School of Nursing

Carrington Hall, CB# 7460; (919) 966-4260

DONNA S. HAVENS, Interim Dean and Professor

Gwen D. Sherwood, Associate Dean for Academic Affairs

Beverly Foster, Director, Undergraduate Program

Rumay Alexander, Director, Office of Multicultural Affairs

Katherine Moore, Assistant Dean, Office of Student Affairs


Established in 1950, the School of Nursing was the first institution in North Carolina to offer a baccalaureate degree in nursing (1950). Additional programs of study were added as follow: a master's degree program in nursing (1955); continuing education program for nurses (1964); a nurse practitioner program (1970); a Ph.D. program (1989); an accelerated baccalaureate degree in nursing for those who already hold undergraduate degrees in other fields (2001), and a doctor of nursing practice (D.N.P.) program (2013). The school is committed to educating nurses for entry into practice at the baccalaureate level and entry into advanced practice at the graduate level, enhancing and improving the health and well-being of North Carolinians and people throughout the United States through education, nursing science, scholarship, clinical practice, and community service. Admitted students exhibit the level of preparation, intellectual competence, and personal qualities judged necessary for the study of nursing in a university. School of Nursing B.S.N. graduates consistently achieve one of the highest NCLEX (licensure examination) passing rates in the state, well above the national average. The school welcomes men and women from diverse cultural, economic, geographic, and academic backgrounds to apply to its programs of study.

Program of Study

The School of Nursing at the University of North Carolina at Chapel Hill offers an undergraduate program of study designed to provide students with the knowledge, skill, and understanding necessary to function effectively in all areas of professional nursing. The curriculum leading to the bachelor of science in nursing (B.S.N.) degree offers two options for study: 1) two years of upper-division courses in the School of Nursing, which follow two years of lower-division courses in the General College (or equivalent courses completed at another college/university) OR a previously earned bachelor's degree plus the noted prerequisites (B.S.N. Option); and 2) an accelerated second degree option for students with a previous bachelor's degree (A.B.S.N. Option). Students are subject to the requirements in place when they are admitted to the School of Nursing; consequently, the requirements described in this bulletin particularly apply to students admitted to the School of Nursing during the 2015–2016 academic year.

Admission to the School

First Degree Applicants

Students seeking a first bachelor's degree are admitted to the upper-division (junior/senior) B.S.N. (six-semester) option, typically in the spring semester of the sophomore year. Students must complete all lower-division (first-year/sophomore) courses prior to matriculating into the School of Nursing. The first nursing courses begin in the first summer session (May) preceding the junior year.

Admission Criteria

Admission to the School of Nursing is competitive. The minimum cumulative grade point average for admission to the B.S.N. option is a 2.8 on a 4.0 scale. Admission to UNC–Chapel Hill as a first-year student does not guarantee admission to the School of Nursing as a junior. Applicants must be eligible to return to all institutions previously attended.

At the time of application, applicants to the B.S.N. option must have completed at least three of the five key science courses within the past 10 years. The key science courses are BIOL 252, MCRO 251, PHYI 202, PSYC 101, and STOR 151 or 155. A grade of B- or better is required in BIOL 252, MCRO 251, and PHYI 202, and a grade of C or better is required in PSYC 101 and STOR 151/155. STOR 155 is strongly recommended for students interested in graduate study.

The admissions committee critically evaluates each applicant's academic performance, descriptive essays, community service history, and special skills and abilities that have the potential to affect care delivery or contribute overall to the nursing profession. The ideal applicant will clearly demonstrate a strong academic history as well as a commitment to the ideology of nursing and service to others. Performance in required science courses is particularly important.


Applications may be submitted by the December deadline for summer (May) matriculation. UNC–Chapel Hill students applying to the School of Nursing as sophomores or juniors complete the electronic nursing application. The application link, instructions, deadlines, and decision timeframe can be found on the School of Nursing Web site at

Second Degree Applicants

Students who have completed a bachelor's degree in a subject other than nursing may pursue admission to the B.S.N. (six-semester) option OR the more accelerated and intensive A.B.S.N. (four-semester) option. Second degree students will have 60 credit hours from their previous degree counted toward the B.S.N. degree. Applicants have to complete (or verify completion as part of their previous degree) only six courses from the lower-division requirements: BIOL 252, MCRO 251, PHYI 202, PSYC 101, STOR 151 or 155, and a U.S. diversity or global issues Connections course.

Admission Criteria

Admission to the School of Nursing is competitive. The minimum cumulative grade point average for admission to the B.S.N. option is a 2.8 on a 4.0 scale, and the minimum cumulative grade point average for the A.B.S.N. option is a 3.0 on a 4.0 scale. All applicants seeking admission as second degree students must have earned the first degree prior to submitting the nursing application. Applicants must be eligible to return to all institutions previously attended. At the time of application, applicants to the A.B.S.N. option must have completed all five key science courses noted above, while applicants to the B.S.N. option must have completed at least three of these courses. The key science courses must have been completed within the past 10 years. A grade of B- or better is required in BIOL 252, MCRO 251, and PHYI 202, and a grade of C or better is required in PSYC 101 and STOR 151/155. STOR 155 is strongly recommended for students interested in graduate study. The admissions committee review is as described previously.


Applications for the A.B.S.N. option may be submitted by the August deadline for spring (January) matriculation, while applications to the B.S.N. option may be submitted by the December deadline for summer (May) matriculation. All first and second degree applicants must complete the electronic nursing application. The application link, instructions, deadlines, and decision timeframe can be found on the School of Nursing Web site at

Nursing Major, B.S.N.

The baccalaureate program in nursing prepares graduates to employ critical thinking and caring in 1) understanding the problems of contemporary health and illness; 2) utilizing a systematic approach to assess human responses to actual and potential health problems in a variety of settings; 3) directly providing and managing competent care for individuals, families, and groups who have simple to complex health care needs throughout the lifespan; 4) employing interpersonal processes and therapeutic communication skills; 5) integrating professional values and role behaviors; and 6) collaborating with other groups in shaping health policies that affect both individual and community health.

Courses in the nursing major are taken at the upper-division level. The courses build on a strong foundation in the sciences and humanities to develop the knowledge and skills needed to practice nursing in contemporary society. Clinical experiences take place in a broad variety of settings that reflect current patterns of health care delivery and provide opportunities for students to develop competence in empathetic care, critical thinking, technical skills, clinical judgment and decision making, interdisciplinary collaboration, and management of care.

Lower-Division Courses in the General College

Students are admitted to the baccalaureate nursing program at the upper-division level. All lower-division courses must be completed before beginning nursing courses. Lower-division courses taken at another college or university must be approved for transfer by the UNC–Chapel Hill Office of Undergraduate Admissions as comparable to the courses offered on this campus. Prospective students can request an unofficial transfer evaluation to determine the status of compliance with lower-division requirements. The unofficial transfer evaluation request form should be attached to copies of all United States college transcripts and sent to the UNC–Chapel Hill School of Nursing address on the form. The form is available at

All students must meet the Foundations and Approaches requirements outlined elsewhere in this bulletin. Students with a bachelor's degree must complete only the six courses marked with an asterisk (below) or verify completion of these courses as a part of the previous degree. Note: second degree applicants may meet either the global issues or U.S. diversity prerequisite. For nursing students, these requirements must include the following courses:

Nursing students also must satisfy the following Connections requirements: global issues*, U.S. diversity*, and at least two others, bringing the total credit hours required of B.S.N. applicants to 68. A grade of B- or better is required in BIOL 252, MCRO 251, and PHYI 202, and a grade of C or better is required in PSYC 101 and STOR 151/155 (or approved equivalents). STOR 155 is strongly recommended for students interested in graduate study.

Special Note: Applicants must complete the two-course combination, Anatomy and Physiology I and Anatomy and Physiology II sequence from the same college/university, OR a complete course in anatomy and a complete course in physiology. If these courses are not completed on this campus, they must be approved equivalents to the courses offered at UNC–Chapel Hill.

Overview of the Major

A.B.S.N. and B.S.N. Options

Critical Information for ALL Nursing Students

Essential Standards for Admission, Progression, and Graduation

The curricula leading to degrees in nursing from the University of North Carolina at Chapel Hill School of Nursing require students to engage in diverse and complex experiences directed at the acquisition and practice of essential nursing skills and functions. Unique combinations of cognitive, affective, psychomotor, physical, and social abilities are required to perform these functions satisfactorily. In addition to being essential to the successful completion of the requirements of a nursing degree, these skills and functions are necessary to ensure the health and safety of patients, fellow students, faculty members, and other health care providers.

The Essential Standards document describes the nonacademic qualifications, required in addition to academic qualifications, which the school considers critical for entrance to, continuation in, and graduation from a UNC–Chapel Hill School of Nursing degree program. Candidates for nursing degrees, with the exception noted for selected graduate programs, must be able to meet these minimum standards, with or without reasonable accommodation, for successful completion of degree requirements. Refer to the school's Web site for additional information:

Professional Risk

The practice of nursing involves the care of individuals who are ill or injured. Communicable diseases are common in health care delivery settings and may be a threat to nursing students. During the performance of clinical practice/research activities, a student may have contact with patients/subjects with HIV/AIDS, tuberculosis, hepatitis B, hepatitis C, and other infections. Such contact, although rare when proper preventive measures are used, may result in a student's being exposed to infectious agents and/or transmitting an infectious disease to other students, faculty members, patients, family members, and subjects. During pregnancy, the fetus may be at risk. As a student enrolled in the School of Nursing at the University of North Carolina at Chapel Hill, students are expected to provide care to patients who may have known or unknown communicable diseases. Application to and acceptance of an offer from the School of Nursing indicates a student's understanding of related professional risks.

Fitness for Practice

All students admitted to the School of Nursing are required by the North Carolina Board of Nursing to provide documentation of their fitness to provide safe nursing care to the public. Failure to provide requisite documentation will result in the withdrawal of the admission offer. Additionally, North Carolina law requires incoming students to present to the University, before the first day of enrollment, evidence verifying that the student has received all required immunizations.

Further, federal and state statutory regulations and clinical affiliate contractual mandates require that nursing students demonstrate particular cognitive and clinical competencies consistent with their minimum professional practice standards. As such, students must attain and maintain full compliance with all requirements. The school also requires students to undergo, at the student's expense, a criminal history database check following admission acceptance. The check covers all addresses in which the student has lived, worked, or attended an educational institution in the past seven years or since the 16th birthday, whichever is less. Database checks will address all criminal charges, felony and misdemeanor level convictions (except minor traffic related violations), and the Sexual Offender/Predator Registry for all states in which the student has lived. Reports are shared with clinical agencies that require that all charges be resolved prior to the start of clinical practice. Questions about these requirements may be directed to the Office of Student Affairs.

Multiple clinical agencies now require that students undergo drug testing prior to the start of clinical practice at their sites. A 12-panel urine drug screen is required per contract specifications and conducted at the student's expense.

Disability Statement

Consistent with its mission and philosophy, the School of Nursing at the University of North Carolina at Chapel Hill is committed to providing educational opportunities to students with disabilities. In accordance with the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act, the school provides reasonable accommodations to otherwise qualified students with disabilities. The decision regarding appropriate accommodations will be based on the specifics of each case.

Students who seek reasonable accommodations for disabilities must contact the Office of Accessibility Resources & Service ([919] 962-8300). Staff in this office will determine a student's eligibility for, and recommend, appropriate accommodations and services. More information may be obtained through the Web site at Also see the School of Nursing's policy located at

Computer Requirements

All School of Nursing students are required to use e-mail for conveying course/clinical/research/other school-related business. All e-mail communication regarding School of Nursing matters must utilize the student's University MS-Exchange e-mail address only. The use of external e-mail services is not permitted. School of Nursing courses use the Sakai learning management system, which requires frequent reliable access to Internet resources. For both these reasons easy access to personal computers and the Web are imperative. The School of Nursing provides a PC laboratory solely for the use of undergraduate students, and students may also access PC laboratory facilities elsewhere on campus.

All B.S.N. and A.B.S.N. option students are required to have a laptop computer that meets the minimum requirements specified for the preloaded laptop computers available through the University's Carolina Computing Initiative (CCI) program. Specifications can be found at Choosing a vendor for the laptop purchase is the student's prerogative; however, it is important to note that the University provides "software and operating system support for non-CCI laptops on a best-effort basis. Hardware support for non-CCI laptops is the responsibility of the owner" (source: In addition to the computer itself, students must have an Internet Service Provider (ISP) and an account for a high-speed access service.

Vehicular Requirements

Because of the broad scope of clinical facilities and locations, undergraduate nursing students must have access to a car. For information about the North Carolina requirements for automobile liability insurance, vehicle registration, and operator's license, write to the North Carolina Department of Motor Vehicles, Raleigh, NC 27602. Students and/or parents are responsible for maintaining appropriate insurance coverage. Some insurance companies may consider such travel as "business driving." Expenses for travel are the responsibility of the student.

Registered Nurse Licensure Examination Requirements

The North Carolina Board of Nursing (NCBON) requires all graduates of the School of Nursing who apply to take the National Council Licensure Examination (NCLEX) to undergo a routine criminal background check, which necessitates submission of a complete set of fingerprints with the NCLEX application. A Social Security Number is required for the licensure application to the NCBON.


All first degree students intending to major in nursing have a primary academic advisor in Steele Building. Students are strongly encouraged to meet regularly with their advisor to learn the latest course requirements necessary to become an outstanding candidate for a career in nursing, and to review their Tar Heel Tracker each semester. In addition, students can visit the Health Professions Advising Office (second floor, Hanes Hall) soon after entering the University for specific guidance on career preparation. Advising information, advising hours, and information about joining the pre-health listserv may be found on the office's Web site at

Special Opportunities in Nursing

Hillman Scholars Program in Nursing Innovation

UNC–Chapel Hill School of Nursing is one of only three schools nationally that has been awarded a Hillman Scholars Program in Nursing Innovation grant. The program's primary goal is to create a new cadre of nurse scientists and leaders who will design innovative solutions for health care delivery. This highly competitive program is open to new B.S.N. and A.B.S.N. students and provides a pathway for students to earn their B.S.N. and Ph.D. in five to six years. Six academically talented nursing students will be admitted to the program each year and receive financial and enhanced mentoring support to facilitate their progress towards the Ph.D. By completing a Ph.D. early in their career, Hillman Scholars will have a longer time to influence patient care through leadership, innovation, and research in academic and clinical settings. For additional information about the program, please visit

Careers beyond the Bedside Project

The CaBB (Careers beyond the Bedside, 2012–2015) project is a federally funded grant to increase diversity in the nursing workforce. The program targets students currently underrepresented in the nursing profession. This program seeks students from economically or educationally disadvantaged backgrounds, and/or historically underrepresented ethnic minority groups, first-generation college students, or students who currently reside in a medically under-served geographic area. Many of the benefits of the CaBB project are open to any prenursing/nursing student. For more information about CaBB, please visit

Departmental Involvement

Students are encouraged to participate in student leadership opportunities. These include the elected class governance system, the dean's Student Advisory Council or course management team options, the Association of Nursing Students (the only preprofessional nursing organization available), and the Student Health Action Coalition. More details can be found online at

Experiential Education

The nursing program requires extensive direct clinical practice in a variety of acute care, chronic care, and community-based settings considered essential for the preparation of competent practitioners. Clinical contact time varies by study option and course but averages approximately 12 to 16 hours per week.

Financial Aid

Students granted admission to the School of Nursing seeking the baccalaureate degree at UNC–Chapel Hill may be considered for a variety of nursing-specific scholarships and other financial aid opportunities. For assistance, contact the Office of Scholarships and Student Aid by phone at (919) 962-8396 or through the Web at, or call the Office of Students Affairs at (919) 966-4260.

Study Abroad

Students may participate in selected study abroad options offered through required or elective courses.

Undergraduate Awards

During the final semester of study, the top one-third of students in each option will be invited to membership in Sigma Theta Tau International Nursing Honor Society. The George Livas Award recognizes the graduating student who most clearly demonstrates academic excellence and leadership. Other awards presented during the school's commencement ceremony honor those students achieving the highest grade point average in their respective option.

Undergraduate Research

Through the honors program the University and the School of Nursing recognize undergraduates who have demonstrated exceptional academic ability and independent work in their major ( Qualified and interested students in their last two semesters of study will be paired with a faculty advisor who guides the student in an independent study honors project. The director of the undergraduate program supervises the honors program. Students participating in the honors program must have a cumulative University grade point average that meets University requirements. In addition, students must have and maintain a 3.4 cumulative nursing grade point average. Calculation of the cumulative grade point average is based solely on the required hours earned to date for the nursing degree. Grade point averages are not rounded. The student and honors advisor must complete a written contract, and the student must register for NURS 691H and 692H Honors Study in Nursing. Each honors course carries three hours of credit and is assigned a letter grade by the advisor. A student's project must show evidence of independent, creative, abstract, analytical, and critical thinking.


The School of Nursing is located in Carrington Hall. The Education-Innovation-Simulation Learning Environment (EISLE) provides undergraduate students with a simulated clinical environment in which to practice and acquire fundamental psychomotor and psychosocial skills necessary for clinical application. Under the close supervision of nursing faculty and teaching assistants, students learn therapeutic techniques and procedures, utilize problem-solving approaches, and prioritize patient care in simulated situations.

Graduate School and Career Opportunities

The school offers a master of science in nursing (M.S.N.) and doctor of nursing practice (D.N.P.) degree in five advanced practice areas and a Ph.D. degree in nursing science. B.S.N. graduates may pursue the M.S.N. or D.N.P. after one year of clinical practice, or they may pursue the Ph.D. directly following the B.S.N., prior to completion of any master's-level coursework. For further information on the graduate program, contact the Office of Student Affairs as noted below or see the school Web site.

The school works closely with University Career Services to prepare all B.S.N. graduates for the transition from student to professional practitioner. A preparatory career development series and career fair are offered annually. Additionally, the school cooperates with clinical agencies across the country to make available to students an array of information on employment opportunities in a myriad of settings and entry-level roles.



Linda Beeber, Donna Havens, Cheryl Jones, George Knafl, Kathleen Knafl, Mary Lynn, Barbara Mark, Deborah Mayer, Mary H. Palmer, Gwen Sherwood, Suzanne Thoyre, Marcia Van Riper.

Associate Professors

Debra Barksdale, Anna Beeber, Diane Berry, Beth Black, Jennifer D'Auria, Eric Hodges, Coretta Jenrette, Shawn Kneipp, Pamela Rowsey, Sheila Santacroce, Mi-Kyung Song, Hugh Waters, SeonAe Yeo.

Assistant Professors

Jada Brooks, Cheryl Giscombe, Rebecca Kitzmiller, Ashley Leak Bryant, Jennifer Leeman, Cecelia Rocigno, Lixin Song, Theresa Swift-Scanlan, Mark Toles, Debbie Travers, Jia-Rong Wu, Jessica Zegre Hamsey.

Research Professor

Catherine Fogel.

Research Assistant Professors

Josephine Asafu-Adjei, Jamie Crandell, Todd Schwartz.

Clinical Professors

Rumay Alexander, Linda Cronenwett, Carol Durham, Victoria Soltis-Jarrett, Mary Tonges.

Clinical Associate Professors

Kathy Alden, Tom Bush, Janna Dieckmann, Noreen Esposito, Beverly Foster, Carolyn McKenzie, Laura McQueen, Sonda Oppewal, Mary Lynn Piven, Marva Price, Theresa Raphael-Grimm, Sheilda Rodgers, Julie Waldrop, Meg Zomorodi.

Clinical Assistant Professors

Jennifer Alderman, Diane Caruso, Marianne Cockroft, Nancy Crowell, Amanda Davis, Suja Davis, Jean Davison, Dustine Dix, Patricia Gingrich, Christina Harlan, Elaine Harwood, Jill Hill, Renee Hill, Sandra Hoffman, Grace Hubbard, Sara Hubbell, Ann Jessup, Maureen Kelly, Beth Lamanna, Rhonda Lanning, Christina Leonard, Vicki Lester, Regina McCarthy, Katherine Moore, Betty Nance-Floyd, Ann O'Hale, Julianne Page, Carrie Palmer, Susan Pelliccio, Mary Schuler, Mary Charles Sutphin, Virginia Tysinger, Julie Jacobson Vann, Jennie Wagner, Wanda Wazenegger, JoAn Williams, Megan Williams, Lisa Woodley.

Clinical Instructors

Abu Bangura, Andrea Biondi, Su Cartmell, Kelly Ellington, Shannon Ford, Tamryn Fowler, Michael Goley, Linda Greninger, Elizabeth Griffin, Theodore Heiser, Nancy Ho, Margaretann House, Ramona Irabor, Kristin Lauer, Julie Lewis, Rachel Lorenzen, Caiocimara McPhee, Leigh Mullen, Kennedy Onori, Jillian Orlowski, Megan Randall, Elizabeth Rochin, Leslie Sharpe, Kathryn Smith, Deborah Stirdivant, Karen Valcheff, Tracy Vernon-Platt, Michelle White.

Contact Information

For general information on the School of Nursing, contact the Office of Student Affairs, School of Nursing, CB# 7460, Carrington Hall, (919) 966-4260,



NURS 253 Individual Development across the Lifespan (2). Majors only. This course emphasizes a lifespan approach to theories and perspectives on individual growth and development. Content focuses on physical, cognitive, and socioemotional development, and risk factors from birth to death.

NURS 254 Discipline of Nursing I (1). Majors only. This course introduces the discipline, profession, and practice of nursing through a study of history, values, culture, legal issues, and education. Critical thinking central to nursing practice is introduced.

NURS 261 Nursing Role in Normal Nutrition (2). Majors only. This course involves the nursing application of nutritional concepts to the care of individuals, families, groups, and populations across the lifespan.

NURS 360 Concepts, Processes, and Skills for Evidence-Based Nursing (4). Majors only. The course focuses on understanding basic nursing concepts. The development of communication, teaching, and psychomotor skills are emphasized in conjunction with nursing process. Research as a basis for practice is recognized.

NURS 361 Pathophysiology (3). Majors only. This course is concerned with alterations involved in disruptions of normal physiology as well as pathophysiological principles underlying therapeutic interventions and outcomes.

NURS 362 Pharmacology across the Lifespan (3). Majors only. Using the science of pharmacology and pharmacologic principles underlying therapeutic interventions, this course focuses on an introduction to nursing responsibilities regarding pharmacologic therapy across the lifespan.

NURS 364 Nursing Care of Adults with Major Health Problems, I (6). Prerequisites, NURS 253, 261, 361, and 366. Corequisites, NURS 360 and 362. Majors only. This is the first of two adult health courses in which students apply critical thinking skills to nursing care of adults with major health problems.

NURS 366 Health Assessment (3). Majors only. This course addresses concepts and methods of comprehensive health assessment of children, adults, and elders. Emphasis will be on data collection as a basis for initiation of caring and decision making in nursing practice.

NURS 369 Physical Assessment (3). Admission to the R.N.–B.S.N. option or permission of the instructor. This course expands the student's previous knowledge base of the skills and principles of historical, psychological, and physical assessment and identifies these data as the basis for nursing care.

NURS 371 Nursing Inquiry and Evidence-Based Practice (3). Pre- or corequisite, NURS 364. Permission of the instructor for students lacking the prerequisite. Students are introduced to key concepts of evidence-based nursing practice, including the research process, protection of human subjects, and retrieval and appraisal of evidence to maintain a scientifically sound practice.

NURS 377 Research in Nursing Practice (3). Majors only. This course introduces components of the research process with application to the theory and practice of nursing. The course provides the foundation for master's-level nursing research course.

NURS 379 Leadership in Nursing Practice (3). Majors only. Students will examine health care organizations from a systems perspective and develop leadership skills necessary in professional practice.

NURS 382 Family-Centered Genomic Health Care (1). Majors only. This course explores essential competencies in genetics and genomics for registered nurses. The learner gains knowledge about family assessment and the impact of genomic issues on individuals and families.

NURS 456 Discipline of Nursing II (2). Prerequisites, NURS 254 and at least one of the following: NURS 470, 472, 477, or 479. Majors only. This course emphasizes professional development through exploration of a variety of roles and practice environments. Students analyze personal and professional goals and values to develop a framework for nursing practice.

NURS 470 Public Health Nursing (5). Prerequisites, NURS 364 and 371. Corequisites, NURS 472, 477, or 479. Majors only. Students apply public health concepts to community practice to improve health and reduce disparities across the lifespan, emphasizing interventions using partnership strategies at individual/family, organizational, and policy levels.

NURS 472 Nursing Care of Infants, Children, and Their Families (5). Prerequisite, NURS 364. Majors only. Nursing care of infants, children, and their families is explored. Knowledge from a variety of disciplines is applied through the nursing process to the direct care of infants and children.

NURS 477 Psychiatric Mental Health Concepts for Broad Clinical Application in Nursing (5). Prerequisites, NURS 253, 361, and 362. Corequisites, NURS 364 and 382. Majors only. Using theories of psychosocial development, psychopathology, therapeutic communication, and psychotherapy, this course requires students to examine the range and complexities of human emotional suffering and methods of effective intervention.

NURS 479 Maternal/Newborn Nursing (5). Prerequisite, NURS 364. Majors only. The course focuses on application of caring and critical thinking skills in providing evidence-based nursing care to childbearing families.

NURS 487 Practicum in Nursing: Work-Study Experience (3). Prerequisites, NURS 254 and 364. Certification as Nurse Aide I and II also required as pre- or corequisite. Majors only. This course provides the student an opportunity to participate in a work-study experience in participating health care agencies. Students participate in a reflective experience that integrates classroom and experiential learning.

NURS 488 Practicum in Nursing: Health Services Improvement Work Experience (3). Prerequisites, NURS 254 and 364. Majors only. Certification as a Nurse Aide I and Nurse Aide II are recommended. Practice in health care settings is the course focus. Students participate in a reflective experience that provides the context to integrate classroom and experiential learning into an evolving professional identity.

NURS 489 Practicum in Nursing: Global Health Experience (3). Prerequisites, NURS 254, 364, and two of the following: 470, 472, 477, 479, 591. Majors only. Certifications as a Nurse Aide I and Nurse Aide II are recommended. Practice in global health care settings is the course focus. Students participate in a reflective experience that provides the context to integrate classroom and experiential learning into an evolving professional identity.

NURS 491 Improving Nursing Practice: Application of Concepts, Theories, and Research (3). Majors only. This course emphasizes analysis of clinical problems that affect the nursing care of selected populations. Students also apply the nursing process, therapeutic communication skills, and teaching-learning principles in clinical situations.

NURS 492 Conceptual Bases of Professional Nursing Practice (3). Majors only. Selected concepts, theories, and models are synthesized, appraised, and applied as a basis for making judgments and decisions in nursing practice.

NURS 494 Community Health Nursing for the Public's Health (3–6). Majors only. Prepares R.N. students for population-focused practice in community health nursing. Analyses and applications of selected theories; health promotion/protection and disease prevention strategies are emphasized.

NURS 496 Advanced Practicum in Nursing (1–3). Majors only. The focus of this course is the development of knowledge and experience related to research or service learning and its application to the practice of nursing and health care.

NURS 497 Preparation for Professional Practice (1). This course will assist students in preparation for the NCLEX-RN examination through a strategic and systematic individualized plan of study that utilizes the ATI program and other relevant resources. Taken in the last semester of study. Limited enrollment. Pass/Fail only.

NURS 585Alternative Paradigms for Nursing Practice (3). Majors only. Concepts and principles underlying biomedical and biopsychosocial approaches to health care delivery are analyzed to determine their impact on health and to provide a framework for integrating both approaches to care.

NURS 586 Contemporary Issues in Nursing Practice (3). Majors only. The context of professional nursing practice will be analyzed from a social, economic, and policy perspective. Analysis will include projections for the future of the profession.

NURS 588 Leadership in Health Care Organizations (4). Prerequisites, NURS 364, 371, and 487 or 489, and 472 or 477 or 479. Corequisite, NURS 488. Majors only. This course explores organizational leadership and management practices and theories. Current social, economic, legal, ethical, and policy issues affecting practice, education, and the profession of nursing are examined.

NURS 591 Nursing Care of Adults with Major Health Problems, II (8). Prerequisites, NURS 364 and 371. Corequisite, NURS 456. Majors only. This senior-level course focuses on applying critical thinking, clinical decision making, and evidence-based nursing practice to complex health problems of adults. Unique health needs of older adults are addressed.

NURS 600 SHAC: Student Health Action Coalition (0). This course provides service-learning opportunities to apply nursing practice within the context of interprofessional care for vulnerable populations by participating with Student Health Action Coalition (SHAC) activities.

NURS 607I Interprofessional Team Work and Communication: Key to Patient Safety (3). Majors only. This interprofessional course focuses on understanding roles, teamwork, and communication to improve patient safety within the health care environment. National standards and initiatives will be the foundation of the course. Pass/Fail only.

NURS 609 Health Care in the Global Context (1). Majors only or permission of the instructor. A faculty led experiential learning opportunity focusing on development and knowledge related to research, health care systems, or service learning and its application to nursing and health care.

NURS 613I Intermediate Spanish for Health Care I (AHSC 613I, PHCY 613I, PUBH 613I, SOWO 613I) (3). See PUBH 613I for course description.

NURS 614I Intermediate Spanish for Health Care II (AHSC 614I, PHCY 614I, PUBH 614I, SOWO 614I) (3). See PUBH 614I for course description.

NURS 615I Advanced Spanish for Health Care I (AHSC 615I, DENT 615I, MEDI 615I, PHCY 615I, PUBH 615I, SOWO 615I) (3). See PUBH 615I for course description.

NURS 671 Nursing Inquiry and Evidence-Based Practice for Advanced Scholarship (3). Students anticipating graduate study are introduced to scientific inquiry and principles of evidence-based practice, including theoretical perspectives related to inquiry; ethics; identification of research problems, development of research questions, and appropriate design; data interpretation with emphasis on statistical analysis; and rigorous appraisal of research reports.

NURS 680 Experimental Courses (1–3). Pilot test for new courses in the nursing program.

NURS 685 Care of the Dying and Bereaved throughout the Life Span (3). Permission of the instructor for nonmajors. Students from a variety of health sciences-related disciplines gain an understanding of issues in working with dying and bereaved individuals of all ages and their families.

NURS 687 Ethical Issues in Nursing (2). Examination and discussion of major ethical issues arising in the professional practice of nursing in the context of systematic consideration of the nature of ethical choice.

NURS 691H Honors in Nursing, Part I (3). Permission of the program director. Majors only. Preparation of a two-semester honors project under the direction of department advisors.

NURS 692H Honors in Nursing, Part II (3). Permission of the program director. Majors only. Preparation of a two-semester honors project under the direction of department advisors.