Designed to examine womens health issues from a feminist perspective, this course explores the relationship of women to the health care system, discusses the historical role of women as providers and consumers of health care, and uses a holistic model to examine womens issues and concerns across the lifespan. The third credit is earned through an independent action project. (Equivalent to WMST 351.)
Distinguish professional nursing practice to expand clinical judgement based on evidence from nursing history stemming from Florence Nightingales holistic practice, nursing theory, and other disciplines to further nursing perspective of accountability and collaboration that reflects nursings professional identity, characteristics, and values. The nurses role in advocating for health policy that impacts patient care and the profession is explored to include the exploration of professional organizations to support patient and professional practice. Integral to nurses practice is the emphasis on life-long learning and responsibility to oneself, considering self-care practices. Prerequisite: 340 and RN License.
In this course, students build skills as curious scholars, ethical leaders, and active citizens by critically evaluating health-related research and applying evidence to guide holistic nursing care. Through collaborative inquiry and analysis, students explore ethical research practices, assess quality improvement strategies, and examine team dynamics and change theories to improve care at both individual and community levels. Prerequisites: 231, 232, 242, 349, MATH-130 or 230, WCII course.
Nursing students will examine a variety of quantitative, qualitative as well as evidence-based research methodologies useful in their role as care provider and member of the nursing profession. Each step of the quantitative research process will be reviewed/critiqued and then presented by students. Students will read and analyze qualitative data. Additionally, ethical principles and values important to the conduct of research will be explored. Prerequisites: 221, 230, 240, 290, 342, 349; MATH 130 or 230, WCII course.
Current scientific research in the emerging field of psychoneuroimmunology (PNI)and the implications of this research in maintaining health and preventing illness are presented. Demonstration and supervised practice of a variety of mind-body therapies provide opportunities for hands-on experience. The third credit is earned through independent study and practice of one of the therapies presented during the course.
Students apply public health nursing principles to promote and protect the health of individuals, families, communities, and populations across the lifespan. Emphasizing disease prevention, epidemiology, environmental health, and health policy, the course integrates evidence-based practice, systems thinking, and population-focused care. Grounded in social justice, students advocate for health equity and address the needs of vulnerable groups. Clinical experiences provide opportunities to collaborate with interprofessional teams, conduct population assessments, and implement interventions that enhance community health and well-being. Prerequisites: 326, 328, 336, 337, 360.
This course focuses on a broad-based understanding and clinical application of mental health concepts. Students will explore the concepts of compassionate, holistic care that affect the person with altered mental health in structured and non-structured settings. Students analyze the nursing process as it relates to the impact mental health and mental illness has on individuals, families, communities, and the health care system. This course will focus on acute and chronic mental illness while exploring the issues of equity, social justice, and social determinants of health as they apply to access of services and care for the underserved. Prerequisites: 326, 328, 336, 337, 360.
TThis didactic and clinical course introduces students to holistic, relationship-based nursing care for children from birth through adolescence and their families. Students will apply the nursing process and clinical judgment to assess, manage, and evaluate health promotion and health alterations in pediatric populations. Emphasis is placed on providing equitable, inclusive care that reflects diverse family experiences and integrates social determinants of health. Prerequisites: 231, 232, 242, 349, PSYC 220, WCII course.
This didactic course prepares students to analyze system disorders and differentiate between states of health and illness across diverse populations. Students will apply clinical judgment and evidence-based nursing interventions to promote quality outcomes and compassionate, person-centered care. Emphasis is placed on interpreting social determinants of health to address inequities and support holistic practice. Prerequisites: 201, 222, 231, 232, 242, 342, 349, BIOL 296, WCII course. Must take concurrent with NURS 337.
This clinical course advances students nursing competencies through hands-on experiences in diverse healthcare settings, emphasizing holistic, person-centered care. Students will apply clinical judgment to interpret health data, correlate conditions with individual preferences and plan evidence-based interventions that support equitable outcomes. Through the nursing process, students will explore social determinants of health, advocate for inclusive care, and examine healthcare policy and diversity. Prerequisites: 201, 222, 231, 232, 242, 349, BIOL 296, WCII course. Must take concurrent with NURS 336, 337L.