Nursing BSN Course Descriptions

This course serves as an introduction to the professionalism and professional values of nursing. A historical perspective is used to provide background for subsequent study of contemporary nursing practice and research. Prerequisites: BIO 161, BIO 161L, BIO 162, and BIO 162L. Liberal Arts Core/University Requirements Designation: WI, DSINQ. (3)

Prepares nursing students to utilize the nursing process in implementing nursing skills and nursing technologies when caring for clients across the life-span and representing a wide variety of health care concerns. Students will develop skills through discussion, observation, and practice in the laboratory setting. Prerequisites: BIO 161, BIO 162, and admission to the accelerated B.S.N. program. Prerequisite or corequisite: NU 230. (4)

The content of this course focuses on health promotion and health education across the life-span. Utilizing health information literacy, students explore developmental changes and health and illness phenomena. Students examine models and theories that interpret health behaviors, health status, and disparities. Social, cultural, and political factors that contribute to or hinder achieving optimal health are addressed. Concepts of primary, secondary, and tertiary prevention are presented, and major morbidities and mortalities are discussed. Interventions that promote healthy behaviors and prevent morbidity and mortality supported by evidence-based practice are described. The goals of Healthy People 2020 are discussed and analyzed. Prerequisites: BIO 161, BIO 161L, BIO 162, and BIO 162L. Liberal Arts Core/University Requirements Designation: WI. (3)

Prepares the student to perform a comprehensive health assessment of the adult client. The course covers communication; documentation; ethical, spiritual, and cultural considerations; and risk related to environmental, genetic, and lifestyle factors. Includes a laboratory component. Corequisite: NU 231. (3)

This course introduces basic principles and processes important for understanding the pathophysiology of common diseases and basic pharmacological principles that apply to all drugs and drug therapy across the life-span. Prerequisites: BIO 161, BIO 161L, BIO 162, and BIO 162L. (3)

Using the Chronic Care Model, this course addresses the nursing management of adults and older adults who experience symptoms of illnesses that are the leading causes of death and disability in the United States. In the coordination of care, students consider the increasing diversity of the population and the social determinants of health. Relevant principles of pathophysiology, pharmacological, and nonpharmacologic interventions are integrated. Clinical experiences are in the non-acute care settings. Prerequisites: BIO 161, BIO 161L, BIO 162, and BIO 162L. Corequisites: NU 231 and NU 306. (4)

This course focuses on the nursing management of adults with minimally to moderately acute/complex health problems that require medical/surgical interventions and rehabilitation. Using the Synergy Model, students apply knowledge of pathophysiology in identifying risk factors. Clinical experiences are in acute care settings. Prerequisites: NU 230, NU 231, NU 306, and NU 307. (6)

Focuses on the health and illness management of families during the childbearing phase of the life cycle. The course aims to develop knowledge and skills essential in providing holistic family-centered care to childbearing clients/families. It encompasses the entire childbearing process from preconception through pregnancy, birth, and the postpartum period. The content progresses from normal to high-risk information within each phase of the childbearing period. Use of critical thinking and evidence-based practice are incorporated and emphasized in all aspects of practice to ensure the best possible outcome. Course includes lecture and clinical components. Prerequisites: NU 230, NU 231, NU 302, NU 306, and NU 307. Corequisite: NU 308. (4)

Focuses on mental health promotion and the care of clients with acute and chronic mental illness. Primary, secondary, and tertiary prevention are addressed. The curriculum components of the health care system, research, education, and society are addressed as these relate to mental health and mental illness. The nursing process is applied as students assess, diagnose, plan, intervene, and evaluate the care of clients experiencing mental illness. Knowledge of the nurse-patient relationship is expanded as students provide client care. Course includes lecture and clinical components. Prerequisites: NU 230, NU 231, NU 302, NU 306, and NU 307. Corequisite or prerequisite: NU 308. (4)

Focuses on basic pediatric nursing care for infants through adolescents within a variety of pediatric conditions and in a variety of settings, including community and hospital nursing. The nursing process is used for caring for infants, toddlers, preschoolers, school-age children, and adolescents with a variety of health conditions. Emphasis is placed on nursing care of well, acute, and chronically ill children within their families. Nursing care for well children, including health promotion and disease/injury prevention, and for children with acute and/or chronic health conditions will be examined within a developmental framework. Course includes lecture and clinical components. Prerequisites: NU 230, NU 231, NU 302, NU 306, and NU 307. Corequisite: NU 308. (4)

Presents public health concepts, principles, standards, theory, and intervention modalities using evidence-based nursing practice. Client advocacy is promoted and teaching is emphasized. Clinical experience is provided in distributive settings. Must be taken during the final semester. Prerequisites: all required 300-level NU courses and BIO 260. Liberal Arts Core/University Requirements Designation: DSINQ. (5)

An introduction to the process of systematic investigation necessary for the continued development of the body of knowledge that forms the basis of nursing practice. The purpose of this course is to provide learners with the opportunity to systematically examine the research process, characteristics of practice-based research leading to the development of evidence-based nursing practice, and methodologies appropriate to the investigation of researchable nursing-practice problems. Emphasis is placed on guiding learners through the research process, facilitating the critical reading of nursing and related research, developing skill in identifying researchable problems encountered in the practice of nursing, and stimulating the intelligent application of research findings to nursing practice. Focus is given to the interrelatedness and interdependence of the parts of the research process and evidence-based practice issues. Prerequisites: MA 132 and NU 308. Liberal Arts Core/University Requirements Designation: DSINQ. (3)

This course focuses on the comprehensive nursing care of adults with multi-system/highly complex medical/surgical illnesses and diseases. Using the Synergy Model, students synthesize pathophysiological and pharmacological concepts to create a plan of nursing care grounded in evidence-based nursing practice, the nursing process, and social determinants of health. Clinical experiences are in acute care settings. Prerequisite: NU 308. (6)

This course facilitates students in solving clinical problems frequently encountered in practice settings. Utilizing a framework for clinical reasoning, students are challenged to identify and develop nursing interventions related to the major health problems. Prerequisites: all 200-level and 300-level nursing (NU) courses, NU 403, and NU 406. (3)

This course explores issues and trends in nursing and health care. Students examine leadership principles, systems thinking, and change strategies within the practice setting and profession. The impact of health policy, professional identity, and role as a nurse leader are addressed from the micro to macro system levels. Prerequisites: all 200-level and 300-level nursing (NU) courses, NU 403, and NU 406. (3)

This capstone course provides students formal and informal experiential knowledge about professional nursing practice. This course emphasizes integration, reflection, and synthesis of concepts from all coursework in the program. Clinical immersion experiences are provided within a precepted environment. The didactic component allows the student to examine workforce and nursing practice issues central to the process of transitioning from the role of student to professional nurse. Prerequisites: all 200-level and 300-level nursing (NU) courses, NU 403, and NU 406. (4)