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Alvernia College - Department of Nursing




The Alvernia College Nursing Programs (BSN and RN-BSN Completion) offer students the opportunity to learn in an academic environment which promotes development of knowledge, professionalism, collaboration and moral integrity. Since its inception in 1977, the nursing program has set a standard of excellence which has been reflected in each of its graduates. Our graduates are prepared to deliver health care to persons of all ages, families and community groups with sensitivity to cultural and environmental factors.

The Alvernia College Bachelor of Science in Nursing Program (BSN) is accredited by the Commission on Collegiate Nursing Education (CCNE). The BSN Program has full approval status by the Pennsylvania State Board of Nursing. The successful graduate is eligible to apply for RN Licensure by taking the National Council Licensure Examination (NCLEX-RN).

Students interested in a career in professional nursing may complete the course requirements for a baccalaureate degree in four academic years. Students admitted to the college as nursing majors enter the freshman year taking a variety of liberal arts and science courses. Progression into the nursing courses and clinical practice begins with the sophomore year.

BACHELOR OF SCIENCE DEGREE IN NURSING PROGRAM

The Bachelor of Science Degree with a major in Nursing is the preferred entry level for today's professional nurse. The purpose of the Bachelor of Science Degree in Nursing Program is to offer a dimension of learning for the student in a Christian-oriented environment. The BSN graduate functions as a generalist practitioner in a variety of health care environments. Alvernia's BSN graduate is prepared to deliver health care to persons of all ages, families and community groups with sensitivity to cultural and environmental factors.



School name:Alvernia College - Department of Nursing
Address:400 Saint Bernardine St., Nursing Resource Center
Zip & city:PA 19607 Pennsylvania
Phone:610-796-8217
Web:http://www.alvernia.edu/academics/nursing/
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Alvernia College - Department of Nursing Nursing School Location







Alvernia College - Department of Nursing Courses


ASSESSMENT OF PROFESSIONAL NURSING
This seminar course is designed to facilitate the return, readmission, and/or transfer nursing student into the professional baccalaureate nursing program. Various processes will be used to assess the student's theoretical knowledge and clincal competency to determine the readiness of the student to progress to a sequential nursing course. The course will be individualized based on the student's previous course work.

TRANSITION TO PROFESSIONAL NURSING
This ten hour workshop is designed is designed to facilitate the LPN's transition from vocational education to the professional collegiate environment. Didactic presentations will introduce the student to the philosophical and theoretical foundations of nursing practice. Processes utilized in professional nursing practice will be reviewed. Practice with the nursing process and therapeutic communication will be integrated.

FOUNDATIONS TO PROFESSIONAL NURSING I
This course introduces the student to the philosophical and theoretical foundations of nursing practice. The exploration and integration of concepts and processes basic to professional nursing are studied. The role of therapeutic communication and the nurse as a client advocate are introduced within the framework of developmental and teaching-learning theories. An introduction to human responses and nursing care completes the foundation for professional nursing practice.

FOUNDATIONS TO PROFESSIONAL NURSING I LAB
Basic nursing skills are introduced and practiced within the Nursing Campus Skills and Computer Laboratory. Students will be introduced to problem solving, decision making and critical thinking roles. Competency is expected and learning is enhanced by technology. Communication skills, the nursing process and medical mathematical calculations are areas of development. Two hour lab.

FOUNDATIONS OF PROFESSIONAL NURSING II
Introduces the student to professional nursing practice in relation to potential and simple alterations in health, while providing intergration and application of theory. Students have the opportunity to apply the nursing process to clients of all ages who are coping with their reactions and responses to stressors. Health promotion concepts are integrated as the students begin to be responsible for implementing appropriate nursing interventions and demonstrate critical thinking skills. Client outcomes are evaluated. Three classroom hours and eighty-four supervised clinical practice hours.

PHARMACOLOGY AND THE NURSING PROCESS
Explores the ever-expanding role of pharmacology in the practice of nursing. The nursing process will be utilized to provide a holistic approach for individuals and their families within multiple environments. Traditional and complementary principles will be applied to the client at various points on the wellness continuum.

PROFESSIONAL NURSING CONCEPTS AND THEORIES
Professional nursing concepts, nursing theories, historical perspectives and other factors which impact contemporary nursing are introduced. Concepts are applied throughout curriculum. Three hours lecture per week.

NURSING AND HUMAN RESPONSES I
Focuses on the nursing diagnoses and treatment of human responses and nursing care to the changes that occur in the expanding family and children. This focus is on the changing needs of women and the family during the reproductive life cycle. Health promotion, protection and restoration of the developing child and woman are integrated and facilitated. The student will provide care for mothers, neonates, and their families, and children in acute care and community based settings. Three classroom hours and eighty-four supervised clinical practice hours.

HEALTH ASSESSMENT ACROSS THE LIFE SPAN
The nursing process guides the introduction of skills of development, psychosocial, cultural and physical assessment. Learning activities are designed to facilitate acquisition of theory and skills necessary to perform health assessment of the individual throughout the life span. Two class hours, two lab hours.

TRANSCULTURAL NURSING
Focuses on health care practices and beliefs in a variety of cultures. Political, economic, spiritual and geographic factors affecting health care are explored within the context of cultural systems and the client's perception of health, illness and care. Client education and nursing research are integrated with accepted anthropological and sociological concepts and theories.

NURSING AND HUMAN RESPONSES II
Focus is on the nursing care of clients across the lifespan related to behavioral health, chronic illness and end-of-life issues. Students will focus on therapeutic communication with clients in emotional distress whether from behavioral health, chronic diseases or death and grieving issues. Students will have the opportunity to demonstrate therapeutic communication within a variety of acute care and community based settings. The nursing process, client education, and social and ethical issues are integrated and emphasized. Three classroom hours and eighty-four supervised clinical practice hours.

INTRODUCTION TO RESEARCH METHODS
This course serves as an introduction to the methodologies and design of nursing research. Opportunity is given to develop critical thinking skills and apply these skills to understanding research and the research process. As a basis for professional practice, students will analyze and discuss the clinical relevance of study findings and their implications for nursing practice.

LEADERSHIP AND ETHICAL DIMENSIONS FOR NURSING PRACTICE
Provides the professional nurse graduate with knowledge and skills essential to be a health care designer, coordinator and manager within a personal and ethical framework. Skills essential to this role are leadership, communication, collaboration, negotiation, coordination and evaluation of interdisciplinary health care teams for the purpose of outcome based practice.

FAMILY AND COMMUNITY NURSING
This course focuses on the synthesis of public health promotion and maintenance principles within the nursing framework, and the role of the professional nurse in various community settings. Family systems are explored. Students will demonstrate the application of community health concepts with integration of wellness and health promotion programs for individuals, families and community groups. Three classroom hours and eighty-four supervised clinical practice hours.

NURSING AND HUMAN RESPONSES III
This course focuses on the care of clients across the lifespan responding to an increased complexity of human responses to potential and actual complex alterations in health problems. Application of nursing process and theory to musculoskeletal, hematological, oncological, reproductive, hepatic and renal systems is the primary focus. Integration of evidence-based nursing research, ethical-legal issues and the economics of caring for clients with complex problems will be offered. Intergration of acute care and home care is utilized. Three classroom hours and eighty-four supervised clinical practice hours.

NURSING ROLE SYNTHESIS PRACTICUM
As a capstone course, the focus is on implementing the coordination role of the professional nurse with groups of clients and caregivers to participate in management activities. Theories of leadership and management and related research are identified and applied to professional nursing within a variety of healthcare systems. Focus is on refinement of critical thinking skills important to the entry level role of the professional nurse. One hour class, 15 hours clinical practicum.

NURSING AND HUMAN RESPONSES IV
This course focuses on nursing care of all ages responding to potential and actual complex alterations in health related to neurological cardio-vascular, endocrine and respiratory systems. The student is afforded the opportunity to increase nursing knowledge to provide care in complex acute and long-term health care needs. Critical care concepts will be addressed.

MORAL LEADERSHIP
Moral Leadership introduces students to a philosophy of education that provides the skills necessary to assume a prominent place in shaping the vision, mission, and activities to their employers and professions. This course is designed to help students study the importance of systematic reform of political, economic, and social systems in remedying the problems that plague urban school systems, social services, and society in general. The course helps students to understand the importance of openness to new analyses and strategies for change in addressing social problems.

ORGANIZATIONAL AND PROFESSIONAL ETHICS
This course explores specific questions relative to the behavior of systems, organizations, and their members. The idea of a profession and its claim to special ethical expertise are examined. Methods to accomplish responsible social action, promote social justice, and value the human dignity of each individual will be emphasized. This course is to be taken within the final twelve credits of the program.

INTRODUCTION TO SPECIAL NEEDS STUDENTS
This course, designed for prospective special education classroom teachers, reviews all areas of student exceptionalities and how special education services are acquired, developed and provided. Students will learn how the latest research findings and educational practices can assist individuals with exceptionalities to be successful in home, school, and community settings.

QUANTITATIVE RESEARCH METHODS
This course is designed to familiarize the student with the use of mathematical and statistical methodology used in educational research. Topics will include descriptive statistics, introduction to inferential statistics, t-tests, one-way analysis of variance, multiple comparison procedures, research design and the use of SPSS software.

EDUCATORS AS RESEARCHERS
This course is designed to assist students in becoming reflective practitioners - to understand the scope and range of educational research, to develop their own abilities for researching information and using information and using various research methodologies, to acquire knowledge about issues and trends in education, and to view and think critically regarding their own pedagogies. Students will complete a proposal for their original research and obtain IRB (Institutional Review Board) approval if required.

SCHOOL LAW AND SOCIAL ADVOCACY
This course examines the federal and state legislation and court rulings that govern urban education. A review of legal concepts and procedures provides essential knowledge about the rights and responsibilities of educators and the students they serve. The study of legislation and significant court rulings that have promoted equity, educational opportunity, and social justice will summarize the contributions of advocates who have worked to transform urban education. (3 Credits)

RESEARCH SEMINAR
This course is a supervised experience culminating in the completion of a research project that was designed in Educators as Researchers. The research project is the culminating and integrating effort for master’s students. It involves the original investigation of a problem of limited scope and contributes to the body of knowledge in the field of education. Through the research process, students become and feel more expert in a focused field of inquiry. Students produce a written product that documents a synthesis of the appropriate literature in the field, the methodology used, their research findings, and an analysis and discussion of those findings.

PROFESSIONAL NURSING V: SCHOOL NURSING
This course prepares the RN to complete the requirements for school nurse certification by the PA Department of Education. Knowledge, strategies and skills to deliver health prevention, promotion and protection to diverse school-aged populations are included. Students will participate in the diverse roles of the school nurse and explore resources needed to provide developmentally and culturally competent care to school-age children and their families.

HEALTH ASSESSMENT: SCHOOL POPULATION
This course is designed to prepare the professional registered nurse to learn physical assessment skills and apply those skills with clients within the school population. Students have the opportunity to learn and practice taking health histories and completing physical assessments in the school setting. Critical thinking skills will be integrated into the course to help the students to learn to work autonomously to assess the physical needs of students and staff members. Transcultural nursing issues will be discussed throughout the course to prepare students to assess clients from diverse populations.

COORDINATED SCHOOL HEALTH PROGRAM DESIGN
This course is designed to prepare the education professional to implement a Coordinated School Health Program in his/her school district. Students will critically examine the interactive components of a Coordinated School Health Program (CSHP) from a variety of perspectives and prepare a CSHP educational and promotional tool suitable for use in a Targeted Awareness Campaign. Using a local school district as a working model, students will individually complete a comprehensive school health survey and collaborate with others in the district to set goals and develop a shared vision regarding a CSHP. Although this course is a requirement for those students pursuing a M.Ed. with School Health Emphasis, enrollment is open to any post-baccalaureate student.

AT RISK SCHOOL ENVIRONMENTS: EMERGENCY PLANNING AND RESPONSE
This course will equip the student with knowledge and skills to respond appropriately in a variety of emergent situations, including creating action plans which should be followed to protect life and preserve property from the effects of unexpected events within the school-community. Legal and ethical considerations and the role of the family/community will be integrated throughout the content. Advances in technology, the increase in school violence, and the threat of terrorism have created the recognition of the need for schools to be prepared for a variety of threatening situations. Although this course is a requirement for those students pursuing a M.Ed. with School Health Emphasis, enrollment is open to any post-baccalaureate student.

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