Accelerated BSN Curriculum

This course introduces students to basic nursing principles including concepts that form the theoretical basis for their roles as Registered Professional Nurses. The students develop nursing skills to meet the bio-psychosocial needs of a selected population i.e. adults and the elderly. The steps of the nursing process are introduced as the framework for nursing care and practice. The didactic or classroom portion of this course includes the theoretical principles of: therapeutic communication, vital signs, infection control practices, body mechanics and safety, hygiene, comfort measures, skin integrity and wound care, nutrition, elimination, oxygenation, fluid and electrolytes, pain assessment, medication administration, care of the dying, introduction to the health care system and health care team, and legal and ethical issues that affect professional nursing practice.

In the Nursing Skills Laboratory the students practice basic psychomotor skills related to the theoretical topics introduced in the classroom. They move on to applying these skills utilizing the nursing process with patients in the traditional setting of medical-surgical hospital units. Pre-requisite: GSCN 105, GSBN 117/117L, GSBN 118/118L, GSBN 229/229L, admission to nursing program; Co-requisite: GNRN 411/411L, GNRN 411, GNRN 355.

This introductory course focuses on central concepts and trends that impact the practice of Nursing in the 21st Century. Concepts include, but are not limited to, historical perspectives of nursing, the healthcare environment, inter-professional education, legal and ethical boundaries, critical thinking, cultural and spiritual influences, psychosocial nursing interventions, and the fundamentals of evidence-based practice. Pre-requisite: GSCN 105, GSBN 117/117L, GSBN 118/118L, GSBN 229/229L, admission to nursing program; Co-requisite: GNRN 411/411L, GNRN 411, GNRN 355.

Emphasis is placed on the relationship of usual health patterns of major body systems to changes that occur during the illness experience. Major pathophysiologic concepts are explored using a body systems approach. Theories relating etiology, pathogenesis, and clinical manifestations are used to study common disease processes. Concepts from anatomy and physiology provide the foundation for exploring human dysfunction. Pre-requisite: GSCN 105, GSBN 117/117L, GSBN 118/118L, GSBN 229/229L, admission to nursing program; Co-requisite: GNRN 110/110L/110C, GNRN 411/411L, GNRN 411.

This course focuses on the development of comprehensive health assessment skills for the adult client, including measures of physical and functional status, documentation of the assessment findings, and health promotion strategies for each body system. Considerations of cultural differences are discussed with respect to health assessment as well as health promotion strategies. The course consists of a lecture and lab component. Pre-requisite: GSCN 105, GSBN 117/117L, GSBN 118/118L, GSBN 229/229L, admission to nursing program; Co-requisite: GNRN 110/110L/110C, GNRN 355.

A study of human genetics in order to elucidate the basic laws of heredity and their physical basis (classical genetics); structure and function of the gene (molecular genetics); and population genetics, with attention to human abnormalities as illustrations of these principles. Prerequisites: BIHN 120/120L, BIHN 121/121L, BIHN 229/229L, GSCN 105, and all first semester courses. Co-requisite: GNRN 130, GNRN 200, GNRN 201, GNBN 201. 

This course builds upon the foundation acquired in the Human Anatomy and Physiology I, Nutrition for Nursing Majors, and the co-requisite course Human Anatomy and Physiology II. Topics addressed comprise major drug classifications, pharmacokinetics, pharmacodynamics, pharmacotherapeutics, indications, uses, contraindications, cautions, side and adverse effects, toxicities, drug-drug, drug-food interactions and allergies. Pre-requisite: All first semester courses.

This course provides the basis for application of critical thinking skills in utilizing the nursing process in organizing nursing care. The course focuses on nursing management of adult patients with acute health problems. Emphasis is on the acute stages of disease as well as health promotion and prevention, nutrition, diagnostics and treatments. The course addresses nursing care issues in physiological, pathophysiologic and psychosocial contexts. Pre-requisite: All first semester courses. Co-requisite: GNRN 130.

This course is designed to study populations at risk, such as the aged and those diagnosed with cancer or HIV, with emphasis on variables that may be modified to increase quality of care and life. An epidemiological model is used to study health status as it is affected by environment, lifestyle, heredity, and community. Students observe and participate in managing the care of a patient being followed by agencies that are selected for their interdisciplinary approach. Prerequisite: all first semester courses.

This one credit course is a requirement of the School of Health Sciences. The student explores the concepts and principles of community service and Nursing as they apply to individuals, families, and the community as a whole. Students examine and recommend services and teaching available to their client(s) through independent study. This course builds on Orem’s Self Care Theory as students document a reflection paper that includes a comprehensive health assessment. This course must be completed by senior year.

This course is designed to advance the theoretical and clinical knowledge of the student in the care of the adult medical-surgical patient. This course will address nursing care issues from a physiologic, pathophysiologic, and psychosocial context. Students will develop up-to-date knowledge to apply through critical thinking and clinical reasoning. Promotion of safe and quality outcomes of care for different populations across the health-illness continuum will be examined.

Clinical experiences include opportunities for students to care for adult medical–surgical patients in the acute care setting. Integration of the nursing process, as well as the psychosocial, physiological and socio-cultural needs of the adult medical-surgical patient population are investigated during each clinical experience. Pre-requisite: GNRN 130, 200, 410.

Builds upon and expands basic psychosocial knowledge and skills acquired in PSY 101, GNRN 110 and GNRN 200. Progression to more complex mental health patterns as they relate to the practice of nursing provides students with the opportunity to broaden understanding of human-environmental interactions and evolving mental health patterns within diverse cultures. Behavioral patterns are explored from a normative growth and developmental perspective, and contrasted with alterations in function. The nursing process serves as the foundation for assessments and interventions necessary to meet the biopsychosocial, cultural, and spiritual needs of psychiatric mental health clients, their families, and significant others. Prerequisite: GNRN 130, 200, 410.

This course focuses on community assessment, environmental factors affecting health and illness, concepts and principles of epidemiology, and problems of the urban environment. In collaboration with the Home Care Agencies, Community Outreach Agencies and selected ambulatory clinics, and under faculty supervision, students will provide nursing care in the patient’s home setting. Prerequisite: GNRN 130, 200, 410. Co-requisite: 300.

This course focuses on the conceptual and research development of nursing knowledge that forms the basis of evidence-based practice. The validity of quantitative and the conformability of qualitative methods used to answer nursing research questions are discussed. Students critically evaluate current nursing research and assess applicability to clinical practice. Pre-requisite: first semester courses.

This course is designed to advance and refine the theoretical and clinical knowledge of the student when managing care of the adult medical-surgical patient. Emphasis is placed on evaluating specific universal, developmental and health deviation self-care requisites and deficits, as well as gerontological changes that interfere with the adult patient's ability to manage increasingly complex self-care needs. Both the nursing and medical management associated with meeting the needs of patients with complex medical-surgical conditions are discussed. The nursing process continues to be incorporated utilizing Orem's Self-Care Deficit Theory as a framework for the organization and provision of care for the adult medical- surgical patient. This course focuses on the student's assimilation of knowledge related to nursing, liberal arts, health and social sciences in the care of a complex adult medical-surgical patient. Students are expected to be pro-active participants in both the theoretical and clinical components of this course. Clinical experiences include opportunities for students to care for adult patients with complex medical surgical needs. The focus of the clinical experience will be to facilitate the transition of the student to the role of the professional registered nurse. Integration of the nursing process, as well as the psychosocial, physiological and socio-cultural needs of the adult medical-surgical patient population will be assessed during each clinical experience. Prerequisite: NUR 300.

Builds upon the foundation acquired in NUR 110, NUR 130 and NUR 200. Uses the Nursing Process, Orem's model of self-care and a developmental approach to build upon principles of humanity, health and environment as they affect nursing care of women, infants and children. Emphasis is placed on health teaching and providing care to obstetrical, newborn and pediatric patients with complex problems, from the prenatal period through adolescence. Clinical experiences are provided in a structured multicultural medical center with a parent-child focus. Other learning experiences will occur in the classroom with assigned activities in the computer and skills lab. Prerequisite: NUR 200.

Builds upon the foundation acquired in NUR 110, NUR 130 and NUR 200. Uses the Nursing Process, Orem's model of self-care and a developmental approach to build upon principles of humanity, health and environment as they affect nursing care of women, infants and children. Emphasis is placed on health teaching and providing care to obstetrical, newborn and pediatric patients with complex problems, from the prenatal period through adolescence. Clinical experiences are provided in a structured multicultural medical center with a parent-child focus. Other learning experiences will occur in the classroom with assigned activities in the computer and skills lab. Prerequisite: NUR 200.

The emphasis of this course will be on leadership and management theories. Students will utilize organizational, educational, administrative, and business theories to analyze the nurse’s role in healthcare leadership and management. Students will examine legal and ethical issues in nursing. This course includes a senior capstone project focused on professional practice and is assigned in the final semester prior to graduation. Students develop their professional and leadership nursing role by using leadership skills to become active members of the health care team. Prerequisite: Final semester status.