|NUR 110||Introduction to Nursing Concepts||7||6||3|
Nursing 110 is designed to give the student a basic foundation of the concepts of man, nursing, wellness/illness, and environment. The student is assisted in applying principles from the biological and psychosocial sciences to promote the adaptation of the individual. Basic human needs, adaptation theory, and the nursing process are introduced as the student assumes the roles of professional team member and provider of basic nursing care. Skills lab allows the student to practice and refine basic nursing skills. Supervised clinical experiences take place in hospital acute and rehabilitative care units. Observational clinical experiences that correlate with theory are offered based on availability.
|NUR 111||Introduction to Nursing Care of the Adult Client||8||6||6|
Nursing 111 is designed to give the student an opportunity to promote the adaptation of the individual experiencing alterations in health status. The student is assisted in applying concepts and roles introduced in the preceding course. The nursing roles of professional team member, provider of care, communicator, and teacher are studied and utilized. Assessment skills are expanded to include the total body in a systematic plan to facilitate priority planning, documentation and evaluating of the nursing process. Clinical lab allows the student to facilitate development of expanding nursing skills. Supervised clinical experience takes place in selected hospital units. To enhance the student’s knowledge base, there are observational experiences in various hospital departments and community clinics. (Prerequisites: NUR 110 and BIO 200 with a grade of “C” or better.)
|NUR 210||Nursing Care of the Adult Client in Illness||9||6||9|
Nursing 210 is a course designed to facilitate the student’s utilization of the nursing process for individuals, families, and groups experiencing maladaptations in wellness/illness within the body’s homeostasis and regulatory processes throughout the adult years. Clinical lab completes the fluid and gas transport skills such as IV insertion and monitoring, chest tube care, and tracheostomy care. Students are introduced to ECG monitoring and evaluation during their clinical experience. These skills facilitate evaluation of the internal and external environmental effects on man. Pertinent assessments of and evaluation of the interventions for clients experiencing maladaptations are offered in all levels of care. Students are encouraged to utilize critical thinking while planning and executing care for their clients experiencing illness. Students communicate directly with other hospital departments to coordinate and improve the quality of health care provided. Students are guided in the teacher, care giver and communicator roles to enhance positive change on the wellness–illness continuum for their clients. Legal and ethical issues are explored in terms of clients right to know, right to refuse treatment/procedures, while maintaining confidentiality to facilitate man’s inherent dignity, self-worth, and self determination. Clinical experience settings include various Graham Hospital departments and selected community clinics. Prerequisites: NUR 111, BIO 201, PSY 130, and HS 106 with a grade of “C” or better.
|NUR 230||Nursing Care of Childbearing Families||4||6||6|
NUR 230 is the study of the nursing care of childbearing families. Students are assisted in the application of concepts from the biological, physical and psychosocial sciences to the nursing care of these families across the wellness–illness continuum. Principles of normal growth and development of the female and the neonate from conception to the newborn period are emphasized as a basis for nursing care of clients with adaptive/maladaptive responses. Students are guided in the adaptation of the nursing process, therapeutic communication, teaching and critical thinking skills to the care of women, infants and their families. Current trends, legal, ethical and cultural issues of maternal and neonatal health are evaluated. Clinical experience is obtained on acute care maternity inpatient units. Clinical lab enhances the clinical experience by facilitating the development of nursing skills needed to care for mothers and newborn infants. Alternative clinical experiences include tours of facilities that offer varied services for women and infants are also experienced.
Prerequisites: NUR 210 and PSY 236 with a grade of “C” or better.
|NUR 240||Nursing Care of the Childrearing Families||4||6||6|
NUR 240 is a study of the nursing care of children from infancy to late adolescence. Students are assisted in the application of concepts from the biological, physical and psychosocial sciences and nursing to the pediatric population. Principles of normal growth and development are emphasized as a basis for the identification and care of children with maladaptive patterns. Students are assisted in the adaptation of the nursing process and skills in communication, teaching and critical thinking to the care of children and their families along the wellness–illness continuum. Evaluation of the role of the professional nurse in current trends, legal, ethical, and cultural issues of pediatric health care is stressed. Clinical experience is varied including: health promotion and screening activities at a well-child clinic, day care center, schools, and long-term follow-up clinics for children with chronic illness. A pediatric simulation lab is available for instruction and practice of pediatric nursing procedures and clinical decision making.
Prerequisites: NUR 210 and PSY 236 with a grade of “C” or better.
|NUR 260||Nursing Care of Clients with Psychosocial Problems||4||6||6|
NUR 260 assists students in the study of the mental health–illness continuum throughout the life cycle. The nursing process, critical thinking and nursing research are utilized in selecting nursing diagnoses that direct specific nursing actions to assist the client in adapting productively to internal and external environmental stressors. Therapeutic interactions and communication skills continue to be explored and refined. Medication, professional standards, and legal issues specific to mental health nursing are also evaluated. Clinical experience demonstrating the application of individual, family, milieu, and group treatment is provided in a variety of community settings. A simulation lab is also provided.
Prerequisites: NUR 210 and PSY 236 with a grade of “C” or better.
|NUR 250||Nursing Care of Clients in the Community||4||6||6|
NUR 250 is designed to study the concepts and theories of community health. Students are assisted in the application of concepts from the biological, physical and psychosocial sciences using a population approach to wellness and illness in the community setting. Health needs, problems, and cultural issues impacting on the community and available community resources are discussed and evaluated. Students are assisted in the adaptation of the nursing process to the care of individuals, families and groups in the community. Communication, teaching, and critical thinking skills are explored and practiced. Various roles of the professional nurse in community health are explored. Current trends, legal and ethical issues, and how health care is delivered will be explored. Clinical experience is provided in a variety of community settings including: home health, hospice, school nurse, correctional and public health nursing. Students will engage in community activities that include program planning, health promotion, health screening, and health evaluation.
Prerequisites: NUR 210 & PSY 236 with a grade of “C” or better.
|NUR 310||Advanced Concepts in Nursing Practice||10||6||12|
NUR 310 is designed to facilitate the utilization of advanced concepts of the nursing process for individuals, families, and groups experiencing illness. One focus of the course is evaluation of internal and external environmental stressors that affect the state of wellness. A second focus of the course is exploration of leadership/managerial roles of nursing. Students evaluate interdisciplinary interventions that are implemented to assist the client toward homeostasis. Leadership and management roles are applied to clinical experiences throughout the semester. Advanced nursing skills such as hemodynamic monitoring, care of the ventilated client, patient advocacy, and delegation are explored during the varied clinical experiences. Settings for clinical experience include the intensive care unit, adult medical-surgical unit, extended care unit, and alternate clinical settings in different hospital settings. Starting week eight of the course, a capstone testing experience is provided by ATI that covers an in-depth content review. This will be scheduled during class and clinical time. Theory in the classroom will examine critical illnesses and nursing leadership theory.
Prerequisites: NUR 230, NUR 240, NUR 250, NUR 260, BIO 206, SOC 100, MAT 132, ENG 101, ENG 102, and COM 103 with a grade of “C” or better. Previous or concurrent enrollment in PHI 120.
|BIO 200||Anatomy and Physiology||4||2||4|
This course is a study of the structure and function of the human body. The systems studied include the integumentary, skeletal, muscular, and nervous. Lecture and laboratory.(L1-904L) Prerequisite: High school biology within the past five years, or BIO 101, 105, or 155.
|BIO 201||Anatomy and Physiology||4||2||4|
A continuation of Biology 200. Systems studied include the circulatory, respiratory, digestive, urinary, endocrine, and reproductive. Lecture and laboratory. (Prerequisite: BIO 200.)
|BIO 206||Principles of Microbiology||4||2||4|
Microbiology is a general survey of microorganisms with a detailed study of the biology of the bacteria, their metabolism, growth, and death. The course includes the general characteristics and methods of cultivation and identification of bacteria, their role in nature, agriculture, disease and sanitation. The course consists of lectures, demonstration and laboratories. (L1-903L) Prerequisite: BIO 101, 105, or 155
|PSY 130||General Psychology||3||3||0|
General Psychology is an introduction to the scientific study and interpretation of human behavior in everyday life with consideration given to such topics as personality, emotions, motivation, learning, intelligence, sensation, and perception and group processes. (S6-900)
|PSY 236||Human Growth & Development||3||3||0|
This course is a study of the physical and psychological development from prenatal period through old age. Emphasis is placed on basic processes of learning and motivation and on the interactions of physical, intellectual, emotional, and social factors in the development of adjustment during these periods. Experiences will include the observing, recording and evaluating of behavior at the various stages of development. (S6-902) Prerequisite: PSY 130 or P/I.
|ENG 101||Composition I||3||3||0|
In Composition I, students write expressive, informative, and persuasive essays. Emphasis is given to developing an effective writing process that takes into account audience and rhetorical purpose. A research paper is required, and critical-thinking strategies are encouraged. (C1-900) Prerequisite: ENG 091 with a grade of C or better, testing criteria or equivalent. Students planning to graduate with a A. A. or A. S. degree are required to earn a C or better in this course.
|ENG 102||Composition II||3||3||0|
In Composition II, students write essays demonstrating key academic reading, writing, and thinking skills, including summary, critique, analysis, argument, and synthesis. Research and critical thinking are essential areas of emphasis in most written work for this course. (C1-901R) Prerequisite: ENG 101.
|COM 103||Speech Communication||3||3||0|
Emphasis is placed on the development and delivery of a minimum of three public presentations, including informative and persuasive speeches. Instruction includes the concepts of critical thinking and active listening, audience analysis, sound organization, effective use of supporting material through cited research, and effective delivery. (C2-900)
|SOC 100||Introduction to Sociology||3||3||0|
Introduction to Sociology introduces the student to the way that the structure of society, institutions, and organizations encourage individuals to interact in groups and organizations in particular ways. Emphasis will be placed on the organizational structure of institutions and the role that culture plays in affecting individual behavior and ideas. (S7-900)
This is an introductory course in statistics requiring a minimum of mathematical preparation. Topics to be covered include descriptive methods (frequency distributions, graphing, and measures of location and variation), basic probability, theory (sample spaces, counting, factorial, combination, permutations, and probability laws),probability distributions (normal distributions and normal curve, binomial distribution, and random samples and sampling techniques), statistical inference (estimation, hypothesis testing, t-test and chi-square test, and errors), and correlation and regression. (M1-902) Prerequisite: MAT 060 or MAT 061 with a grade of C or better, Testing Criteria, or equivalent.
|HS 106||Nutrition I||3||3||0|
A basic nutrition course which focuses on the physiological utilization of nutrients, the various aspects that affect man’s consumption of food, and a cross section of current nutrition topics.
|PHI 120||Logic and Critical Thinking||3||3||0|
This course is an introduction to logic and reasoning. The course presents the basis and structure of arguments, enabling the student to distinguish between good reasoning and bad, and practically apply rules of logic in composing good arguments and making good decisions. (H4 906)