Nursing (NURS)

In this course students are introduced to the essentials of professional nursing practice. Students explore the basis of professional nursing including the history and evolution of contemporary nursing. Students demonstrate how history, theory, evidenced-based practice, healthcare delivery systems, health equity, diversity and inclusion, ethics, and law facilitate the delivery of patient-centered care.

Recitation to accompany NURS 110 (all students registered for NURS 110 must register for this course, reviews and exams will be given during this time.

In this course students focus on the foundations of nursing practice. Fundamental competencies related to cognitive, affective, and psychomotor domains are introduced, demonstrated, and practiced. Competencies supporting health assessment, health promotion and disease prevention, the nursing process, safety, and documentation in the medical record are introduced. Principles and practices of safety, competency in clinical calculation in nursing practice, critical thinking, thoughtful practice and equitable, inclusive nursing care are introduced and reinforced. Evidence-based practice is introduced and used as a basis to practice therapeutic interventions. Students perform health assessment and therapeutic nursing interventions basic to nursing in a supervised college laboratory setting.

This skills-based laboratory course is for nursing students returning to the nursing program following a leave of absence of one semester or longer. Students review nursing skills through a process of self-reflection and deliberate practice. Principles and practices of safety, infection control, the nursing process, clinical calculation, and critical thinking are emphasized in the practice of cognitive, affective, and psychomotor skills. Students demonstrate competency in health assessment and fundamental nursing skills in a supervised laboratory setting.

Recitation to accompany Fundamentals of Nursing Practice.

This course focuses on the development and application of professional and therapeutic communication skills needed to be an effective professional nurse. Emphasis will be placed on learning and using communication skills to facilitate inter professional and intra professional communication and collaboration. Skill in values clarification, team building, conflict management, and one to one relationship building will be emphasized. The management of information using technology and patient data bases will be introduced. Concepts of culture impacting communication values, styles, and practices will be examined. Restriction/Requirement: Registration restricted to Nursing majors only.

In this course, students focus on the art of holistic nursing and the nurse as an instrument of healing in person-centered care. Nursing theory, Holistic nursing theorists, and the scopes and standards of practice from the holistic nursing perspective will provide the basis for studying integrative healing techniques. Ethical considerations in practice and research are addressed. Particular attention is paid to fundamental concepts of holistic nursing, alternative medical systems, integrative mind-body-spirit interventions, biologically based therapies, manipulative and body-based therapies, and energy medicine.

Recitation to accompany level two nursing courses (all level two nursing students must register for this course, reviews and exams will be given during this time).

In this course, students provide psychiatric nursing care to patients with psychiatric mental health illnesses across the continuum. Students identify evidence-based interventions used in the provision of comprehensive nursing care to patients. The nursing process is used to provide equitable, person-centered care that affirms human diversity and promotes individual empowerment to a diverse patient population with acute and long-term psychiatric conditions. Students have the opportunity for competency development in clinical reasoning and patient care management in a variety of psychiatric and mental health settings.

In this course, the first of a three-course sequence, students focus on the abnormal alterations in body functions. Emphasis is placed on understanding the pathophysiology of diseases and their clinical presentation as a basis for pharmacotherapeutic management of patients. Where applicable, for each disease, common drug therapies used for health promotion, illness management, treatment, and restoration across the lifespan are highlighted. Students study content from a primary health care framework, which encompasses the healthcare needs of individuals, families, communities, and drug therapy across the lifespan. This course discusses diseases and drug therapies within the spheres of care related to 1) prevention of negative sequelae and 2) regenerative or restorative care, which includes complex acute care, acute exacerbations of chronic conditions, and treatment of physiologically unstable patients that generally requires care in a mega-acute care institution. Students learn basic principles applicable to all drugs. Focuses on drug classification and the prototypical drug of each class. Students are introduced to the nurse's role and legal and ethical responsibilities in medication administration and regulatory issues. Students apply pharmacological knowledge to clinical practice fostering safe and effective drug therapy.

In this course, the second of a three-course sequence, students focus on the abnormal alterations in body functions. Emphasis is placed on understanding the pathophysiology of diseases and their clinical presentation as a basis for pharmacotherapeutic management of patients. Where applicable, for each disease, common drug therapies used for health promotion, illness management, treatment, and restoration across the lifespan are highlighted. Students study content from a primary health framework, which encompasses the healthcare needs of individuals, families, communities, and drug therapy across the lifespan. This course discusses diseases and drug therapies within the spheres of care related to 1) chronic disease care, which includes management of chronic diseases and prevention of negative sequelae and 2) regenerative or restorative care, which includes complex acute care institution. Students learn basic principles applicable to all drugs. Focus is on drug classification and the prototypical drug of each class. Students are introduced to the nurse's role and legal and ethical responsibilities in medication administration and regulatory issues. Students apply pharmacological knowledge to clinical practice fostering safe and effective drug therapy.

This hybrid intensive course is designed for undergraduate students. The content will focus on major themes of human experience surrounding the events of 9/11. Theory, concepts, and principles of traumatic loss and resilience’s will be discussed and be examined from the biological, psychological, and social viewpoints. Using personal experiences, narratives, scholarly evidence-based knowledge and film, students will utilize knowledge of cognitive, emotional, and physical self-care skills and coping styles, and the role of social networks, to reduce the risk of (major) psychological disorders ensuring from adversity and to promote healthy growth and integration of loss. The course will be conducted as a hybrid, web assisted course and will include mandatory in person meeting in New York and fieldtrips. Experts in disaster, trauma, and resilience will present selected topics.

In this course students focus on understanding and applying the research evidence that informs clinical practice. Students formulate a clinical practice question, find, evaluate, and synthesize the research evidence related to that question, and determine implications for practice. Students develop an evidence-based approach to providing quality, safe, and equitable, person-centered, primary health care. Research topics foster a spirit of inquiry in students that enhance creativity and innovation in the delivery of evidence-based, primary health care, collaboration with other health care professionals and utilization of health care technologies. Students use personal, professional, and leadership practices for the improvement of quality outcomes for patient-centered, primary health care.

This course focuses on the functional changes in the major systems within the body. Emphasis will be placed on the pathophysiological bases for health and illness. Assessment and evaluation of illness across the life span will be explored. Cultural, genomic and epidemiologic concepts will be integrated throughout the course.

The course focuses on common pharmacological interventions used for health promotion, maintenance and restoration across the life span. Mechanisms of action, pharmacokinetics, adverse effects and interactions of drugs will be studied. The nurse’s role and responsibilities related to pharmacology, including safe and effective medication administration will be emphasized.

In this course students approach maternal-newborn and women’s health nursing through the lens of primary health care and a family-centered framework. Students use the nursing process, critical thinking skills and an evidence-based approach to deliver human dignity affirming and individual empowering care to newborns, mothers, and women across the life span. Students use a global perspective to promote person-centered, equitable care for diverse women and newborn populations. The clinical experience, in a variety of complex health care settings, provides exposure to information technologies, opportunities for thoughtful practice, and for competency development in clinical reasoning and patient care management.

In this course, students focus on primary health care and family-centered nursing for the child. Students apply the concepts of pediatric growth and development to managing care for children experiencing acute or chronic illnesses. Students use critical thinking skills to search for and identify the best available evidence and then determine the most appropriate interventions for caring for children with acute and/or chronic illnesses. The clinical experience, in various primary, episodic, long-term, home, or complex health care settings, provides exposure to information technologies, opportunities for evidence-based practice, and competency development in clinical reasoning and pediatric patient care management. PLV, Fall & Spring

In this course students utilize the nursing process to implement evidence-based nursing interventions for wellness, disease prevention, health restoration, chronic disease management and palliation in the delivery and management of care of adult medical-surgical patients with acute and chronic illnesses. Promotion of safe, quality and equitable care outcomes that affirm diversity, inclusivity and empowerment for populations across the health-illness continuum are introduced and described. Students practice critical thinking, clinical judgment, communication, assessment skills and therapeutic interventions that integrate human growth and development, pathophysiology, pharmacology, genetics, nutrition, ethics, professional partnerships and collaboration in the development of cognitive, psychomotor and affective competencies. The clinical experience, in a variety of complex acute and chronic care health care settings, provides exposure to information technologies, opportunities for thoughtful practice, and for competency development in clinical reasoning and patient care management.

This course will focus on the relationship of functional changes in the major systems within the body and system relationships in illness. The altered physiology is related to multisystem manifestations, general treatment modalities and response to interventions in nursing care. Emphasis will be placed on the pathophysiology bases for health and illness.

In this course students build on the competencies introduced in NURS 360 Medical-Surgical Nursing: Foundations. Students utilize the nursing process to implement evidence-based nursing interventions for wellness, disease prevention, health restoration, chronic disease management and palliation in the delivery and management of care of adult medical-surgical patients with acute and chronic illnesses. Promotion of safe, quality and equitable care outcomes that affirm diversity, inclusivity and empowerment for populations across the health-illness continuum are introduced and described. Students practice critical thinking, clinical judgment, communication, assessment skills and therapeutic interventions that integrate human growth and development, pathophysiology, pharmacology, genetics, nutrition, ethics, professional partnerships and collaboration in the development of cognitive, psychomotor and affective competencies. The clinical experience, in a variety of complex acute and chronic care health care settings, provides exposure to information technologies, opportunities for thoughtful practice, and for competency development in clinical reasoning and patient care management.

In this course, students focus on the role of the professional nurse as a partner in the delivery of specialized acute and chronic care services to adult oncology patients including evidence-based nursing interventions. Students use foundational knowledge of carcinogenesis, cancer epidemiology, principles of treatment & potential complications to explore health care experiences that facilitate synthesis of nursing knowledge and transition into professional oncology nursing practice. Students participate in supervised clinical preceptorship experiences with oncology patients. PLV & NYC: Fall, Spring, Summer

Recitation to accompany semester 1 and 4 CDP nursing courses (all semester 1 and 4 CDP nursing students must register for this course, reviews and exams will be given during this time)

In this course, students in the accelerated program focus on the foundations of nursing practice. Fundamental competencies related to cognitive, affective, and psychomotor domains will be introduced, demonstrated, and practiced. Competencies supporting health assessment, health promotion and disease prevention, the nursing process, safety, and documentation in the medical record will be introduced. Principles and practices of safety, competency in clinical calculation in nursing practice, critical thinking, thoughtful practice and equitable, inclusive nursing care will be introduced and reinforced. Evidence-based practice will be introduced and used as a basis to practice therapeutic interventions. Students will perform health assessment and therapeutic nursing interventions basic to nursing in supervised college laboratory and agency settings.

In this course, the first of a two-course sequence in the accelerated program, students focus on the abnormal alterations in body functions. Emphasis is placed on understanding the pathophysiology of diseases and their clinical presentation as a basis for pharmacotherapeutic management of patients. Where applicable, for each disease, common drug therapies used for health promotion, illness management, treatment, and restoration across the lifespan are highlighted. Students study content from a primary health care framework, which encompasses the healthcare needs of individuals, families, communities, and drug therapy across the lifespan. This course discusses diseases and drug therapies within the spheres of care related to 1) chronic disease care, which includes management of chronic diseases and prevention of negative sequelae and 2) regenerative or restorative care, which includes complex acute care, acute exacerbations of chronic conditions, and treatment of physiologically unstable patients that generally requires care in a mega-acute care institution. Students learn basic principles applicable to all drugs. Focus is on drug classification and the prototypical drug of each class. Students are introduced to the nurse's role and legal and ethical responsibilities in medication administration and regulatory issues. Students apply pharmacological knowledge to clinical practice fostering safe and effective drug therapy.

This course introduces students in the accelerated nursing program to professional and therapeutic communication skills needed to be an effective professional nurse. Skill in values clarification, team building, conflict management, and one to one relationship building will be emphasized. Information management using technology and patient data bases will be introduced. Concepts of culture impacting communication values styles, and practices will be examined. Emphasis will be placed on learning and using communication skills to facilitate inter professional and intra professional communication and collaboration. Restriction/Requirement: Restricted to Nursing majors in the four year bachelor and the combined degree programs only

In this course, students in the accelerated program provide psychiatric nursing care to patients with psychiatric mental health illnesses across the continuum. Students identify evidence-based interventions used in the provision of comprehensive nursing care to patients. The nursing process is used to provide equitable, person-centered care that affirms human diversity and promotes individual empowerment to a diverse patient population with acute and long-term psychiatric conditions. Students have the opportunity for competency development in clinical reasoning and patient care management in a variety of psychiatric and mental health settings.

In this course students in the accelerated program focus on understanding and applying the research evidence that informs clinical practice. Students formulate a clinical practice question, find, evaluate, and synthesize the research evidence related to that question, and determine implications for practice. Students develop an evidence-based approach to providing quality, safe, and equitable, person-centered, primary health care. Research topics foster a spirit of inquiry in students that enhance creativity and innovation in the delivery of evidence-based, primary health care, collaboration with other health care professionals and utilization of health care technologies. Students use personal, professional, and leadership practices for the improvement of quality outcomes for patient-centered, primary health care.

In this course students utilize a primary health care and family-centered framework to study the nursing care of premature and ill neonates. Students use the nursing process, critical thinking skills and an evidence-based practice approach to deliver quality, safe, and equitable, person-centered care to premature and ill neonates. Supervised clinical preceptorship experiences are provided in the neonatal intensive care unit (NICU).

This course, for students in the accelerated program, utilizes the nursing process in order to implement evidence-based nursing interventions for promoting health, reducing the risk of illness, and managing the care of medical-surgical adult patients with acute and chronic illnesses. Promotion of safe and quality outcomes of care for diverse populations across the health-illness continuum will be examined. Students will develop skill in critical thinking, clinical judgment, communication, and assessment, while integrating human growth and development, pathophysiology, pharmacology, genetics, ethics, and principles underlying collaborative medical and nursing management of care. The clinical experience, in acute and chronic care in a variety of health care settings, will provide opportunities for skill development in clinical reasoning and patient management.

In this perioperative nursing course, students are introduced to the nurse's role and scope of practice in the perioperative setting. Students explore the nursing care of patients throughout the pre-operative, intra-operative, and post-operative continuum of care. Students use the nursing process to address patients' and families' physiological and psychological needs requiring surgical interventions and integrate the roles and scopes of practice for Operating Room (OR) team members.

This course, for students in the accelerated program, utilizes a primary health care and family-centered framework to study maternal-newborn nursing and women’s health. Students will use the nursing process, critical thinking skills and an evidence based practice approach to deliver appropriate care to newborns, mothers, and women across the life span. A global perspective will be used to promote culturally competent care for women and the newborn. Supervised clinical experiences will be provided in a variety of settings.

This course, for students in the accelerated program, uses the nursing process and focuses on primary health care and family centered nursing of the child. Students will apply concepts of pediatric growth and development to the management of care for healthy children and those who experience acute and chronic illnesses. Students will develop clinical reasoning, communication, and therapeutic skills for children with a wide range of ages. The best available evidence will be used to plan and implement appropriate interventions that promote culturally competent care for children and their families. Mandatory child abuse training will be included. Supervised clinical experiences will be provided in a variety of settings.

Recitation to accompany semester 2 and 5 CDP nursing courses (all semester 2 and 5 CDP nursing students must register for this course, reviews and exams will be given during this time).

In this course, students in the accelerated program integrate nursing and public health science to promote, protect, maintain and restore the health of the populations. Evidence-based interventions implemented with individuals/families, communities, and systems are explored, as are the unique health needs of vulnerable populations and measures to eliminate health disparities across the lifespan within a multicultural and global environment.

In this course students in the accelerated program build upon principles of leadership and management in nursing with a focus on organizational and complex systems leadership for the delivery of safe, high-quality, evidence-based, equitable, technologically competent person-centered nursing care. Concepts and theories of budgeting, financing, staffing, scheduling, advocating, and managing change, quality control, risk management, delegation, power, and politics are discussed. Students examine the ethical and legal roles of the professional nurse at the organizational and the nursing practice level. A variety of settings and experiences are used which enable students to develop, practice and utilize the components of thoughtful practice to foster personal, professional, leadership and management skills development in the nursing role within an interdisciplinary environment and develop collaborative strategies with other healthcare providers, patients, families, and essential stakeholders to enhance primary health care delivery from a local through global perspective.

In this course students in the accelerated program demonstrate competencies in the role of the professional nurse as a partner in the delivery of acute and critical care services using advanced evidence-based concepts. Students apply principles of inter-professional communication skills and inter- disciplinary collaboration for improving patient health outcomes to facilitate their transition to professional practice. Concepts of information management and application of patient care technology are examined in order to support safe nursing practice. An emphasis is placed on evidence- based knowledge and sensitivity to variations in age, gender, culture, health disparities, race, socioeconomic status, and spiritual needs of increasingly diverse critically ill patient populations. While the course mainly focuses on adults, other populations will be considered. Clinical experiences are provided with clients in acute and critical care.

This course continues the study of pathophysiology and pharmacology, with an emphasis on additional body systems and interaction among body systems. The relationship of normal body function and physiologic changes seen in alterations of health will be studied. Each pathophysiological conditions will be linked with the appropriate pharmacologic interventions.

In this course students in the accelerated program provide nursing care to the older adult. Students develop competency in the role of the nurse through management of common geriatric syndromes, medications, transitions between care environments, and end-of-life and palliative care issues. Students conduct developmentally appropriate, diversity affirming assessments and implement individual empowering interventions. Concepts of healthy aging, safety, growth and development, wellness/health promotion, chronic disease management, restorative care, independence, and loss are examined among other vital issues affecting aging adults. The clinical experience, in a variety of gerontological settings, provides exposure to information technologies, opportunities for thoughtful practice, and for competency development in clinical reasoning and patient care management.

This course focuses on the care of the older adult. Concepts of healthy aging, health promotion and disease prevention, safety, growth and development, independence, and loss are discussed among other vital issues effecting aging adults. The student will conduct developmentally appropriate and culturally sensitive assessments and interventions. The role of the nurse in managing common geriatric syndromes, medications, transitions between care environments, and end-of-life and palliative care issues are emphasized. Students will have the opportunity to practice in a variety of gerontological settings.

This course, for students in the accelerated program, enhances the development of ethical thinking for applied decision making. Ethical theories for decision making in nursing, biomedical ethical issues, and professional codes will be discussed. The student will analyze ethical issues such as the use of the internet, technology, confidentiality, privacy, refusal of treatment, decisional capacity, abuse, and end of life concepts. Case studies will be used to analyze ethical principles and issues within a variety of practice contexts and from a variety of perspectives. Research evidence and case law will be integrated throughout.

This course integrates the role of the professional nurse in providing high acuity patient care services using advanced evidence based practice concepts. Students will use advanced concepts to explore health care experiences that facilitate transition into professional practice using inter-professional communication skills. The course will mainly focus on adults, but other populations will be considered. Precepted clinical experiences will further integrate the unique needs of patients requiring intensive acute and critical care services.

This course builds upon principles of leadership and management in nursing with a focus on organizational and systems leadership for quality care and patient safety. Concepts and theories of budgeting, financing, staffing, scheduling, advocating and managing change, quality control, risk management, delegation, power and politics will be discussed. Students will examine the ethical and legal roles of the professional nurse at the organizational and the nursing practice level. A variety of settings and experiences will be used which will enable students to practice entry level nursing leadership and management skills in multidisciplinary environments.

This course takes an evidence-based approach to promote and improve the health of populations. Public health nursing issues, health disparities and determinants of health in the global environment are explored. Epidemiologic principles are employed in a community assessment. The scope and standards of public health nursing are applied in selected practicum locations. Students partner with community-based organizations to apply concepts of primary, secondary and tertiary prevention in creating health promotion, early intervention, and disease management strategies for individuals, families, and populations. Cultural competency is developed through work with diverse clients from across the life span. The advocacy role of public health nurses is emphasized in terms of social justice and professional accountability for vulnerable groups.

This course, for students in the baccalaureate nursing program, enhances the development of ethical thinking for applied decision making. Ethical theories for decision making in nursing, biomedical ethical issues, and professional codes will be discussed. The student will analyze ethical issues such as the use of the Internet, technology, confidentiality, privacy, refusal of treatment, decisional capacity, abuse, and end of life concepts. Case studies will be used to analyze ethical principles and issues within a variety of practice contexts and from a variety of perspectives. Research evidence and case law will be integrated throughout.

As the final course in the four year nursing undergraduate program, this senior capstone course focuses on critical thinking and decision making for transition to professional practice at the novice level. Students will be guided through the phases of clinical reasoning and clinical judgment by way of faculty-led seminars applied to a variety of career and clinical scenarios. The course will emphasize preparation for success on the licensing exam, professional nursing practice, and on preparation for employment as a professional nurse. Clinical practice will occur in a variety of settings.

This course “for registered nurses in the RN/BS completion program” focuses on the integration of theoretical knowledge of intra and inter professional collaboration; health assessment with a focus on health promotion, evidence based practice, nursing history, holistic nursing, and quality and safety education in nursing. Emphasis is placed on using theory for clinical decision making.

This course “for registered nurses in the RN/BS completion program” builds upon students’ previous nursing knowledge and focuses on the unique health care needs of the older adult and nursing strategies for meeting those needs. Concepts of healthy aging, health promotion and disease prevention, safety, age related changes, independence, and loss are discussed among vital issues effecting aging adults. The role of the nurse in managing common geriatric syndromes, medications, transitions between care environments, and end-of-life and palliative care issues are emphasized. Ethical/legal issues related to the nursing care of the older adult are explored. Students will learn to conduct a comprehensive geriatric assessment using evidence based assessment instruments. This course will prepare students to take the American Nurses Credentialing Center (ANCC) certification exam in gerontology.

This course “for registered nurses in the RN/BS completion program” focuses on the impact of culture and diversity in the delivery of nursing and health care to individuals, families, groups, and the community. Professional and ethical mandates for the provision of individualized, culturally competent care are discussed with an emphasis on elimination of barriers to health care. Various conceptual models and theories of culture and related assessment tools are introduced and critiqued for usefulness in understanding and developing cultural awareness and competency. The influence of social stigma, discrimination and marginalization in creating health care disparities for diverse groups at the individual and population levels is analyzed. Strategies for the registered nurse to identify and influence cultural competence among multidisciplinary and interdisciplinary teams within the workplace are explored. Self-reflection as a means for understanding professional and personal values and biases as they relate to patient care is integrated throughout the course.

This course introduces students to the goals and process of health care policy from the perspective of health promotion and culturally competent social justice. Through an experiential learning process, students will gain an understanding of their role in identifying and promoting evidence based policies through lobbying for appropriate legislation. Utilizing critical thinking and communication skills, students will interact with stake-holders and policy-makers regarding issues specific to health advocating for equitable health care quality, cost efficiency, and access.

This course “for registered nurses in the RN/BS completion program” focuses on evidence-based theory, concepts and principles of leadership and management will be explored from the perspective of quality, values and innovations in nursing and health care systems. Students will examine their personal epistemology, emotional intelligence, the organizational climate and systems existing in contemporary health care environments. An immersion experience will enable students to use evidence based practice strategies to facilitate process change in nursing or another system.

This course “for students in the RN/BS completion program” takes an evidence based approach to population health in the global environment. Public health nursing issued, health disparities and the determinants of health are explored in relation to risk assessment/reduction. Epidemiologic principles are used in a comprehensive community assessment. The scope and standards of public health nursing are applied in an immersion experience. Student’s partner with community based organizations and collaborates with clients and staff to develop population health coalitions. They apply concepts of primary, secondary and tertiary prevention in creating health promotion, early intervention, and disease management projects with community partners. Cultural competency is honed working with diverse clients across the life span. The advocacy role of public health nurses is emphasized in terms of social justice and professional accountability for vulnerable groups.

This elective course builds upon concepts, theory, and nursing interventions introduced in the Psychiatric Mental Health Nursing foundation course to allow for an enhanced exploration of nursing care for people with PMH disorders. The nursing care of patients throughout the inpatient pre-admission, admission, and follow-up care continuum is explored. Students use the nursing process to address the physiological and mental health needs of patients and families requiring psychological/behavioral interventions and integrate the roles and scope of practice for members of the psychiatric/mental health team.

: This RN/BS course focuses on understanding the research process and appraising the research evidence that informs interdisciplinary clinical practice. Students are expected to formulate a clinical practice question, find, synthesize, and evaluate the research evidence related to that question, and determine implications for practice. Topics will foster a spirit of inquiry that will enable the student to be creative and innovative nurse, and contribute to the improvement of quality outcomes for patient care.