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Allen College




COLLEGE MISSION
Allen College educates and develops individuals as health care professionals who are committed to caring, excellence, and lifelong learning through educational and experiential programs and community service.

COLLEGE VISION STATEMENT
Allen College will be:
* Known for our quality graduates and the exceptional experience we provide students from admission through ongoing advancement in their professional career of choice.
* Built on a model of partnerships with other educational institutions, employers, community agencies and students.
* A highly accessible enterprise providing both on-campus and distance education integrated with the Iowa Health System.

COLLEGE GOALS
The goals of the College are:
* To provide educational programs of excellence
* To prepare clinically competent health care providers
* To provide continuing education programs to enable individuals to further develop abilities, skills, and interests for advanced study and lifelong learning
* To promote scholarly endeavors and service to the community by the students, faculty and administrators of the College

OUR HISTORY
Allen Health Systems, Inc. has always recognized its responsibility to prepare health professionals who will provide quality health care to patients in Northeast Iowa. Allen Health Systems, Inc., through its Board of Directors, takes pride in supporting an accredited college that provides top programs that are in the forefront of nursing and health sciences education.

Allen Memorial Hospital's involvement in nursing education began in 1925, when the hospital and the diploma school first opened. The first class graduated ten students in 1928. In 1934, the School of Nursing was closed due to the Great Depression. In 1942, the School of Nursing reopened and State Teacher’s College (now known as the University of Northern Iowa ) provided the basic science instruction. The last class from Allen Memorial Hospital School of Nursing graduated in May 1997, ending over 70 years of excellence in nursing diploma education. Allen graduates serve as leaders in all fields of nursing practice in all parts of the United States. Many have been honored for their contribution to the profession and to society.

In 1989, Allen College was incorporated as a subsidiary of Allen Health Systems, Inc., to establish a degree granting institution offering nursing and allied health programs. The Iowa Board of Nursing approved the Bachelor of Science in Nursing program in March 1990. The initial class of students was enrolled during the fall of 1990, with the first nursing course being taught in the spring of 1991 and the first class graduating in May 1994. Allen College developed agreements with the University of Northern Iowa, Cedar Falls, and Wartburg College, Waverly, to offer the general education and support courses.

In 1958, Allen Memorial Hospital established a certificate program in Radiologic Technology. Graduates of this program are providing radiology services throughout the region and beyond. The Radiologic Technology Certificate Program transferred to Allen College from Allen Memorial Hospital in 1996. The last class from the certificate program graduated in May 1999. In 1998, the Associate of Science in Radiography program was initiated with its first graduates in May 2000.

In 1995 Allen Health Systems became an affiliate of the Iowa Health System (IHS). IHS is the state's largest healthcare system. Members include Des Moines' Central Iowa Health System (Iowa Methodist Medical Center, Iowa Lutheran Hospital, and Blank Children's Hospital), Cedar Rapids' St. Luke's Hospital, Sioux City's St. Luke's Health System, Dubuque's Finley Hospital , Fort Dodge's Trinity Regional Hospital, Rock Island's Trinity Regional Health System in Iowa and Illinois, Iowa Health Physicians, and other affiliates.

In 1997, the Allen College Board of Trustees changed the name from Allen College of Nursing to Allen College because the allied health program had been added. A specific track for registered nurses pursuing a baccalaureate degree is offered through distance education.

A Master of Science in Nursing (MSN) degree program with a family nurse practitioner track began in the fall of 1998. This program meets the needs of RNs for a locally based graduate program in nursing and the need for additional primary care providers in our region of Iowa. In the fall of 2001, a Health Education track and a Leadership in Health Care Delivery track were added to the MSN program. Tracks in acute care nursing and psychiatric-mental health nursing were added in 2007.

The fundamental commitment of Allen College to professional excellence, personal growth, and awareness of the joy of caring has remained steadfast. Always, there is a commitment to the student as an individual with unique ability and potential and a continual commitment to caring and educational excellence. The basic philosophy of fulfillment of responsibility to society remains unchanged.



School name:Allen College
Address:1990 Heath Street
Zip & city:IO 50703 Iowa
Phone:(319) 226-2002
Web:http://www.allencollege.edu/
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Allen College Nursing School Location







Allen College Courses


INTRODUCTION TO PROFESSIONAL NURSING
This course provides an introduction to the profession of nursing. Emphasis is placed on professional communication and the nurse’s role in health care delivery.

CLINICAL NURSING SKILLS I
This course provides an introduction to basic nursing technical skills with rationale for application. Opportunities are provided for mastery of skills in the laboratory and the clinical unit.

CLINICAL NURSING SKILLS II
This course provides advance nursing skills and therapeutics with rationale for application. Opportunities are provided for mastery of skills in the laboratory and the clinical unit.

PHARMACOLOGY BASICS
This course introduces the concepts of medication administration, medication calculation, drug classifications, pharmacokinetics and pharmacodynamics. Emphasis is placed on understanding nursing’s role regarding medication calculation and administration.

HEALTH ASSESSMENT
This course includes development of interviewing skills and assessment techniques necessary for performing physical health assessments. Utilization of knowledge and skills is integrated as basic components of the nursing process. Variations throughout the life span and cultural variations will be addressed. Supervised practice time will be provided in the laboratory setting.

PATHOPHYSIOLOGY I
Pathophysiology I examines the physiological human response to actual and potential threats to health and homeostasis. The effect of disease on the human body is explored at the cellular, systemic, and generalized levels.

PATHOPHYSIOLOGY II
Pathophysiology II examines the physiological human response to actual and potential threats to health and homeostasis. The effect of disease in specific body systems will be explored at the cellular, systemic, and generalized levels.

PHARMACOLOGY
This course examines various classifications of drugs and the effect of each on the human body. Emphasis is placed on physiological reactions to medications, as well as the appropriate nursing roles in administration, monitoring, evaluation and education of clients and families.

CONCEPTS OF NURSING CARE
This course provides a thorough exploration of Gordon’s Functional Health Patterns as they are used to assess and plan for patients’ health care needs. Emphasis is placed on using the nursing process to plan for and to deliver care to patients in need of a basic level of nursing intervention in the clinical setting. Opportunities are also provided for students to apply knowledge of physical health assessment and documentation and to practice technical skills.

THEORY OF OLDER ADULT CARE
This course examines the unique needs of the aging client. Normal physical, psychological, economical, social, and spiritual changes confronting the client and family are explored. The problems and potential opportunities existing in the present system for providing health care for these clients and their caregivers are examined to determine appropriate nursing responsibilities.

TRANSITION TO BACCALAUREATE NURSING
This course is designed for registered nurses seeking a baccalaureate degree in nursing. The major focus of this course is on professional nursing and the challenges confronting baccalaureate nurses in today's world. Discussions utilize a historical perspective to examine current issues. Integration of prior learning and experience is included to facilitate personal development of the registered nurse student in the professional role.

NURSING CARE OF THE ADULT CLIENT
This course focuses on the application of the nursing process with adults experiencing interruptions to health. The course examines selected pathophysiologic disorders with a focus on the appropriate nursing interventions and therapeutic modalities needed to achieve optimal levels of wellness. Clinical experiences are in the acute care settings.

NURSING CARE OF THE MENTAL HEALTH CLIENT
This course provides application of the nursing process with clients experiencing interruption to the mental health of individuals and families. The focus is on therapeutic relationships and assessment of dysfunctional client behaviors. Utilization of a variety of nursing interventions and other therapeutic modalities in the treatment of clients with psychiatric/mental health problems are studied. Clinical experiences are in a variety of acute care and community based settings.

NURSING CARE OF CHILDBEARING FAMILIES
This course applies the nursing process to families experiencing pregnancy, childbirth, and the transition to parenting. Emphasis on teaching, health promotion, and application of parent and newborn theoretical and clinical skills is applied in hospital, clinic, home, and community settings. Focus is on the normal childbearing experience with some exposure to high-risk clients and families.

NURSING CARE OF CHILDREARING FAMILIES
This course examines nursing and the health care needs of families with children from infancy through adolescence. Childhood needs, childrearing practices, and parental roles will be examined. Emphasis is on a family-centered approach to nursing care with application of the nursing process to promote optimal health for the child and the family. Clinical experiences will be in acute, chronic, community, and well-child settings.

INTRODUCTION TO NURSING RESEARCH
This course introduces to the research process and the value of research in nursing practice. Basic research skills are addressed including problem identification, hypothesis generation and testing, research design, critique and utilization of research in nursing care. Students are actively involved in evaluating current published research.

NURSING ELECTIVE
Specific topics relevant to nursing practice are examined to provide an in-depth approach and a broad base for further study. Exploration of expanded roles of the nurse is included.

PROFESSIONAL ISSUES & TRENDS
This course focuses on the identification, exploration and analysis of selected contemporary issues in nursing and healthcare. Significant historical, social, political, legal and ethical factors will be examined to determine the development of the nursing discipline. Contemporary and emerging roles of the nurse will be analyzed to identify the present status and future of professionalism in nursing.

LOSS, GRIEF AND END OF LIFE ISSUES
This course examines aspects of care related to loss, grief, dying and death for clients and families across the lifespan. Emphasis is on understanding personal, professional and societal attitudes and in analyzing ethical/legal issues toward death and dying. The course focuses on the biopsychosocial, spiritual, cultural and intellectual needs of the client and family in providing quality nursing care for bereavement and at the end of life.

NURSING CARE OF THE CLIENT AT HOME
This course provides an application of the nursing process, family theory, and nursing models to provide care for individuals and families in the community environment. Utilization of independent judgment and decision-making skills, plus refinement of interviewing and case management skills are included. Clinical application of the nursing process occurs in home, ambulatory, and alternative care environments.

NURSING CARE OF THE COMMUNITY AS CLIENT
This course applies the nursing process in community and public health environments with the community as client. The focus is on public health principles, community assessment, health planning, health education, health promotion, risk reduction/disease prevention, and major public health concerns. Cultural competence when working with vulnerable populations is another aspect of this course. Clinical experiences focus on caring for population health in community agencies, public health departments, schools, industries, correctional settings, and health centers.

NURSING CARE OF THE CRITICALLY ILL CLIENT
This course includes application of the nursing process with clients and families experiencing interruptions to health, which require increasingly complex nursing interventions. Opportunities to refine nursing interventions and manage clients with complex, multi-system needs are provided. Collaboration with other health team members is emphasized. Clinical experiences occur in acute care settings.

NURSING LEADERSHIP
This course analyzes the leadership and management roles of the nurse in the health care delivery system. Leadership styles, management processes, organizational structures, and evaluation of outcomes on professional nursing practice are examined.

SENIOR SEMINAR
This course prepares the student for responsibilities of a professional nurse. Topics included in the course are career preparation, role transition, socialization, and readiness for licensure. Students are assisted to transition from the role of student to practicing nurse. Expectations of the novice nurse are examined.

SENIOR CLINICAL INTERNSHIP
This course provides an intensive clinical experience to facilitate further development in organizing and setting priorities, application of nursing theory to practice, delegation of tasks, and development of skills in patient care areas. Seminars will be used to discuss related issues on the clinical unit as well as identified ethical situations.

INDEPENDENT STUDY
Guided study of an area of special interest to the student.

NUTRITION SEMINAR
This course is taught via WebCT. Review of methods for identifying and evaluating nutrition information. Study of selected therapeutic diets in various life-stage, physical and disease states.

NURSING CAPSTONE (RN)
This course synthesizes critical thinking, independent judgment, decision making, and technical and leadership skills in the delivery of nursing care, which culminates in a project, related to the discipline of nursing. Theories from the humanities, natural and social sciences, and nursing are integrated to provide comprehensive nursing care in a variety of settings. Clinical opportunities are provided to integrate the professional roles of care provider, teacher, manager and investigator for personal and professional growth. Seminars will be used to guide and evaluate learning experiences.

EXIT EXAM
The Exit Exam provides an opportunity for the student to experience an online computer-assisted standardized, comprehensive exam similar to the NCLEX-RN. Test items used in the exit exam reflect the test blueprint used by the National Council of State Boards of Nursing. In addition the students are provided with rationales for missed items, thus providing a learning experience. Experience with a comprehensive exam is considered to be an accurate predictor of student success on the national licensing exam. Currently the BSN program uses the HESI (Health Education Systems, Inc.) exit exam for this purpose. Text taking strategies, preparation, text taking anxiety, and the NCLEX-RN application process are also discussed.

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