Registered nurses may pursue the baccalaureate
degree in nursing with part-time or full-time enrollment. Students can
fulfill the requirements of the liberal arts and sciences core through
evening, weekday, weekend and summer school enrollment.
Loyola University Chicago also offers an R.N. to
master’s degree for qualified registered nurses. Details may be found in
The Graduate School catalog.
ADMISSION
POLICIES AND PROCEDURES for the R.N. Baccalaureate degree completion track
Application forms and credentials are submitted
to Loyola University Chicago Undergraduate Admissions Office.
The following documents must be submitted at the
time of application:
-
official transcripts from previous schools attended
including high school, nursing school, colleges;
-
a copy of current Illinois nursing license.
Requirements:
-
an overall minimum 2.5 ("C+") grade point average
for all attempted courses, excluding nursing courses;
-
a minimum grade of "C" in each course;
-
graduation from an NLN-accredited school of nursing.
-
Admissions decisions are based on the student’s materials
presented as a whole and not on any one specific criteria.
Application may be made by ADN & Diploma RN’s
to Loyola University School of Nursing with a minimum of 20 semester credits
earned from an accredited college or university. Applicants are admitted
to the pre-major curriculum in the School of Nursing until they qualify
for admission to the nursing major. The School of Nursing reserves the
right to determine eligibility for acceptance of the student into the nursing
major.
Enrollment in the first clinical nursing courses
can take place when a minimum of 50 semester credits has been earned including:
The required science core with a grade of "C" or
better in each course; anatomy and physiology, microbiology, and chemistry
courses must have a laboratory component and be equivalent in content to
those offered at Loyola University;
A course in developmental psychology.
METHODS
OF ACHIEVING CREDITS
Registered nurses may acquire the 20 credit hours
of non-nursing courses required for admission to the School of Nursing
in any of the following ways:
Registration at Loyola University Chicago
Challenge examinations may be offered by
liberal arts and sciences departments. Arrangements for challenge examinations
in arts and sciences disciplines must be coordinated through the School
of Nursing. A fee per credit hour is attached to the administration of
the challenge examination.
OR
College Level Examination Program (CLEP):
Students wishing to earn college credit for academic experience gained
through non-academic channels may do so through the CLEP program. For information
on the maximum number of credit hours which can be earned and on the specific
examinations which are eligible for Loyola credit, please consult the leaflet
entitled Credit by Examination at Loyola, which may be obtained
from the Undergraduate Admission Office. Credit by examination may not
be taken for any course the student has already taken at Loyola.
Community College: Much of the liberal arts
and sciences core can be transferred from a community college. An overall
minimum grade point of 2.5 ("C+") must be attained in courses. Nursing
courses are not transferable except in circumstances when a formal articulation
agreement exists, and are not included in computation of the grade point
average. A maximum of 64 semester or 96 quarter hours can be accepted.
University Courses: Applicants may apply
to transfer course credits earned at another university. An overall minimum
grade point average of 2.5 ("C+") must be attained. Nursing courses are
not ordinarily transferred nor included in grade point computation.
An R.N. may elect to take the entire baccalaureate
curriculum at Loyola as either a full or part-time student. No regularly
scheduled course may be taken as an independent study by the student.
Earning 35 hours of credit for professional nursing
experience at 35 hours per work year not to exceed 125 hours.
For R.N.s who hold a nonnursing baccalaureate
degree, the Loyola core requirements for the BSN degree at Loyola are
reduced from 81 to just 46 credits. For example, the number of history
courses is reduced from 2 courses to just 1, and the number of philosophy
and theology courses is reduced from a total of 6 courses to 2. For more
information about these requirements and/or for individual counseling for
the R.N./B.S.N. completion program, call The School of Nursing at 773-508-3249.
ADDITIONAL
POLICIES AND INFORMATION
Loyola science and developmental psychology courses
are generally offered in summer sessions as well as during the academic
year.
Sciences taken in a non-degree program (diploma)
are not accepted unless they were taken at an affiliated college and received
college credit.
The Undergraduate Admission Office assists the
School of Nursing R.N./B.S.N. coordinator with the initial counseling.
After the student is admitted to Loyola University Chicago School of Nursing,
the R.N./B.S.N. coordinator will provide official program planning.
The student will have five years from the date
of acceptance into the program in which to complete the degree without
a change in the program. After five years, the student’s program is subject
to change if the curriculum changes. The student will have three years
from the date of the first nursing courses in which to complete the nursing
major.
Students not taking nursing courses for more than
one year must apply to the director of the undergraduate program for a
leave of absence. If on leave for more than one year, students must reapply.
Students absent from nursing courses for more than two years may be required
to repeat previously passed nursing courses. One year prior to planned
entrance into the full time senior-level courses, the student must inform
the school in writing of his/her intent to enter the senior year. This
helps the school plan clinical spaces but does not guarantee that a space
will be available in a given year. However, the school will guarantee a
minimum number of spaces reserved exclusively for R.N. students.
Students in the R.N. degree completion option may
challenge a maximum of forty-one credit hours: 26 hours in nursing and
15 credit hours from core liberal arts and sciences.
Challenge Examinations in Nursing:
R.N. degree completion: students successfully completing the nursing challenge
examinations (NLN Mobility Profile II) will have a grade of "credit" ("CR")
posted to their permanent academic records for each course successfully
challenged. Twenty credits of challenge exams are waived for persons who
graduated from an NLNAC or CCNE accredited associate degree nursing program
and who achieve a nursing GPA of 3.0 or better from their nursing school.
Waiver is also allowed if the student’s first AA degree granting institution
has an articulation agreement with Loyola University School of Nursing.
Students who earned a 2.99 or less nursing GPA upon completion of their
nursing program will be required to take the NLN mobility Profile II examination.
Students not scoring sufficiently high enough to warrant receiving credit
("CR") will be required to either retake and pass the exam or to take the
course covering the content of that examination. Students who have failed
a course may not take the challenge examination for that course. Hours
accumulated through the grade of credit ("CR") will be considered as earned
hours toward graduation but will have no effect on the grade point average.
Students may also challenge GNUR 293 and GNUR 338, prior to taking these
courses. The challenge examinations are taken after being admitted into
the program and well before beginning senior-level nursing courses. Please
note a fee is required for each challenge examination.
Challenge Examinations in Liberal Arts and
Sciences: Contingent upon academic qualifications, certain R.N.
degree completion students may be encouraged to take challenge examinations
in one or more of the liberal arts and sciences disciplines. Please consult
College of Arts and Sciences for policies on grade and credit for challenge
examinations in liberal arts and science courses. Please note a fee is
required for each challenge examination.
The R.N. must bring college transcripts to Associate
Dean of Academic Programs in Nursing, or the Undergraduate Admission Office
to assist the counselor in program planning. Transcripts are officially
evaluated when application has been made to the university.
Upon acceptance at Loyola University Chicago all
credentials are forwarded to the School of Nursing and an advisor will
assist the student with continued program counseling.
Requirement for graduation in the R.N./B.S.N. track
is 120 credit hours. The last 45 hours of instruction must be taken in
residence at Loyola. R.N./B.S.N. can earn up to 125 hours of college credit
for professional nursing experience. 35 hours per calendar year of employment
as a registered nurse up to a maximum of 125 hours or 4 years employment.
This is evaluated through the presentation of a professional employment
portfolio.
Once admitted to Loyola University Chicago, all
coursework must be taken at Loyola.
All policies of Loyola University Chicago and the
School of Nursing printed in the catalog apply to degree completion students
as well.
CONTINUING
EDUCATION
The School of Nursing offers continuing education
programs and workshops primarily aimed at baccalaureate and higher degree
nurses. Continuing education units (CEUs) may be offered with the programs.
The school has established relationships in England, Belize, and Africa
for credit in continuing education as well as volunteer opportunities.
The Niehoff School of Nursing will be phasing in
a new community-focused curriculum beginning in Fall, 2001. Students’ program
plans may be subject to change as a result of the curriculum changes. Updated
program plans, course descriptions and course requirements will be presented
to students when they begin their matriculation in the School of Nursing.
| Degree
Requirements for Bachelor of Science in Nursing (B.S.N.)** |
| |
Credit Hrs. |
| Nursing |
51 |
| Biophysical sciences: CHEM
151, 152; BIOL 152, 153; NTSC 210 |
19 |
| Humanities |
36 |
| English 105, 106, one literature
course; philosophy core requirements (9 hrs.); theology core requirements
(9 hrs.); |
| History 101, 102-107; communicative
and expressive arts (CMUN 101 or THTR 100) |
| Behavioral
sciences |
15 |
| Social science requirements;
PSYC 101, 273, 331; plus one additional social science, PSYC 304 or CIEP
380 |
| Electives |
9 |
| Total |
130 |
| Suggested
Curriculum Program** |
| (Implemented Fall, 1995) |
| FRESHMAN
PROGRAM |
|
|
|
| First Semester |
Credit Hrs. |
Second Semester |
Credit Hrs. |
| Chemistry 151* |
4 |
Chemistry 152* |
4 |
| English 105* |
3 |
English 106* |
3 |
| History 101 |
3 |
History 102-107 |
3 |
| Psychology 101 |
3 |
Expressive Arts |
3 |
| Elective |
- |
Theology |
3 |
| Nursing 101 |
3 |
|
16 |
| |
16 |
|
|
| SOPHOMORE
PROGRAM |
|
|
|
| Biology 152* |
4 |
Biology 153* |
4 |
| Natural Science 210* |
3 |
Psychology 273* |
3 |
| Literature |
3 |
Nursing 205* |
3 |
| Philosophy 120 |
3 |
Nursing 206* |
2 |
| Theology |
3 |
Philosophy |
3 |
| |
16 |
Social science |
3 |
| |
|
|
18 |
| JUNIOR
PROGRAM** |
|
|
|
| Nursing 210# |
4 |
Nursing 293• |
3 |
| Nursing 275_ |
4 |
Nursing 275_ |
4 |
| Nursing 277_ |
4 |
Nursing 277_ |
4 |
| Nursing 279_ |
4 |
Nursing 279_ |
4 |
| Nursing 281_ |
4 |
Nursing 281_ |
4 |
| Statistics• |
3 |
Psychology 331• |
3 |
| (PSYC 304 or CPSY 380) |
15 |
Elective |
3 |
| |
|
|
17 |
| SENIOR
PROGRAM** |
|
|
| Nursing 340 |
3
|
Nursing 375_ |
5 |
| Nursing 360 |
2
|
Nursing 377_ |
4 |
| Nursing 375_ |
5
|
Nursing 379_ |
4 |
| Nursing 377_ |
4
|
Nursing 381_ (WI) |
5 |
| Nursing 379_ |
4
|
Theology |
3 |
| Philosophy |
3
|
Elective |
3 |
| |
16 or 17
|
|
15 or 16 |
* Prerequisite or corequisite to clinical nursing
courses
_ Only two of the courses taken in one semester
# Prerequisite to second semester junior year
• Prerequisite to senior year
** Subject to change as a result of curriculum
revision
All Science Courses Must Include Laboratory Experience
Inorganic and organic chemistry will be accepted
in transfer for CHEM 151 and 152.
Microbiology will be accepted in transfer for Natural
Science 210.
COURSES OF INSTRUCTION
I.
Concept Courses
The following courses are developed according to
the concepts identified in the conceptual framework of the School of Nursing.
The first concept course (GNUR 205) provides the foundation for all succeeding
courses in the curriculum.
GNUR 101. Introduction to Healthcare Professions.
(FS) (3)
This course introduces freshman students to the
healthcare professions. Through selected class and extracurricular experiences,
the students will reflect upon choice of profession, and their ideas about
health care. Class discussions will focus on the history and the future
of health care, and on issues related to healthcare reform. Small group
discussions will focus on health assessment. Personal responsibility for
maintaining one’s own healthcare record will be stressed.
GNUR 204. (WI) Bridge Course in Nursing Concepts:
Introduction to Organizing Concepts of the Curriculum and Professional
Socialization Strategies. (4)
Prerequisite: R.N. students only; corequisites:
BIOL 152, 153; CHEM 151; NTSC 210.
This bridge course provides the R.N. student with
an introduction to the conceptual framework of the curriculum. General
System Theory is presented as a basis for the school’s conceptual framework.
Adult learning strategies are used to socialize the returning student to
the university setting. (RN/BSN & RN/MSN majors only)
GNUR 205. Professional Role Development I: Practitioner.
(3)
This course builds upon and integrates concepts
presented in GNUR 206. It is designed to introduce the learner to the practice
of professional nursing. Selected subconcepts of person from the school’s
conceptual framework are presented and related to the diagnostic process
in nursing with an emphasis on fundamental techniques necessary for sound
health assessment and beginning decision-making skills. Basic client care
problems that are common to many clinical situations, and nursing interventions
utilized to deal with these problems, are presented. (Majors only)
GNUR 206. Concepts in Nursing I: Introduction
to Organizing Concepts of the Curriculum. (2)
Prerequisite or corequisite: GNUR 205.
This course presents an introduction to the concepts
which form the foundation of the discipline of nursing. General System
Theory is presented as the organizing structure for the conceptual framework
of the school. Discussion of the major concepts and selected subconcepts
of the conceptual framework form the basis for understanding the ways in
which nursing knowledge is organized. Role theory and the role expectation
of the professional nurse are introduced. (Majors only)
GNUR 210. Concepts in Nursing II: Therapeutic
Modalities. (3)
This course integrates concepts of fluids and
electrolytes, acid-base balance, pharmacology, and nutrition as they apply
to the discipline of nursing. A modular approach, utilizing case studies
and the nursing process, explicates and applies the content in relation
to clients who have alterations in oxygenation, metabolism, mobility, immunocompetence,
reproduction, and perception across the life span. Laboratory practice
in the administration of medications and enteral nutrition is provided.
Clinical application of knowledge and skills is demonstrated through the
use of the nursing process. Must be successfully completed prior to second
semester junior year. (Majors only)
GNUR 293. Pathophysiology: General Concepts
Related to Pathophysiology. (4)
This course provides the student with knowledge
of the basic mechanisms involved in pathophysiological processes. The concepts
of immunity, oxygenation, metabolism, mobility, perception and reproduction
are discussed. The effects of age and associated differences in adaptive
capacity are related to disease processes. Opportunities for the application
of pathophysiology content to case studies representative of a variety
of age groups and clinical settings are provided. Must be successfully
completed prior to senior year. (Majors only)
II.
Role Courses
The following courses are developed according to
roles that may be assumed by the nurse in the practice of professional
nursing. Prerequisites identified by an asterisk (*) in the suggested curriculum
outline must be completed or taken concurrently with GNUR 205. The final
role course (GNUR 381) is described under the section entitled "Clinical
Courses."
GNUR 340. Professional Role Development III:
Manager, Leader. (3)
This course is an introduction to the roles of
the professional nurse as manager and leader. Knowledge of previously studied
role elements are integrated in these two facets of professional practice.
Major components of the course include: management, career leadership strategies,
career preparation, and professional issues. Variables that influence the
present and future directions of professional nursing practice are examined.
(Majors only)
GNUR 342. Principles of Management and Leadership
Roles. (2)
This course is an introduction to the roles of
the professional nurse as leader and manager. Major components of the course
include: leadership, management, career preparation and professional issues.
Factors influencing the present and future directions of professional nursing
practice are examined. Opportunities are provided for application of this
knowledge in a variety of classroom and independent exercises designed
to enhance professional practice. (R.N./B.S.N. & R.N./M.S.N. majors
only)
GNUR 360. Professional Role Development II:
Researcher. (2)
Prerequisite/corequisite: STAT 380, CIEP 380 or
PSYC 304.
This course is an introduction to the role of
the professional nurse as researcher. Major components include: principles
and process of scientific inquiry; relationships among theory, practice
and research; basic types of research designs; and the ethical, legal,
socioeconomic and political factors which impinge on research and research
utilization. Selected nursing research literature is critically examined.
(Majors only)
III.
Clinical Courses
The following courses are taught using a conceptual
approach. Each two to three credit theory course includes a two credit,
concurrent, clinical laboratory component that is graded on a pass-fail
basis. Each theory course must be taken with the corresponding clinical
practicum.
In the four clinical courses of junior year, the
concept of development, as a curriculum strand, is reinforced through the
selection of a specific client age group. The concept of health is incorporated
into the clinical courses with emphasis on health promotion, health maintenance,
and/or restoration of health. In the clinical settings, students integrate
knowledge from their clinical courses as well as knowledge from role and
concept courses.
Students use this knowledge as they apply the nursing
process in the care of clients and families.
In senior year, the first three clinical courses
are designed to build on the junior courses and provide learning opportunities
with increasingly complex client problems and clinical settings. The final
senior clinical course (GNUR 381) provides for synthesis of the academic
experience and transition from the student role to that of the professional
nurse.
GNUR206. Practice of Professional Nursing.
This course introduces the fundamental principles
of nursing through classroom, laboratory and clinical experiences. These
experiences will help integrate nursing and assessment skills in order
to operationalize the nursing process. The Niehoff school of Nursing conceptual
framework, presented in GNUR205, will provide a foundation for organization
for all experiences gained in this course.
MCN 275. Nursing of Child-bearing Families Theory.
(2) MCN 275L Clinical (2)
Presents concepts related to the promotion and
maintenance of biophysical and psychosocial health of maternity clients
and newborns. Assessments and interventions which lessen or reverse threats
to well-being of childbearing families are taught. A brief historical overview
and the attitudes and values related to the ethical, legal, political and
economic issues in maternity nursing are presented. In clinical settings,
students apply knowledge from nursing and other courses in caring for normal
and selected high risk clients. (Majors only)
MCN 277. Nursing of Children from Infancy Through
Adolescence. (2) MCN 277L Clinical. (2)
This course presents concepts related to the health
and nursing needs of children from infancy through adolescence. Emphasis
is placed on the promotion and maintenance of their physical and psychosocial
well-being. Treatment modalities which lessen or reverse threats to the
child’s well-being are taught. A brief historical overview as well as attitudes
and values related to the political and economic issues relevant to pediatric
nursing are discussed. In the clinical settings, students apply knowledge
from nursing and other courses in the care of children and their families.
(Majors only)
MSN 279. Nursing of Middle-Aged Adults. (2)
MSN 279L Clinical.
Concepts related to the health and nursing needs
of middle-aged adults are presented. Emphasis is placed on the promotion
and maintenance of the physical and psychosocial well-being of the client.
Selected concepts and treatment modalities which lessen or reverse threats
to well-being in the client resulting from altered adaptive processes,
e.g., metabolism and immunity, are taught. Surgical intervention as both
stressor and treatment modality is explained. A brief historical overview
as well as attitudes and values related to the ethical, legal, political
and economic issues relevant to nursing care of middle-aged adults are
discussed. In the clinical settings students apply knowledge from nursing
and other courses when they use the nursing process in the care of middle-aged
adults. (Majors only)
MSN 281. Nursing of the Elderly. (2) MSN 281L
Clinical. (2)
Concepts related to the health and nursing needs
of older adults are presented. Emphasis is placed on the promotion and
maintenance of the physical and psychosocial well-being of the client.
Selected concepts and treatment modalities which lessen or reverse threats
to well-being in older adults resulting from altered adaptive processes,
e.g. oxygenation, metabolism, mobility, sexuality, and perception, are
taught. A brief historical overview as well as values related to the ethical,
legal, political and economic issues relevant to the health care of older
adults are discussed. In the clinical settings, students apply knowledge
from nursing and other courses when they use the nursing process in the
care of older adults. (Majors only)
MSN 375. Nursing of Clients with Acute Illness.
(3) MSN 375L Clinical. (2)
This course is designed to present selected concepts
with application to more complex nursing situations. The client population
includes age groups from adolescence through the elderly. The focus is
on the nursing care of clients who are experiencing life-threatening illness,
with emphasis on health restoration and rehabilitation. Ethical, legal,
political and economic issues and research studies are addressed. In the
clinical setting, students apply knowledge from nursing and other courses.
The course builds on prior knowledge and skills and provides content for
utilizing the nursing process in the care of clients in a tertiary care
setting. (Majors only)
CMAN 376. Nursing Care Concepts in Community
Health and Acute Care Settings. (6)
Prerequisite: R.N. students only.
This course presents selected concepts with application
to specific complex nursing situations. The content focus is primary, secondary
and tertiary prevention along with emphasis on health promotion and restoration.
Ethical, legal, political and economic issues, and research to enhance
practice are addressed. This course builds on prior knowledge and skill
in the care of clients in a variety of community health and tertiary care
settings. (RN/BSN & RN/MSN majors only)
CMAN 377. Nursing of Clients with Mental Illness
Theory. (2) CMAN 377L Clinical. (2)
This course is designed to present selected concepts
with application to specific complex nursing situations. The focus is the
nursing care of clients who display psychiatric disorders. Emphasis is
on therapeutic communication, the nurse-client relationship, and nursing
assessment as means to promote health restoration. Attitudes, values, ethical
and legal decision-making relevant to the nursing care of clients with
psychopathological conditions are discussed. In the clinical settings students
apply knowledge from nursing and other courses. The course provides the
knowledge base and skills for use of the nursing process in psychiatric/mental
health settings. (Majors only)
CMAN 379. Nursing of Families, Aggregates and
Communities Theory. (2) CMAN 379L Clinical. (2)
This course is designed to apply concepts to complex
nursing situations outside of institutional settings. Nursing and public
health concepts are integrated to provide a theory basis for the care of
families, aggregates and communities which include all age groups. The
content focus is primary, secondary and tertiary prevention with clients
in community settings with emphasis on health promotion and restoration.
Attitudes, values, ethical, legal, economic and political decision-making
as they relate to these clients and community are discussed. The course
provides the knowledge base and skills for use in a variety of community
settings. (Majors only)
GNUR 381. (WI) Clinical Role Transition. (5)
This writing-intensive course is designed to assist
the student in the process of socialization into professional nursing.
Through a guided intensive clinical experience, students assume the role
of a beginning professional nurse practitioner. Through seminars, clinical
experiences, and analysis of literature, opportunities for integration
of nursing and non-nursing concepts are provided. Emphasis on leadership
and management promote the transition from the student role to that of
the professional nursing practitioner. (Majors only)
IV.
Nursing Electives
The following courses, which cover a wide range
of topics, are available as nursing electives. Four of these elective courses
(GNUR 160, MCN 215, MSN 230 and CMAN 368) are for non-nursing majors.
CMAN 160. Consumer Health. (CIEP 160) (2)
This course is designed to provide an overview
of health with emphasis on health teaching as an integral part of the curriculum.
Concepts of health education are applied in the selection and altering
of a negative health behavior. The many facets of health in today’s society
are explored. The course is for non-nursing students.
MCN 215. Women’s Health. (WOST 215) (3)
This course is designed to provide an overview
of multiple factors influencing the health and lifestyle of women. The
purpose of the course is to help women regulate, control and become more
active participants in their own health maintenance. Health problems faced
by women, historical perspective of women’s health, as well as current
barriers to health are discussed. Open to non-nursing majors.
MSN 230. Crisis Care on Campus. (PHED 147) (2)
The course is designed to acquaint the student
with basic assessments and interventions for campus emergencies including
athletic injuries, alcohol and substance abuse, suicide prevention, and
selected situations requiring first aid. CPR is included. The course is
for non-nursing majors.
GNUR 235. Transcultural Nursing. (3)
This course is designed to provide students with
a cultural perspective on health and illness beliefs, values, and practices
of their own and other cultures. These perspectives are given within the
framework of the cultural anthropology and nursing disciplines.
GNUR 320. Clinical Nursing Elective. (3)
This course is designed to provide an opportunity
for beginning senior-level students from baccalaureate nursing programs
to investigate and develop a self-directed learning activity in relation
to clinical practice in an acute-care setting. Students gain knowledge
and experience in the application of the self-directed learning process.
Students also have the opportunity to enhance their skills in the clinical
setting. Patient care resources and current issues in nursing are assessed
and discussed in weekly seminars. (Majors only)
GNUR 324. Spiritual Dimensions of Nursing Practice.
(2)
This course provides an opportunity to explore
aspects of nursing care from the perspective of the personal quest for
meaning. Various spiritual traditions are examined in light of hope and
meaning. Students explore their own spiritual journey, their own beliefs
and how they can give nursing care to the distressed spirit within the
nursing process.
GNUR 325. Selected Topics in Clinical Nursing.
(1-3)
(Some courses have prerequisites.)
This course will provide the student with content
knowledge specific to particular areas of nursing. Topics may include critical
care, emergency, high-risk childbearing families, community health, oncologic,
rehabilitation, gerontologic nursing, or comparative health systems including
international study.
GNUR 330. Alternative Methods of Healing. (3)
Holistic health and selected alternative methods
of healing will be explored. The focus will be on viewing health as a state
in which the human body, mind and spirit are integrated.
GNUR 338. Physical Assessment for Clinical Nursing.
(3)
Required for registered nurse students. This course
offers an experience through didactic material and simulated clinical practice
to develop a beginning level of skill for physical assessment. Although
the course is based on a medical model, it is stressed that acquired skills
will be integrated into the nursing process. The goal is to provide the
knowledge to obtain and record a complete patient data base, identify nursing
and medical problems so a plan can be effected to meet the healthcare needs
of the client and facilitate communication with health care professionals.
(Majors only)
CMAN 368. Introduction to Health Care Management
This course, open to arts and science, business,
and nursing majors, provides an introduction to the management in healthcare
systems in the United States. The process of planning, organizing, directing,
and controlling will structure the exploration of healthcare management.
The history of healthcare systems, current healthcare delivery models,
sources of financing, and theories supporting management will be discussed.
Ethical concerns in healthcare management and differences and similarities
between healthcare and other organization management will be explored.
GNUR 386. Introduction to Information Systems
for Health Care Management. (3)
Prerequisites: GNUR 340; permission of chairperson.
This course presents information systems as used
in healthcare settings. Computer programs used to assist or facilitate
management decisions are discussed. Patient classification, staffing and
scheduling, quality assurance, productivity monitoring and integrated hospital
information systems are introduced. Selected microcomputer data base systems
are available for students’ self-paced learning. (MSN & majors only)
GNUR 388. AIDS: Interdisciplinary Issues. (CIEP
335) (3)
This interdisciplinary course is designed to inform
the student about the spectrum of diseases caused by the human immunodeficiency
virus (HIV). The course also enables students, guest speakers and faculty
to discuss HIV-related issues such as counseling, economic, educational,
ethical, legal, medical, policy, social and spiritual.
GNUR 399. Independent Study. (1-5)
(Requires approval of Associate Dean Academic
Programs in Nursing.)
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