-requisite:
Permission of the
instructor. |
