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Alderson-Broaddus College - Nursing Program




From the beginning in 1945 as the first 4-year baccalaureate nursing program in West Virginia, the nursing program at Alderson-Broaddus has attracted highquality students and has graduated professionals who excel in many interesting nursing careers. The A-B nursing program is accredited by the National League for Nursing Accrediting Commission. The Department of Nursing is an agency member of the Council of Baccalaureate and Higher Degree Programs of the National League for Nursing. In addition, the program is approved by the West Virginia State Board of Examiners for Registered Professional Nurses.

As a graduate of the A-B nursing program, you will be prepared as a generalist in nursing, qualified to provide leadership in a variety of settings such as community health, general hospital care, emergency care, and intensive care. For those interested in school health nursing, students may choose to take the School Nurse Option, a West Virginia Department of Education approved program, preparing them to apply for certification as a school health nurse. Other optional minors include Health Care Administration and Business Administration.

As a nursing student at A-B, you will study in the well-planned Myers Hall of Health Sciences, where spacious classrooms, a well-equipped skills lab, and a comprehensive computer lab provide the newest tools for nursing instruction. Clinical experiences for application of your classroom studies will begin your sophomore year. These clinical experiences place you in a variety of settings, always a small group, with a high level of personal attention from the instructor. Clinicals are conducted in hospitals in Morgantown, Clarksburg, Elkins, Buckhannon, and Weston. In addition, extended care facilities are used for basic skills experiences, and community agencies in Barbour and surrounding counties are used for home health, school nursing, and hospice experiences.

The high quality of nurses graduating from A-B relates directly to the fine caliber of students who enter the program, and to the personal commitment of the nursing faculty and the excellence of the total college curriculum. At A-B your liberal studies core requirements will strengthen your general knowledge, improve your learning skills, and give you more confidence to advance in your profession.

Upon graduation, you will receive a BSN degree and will be qualified to sit for the National Council Licensure Examination for Registered Nurses (NCLEX-RN). By pursuing graduate education, you can advance in nursing leadership roles such as nurse practitioner, clinician, educator, administrator, or researcher.

The current focus in health care, including the demands of gerontology, managed care, and community-based health care, has highlighted the unique contributions that nurses can provide. The nursing curriculum at A-B prepares nurses to meet these unique challenges. At A-B your professors will be men and women of high academic and moral standing, who are committed to making a difference in the lives of the students they serve, as well as, the advancement of their profession.

With a baccalaureate degree in nursing from Alderson-Broaddus College you will join the professionals dedicated to excellence in health care. At A-B you can prepare to make a difference.

NURSING DEPARTMENT PHILOSOPHY

The Department of Nursing faculty believes in and supports the mission of Alderson-Broaddus College. The nursing faculty commits to the college, the community, and society to provide quality nursing education. The philosophy of the Department of Nursing is derived from basic beliefs about education and the relationship among the concepts of client, environment, health and nursing.

The faculty believes the client, whether viewed as an individual human being or collectively as family, group, community or society, is constantly interacting with the environment. The client is unique and holistic, learning and adapting throughout the lifespan, and is accountable for the decisions and practices that affect health and life. The client has needs intrinsic to life and requisite to survival and holistic functioning. These needs are interrelated, ranked in a hierarchy, and modified by experiences, values, and culture. Unmet needs motivate behavior and may result in crisis.

The environment encompasses all the internal and external influences affecting the life and health of the client. The client responds holistically in interactions with the environment through the ability to adapt. Adaptation necessitated by a threat to needs being met is intrinsic to the attainment, maintenance, restoration, or enhancement of health. Adaptation is an interactive dynamic process denoting a passage or change from one health state to another along the health continuum. The process of adaptation can be automatic or deliberate and simple or complex.

Health is viewed as the dynamic ability to adapt in order to meet needs. Health is multifaceted and influenced by variables in the internal and external environment. Ineffective adaptation to environmental influences results in actual or potential crisis. A crisis is the result of unmet needs and/or ineffective adaptation. Crisis is categorized as either developmental, situational, or multiple complex. Developmental crisis involves predictable life changes; situational crisis involves unpredictable change and/or loss; and multiple complex crisis involves the combination and/or accumulation of developmental and situational crises.

Nursing is a caring, therapeutic, interpersonal profession that embodies a Christian service orientation to address the holistic health needs of clients. The professional nurse uses the nursing process to facilitate the client's ability to adapt and meet needs. The nurse intervenes to enhance health or when actual or potential crisis threatens health. Knowledge, skills, attitudes, behaviors, and values associated with the practice and profession of nursing are operationalized in the three major roles of Provider of Care, Manager of Care, and Member of a Profession. Through the role of Provider of Care, which includes teacher, communicator, and caregiver, the nurse uses theory and research based knowledge to support adaptation and facilitate health of clients experiencing crisis. As a Manager of Care, whether counselor, decision-maker, or coordinator, the nurse integrates multiple resources in order to facilitate adaptation to achieve health in clients experiencing crisis. As a Member of a Profession, the nurse synthesizes professional behavior, values, legal, and ethical standards and accountability into nursing practice as leader, collaborator, and advocate for clients experiencing crisis.

The faculty believes a baccalaureate nursing education grounded in the liberal arts must provide learners with the opportunity to acquire the knowledge, skills, attitudes, behaviors and values to become safe responsible practitioners of professional nursing. The teaching-learning relationship between faculty and students is central to education. Students are expected to be self-disciplined, self-directed and accountable for their own learning. The faculty is responsible for creating a caring environment in which knowledge is shared and role development enhanced.

NURSING DEPARTMENT PURPOSE AND GOALS

As an integral part of Alderson-Broaddus College, the Department of Nursing shares the overall aim of the College, which is to help students respect scholarly endeavor, gain skills in growth and learning, and develop moral and ethical integrity in every phase of life. Building on a liberal arts foundation, students are encouraged to become responsible citizens who regard their vocation as a service to humanity stemming from a basic commitment to God and offered for the benefit of the client.

The purpose of the curriculum leading to the Bachelor of Science in Nursing is to prepare the graduate to function as a competent beginning professional nurse in any health care setting. Graduates of the program will value scholarly endeavors and become life-long learners.

Congruent with the mission and purpose of the institution, the goals of the nursing program are to prepare graduates:
1. who as professional nurse generalists, possess the knowledge, skills, attitudes, behaviors and values necessary to assist the client experiencing crisis to meet human needs.
2. who assume professional nursing roles to provide competent nursing care to individuals, families, groups, communities and society within a rapidly changing environment.
3. who are accountable to the PEW Health Professions Commission's Twenty-One Competencies for the Twenty-First Century.
4. who are eligible to apply for licensure as registered professional nurses.
5. who critically think, effectively communicate, therapeutically intervene and pursue life-long learning.



School name:Alderson-Broaddus College - Nursing Program
Address:101 College Hill Drive
Zip & city:WV 26416 West Virginia
Phone:304-457-6285
Web:http://www.ab.edu/academics/degrees/nursing
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Alderson-Broaddus College - Nursing Program Courses


INTRODUCTION TO PROFESSIONAL NURSING I
Introduces the student to a conceptual view of nursing and to the concept of holistic health. Identifying the individual student as client, health as bio-psycho-socialspiritual- cultural well-being is explored in depth. The meeting of one’s own basic needs through the application of Maslow’s Hierarchy of Basic Human Needs provides a framework for assessment of health status and health promotion activities launching the development of role, Provider of Care.

INTRODUCTION TO PROFESSIONAL NURSING II
Builds on the knowledge gained in Introduction to Professional Nursing I. Explores the concept of nursing process and how it relates to health promotion with self as client. Incorporates concepts of growth and development into the meeting of basic needs for the student. The focus expands on the total well-being of the nursing student in developmental crisis and continues to focus on the role of Provider of Care. The relevance of liberal arts and support courses to the academic development of a professional nurse continues to be demonstrated. The various roles of the professional nurse and how they are related to the personal roles examined in Introduction to Professional Nursing I are explored.

LIFE SPAN PHYSICAL AND HEALTH ASSESSMENT FOR LPN-BSN’S ONLY
Lecture/clinical course designed to provide the entry-level practitioner with the didactic and psychomotor skills necessary to conduct physical and health assessments on individuals across the life span. Attention is given to developmental and transcultural considerations and beginning therapeutic communication skills necessary to fulfill the role of Provider of Care and the component roles of caregiver, communicator, and teacher. (3 semester hours lecture and 1 semester hour lab).

TRANSITION TO PROFESSIONAL NURSING FOR LPN-BSNS ONLY
Assists the LPN-BSN student through the transition from the role of a licensed practical nurse to the role of the professional nurse. The philosophy, goals, competencies and the conceptual framework of the program are presented. The nursing curriculum is discussed and explored as the student integrates the basic concepts of client, health, environment and nursing into the conceptual themes of adaptation, human needs and role development. Discussion and application of the concepts of professionalism, scientific methods of inquiry, critical thinking, and the roles in professional nursing practice are included with emphasis on the role of Provider of Care and the component roles of caregiver, communicator, and teacher.

LIFESPAN PHYSICAL AND HEALTH ASSESSMENT AND FUNDAMENTALS OF NURSING
Provides a two-prong introduction to clinical nursing. The assessment portion is designed to provide the entry-level practitioner with the didactic and psychomotor skills necessary to conduct physical and health assessment on individuals across the life span. Attention is given to developmental and transcultural considerations. The fundamentals portion introduces the beginning clinical student to nursing practice in professional health care as related to the promotion and support of adaptation in clients experiencing developmental crisis. The acquisition of knowledge and basic skills necessary for assessment and therapeutic intervention are integral components of this course. Students focus on the component roles of caregiver, communicator and teacher as they acquire knowledge, skills, attitudes and behaviors necessary to fulfill the role of Provider of Care. (5 semester hours lecture and 3 semester hours clinical).

NURSING CARE OF ADULTS I
Provides the opportunity to explore the foundations of adult care by discussing and demonstrating the pathophysiology, microbiology, pharmacology and nursing knowledge, skills, attitudes and behaviors necessary to assist the adult client to adapt to situational crisis. Situational crisis may result from the client’s inability to meet human needs due to diseases and disorders of integumentary functions, cognition-perception, mobility, oxygenation, and sexuality-reproduction. The student focuses on planning and implementing comprehensive client care through the nursing role, Manager of Care, and the role components: decision maker, counselor, and coordinator of care. (7 semester hours lecture and 3 semester hours clinical).

NURSING CARE OF ADULTS II
Provides the opportunity to explore the foundations of adult care by discussing and demonstrating the pathophysiology, microbiology, pharmacology, and nursing knowledge, skills, attitudes and behaviors necessary to assist the adult client to adapt to situational crisis. Situational crisis may result from the client’s inability to meet human needs due to disorders involving protective mechanisms, circulation, nutrition, metabolism, elimination, and multi-system and end-of-lfe circumstances. The student focuses on planning and implementing comprehensive client care through the nursing role, Manager of Care, and the role components: decision maker, counselor, and coordinator of care. (7 semester hours lecture and 3 semester hours clinical.)

NURSING CARE OF CHILDBEARING FAMILIES
Provides the opportunity to discuss and demonstrate the application of pathophysiology, pharmacology, microbiology and nursing knowledge, skills, attitudes and behaviors necessary to assist clients to adapt during multiple complex crises related to childbearing through the use of the nursing role, Member of a Profession and its role components: leader, advocate and collaborator. (3 semester hours lecture and 2 semester hours clinical).

EDUCATION FOUNDATIONS AND SCHOOL LAW
Concepts related to the legal structure and governance of public education will be investigated. Emphasis will be given to school law, legal procedures, policy-making, rules, regulations and issues pertinent to school nursing. Departmental permission required. 2 semester hours

ACUTE PSYCHOSOCIAL NURSING
Provides the opportunity to discuss and demonstrate the application of nursing knowledge, skills, attitudes and behaviors necessary to assist the adult client to adapt to multiple complex crises arising from the unmet psychosocial needs as evidenced in psychiatric disorders. The course will explore related pharmacological interventions and the pathophysiology of disorders of the brain and nervous system as manifested in psychiatric illnesses. The student practices self-awareness and therapeutic use of self in on-to-one and psychiatric milieu interventions. The nursing role of Member of a Profession will be developed through the exploration and incorporation of the individual nursing roles of leader, advocate and collaborator. (2.5 semester hours lecture and 1.5 semester hours clinical.)

SPECIAL TOPICS IN NURSING
Selected subjects, varying from offering to offering, presenting the opportunity for a more detailed examination of a topic than is possible in a general course. May consist of a new and innovative methodology or concept newly developed in health care. Instructor permission required. 1-3 semester hours

SPECIAL TOPICS IN CLINICAL NURSING
Selected clinical experiences that provide the opportunity for focused clinical practice to enhance a student’s knowledge and performance in a specific clinical area of nursing. Instructor permission required. 1-3 semester hours

COMMUNITY NURSING LEADERSHIP I
Addresses the core knowledge, skills, attitudes and behaviors necessary for preparing the baccalaureate nurse to be a leader in comprehensive community health with special emphasis on community as client. Clinical experiences include opportunities for collaboration with communities and multidisciplinary resources to promote community health and reduce risks. Advocacy issues for community as client are addressed. (2 semester hours lecture and 1 semester hour clinical).

COMMUNITY NURSING LEADERSHIP II
Builds on the core knowledge, skills, attitudes and behaviors from Community Nursing Leadership I, that are necessary for preparing the baccalaureate nurse to be a leader in comprehensive community health. Clinical experiences include opportunities for collaboration with communities and multidisciplinary resources to promote community health and reduce risks. Advocacy issues for community as client are operationalized. (1 semester hour lecture and 1 semester hour clinical.)

COMMUNITY MENTAL HEALTH NURSING
Provides the opportunity to discuss and demonstrate the application of nursing knowledge, skills, attitudes and behaviors necessary to assist the adult client to adapt to multiple complex crisis arising from complicated societal, community and psychodynamic forces resulting in unmet mental health needs. As co-leader of psychoeducational groups, the student practices self-awareness as mental health concepts are explored in relation to at-risk populations, assertiveness, and crisis intervention. The nursing role of Member of a Profession will be further developed through the exploration and incorporation of individual nursing roles of leader, advocate and collaborator in the community mental health system. (1.5 semester hours lecture and 1.5 semester hours clinical.)

LEADING AND MANAGING IN THE HEALTH SYSTEM
Provides for continued development of the role of Member of a Profession with particular emphasis on the role component of leader. Knowledge of leadership, management, and legal principles are incorporated, along with skills as advocate and collaborator to perform in the role of a leader and manager within the health care system. (3 semester hours lecture and 3 semester hours clinical.)

NURSING CARE OF CHILDREN
Provides the continued development of the nursing role, Member of a Profession, and the opportunity to discuss and clinically demonstrate the application of nursing knowledge, skills, attitudes and behaviors necessary to assist children and their families to adapt to multiple complex crisis. This course requires the student to relate mechanisms of disease and drug therapy to the role components of leader, advocate and collaborator, which are necessary in planning and implementing comprehensive client care. (4.5 semester hours lecture and 1.5 semester hours clinical.)

NURSING RESEARCH FOR LPN-BSNS ONLY
Designed to further prepare the baccalaureate nurse to apply research findings to practice. It re-emphasizes the importance of life-long learning to personal and professional growth as well as the role of the baccalaureate nurse in research. It provides the student with a basic understanding of the steps in the research process to enable a critical appraisal of research literature and incor-poration of findings into practice.

NURSING RESEARCH I
Nursing Research I is the first of a sequential 2 semester course designed to further prepare the baccalaureate nurse to apply research findings to practice. It begins by reemphasizing the importance of life-long learning to personal and professional growth as well as to the role of the baccalaureate nurse in research. It provides the student with a basic understanding of research utilization, components and language of research, discussions and conclusion of a research report, and descriptive and inferential results and is a prerequisite to Nursing Research II. 1 semester hour

NURSING RESEARCH II
Nursing Research II is the second of a sequential 2 semester course designed to further prepare the baccalaureate nurse to apply research findings to practice. It continues to re-emphasize the importance of life-long learning to personal and professional growth as well as to the role of the baccalaureate nurse in research. It provides the student with a basic understanding of sampling, research ethics, data collection methods, research designs, research problems, and overview of the process, and the role of research in nursing. It completes the process to enable critical appraisal of research literature and incorporation of findings into practice. 1 semester hour

CONCEPTUAL FOUNDATIONS OF PROFESSIONAL NURSING FOR RN-BSNS ONLY
Introduces the RN-BSN completion student to the conceptual basis of professional nursing at the baccalaureate level. The philosophy, goals, competencies and conceptual framework of the program are presented. The nursing curriculum is explored as the student integrates the concepts of client, health, environment and nursing into the conceptual themes of adaptation, human needs, crisis and role development. Discussion and application of the concepts of professionalism, research, life-long learning, critical thinking, portfolio development, and the roles in professional nursing practice are included. Accompanying the didactic class is a 45-hour application expereience designed to provide the student with an opportunity to examine nursing practice through the role of Provider of Care. The student selects one nursing role component (teacher, communicator, caregiver) and explores the qualifications, competencies, and continuing development issues inherent to the role selected.

LIFESPAN PHYSICAL AND HEALTH ASSESSMENT FOR RN-BSNS ONLY
Lecture/clinical course designed to provide the entry-level practitioner with the didactic and psychomotor skills necessary to conduct physical and health assessments on individuals across the lifespan. Attention is given to development and transcultural considerations and beginning therapeutic communication skills. (3 semester hours lecture and 1 semester hour lab).

LEADING AND MANAGING HEALTH SYSTEMS I FOR RN-BSNS ONLY
Current issues affecting the nursing role Manager of Care including political, legal, ethical and moral forces and trends are examined. The RN-BSN completion student works through the impact of political issues, legalities, licensure and credentialing, and the concept of competency in practice. The student explores how these processes define and shape the practice of nursing. Accompanying this didactic class is a 45-hour application experience designed to provide the student with an opportunity to examine the impact of legal, moral, and ethical issues to the practice of professional nursing through the role of Manager of Care. The student will select a current issue or trend involving role components of decisionmaker, counselor, and/or coordinator of care and analyze the impact of this issue on clients and health care.

LEADING AND MANAGING HEALTH SYSTEMS II FOR RN-BSNS ONLY
Discusses the professional roles of leader, collaborator and advocate as well as the concepts of delegation and management are central tenets of this course. The RN-BSN completion student explores health care economics, work place advocacy, and issues surrounding the changing health care environment through the role of Member of a Profession as a nurse leader to facilitate change in health care environment.

COMMUNITY MENTAL HEALTH FOR RN-BSNS ONLY
Provides the opportunity to discuss and demonstrate the application of nursing knowledge, skills, attitudes, and behaviors necessary to assist the adult client to adapt to multiple complex crisis arising from complicated societal, community, and psychodynamic forces resulting in unmet mental health needs. As co-leader of psychoeducational groups, the student practices self-awareness as mental health concepts are explored in relation to at-risk populations, assertiveness, and crisis intervention. The nursing role of Member of a Profession will be further developed through the exploration and incorporation of role components: leader, advocate, and collaborator in the community mental health system. (1.5 semester hours lecture and 1.5 semester hour clinical.)

COMMUNITY HEALTH PROMOTION FOR RN-BSNS ONLY
Builds on the knowledge, skills, attitudes, and behaviors from prior learning that are necessary for preparing the baccalaureate nurse to be a leader in comprehensive community health with a special emphasis on community as client. Clinical experiences include opportunities for collaboration with clients and multidisciplinary resources to promote community health and reduce risks. Advocacy issues for community as client are operationalized. (2 semester hours lecture and 1 semester hour clinical).

NURSING RESEARCH FOR RN-BSNS ONLY
Designed to further prepare the baccalaureate nurse to apply research findings to practice. It reemphasizes the importance of life-long learning to personal and professional growth as well as the role of the baccalaureate nurse in research. It provides the student with a basic understanding of the steps in the research process to enable a critical appraisal of research literature and incorporation of findings into practice.

LEADING AND MANAGING IN THE HEALTH CARE SYSTEM - CLINICAL FOR RN-BSNS ONLY
This is a 90-hour clinicalcourse designed to provide the student with an opportunity to implement the role of Member of a Profession and apply the concepts of leadership and management to enhance the quality of client heath care. The student will develop, implement and evaluate a planned change project in a health care setting to improve the delivery of nursing care. As the capstone clinical course, the student will complete the proficiency tests and submit the Professional Portfolio.

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