NURS - Nursing

In Nursing II, the student uses the nursing process to assess, plan, implement, and evaluate nursing care to meet basic needs of clients with major health concerns. Health problems are studied in depth with emphasis on therapeutic communication, client education and prevention. Areas of concentration include: crisis, maternal-child health, the surgical experience, diabetes, and caring for individuals with respiratory, cardiovascular, and gastrointestinal problems. The campus lab continues to be used for the acquisition, practice and evaluation of technical skills. In the clinical area, the student cares for clients whose conditions are relatively stable and predictable. Observational experiences include rotations to obstetrics, operating and recovery rooms. The student uses a variety of methods to acquire competence in learning objectives and demonstrates increased responsiblity for learning.

In Nursing III, the student applies the nursing process in assessing/analyzing, planning, implementing, and evaluating nursing care for one or more patients with chronic and/or critical health concerns. The student further develops his/her role as teacher by formulating and implementing teaching plans based upon a client's individual needs. Major health concerns which are included are psychiatric problems, blood disorders, hepatic problems, immunological problems, musculoskeletal disorders, cancer, genitourinary problems, gynecological problems, neurological disorders, and acute cardiac problems. The student considers some of the major health problems of children. Further incorporation of therapeutic verbal and nonverbal communication skills is pursued in complex situations. Clinical experience is increased to two seven- hour days per week. The student begins to care for clients in more complex situations in the clinical setting. Each student completes a psychiatric rotation and a rotation to an agency for treatment of dependency disorders.

The focus of this senior level elective course is to increase clinical efficiency and self-confidence. The student works as a member of a nursing team in association with a faculty member and RN preceptor. The nursing process is used to determine appropriate nursing interventions with emphasis on organization and priority setting among patients. Increased skill in using the nursing process, particularly the assessment and implementation phases, as well as increased ability to evaluate self-performance and increased levels of self-confidence are expected.

In Nursing IV, the student increases skills in applying the nursing process to a group of clients with chronic and/or critical health problems. The student develops his/her professional role as a leader and manager and is prepared for the transition from student to graduate. Nursing IV involves the student in specialty areas such as the Emergency Department, Intensive Care Unit, and community agencies. Major health areas that are investigated include: endocrine, neurology, cardiac, respiratory, obstetrical and trauma emergencies. To develop the role as a professional, the student participates in a group leader rotation, and in a manager of care rotation with freshman nursing students. Clinical experience continues to be two seven-hour days per week. A pediatric experience, a public health rotation, and a two-day clinical preceptorship are included. Students continue to focus on prevention and health education in the clinical and community setting. In the clinical lab, the student cares for clients in more critical and complex situations.

This course prepares the student to perform a holistic health assessment for an adult and child. It introduces the learner to the knowledge of age specific problems and skills necessary for implementation of a comprehensive assessment. Emphasis is placed on utilization of a systematic process for obtaining a health history and performing a physical exam. Students incorporate techniques of inspection, auscultation, percussion, and palpation while performing a physical exam and demonstrate appropriate use of the stethoscope, oto-ophthalmoscope, tuning fork, and percussion hammer. In addition, the student participates in documenting outcomes and preparing health promotion teaching plans. Socio-cultural influences, growth and development including gerontology and cost containment are concepts integrated throughout the course.