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Avila University (School of nursing)

According to the US Bureau of Labor Statistics, in 2012 the nation will need one million additional nurses to meet the raging demand from hospitals, alternative care facilities, and private facilities. The need for more nursing graduates in Kansas City is equally critical. Avila University is one of Kansas City’s oldest and most respected nursing programs. A major renovation in 2006 resulted in a state-of-the-art clinical lab facility. The newly renovated nursing laboratory simulates a patient care environment where students learn to provide physical care for patients. Fifty students have been admitted to the program for the Fall of 2007.


The history of nursing education at Avila University demonstrates with pride the academic preparation of nurses who contribute to the health care of those in need. This educational vision was made possible through the efforts of the Sisters of St. Joseph of Carondelet mission at St. Joseph Hospital and many others at the College of St. Teresa and Avila College (now Avila University) who valued the importance of academic preparation for nursing practice.

The Sisters of St. Joseph established the St. Joseph Hospital School of Nursing in 1900 under the direction of Sister Irmenia Dougherty. This school of nursing became chartered in 1901. The development of the four-year nursing program originated after the close of World War II. The Sisters of St. Joseph of Carondelet recognized the need for advanced educational preparation for women in nursing and began to formulate plans for establishing a department of nursing within the college. In August of 1947, Sister Gerard Joseph Brewer and Sister Mary Pachomia Lackey attended several workshops in preparation for one of the first baccalaureate programs to be established in the state of Missouri. The department received its first accreditation from the Missouri State Board of Nursing in 1948.

Prior to September 1960, the college offered three programs in nursing: a three year diploma program, a basic baccalaureate program and a supplementary program for graduate registered professional nurses. In 1958, a decision was made to discontinue the three-year diploma program and to revise the curriculum of the baccalaureate program to enable the student to complete the requirements for a Bachelor of Science degree in four academic years. These changes took place in 1960. From 1970 to 1998 the Department of Nursing offered a RN to Baccalaureate degree.

Currently, the School of Nursing continues the tradition of excellence in nursing through its undergraduate curriculum which provides the health care community excellent, well-educated nurses prepared to adapt to the ever evolving health care environment.


The nursing faculty is dedicated to preparing nursing graduates for practice in a diverse health care environment. Graduates will:

1. Discover, understand, and appreciate the human responses and varied perceptions of life experiences;
2. Participate with others in achieving health and optimal responses to life experiences through a caring informed relationship; and
3. Assume professional nursing roles of clinician, advocate, educator, leader, manager, and colleague.


The School of Nursing at Avila supports and is consistent with the values and expectations of the larger Avila Community including excellence in teaching and learning, the Catholic identity of the college, the worth, dignity and potential of each human being, diversity and its expression, commitment of the continual growth of the whole person, and interaction with and service to others. The School of Nursing gratefully acknowledges the sponsorship, contribution, and far-reaching vision of the Sisters of St. Joseph who established this program over 50 years ago.

The professional nurse is educated through a four-year degree at a college or university with a major in nursing. This educational process includes preparation in the liberal arts, behavioral, biological, and natural sciences, communication and higher-level thinking abilities. This process prepares the graduate for minimum entry into practice and facilitates professional role competency as clinician, advocate, educator, leader, manager, and colleague. To best meet these role expectations, the professional nurse must embrace the value of caring and recognize varied perceptions of and responses to life experiences that people encounter. These perceptions and responses are influenced by such things as age, gender, culture, socioeconomics and spiritual beliefs. The professional nurse respectfully acknowledges individual differences and the importance of these differences in achieving health and optimal responses to life experiences.

Health is viewed holistically and globally, encompassing individual, families, and aggregates with varying degrees of health- or illness-related needs and perceptions. Health is determined by the perceptions of the individual. Health includes promotion of wellness as well as the treatment and prevention of illness.

Person is defined broadly as individuals, families, and aggregates. Health and illness related needs are encountered in broad and diverse environments including the home, the school, the hospital, the clinic, the neighborhood, and the church. The faculty believe that all individuals have the ability to self-determine and to impact their well being as well as their environment.

Through teaching strategies faculty make visible the connection between the liberal arts, sciences, and nursing practice. This connection builds on the foundation provided in a four-year education and models life-long learning. Effective teaching occurs in a non-threatening and supportive environment.

Teaching/learning strategies should facilitate active learning and be collaborative. Learning is evidenced through the student's increasing knowledge base and personal, social, spiritual and professional development. Responsibility for learning resides in the student. Learning requires self-direction, self-motivation, acquisition of new knowledge and skills, use of effective and facilitative communication, and critical thinking and decision making. Evaluation of learning is directed toward achievement of higher-level thinking skills and role development. Outcomes assessment of the curriculum and constituency satisfaction guide curriculum decisions.

School name:Avila UniversitySchool of nursing
Address:11901 Wornall Road
Zip & city:MO 64145 Missouri
Phone:(816) 501-3672

( vote)


School of nursing Nursing School Location

School of nursing Courses

Basic principles of nutrition and the application of these principles to nutritional requirements of the infant, pre-school child, adolescent, and adult. This course is web-supported. II.

In this Level 1 Nursing theory course students will explore a framework for understanding the client’s experience as well as their understanding of self. Content includes, but is not limited to, the following concepts: holism, health, wellness/illness, spirituality, grief and loss, pain, selfconcept, body image, and sexuality. Communication, nursing process, teachinglearning, chronicity, rehabilitation, cultural diversity, and aging will also be addressed. Meets the Communication Intensive course requirement in the major.

This Level 1 Nursing theory/laboratory course will include interviewing strategies for obtaining health histories, learning physical assessment skills, and learning how to recognize abnormal from normal health assessment findings at varied ages.

This Level 1 Nursing theory course will reflect upon the history of nursing as well as current issues within nursing. Students begin developing their own philosophy of nursing as they explore the roles and functions within nursing today. Students will spend time studying the impact of nursing history upon today’s practice, and become familiar with the conceptual framework of this nursing program and nursing theories. Students begin to recognize the ethical and legal issues that affect nursing. This is a web-enhanced course. Meets the Communication Intensive course requirement in the major.

This Level 1 Nursing course is a laboratory course based on theory which introduces the student to the fundamental skills nurses perform. Primary skills addressed are patient and staff safety, vital sign assessments, body mechanics, hygiene practices, bed making, medication administration, intravenous therapy, administration of oxygen, nutritional assistance, assistance with elimination, wound care and comfort measures.

This Level 2 Nursing theory course will enhance the basic nursing assessment concepts and tools introduced in the first semester nursing courses by emphasizing basic psychodynamic and psychosocial principles. The course highlights the use of therapeutic communication skills and understanding human responses in a variety of life situations. Techniques for maximizing the gathering of essential client information, establishing therapeutic relationships and improving the delivery of “holistic” client care, utilizing principles of psychosocial nursing, will be covered. Students will integrate and apply basic human behavioral, developmental and psychiatric theory in the nursing process.

This Level 2 Nursing theory/clinical course provides the student with knowledge and understanding of the promotion of health, wellness, disease, and injury prevention. It explores health promotion models, empowerment of self care, epidemiology, screening and prevention tools and also considers motivation for health behaviors including lifestyle choices. Students use health assessment skills to determine levels of wellness and explore methods for promoting optimum levels of functioning for the client.

This Level 2 Nursing theory introductory research course focuses on using research in nursing and the research process. Emphasis is on the role of clinical research in nursing, the scientific research process, steps in the research process, and types of nursing research. Research designs, methods of data collection, measurement and sampling, analysis of research data, and interpreting and evaluating nursing research reports for use in practice will also be discussed.

This Level 2 Nursing theory/clinical course will address the nursing care of the episodically ill adult. All parts of the nursing process will be utilized in the care of the client and significant others. The course provides beginning experience in case management.

This level 2 nursing theory course will address the pathophysiology of selected disease processes and their related pharmacologic agents. Using a lifespan and a systems approach, the student will apply that knowledge in the development of a holistic plan of nursing care.

This Level 2 Nursing theory/clinical course prepares the student to use human behavioral, developmental and psychiatric theory as foundational knowledge for nursing assessment, care planning and intervention and evaluation. Students learn therapeutic use of self. In addition, students are learning to use the environment/resources as a means for an understanding and promoting constructive changes in client’s and family’s responses to psychological and emotional stressors across the lifespan. Pharmacology and pathophysiology appropriate to content will be integrated.

This Level 2 Nursing theory/clinical course will address the nursing care of the chronically ill adult throughout the continuum of care. All parts of the nursing process will be utilized in the care of the client and significant others. The course provides experience in case management with emphasis on gerontology and rehabilitation.

This level 2 nursing theory course will address the pathophysiology of selected disease processes and their related pharmacologic agents. Using a lifespan and a systems approach, the student will apply that knowledge in the development of a holistic plan of nursing care.

This Level 3 Nursing theory/clinical course addresses the nursing care of the vulnerable and/or high-risk child-bearing/child-rearing family. All parts of the nursing process, pharmacology, and pathophysiology are integrated as appropriate for the content. This is a web-enhanced course.

This Level 3 Nursing theory/clinical course creates an opportunity through which students will develop their professional nursing role within society and practice. Students will continue to refine their philosophy of nursing as it relates to leadership within the profession. As students are exposed to different professional leadership roles within nursing they will determine how to best demonstrate their own leadership styles. Students will gain overall understanding and approach to a broader view of “client” which includes special populations and aggregates as well as the community as a whole. Clinical application and synthesis of theories will allow students to apply leadership skills as they address the concept that the community is more than a sum of its parts. Students will assess the community and apply the nursing process in diagnosing, planning and development of programs to meet the community’s needs as well as ways to evaluate their effectiveness. Meets the Capstone and Communication Intensive course requirement in the major.

In this Level 3 Nursing clinical course students will spend a concentrated time period in a selected clinical area functioning in the capacity of a beginning staff nurse under the guidance of a preceptor. This course is graded credit/no credit.

The student independently pursues an approved and directed in-depth study of a specific area of nursing. Admitted nursing majors only. I, II.

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