In a world where legal, financial, scientific, religious, societal and personal concerns converge when making healthcare decision, nurses must be prepared to critically reflect, choose, and guide others in these directions. Participation in this course will provide students the opportunity to explore the foundations of ethical behavior as well as address how Christian faith molds nursing practice. The course will offer the student an opportunity to examine and evaluate the various factors and relationships that impact health care decisions.

Scholarly writing in nursing communicates knowledge, expertise, and advances the profession. This course explores the process of scholarly writing and provides students the opportunity to develop their writing skills. Students will practice the craft of academic writing and become effective writers by the end of this course.

This course introduces students to the language of nursing, critical thinking, and the essential academic skills necessary for success in nursing. Students will explore nursing history, evidence based practice, scholarly communication both oral and written, and the nursing process. Students will also examine the role of technology and its impact on nursing practice, privacy, confidentiality, and health care.

This course will examine technology and its impact upon nursing and the healthcare industry. The students will explore how computers are utilized in education, practice, administration and research. Students will review software for its applicability in nursing and healthcare. Students will learn about word processing, electronic mail, computerized literature searches, Internet research, and electronic presentation software.(This course must be the first course taken in RN/BSN Program)

An overview of the historical, political, conceptual and theoretical development of the profession of nursing. Special attention is given to the scientific nature of the profession as well as the characteristics of its professional practitioners. Prerequisite: NURS 215.

This course focuses on psychosocial-spiritual assessment of individuals at all ages of the life span. Topics include culture/ethnicity, sexuality, stress, loss/grief, group process, communication, values, family theory, crisis theory, alternate health care modalities, and bioethical issues. (Pre- or corequisite: minimum grade of C+ in NURS 302)

This course combines a holistic approach to nursing care of clients with the sciences of anatomy and physiology to obtain an accurate assessment of patient needs.

This course is designed to focus on the role of the practicing nurse in the promotion of health and the provision of health education. Students will explore the concepts of health promotion and disease prevention as the challenge of the 21st century. Students will also have the opportunity to discuss and apply teaching and learning theories. The central role of the nurse as a primary health educator will be explored. Pre- or corequisite: NURS 305.

A theoretical and application oriented course that focuses on psycho-social-spiritual assessment of individuals across the life span and at end of life. Evidence-informed, holistic/integrative strategies for promoting health, healing, and providing holistic nursing care are explored.

This course focuses on core concepts of alterations of human homeostatic processes and pharmacokinetics, pharmacodynamics, and pharmacotherapeutics. Causes of pathophysiology in select body systems are discussed along with corresponding physical effects and responses. Pharmacologic therapeutic agents are discussed in relation to their effects on body systems experiencing disease pathology throughout the lifespan. Nursing responsibilities regarding safe medication administration, client teaching, laboratory data analysis and current research trends in pharmacology for the treatment of human diseases are discussed. Ethical/legal and cultural considerations of medication administration are discussed..

This course explores the historical and theoretical foundations of the profession of nursing from a Christian worldview. Special attention is given to the caring, scientific and artistic nature of the profession as well as the characteristics of its professional practitioners. Key roles of the nurse include care provider, designer/manager/coordinator of care, and member of a profession are explored. Emphasis is placed on the synergy of the body, mind and spirit that is essential to consider when providing nursing care to individuals throughout the lifespan. By looking at the holistic nature of persons, nurses can develop comprehensive therapeutic strategies. By exploring diverse psychosocial, spiritual, sexual, and cultural dimensions of persons, nurses can tailor their interventions to meet the needs of clients seeking mental and physical health.

This course will focus on understanding the needs of a population experiencing health care disparity, and the social, political, and economic factors influencing the delivery of health care, and participating in the delivery of health care in this setting. National and international, public, private, and faith-based organizations are examined. This course will support student learning during travel to the area to provide nursing care to communities, families, and individuals. The course is aimed at preparing the student to use their developing nursing knowledge and skills in this setting, as well as identifying factors in the location that promote or limit the health of the population. Following the travel, opportunities provided to reflect on the sustainability of the current health care efforts, and the impact of the experience on their personal lives and nursing careers.

In this course, students learn to use knowledge from the liberal arts and sciences as a basis for the development of professional values for holistic nursing practice. The fundamentals of the nursing process and of basic clinical nursing skills are taught as caring behaviors within a Christian worldview. Course content areas include communication skills, legal and ethical considerations for holistic nursing care, assessment of basic health needs, and select psychomotor skills needed for beginning nursing practice. In addition, students learn information management skills of documentation, medical terminology and abbreviations. Students then practice and hone these skills in the clinical setting.

This course is focused on the concepts of health promotion and the skills of physical assessment. Students learn the key elements of nursing assessment, which include performing a health history, physical assessment, and psychosocial-spiritual assessment throughout the lifespan. Emphasis is given to the role of the professional nurse in health promotion and the provision of health education. Students have the opportunity to discuss and apply teaching and learning theories through the identification of client education needs.

In the classroom, emphasis is placed on the use of knowledge within a Christian worldview for health promotion and the prevention of illness involving selected body systems. Students utilize the nursing process by applying nursing assessment data for holistic identification and prioritizing client health problems, formulating client goals, development and use of nursing interventions, and evaluation of client goal achievement throughout the lifespan. This first clinical practicum will give students the opportunity to demonstrate beginning competence in skills necessary for the professional nurse in outpatient, long term care, and/or (low acuity) acute care settings.

This course emphasizes the application of nursing care to clients experiencing health problems that require increasingly intensive care. Students are introduced to hospitalized adults in various states of illness. Holistic nursing care concepts are emphasized through further development of communication skills, physical assessment skills, application of the nursing process, and critical thinking skills. The clinical practicum is designed to facilitate transition into the acute care setting. Students are given the opportunity to demonstrate competence as a provider/designer/coordinator/manager of care roles in acute care clinical settings for clients throughout the lifespan.

This course focuses on theory and practice of nursing in mental health and illness from a holistic, caring, relationship-centered perspective. The historical, theoretical, empirical, legal, and ethical foundations of nursing in mental health and illness are discussed. Emphasis is placed on neuroscience, theories of human behavior and nursing theories applied to situations involving mental health and illness. The epidemiology and clinical course of major mental disorders as experienced by the whole person are central to the course. Consideration is given to issues in care, interventions, and the mental health of special populations. Opportunities to demonstrate critical thinking and practice nursing skills involving mental health and illness in a variety of community and mental health care clinical practicum settings are provided.

This course provides the theoretical and clinical base for nursing care of the childbearing family throughout the childbearing year. Emphasis is placed on holistic care from a Christian worldview for the childbearing woman, her baby, and the family. Attention is given to the diverse needs of women and families with respect to differences in age, culture, and psychosocial attributes. Course content includes maternal and newborn care, selected women's health issues, contemporary issues and trends, global issues in the care of women and newborns, and the nurse's role in the care of childbearing families. Clinical experiences provide opportunities for the student to participate in the care of the woman and her baby during the antepartum, intrapartum, and postpartum periods.

This course focuses on critical historical landmarks in public health nursing, essential existing nursing roles in population-focused care of individuals, families, and aggregates in a variety of local and global community settings. The course will engage students in the process of exploration vis-`-vis community assessment skills and epidemiological principles that guide public health policy, funding, and programming. National and international, public, private, and faith-based population-focused organizations will be examined, as well as national and international policies, goals, and efforts that address global health issues from both a holistic nursing practice perspective and a Christian world view.

Principles of leadership related to the organization and delivery of nursing care are studied within this course. Organizational management, power, decision-making, and change theories are examined in relationship to the independent role of the nurse.

This course focuses on healthcare needs of families and communities. Epidemiological principles are emphasized. Students identify need(s) for change and design nursing strategies to meet these needs. Students participate with other health care providers in delivering family/community health care and services as advocates for healthcare consumers. The clinical practicum will provide students with the opportunity to provide nursing care in community health settings.

The research process is examined as systematic problem solving for the improvement of healthcare. Emphasis is placed on analysis and evaluation of research findings for application to nursing practice.

This course offers students an opportunity to focus on the theoretical and practical process of leadership, teaching/learning, research and writing. Students are encouraged to look at healthcare environments and the healthcare "business" in general through new lenses, with an eye on transformation of these environments using evidence and holistic philosophy. Through discussion of readings and student-led seminars, a variety of topical areas of importance to the nursing profession will be evaluated. Seminar leadership and participation is based on a synthesis of knowledge derived from theory and research. The practicum component requires the student to collaborate with a faculty advisor and an agency resource person in the design and implementation of an individualized practicum. A holistic evidence based practice application project is required.

Critical Thinking is designed to augment the registered nurses' existing critical thinking knowledge base. Because critical thinking skills are essential to the nursing process, and are enhanced with clinical scenarios and actual nursing activities, this course will take place in the nursing laboratory. Emphasis will be placed on the expected actions of the professional nurse in response to patient care needs and collaboration with the health care team. This course will be interactive and it is the expectation that each nurse will exhibit the ability to problem solve, make appropriate decisions, think and act proactively, and evaluate courses of action, all within the context of the nursing process, and from a Christian worldview. This course will also include multicultural, ethical, and holistic practice issues across the lifespan.

This course focuses on caring for clients and families who are experiencing critical and complex health problems that may be life-threatening. Students use critical thinking skills in the planning and delivery of health care needs to acutely ill adults and their families. Students are given the opportunity to demonstrate competence as provider/designer/coordinator/manager of care roles in critical care settings.

This course focuses on the role of the nurse as the provider of optimum care to the pediatric client and family. A developmental approach to the management of children from birth through adolescence is used. Course content incorporates a comprehensive view on normal growth and development throughout childhood, health promotion and maintenance and the management of acute and chronic childhood dysfunctions. A holistic approach is utilized which encompasses family dynamics, developmental tasks, health beliefs, cultural, spiritual, educational and economic issues. Appropriate methods of client/family teaching, anticipatory guidance, nursing support and guidance are taught as well as demonstrated by the student. Clinical experiences provide opportunities for the student to participate in the care of children and their families.

This course focuses on holistic nursing practice in situations involving the chronically ill of all ages. In the classroom, emphasis is placed on health promotion, maintenance, and restoration for clients and families with chronic illnesses and disabilities. The clinical practicum will provide students with the opportunity to demonstrate advanced competence in skills necessary for the professional nurse in outpatient, long term care, and (low acuity) acute care settings.

Throughout this capstone course the larger questions related to the aesthetics of the discipline of nursing practice will be explored. Shared personal experiences of illness (phenomenological perspective) derived from the literature will illuminate responses to both illness and healthcare providers. The ways in which relationship and loving care bolster nurses' and clients' resiliency will be analyzed. These insights guide us toward self-healing and the facilitation of healing in others. In additiona, creative and purposeful strategies for improving quality, safety, teamwork, leadership and outcomes evaluation that enhance nurses' ability to maifest healing environments will be examined. This course must be the last course taken in the RN/BSN program.

This course provides the opportunity for synthesis of academic, evidence-based, and clinical nursing knowledge gained during the prerequisite nursing courses. Students will apply knowledge to clinical practice through the use of simulation and problem based learning. This course will assist students to prepare for successful completion of the NCLEX-RN? and achievement of licensure as a professional nurse.

Legal and Mandated Responsibilities of the School Nurse is designed to introduce to the new or prospective school nurse the fundamentals of U.S. law and how these laws affect educational change as well as the legal issues that specifically affect the certified school nurse. Emphasis will be placed on the school nurse's responsibility to enhance the student's ability to learn, and to appraise, protect, and promote the health of students and school personnel. The course will explore current legal issues in school health. School nursing is viewed as a ministry within the Christian perspective. This course will also address multi-cultural and mental health issues in relation to school-age children, adolescents, families and communities.

This course is designed to give an awareness of the uniqueness of the role of the school nurse in meeting the needs of children with handicapping, chronic, and emotional conditions, as well as those students with developmental disabilities who are served under IDEA and other related legislation. The course is structured to prepare school nurses to function effectively on interdisciplinary, crisis intervention and individual education planning teams.

This course is designed for prospective school nurses. The focus is to acquaint the student with the role of the nurse as a member of the educational community. Emphasis is placed on the assessment, implementation and evaluation of the health care needs of the school aged population. It is structured to provide a forum for lecture and discussion as well as supervised field experience for the student to observe and participate in health care delivery in the school setting. The practicum consists of 100 hours of clinical experience. The clinical experience should be divided equally among elementary, middle and high schools with at least one component involving children with special needs.

This course focuses on the use of communication techniques and systems to improve quality, safety, and advocacy in advanced nursing practice. Patient-care technologies used to coordinate and deliver care within an interdisciplinary team model are explored. Interpersonal and relational strategies are evaluated with an emphasis on leading, collaborating, consulting, and teamwork within professional environments. Holistic methods and tools related to quality improvement and safety within organizations are investigated within the contexts of complex communication and information systems.

This systems-based course focuses on advanced knowledge and practice related to pathophysiology, pharmacology, and assessment of the whole person while building upon a foundation of knowledge established at the baccalaureate level. Alterations in physiologucal systems across the life span and special populations will be explored through a holistic lens. Cultural and environmental influences are consdiered part of the holistic assessment and therapy.

This systems-based course focuses on advanced knowledge and practice related to pathophysiology, pharmacology, and assessment of the whole person while building upon learning from NURS554. Alterations in physiologucal systems across the life span and special populations will be explored through a holistic lens. Cultural and environmental influences are consdiered part of the holistic assessment and therapy.

This direct care practicum is an opportunity for graduate nursing students to practice advanced nursing care with individuals, families, and populations while analyzing the impact of advanced practice nurses on health outcomes. Emphasis will be on the application of advanced knowledge and skills related to pathophysiology, pharmacology and therapeutics, health assessment and health education as part of the interprofessional health care team. Direct care may be provided in a wide range of settings, and experiences are designed to prepare students to provide advanced nursing care.

This course builds on knowledge acquired during undergraduate nursing research. Student will develop their ability to critically appraise research and apply findings within healthcare settings to resolve practice problems, initiate change, and improve quality. Course content includes exploration of research methods and design as well as relevant technology, information systems and accessing databases. Application of findings and translation of evidence to practice will be the main focus with an emphasis on use in organizational decision making, improvement of academic and clinical environments, and nursing care. The opportunities for master's prepared nurses to identify problems for research, generate researchable questions and collaborate with others in the conduct of research will be examined. Students will identify a real-world problem and develop a plan to translate evidence to praxis.

This course prepares the student to evaluate systems and policies pretaining to healthcare with the aim to improve quality of care, eliminate disparities, and promote collaboration between professionals and organizations. Concepts related to epidemiology, genoimcs, culturally and linguistically appropriate services, and interprofessional collaboration are emphasized as tools for advancing quality in healthcare. The role of the master's prepared nurse as advocate and leader in promoting poplation health is emphasized.

In this course, learners explore types and levels of nursing leadership, distinctions between leadership and management, as well as knowledge, attitudes, and skills necessary for effective leadership in all types of healthcare-related environments, whether in classrooms, administrative roles, or on departmental or institutional committees. Learners will review attributes of critical thinking and will examine their own biases and frames of reference as they relate to leadership. Relevant leadership theories will inform discussions about the challenges of leading in diverse, seemingly complex chaotic healthcare and academic environments. The values of integrity, authenticity, emotional and cultural intlligence, self-awareness, ongoing self-care, conflict resolution, communication, and relational skills will be emphasized. Enhanced understanding of effective team building, mentoring, organizational structures, organizational culture, governance, and leadership processes will serve as a foundation to develop strategies aimed at transforming environments.

In this course, students will explore how people learn and how best to facilitate knowledge, information, and skills development. Relevant theories and determinants of learning are presented for students to research, discuss, and employ. Attention is given to the ethical and legal rights and responsibilities of nurses, educators, and learners.

This course will consider the health beliefs and practices of various cultural groups living in North America, with emphasis on the United States. Cultural incentives and barriers to wellness and health care will be examined. The provision of Christian service in combination with professional health care to meet the holistic needs of culturally diverse clients is the focus of this course.

This organizational management seminar was developed to aid the student in analyzing the role of the supervisor. The factors that affect organizational management and the school environment as well as working relationships will be discussed. State and local law and the function of the school board in policy determination which will affect the school program will be discussed. Students will have the opportunity to design a school program along with the staff development and the budget process necessary to support that instructional program. Field Experience 60 hours.

The student will spend a minimum of 300 hours working with a nurse supervisor of Pupil Personnel services in a school district under the supervision of a faculty member from Eastern University. If the student is already an acting supervisor or coordinator in a school setting, the assignments will be fulfilled on the job with supervision from Eastern University. A prescribed number of assignments must be completed which include but are not limited to activities in program development, school nurse service improvement, policy determination, staff development, budgeting, and role analysis and program evaluation.

This course highlights the roles and responsibilities of nurse educators and clinicians in the academic and healthcare delivery environments. With an emphasis on the design and implementation of innovative teaching and learning, the course includes strategies applicable to various delivery formats including on ground, hybrid, and online while recognizing the needs of diverse learners in both academic and healthcare environments. The 24-hour direct care practicum focuses on a specified area of clinical practice including opportunities for inter-professional collaboration. This practicum challenges students to strengthen their advanced nursing skills and knowledge while concentrating on the processes of teaching and learning of critical thinking, clinical reasoning, and clinical judgement. Strategies for addressing the complex health education needs of individuals and population are considered.

In this course, students will focus on the connection between institutional vision, mission, and values on curriculum design, development and revision. The students will examine the relationship between curriculum design, teaching learning processes, and student success in nursing education, high stakes testing sutations, and professional development. Clinical teaching and performance evaluations are highlighted as part of the curriculum implementation and practicum. To advance knowledge and assessment skills, students will complete a 24 hour practicum with a nurse educator/clinical nurse specialist/masters-prepared clinical nurse educators/masters-prepared school nurse to achieve professional, specialty, and course related obectives. An onsite practicum experience will provide the student an opportunity to apply sciences, theories, concepts, to advance direct patient-centered care and nursing education.

In this course, the student will examine assessment, measurement, and evaluation of learning outcomes and testing, as outcomes data pertaining to program quality and achievement of accreditation standards are explored. Systematic evaluations of a nursing education program is studied as it pertains to development, revision, and redesign of curriculum, and teaching learning activities. The student will also synthesize educational theories, concepts from the arts and sciences, and best practice- and evidence-informed models to facilitate a classroom activity and construct a personal teaching and learning philosophy that will serve as a foundation for a role as a nurse educator focusing on achievement of course and personal learning objectives.

In this course, students will be challenged to generate innovative and evidence-informed strategies to address contemporary issues in nursing education and healthcare. Students will implement and disseminate the results of their culminating scholarly projects through written and verbal presentations using a variety of methods and technologies. Students will practice critical appraisal of the scholarly work presented.

In this course, students will be challenged to generate innovative and evidence-informed strategies to address contemporary issues in nursing education and healthcare. Students will implement and disseminate the results of their culminating scholarly projects through written and verbal presentations using a variety of methods and technologies. Students will practice critical appraisal of the scholarly work presented.