School of Nursing
LINDA R. CRONENWETT, Dean
Gwen D. Sherwood, Associate Dean for Academic Affairs
Beverly Foster, Director,
Undergraduate Program
Rumay Alexander, Director,
Office of Multicultural Affairs
Katherine Moore, Director,
Office of Admissions and Student Services
Professors
Linda Beeber, Linda Cronenwett, Catherine Fogel, Sandra Funk, Barbara Germino, Jean Goeppinger, Donna Havens, Diane Kjervik, Mary Lynn, Barbara Mark, Merle Mishel, Marilyn Oermann, Mary H. Palmer, Margarete Sandelowski, Gwen Sherwood, Anne Skelly.
Associate Professors
Barbara Carlson, Jennifer D’Auria, Edward Halloran, Cheryl Jones, Deborah Mayer, Virginia Neelon, Pamela Rowsey, Suzanne Thoyre, Marcia Van Riper, SeonAe Yeo.
Assistant Professors
Debra Barksdale, Anna Beeber, Diane Berry, Beth Black, Susan Brunssen, Noreen Esposito, Jill Hamilton, Eric Hodges, Mary Lynn Piven, Mi-Kyung Song, Theresa Swift-Scanlan, Debbie Travers.
Research Professors
Joanne Harrell, Margaret Miles.
Research Associate Professor
John Carlson.
Research Assistant Professors
Jennifer Leeman, Zhen Lin, Todd Schwartz.
Research Instructors
Regina Canuso, Karl Gustafson, Phyllis Kennel.
Clinical Professors
Anne Fishel, Deitra Lowdermilk, Mary Tonges.
Clinical Associate Professors
Kathy Alden, Rumay Alexander, Bonnie Angel, Janna Dieckmann, Carol Durham, Beverly Ferreiro, Beverly Foster, Katherine Gallia, Pamela Jenkins, Jane Kaufman, Vicki Kowlowitz, Gail Mazzocco, Sonda Oppewal, Theresa Raphael-Grimm, Sheilda Rodgers, Victoria Soltis-Jarrett, Deborah Thompson, Julee Waldrop.
Clinical Assistant Professors
Jane Barlow, Barbara Benjamin, Pauline Brown, Tom Bush, Marianne Cockroft, Donna Helen Crisp, Victoria Cryer, Jean Davison, Dustine Dix, Charlene Garrett, Patricia Gingrich, Chris Harlan, Elaine Harwood, Sandra Hoffman, Grace Hubbard, Julie Jacobson Vann, Ann Jessup, Maureen Kelly, Beth Lamanna, Valerie Lunsford, Regina McCarthy, Diana McCarty, Joellyn McCrory, Laura McQueen, Margaret Miller, Katherine Moore, Laura Nasir, Sheila Northen, Ann O’Hale, Julianne Page, Susan Pelliccio, Ann Robinette, Elaine Smith, Joan Williams, Lisa Woodley, Diane Yorke.
Clinical Instructors
Andrea Biondi, Abigail Coffin, Nancy Crowell, Ann Curtis, Susan Davidson, Suja Davis, Constance Domino, Marquita Ford, Jennifer Hawley, Theodore Heiser, Denise Hirst, Rhonda Lanning, Christina Leonard, Julie MacMillan, Susan Marshall, Sara Owens, Beth Pack, Carrie Palmer, Mary Ann Meyer, Megan Parpart, Christena Raines, Mary Charles Sutphin, Jennie Wagner, Wanda Wazenegger, Elizabeth Wells.
Lecturer
James Vickers.
Introduction
Established in 1950, the School of Nursing was the first institution in North Carolina to offer a baccalaureate degree in nursing (1950); the first to offer a master’s degree program in nursing (1955); the first to offer continuing education for nurses (1964); the first in the state—and one of the first three in the nation—to offer a nurse practitioner program (1970); the first in the state to offer a doctoral program (1989); the first in the South—and one of only nine in the country—to establish a Center of Excellence in Nursing Research funded by the National Institute of Nursing Research at the National Institutes of Health (1994); and the first in the state to offer an accelerated baccalaureate degree in nursing for those who already hold undergraduate degrees in other fields (2001).
The school is committed to the enhancement and improvement of the health and well being of people through education, research, scholarship, clinical practice, and community service. Its undergraduate and graduate curricula and continuing education courses seek to reflect the changing health problems of society and to provide students with the tools to deal with those problems effectively. 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 graduates consistently achieve one of the highest NCLEX (licensure examination) passing rates in the state, well above the national average.
The school welcomes students from diverse cultural, economic, and geographic backgrounds and of both genders, as well as older individuals seeking a new career and registered nurses wishing to complete the bachelor’s or master’s degree. The school also admits students with a bachelor’s degree in a field other than nursing.
The faculty is actively engaged in advancing the profession through research, with the conviction that this scholarly activity enhances teaching and patient care. The school is ranked fourth nationally among nursing schools for receipt of research funds from the National Institutes of Health, based on the latest rankings in 2005. School facilities include modern research (biobehavioral) and computer-based laboratories, a comprehensive research support center, and an educational design center.
Program of Study
The degree offered is bachelor of science in nursing.
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 three 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 (B.S.N. Option); 2) an accelerated second degree option for students with a previous bachelor’s degree (A.B.S.N. Option); and 3) an R.N.-B.S.N. option for registered nurses with an associate’s degree or diploma in nursing (R.N.-B.S.N. Option).
Admission to the School
The School of Nursing curriculum has been revised to accommodate enrollment expansion and twice per year admissions. The new curriculum began in January 2007 (nursing.unc.edu).
First Degree Students
Students seeking a first bachelor’s degree are admitted to the upper division (junior/senior), 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 either in the first summer session (May) preceding the junior year or in the spring semester (January) of the junior year.
Admission Criteria
Admission to the School of Nursing is very competitive. The minimum cumulative grade point average for admission to the B.S.N. option is a 2.5 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.
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.
Application
Applications may be submitted for either spring (January) or summer (May) matriculation. UNC–Chapel Hill students applying to the School of Nursing as sophomores or juniors complete the electronic nursing supplemental application while first degree transfer students who plan to enter the University at the junior level must complete the electronic nursing transfer application. The application link, instructions, deadlines, and decision timeframe can be found on the School of Nursing Web site at nursing.unc.edu/admissions/application.html.
Second Degree Students
Students who have completed a bachelor’s degree in a subject other than nursing may pursue admission to the B.S.N. option (six semesters) or the more accelerated and intensive A.B.S.N. option (four semesters) for completing the degree. Second degree students will have 60 credit hours from their previous degree counted toward the B.S.N. These students have to complete (or verify completion as part of their previous degree) only six courses from the lower-division requirements (BIOL 252, MCRO 251 or 255, PHYS 395, PSYC 101, STOR 151, and a U.S. diversity or global issues Connections course).
Admission Criteria
Admission to the School of Nursing is very competitive. The minimum cumulative grade point average for admission to the B.S.N. option is a 2.5 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. Admissions committee review is as described previously.
Application
Applications may be submitted for either spring (January) or summer (May) matriculation. Any applicant who has previously attended UNC–Chapel Hill must complete the electronic nursing readmit application. All other second degree applicants are considered transfer students and complete the electronic nursing transfer application. The application link, instructions, deadlines, and decision timeframe can be found on the School of Nursing Web site at nursing.unc.edu/admissions/application.html.
Registered Nurses
Registered nurses with an associate’s degree or diploma in nursing may pursue the B.S.N. through the R.N.-B.S.N. completion option, a Web-based program known as Carolina R.N.-B.S.N. Online. Students in this option earn a total of 122 to 126 credits: 60 to 64 lower-division credits completed prior to enrollment; 35 credits for previously acquired nursing knowledge and skills (as validated by course work in the B.S.N. program); and 27 upper-division nursing credits. All upper-division major courses for this option are designed specifically for registered nurses and are offered online only. These courses are tailored to meet the needs of adult learners while providing theory-based content, critical thinking skills, and opportunities to apply concepts, theories, and research in clinical practice. Carolina R.N.-B.S.N. Online is designed to be completed in one to two calendar years depending on each student’s previous course history. To access and work comfortably with online nursing course materials, students will need computer equipment that meets certain specifications. Information about computer hardware, software, and skill requirements is located on the option Web site (nursing.unc.edu/current/rn-bsn).
Admission Criteria
Requirements for admission to the Carolina R.N.-B.S.N. Online program are as follows:
• Current unencumbered license as a registered nurse in the state in which the student will do clinical course work
• A cumulative grade point average of at least 2.0 in all postsecondary course work and eligibility to return to all institutions previously attended
• Completion of all lower-division (prerequisite) requirements prior to enrollment
Application
Applications may be submitted for spring (January), summer (May), or fall (August) matriculation. Any applicant who has previously attended UNC–Chapel Hill must complete the electronic nursing readmit application. All other applicants complete the electronic nursing transfer application. The application link, instructions, deadlines, and decision timeframe can be found on the School of Nursing Web site at nursing.unc.edu/admissions/application.html.
Majoring in Nursing: Bachelor of Science
The baccalaureate program in nursing prepares graduates to 1) understand the problems of contemporary health and illness, 2) utilize a systematic approach to assess human responses to actual and potential health problems in a variety of settings, 3) directly provide and manage competent care for individuals, families, and groups who have simple to complex health care needs throughout the life span, 4) employ interpersonal processes and therapeutic communication skills, 5) integrate professional values and role behaviors, and 6) collaborate 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. (For assistance refer to transfer equivalency database at https://s4.its.unc.edu/sis/adm/xfereq.html). Prospective students can request an unofficial transfer evaluation to determine status of compliance with lower division requirements. The unofficial transfer evaluation request form should be attached to copies of all U.S. college transcripts and sent to the UNC–Chapel Hill School of Nursing address on the form. (Form is available at nursing.unc.edu/degree/pdf/transcript_evaluation_form.pdf.)
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:
• *For the Foundations quantitative reasoning requirement: either STOR 151 Basic Concepts of Statistics and Data Analysis or 155 Introduction to Statistics
• For the Approaches physical and life sciences requirements (for a total of 28 credits):
I. BIOL 101/101L Principles of Biology
II. *BIOL 252 Fundamentals of Human Anatomy and Physiology
III. CHEM 101/101L and CHEM 102/102L General Descriptive Chemistry or BIOC 107 and BIOC 108 Introduction to Biochemistry
IV. *MCRO 251 Introductory Medical Microbiology or MCRO 255 Elementary Pathogenic Microbiology
V. *PHYS 202 Introduction to Physiology
VI. *PSYC 101 General Psychology
Nursing students also must satisfy the following Connections requirements: global issues*, U.S. diversity(*), experiential education, and at least two others, bringing total credit hours required of B.S.N. applicants to 68. A grade of C- or better in BIOL 252, PHYS 202, and MCRO 251 or 255 must be attained.
Special Note: Effective with summer 2009 matriculation (January 2009 application deadline), A.B.S.N. option applicants must have completed ALL science prerequisites, and B.S.N. option applicants must have completed at least three of the science prerequisites at the time of application. Effective January 2010 matriculation (August 2009 application deadline), ALL B.S.N. option applicants must have completed physiology as one of the science prerequisites at the time of application.
Nursing Curriculum
Nursing courses for any of the three options are ordinarily completed in a specified sequence. For option specific course plans and further details regarding courses in the new curriculum, see the Web site (nursing.unc.edu).
Critical Information for ALL Nursing Students
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, 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 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 a criminal history database check following admission acceptance. The check covers all states in which the student has lived or worked 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. Questions about these requirements may be directed to the Office of Admissions and Student Services.
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 Academic Success Program for Students with LD/ADHD (formerly known as Learning Disabilities Services) for all learning disabilities or ADHD needs ([919] 962-7227) or the Department of Disability Services for all other disabilities ([919] 962-8300). These offices will determine a student’s eligibility for, and recommend, appropriate accommodations and services. More information may be obtained through the respective Web sites: www.unc.edu/depts/lds/ and disabilityservices.unc.edu/.
Computer Requirements
All School of Nursing students are required to use e-mail as considerable, important information is conveyed using e-mail. All e-mail communication from the School of Nursing will be sent to the student’s UNC e-mail address only. School of Nursing courses increasingly use Internet resources as part of their curriculum. For both these reasons easy access to personal computers and the Web are imperative. The School of Nursing provides a PC lab solely for the use of undergraduate students, and students may also access PC lab facilities elsewhere on campus.
Students who have computers at home are able to read e-mail, access course web sites, perform Internet research, and do other work beneficial to their studies at the School of Nursing. In addition to the computer itself, students must have an Internet Service Provider (ISP) and either a modem (for dial-in access via standard voice grade phone lines) or an account for a high-speed access service. Students wishing to provide their own personal computer and be compatible with both school and campus information technology services should consider an IBM-compatible computer with a minimum of 64 meg RAM, a 10 meg or larger hard drive, CD drive, 17-inch monitor and Microsoft Office software. Under the Carolina Computer Initiative (CCI) attractively priced desktop and laptop computers are available to anyone affiliated with the University; preloaded software enhances ease of setup and use. For more information on the CCI program, see http://www.unc.edu/cci or request a copy of the CCI brochure online or through the Office of Admissions and Student Services. Note that special payment options are available.
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 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.
Special Opportunities in Nursing
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 pre-professional nursing organization available), and the Student Health Action Coalition. More details can be found online at nursing.unc.edu/current/handbook/org_general.html.
Experiential Education
The nursing program requires extensive direct clinical practice in a wide 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 for pre-licensure students.
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 studentaid.unc.edu, or call the Office of Admissions and Student Services 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 GPA 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 (http://www.unc.edu/depts/honors). 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 (GPA) that meets University requirements. In addition, students must have and maintain a 3.4 cumulative nursing GPA. Calculation of the cumulative GPA 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, abstract, analytical, and critical thinking.
Facilities
The School of Nursing is located in Carrington Hall and its new addition. The Clinical Education and Resource Center (CERC) 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.) degree in six advanced practice areas and a Ph.D. degree in nursing science. B.S.N. graduates may pursue the M.S.N. 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 Admissions and Student Services 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.
Contact Information
For general information on the School of Nursing, contact the Office of Admissions and Student Services, School of Nursing, CB# 7460, Carrington Hall, (919) 966-4260. Web site: nursing.unc.edu. E-mail: nursing@unc.edu.
NURS
253 Individual Development across the Lifespan (2). Prerequisite, admission to the program. 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.
254 Discipline of Nursing I (1). Prerequisite, admission to the program. 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.
261 [061] Nursing Role in Normal Nutrition (2). Prerequisite, admission to the program or permission of the instructor. This course involves the nursing application of nutritional concepts to the care of individuals, families, groups, and populations across the life span.
354 Discipline of Nursing, Part II (1). Prerequisite, admission to the program. This course explores professional practice through research review and clinical situations. Ethics, care as a central nursing tenet, compassion, spirituality, presence, hope, truth telling, and advocacy will be explored.
360 Concepts, Processes, and Skills for Evidence-Based Nursing (4). Prerequisite, admission to the program. The course focuses on understanding basic nursing concepts. The development of communication, teaching, and psychomotor skills are emphasized in conjunction with nursing process.
361 Pathophysiology (3). Prerequisite, admission to the program. This course is concerned with alterations involved in disruptions of normal physiology as well as pathophysiological principles underlying therapeutic interventions and outcomes.
362 Pharmacology across the Lifespan (3). Prerequisite, admission to the program. 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.
364 Nursing Care of Adults with Major Health Problems, Part I (6). Prerequisites, NURS 253, 261, 361, and 366; corequisites, NURS 360 and 362. 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.
366 [066] Health Assessment (3). Prerequisite, admission to the program. 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.
369 [069] Physical Assessment (3). Prerequisite, admission to the R.N.-B.S.N. option or permission of the instructor. This course provides an introduction to patient assessment, including interviewing, history taking, physical exam, and recording, analysis, and use of assessment data in planning patient care.
371 Introduction to Nursing Research (3). Prerequisites, NURS 360 and one other clinical course or permission of the instructor. This course helps students conceptualize both the basic research process and the importance of research to nursing, and enables students to understand and use published health care research.
377 [077] Research in Nursing Practice (3). Prerequisite, admission to the R.N.-B.S.N. option. This course introduces the registered nursing student to the components of the research process with application to the theory and practice of nursing.
379 [079] Leadership in Nursing Practice (3). Prerequisite, admission to the R.N.-B.S.N. option. Students will examine health care organizations from a systems perspective and develop leadership skills necessary in professional practice.
382 Family-Centered Genomic Health Care (1). Prerequisite, admission to the program. 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.
454 Discipline of Nursing, Part III (1). Pre- or corequisites, NURS 254 and 354. 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.
470 Public Health Nursing (5). Prerequisites, NURS 364 and 371; pre- or corequisites, NURS 472, 477, and 479. 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.
472 Nursing Care of Infants, Children, and Their Family (5). Prerequisites, NURS 253, 261, 360, 361, 362, 364, and 366. 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.
477 Psychiatric Mental Health Concepts for Broad Clinical Application in Nursing (5). Prerequisites, NURS 253, 361, and 362; corequisites, NURS 364 and 382. 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.
479 Maternal/Newborn Nursing (5). Prerequisites, NURS 253, 254, 261, 360, 361, 362, 364, and 366. The course focuses on application of caring and critical thinking skills in providing evidence-based nursing care to childbearing families.
487 Practicum in Nursing: Nursing Assistant Work Experience (3). Prerequisites, NURS 254, 364, and certification as a Nurse Aide I and Nurse Aide II. 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.
488 Practicum in Nursing: Health Services Improvement Work Experience (3). Prerequisites, NURS 254, 364, and certification as a Nurse Aide I and Nurse Aide II. 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.
489 Practicum in Nursing: International Work Experience (3). Prerequisites, NURS 251, 356, and certification as a Nurse Aide I and Nurse Aide II. Practice in international 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.
490 [090] Conceptual Bases of Professional Nursing Practice (3). Prerequisite, admission to the R.N.-B.S.N. option. Selected concepts and theories are explored as a basis for making judgments and decisions in nursing practice. Critical thinking skills are developed as an essential component of professional practice.
491 [091] Improving Nursing Practice: Application of Concepts, Theories, and Research (3). Prerequisite, admission to the R.N.-B.S.N. option. This course emphasizes analysis of clinical problems that affect the nursing care of selected populations. Students apply the nursing process, therapeutic communication skills, and teaching-learning principles in clinical situations.
494 [094] Community Health Issues in Nursing Practice (3–6). Prerequisite, admission to the R.N.-B.S.N. option. 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.
588 Leadership in Health Care Organizations (4). Prerequisites, NURS 254 and 360 or permission of the instructor. 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.
590 Nursing Care of Adults with Major Health Problems, Part II (8). Prerequisites, NURS 354, 364, 371, 472, 477, and 487 or 488 or 489. 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.
595 [095] Alternative Paradigms for Nursing Practice (3). Prerequisite, admission to the R.N.-B.S.N. option. 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.
596 [096] Contemporary Issues in Nursing Practice (3). Prerequisite, admission to the R.N.-B.S.N. option. 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.
610 Healthy Aging (1). Prerequisites, NURS 360 and 364. The concept of healthy aging for older adults living in the community is explored. Physical, social, and psychological changes and the adaptations necessary for independent living are identified.
687 [187] Ethical Issues in Nursing (2). Prerequisite, one clinical nursing course or R.N. status or permission of the instructor. 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.
691H [097] Honors in Nursing, Part I (3). Permission required. Preparation of a two-semester honors project under the direction of department advisors.
692H [098] Honors in Nursing, Part II (3). Permission required. Preparation of a two-semester honors project under the direction of department advisors.
699 [099] Advanced Practicum in Nursing (1–3). Prerequisite, admission to the program. 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.