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Baker University (School of Nursing)




Throughout the University’s history, new programs have been introduced to serve the changing needs of new student groups. In August of 1991, the Baker University School of Nursing was established in the Pozez Education Center at Stormont-Vail HealthCare in the Pozez Education Center in Topeka, Kansas, to provide much needed nursing education for the students in Baker’s service region. The School of Nursing offers an academic program leading to a baccalaureate (4-year) degree. The generic baccalaureate degree program in nursing is four full-time semesters of upper-division study after the completion of the general education and prerequisite program. A baccalaureate degree completion program for registered nurses requires one year of full-time study or part-time study over several semesters. Students may enter the nursing program during the fall or spring semester.

MISSION
The mission of Baker University School of Nursing is to prepare nurses for professional practice as providers of general health care for individuals, families and communities within the global environment. As an institution related to the United Methodist Church, we believe the integration of faith and values into the curriculum promotes the intellectual growth and personal development of each individual. The nurse will have the ability to communicate; think critically; perform clinical skills competently; participate in lifelong education; assume the roles of care provider, manager and member of a profession; and make ethical decisions based upon a sound value system and broad knowledge base

PHILOSOPHY
PERSON
The person, or human being, is a dynamic composite of biopsychosocial, environmental, spiritual and cultural variables, possessing different values, life experiences, beliefs, attitudes and world views. Each person is a unique and holistic system, yet has in common with others a range of characteristics and responses. Each human being has unique worth and value, as well as the inherent right to make informed and autonomous decisions regarding personal health care needs. As a dynamic entity, the person is open to influences of the internal and external environments, allowing for ongoing change, growth, adaptation and capacity to enhance self-care competencies. Persons may seek nursing services as individuals, groups, families, communities and global societies.

ENVIRONMENT
The environment is dynamic and multidimensional, including external and internal elements. The external environment includes numerous extrinsic factors that exert influence upon the person’s daily and ongoing existence. The internal environment is influenced by intrinsic factors including physiological, psychological, spiritual, sociocultural and developmental variables. The environment and the person, an integrated system, influence the health and care patterns of the human being.

HEALTH
Health is a relative and dynamic state of being that reflects the wholeness and integrity of the human being. A person’s state of health is determined by interaction of intrinsic and extrinsic factors, including physiological, psychological, sociocultural, spiritual and developmental variables. Health is reflected in the role activities of persons and is culturally defined, valued and practiced.

NURSING
Nursing is a professional practice that encompasses health promotion, maintenance, restoration and care of the dying through the application of research based knowledge and skills. Through the nursing process, nurses focus on moving persons toward responsible selfcare and assisting them to reach and maintain the highest possible level of wellness or experience a dignified death. Professional nursing integrates scholarship, critical thinking, caring and values essential in addressing biopsychosocial and spiritual needs of persons consistent with their cultural values and lifestyles. As a provider and manager of care the professional nurse uses skills in communication, negotiation, delegation, and evaluation to fulfill autonomous and collaborative roles. The scope of professional nursing incorporates accountability for current standards of nursing practice, commitment to the profession and vision for the emerging mission of nursing in a changing world.

EDUCATION
Education consists of interrelated processes of teaching and learning, uses a variety of techniques and is refined through continuous quality improvement. Nursing education at the baccalaureate level is designed to develop abilities within the student for entry into professional nursing practice. Nursing education is supported by a caring environment, liberal education in arts and sciences, nursing theory, and professional standards of practice. The curriculum builds upon previous knowledge; moves from simple to complex concepts, practices and settings; and provides for development of outcome abilities. Students bring diversity in life experience, abilities and needs. They are accountable, self-directed and responsible for their own learning. Faculty members serve as role models, facilitators of learning and designers of educational opportunities.

PROGRAM GOALS

Offer a professional nursing curriculum that builds upon a strong foundation in Liberal Arts and Sciences.prepare graduate nurses to practice professional nursing incorporating the roles of care provider, coordinator, manager and member of a profession.retain well-qualified faculty members who are committed to excellence in teaching and participation in scholarship, service, practice and life-long learning.provide an environment of learning through a partnership between students and faculty, dedicated to excellence and freedom of expression.develop a constructive, productive and energizing work atmosphere where open, constructive communication, decision-making, flexibility and self-growth are valued.develop the transcendent values graduates need to guide decision-making.promote the capacity with in graduates for life-long learning.support opportunities for students to use current technology and learning resources in a variety of settings.

Upon successful completion of the Baker University School of Nursing program, the graduate should be able to:
1. Practice professional nursing incorporating the roles of care provider, manager, and member of a profession.
2. Perform comprehensive theory-based assessment to apply the nursing process in making critical clinical judgments.
3. Synthesize concepts and frameworks from liberal arts, scientific theory, and research to practice.
4. Perform technical skills competently, incorporating scientific principles and research findings.
5. Practice therapeutic communication with persons, families, communities, and the interdisciplinary team in a variety of settings.
6. Evaluate the effectiveness of health care systems in achieving desired outcomes.
7. Translate professional values including empathy, caring, respect, and integrity into compassionate, sensitive, individualized care.
8. Display accountability for legal, moral, and ethical considerations within current standards of professional practice.
9. Integrate personal goals for professional development with the skills necessary for the lifelong pursuit of knowledge.
10. Demonstrate professional involvement in community service to others.



School name:Baker UniversitySchool of Nursing
Address:1500 SW 10th St.
Zip & city:KS 66604 Kansas
Phone:1-888-866-4242
Web:http://www.bakeru.edu/academics/nursing_mainframeset.htm
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School of Nursing Courses


PATHOPHYSIOLOGY
This course builds on basic anatomy and physiology. Emphasis is placed on altered physiological functioning common to illness and disease processes. Understanding the etiology, clinical manifestations, diagnostic and laboratory findings, and compensatory mechanisms provides a base for promoting, maintaining, and restoring health.

TRANSITION TO PROFESSIONAL NURSING EDUCATION
This course provides opportunities for students to identify and practice strategies for academic and clinical success. Students will use critical thinking and communication skills, become aware of personal and institutional resources, and develop an awareness of talents needed to be a professional nurse. The importance of life-long learning will be examined in the context of personal and professional development.

CONCEPTS OF HEALTH AND NURSING I
This course provides students with an introduction to the nursing profession. Nursing theories and concepts provide a basis upon which students develop a professional value system and build future course work. Students are introduced to the nursing process as a problem-solving method for meeting holistic needs of clients in areas of health promotion and maintenance. An introduction to community health nursing and mental health issues is presented.

FOUNDATIONS OF THERAPEUTIC NURSING INTERVENTIONS
In this beginning course students apply knowledge from the liberal arts and sciences, while focusing on the foundations of nursing from a theoretical base. Critical thinking and problem solving are emphasized as a foundation for the care provider role. Medical terminology and math for nursing are integrated.

FOUNDATIONS OF THERAPEUTIC NURSING INTERVENTIONS CLINICAL
In this beginning course the student masters basic nursing skills necessary to provide individualized care to clients. Initial experiences are in the nursing lab where students practice beginning level skills. During subsequent experience, students care for clients in acute, extended, long term, outpatient, and community based settings. Students identify the various roles of nurses in these different settings.

HEALTH ASSESSMENT ACROSS THE LIFESPAN
This course provides the learner with theory based assessment as the foundation of the nursing process. Emphasis is placed on the interview process and recognition of normal findings for history and physical examination of each system. Developmental and cultural variations related to health assessment are included. Health promotion at various stages of growth and development is integrated. There is one two-hour theory session per week. The lab session provides the student with the skills needed to perform and document a systematic health assessment of a normal client. The student practices history taking and physical exam skills. The course culminates in the performance and documentation of a head-to-toe examination. There are three hours of laboratory per week.

HEALTH ASSESSMENT
This course introduces the basics of physical, psychosocial, emotional, spiritual, and cultural assessment. Emphasis is placed on health promotion at various stages of growth and development. Functional health patterns as a data collection method is correlated with the traditional methods of body systems and head-to-toe examination. Students will practice assessment techniques during class time and in clinical settings. (For licensed RN’s only.)

RN-BSN BRIDGE COURSE
This is a seminar course designed to ensure that the technically prepared RN nurse graduate possesses the background knowledge and clinical skills needed to succeed in upper-level baccalaureate nursing courses. The student will be introduced to selected content related to the care of clients across the life span.

CONCEPTS OF HEALTH AND NURSING II
This course focuses on the role of the nurse as a manager-coordinator of care and member of an interdisciplinary team in a health care system. Concepts introduced in Level One will be expanded to include manager-coordinator of care in diverse settings and with diverse populations, role of nursing research, and application of theory to practice.

PHARMACOLOGY
This course focuses on the study of various drug classifications and their nursing implications.

NURSING OF CHILDBEARING FAMILIES
This course explores the health of childbearing families, focusing on health promotion, restoration, and maintenance. Material is presented that focuses on the nursing process related to care of families from preconception through the prenatal, intrapartum, postpartum and early neonatal period. Legal, ethical, and social issues affecting the childbearing family are included in the course.

NURSING OF CHILDBEARING FAMILIES CLINICAL
This course focuses on the application of the nursing process in the provision of care to families during the childbearing continuum from preconception through the prenatal and birth processes and into the postpartum and early infancy periods. The needs of childbearing families are addressed in a variety of settings. Ethical dilemmas pertaining to perinatal issues are identified and discussed.

NURSING OF ADULTS: ACUTE HEALTH ALTERATIONS
This course explores acute health alterations of the adult, focusing on health promotion, restoration, and maintenance. Nursing of the surgical client is an emphasis, including patient and family responses, ethical and legal issues, pharmacologic therapy, and management of supportive therapies, technologies, and equipment.

NURSING OF ADULTS: ACUTE HEALTH ALTERATIONS CLINICAL
This course focuses on application of the nursing process, including health promotion, restoration, and maintenance in provision of care to adults experiencing surgical intervention for acute health alterations. Patient and family responses, ethical and legal issues, and management of supportive therapies, technologies, and equipment are explored in a variety of settings.

NURSING OF PERSONS WITH MENTAL HEALTH ALTERATIONS
This course focuses on the interpersonal and communication skills needed by students to assume the care provider and coordinator role in mental health nursing. How to maintain and restore clients’ mental health in a variety of settings is emphasized.

NURSING OF PERSONS WITH MENTAL HEALTH ALTERATIONS
This course focuses on the interpersonal and communication skills needed by students to competently assume the provider and coordinator role in a psychiatric setting. How to promote, maintain and restore mental health is emphasized.

REASONING AND WRITING
This course integrates instruction in logic and critical thinking with the preparation of a formal research paper. It is required for all students transferring to Baker with thirty credit hours or more of full-time college study, including three or more credit hours of English Composition. As an upper-college course, it presupposes skills in careful reading and expository writing.

SELECTED TOPICS IN NURSING
This course is designed to allow RN students the opportunity to explore an area of interest in nursing at the level and depth of a senior nursing student. Students work closely with their faculty advisor to establish purpose and direction for this experience. (For licensed RN’s only.) (May be taken as two one-credit courses.)

NURSING RESEARCH
This course provides an introduction to the field of nursing research, including relevant terminology, processes, and techniques. An introduction to qualitative and quantitative research designs and hypothesis testing is presented, and concepts of validity and reliability are addressed. Content on selecting, presenting, and interpreting statistical analysis is also included, along with the ethical implications of research involving human subjects. A major focus of the course is on developing the analytic skills to become a skilled consumer of empirical data.

NURSING OF CHILDREN
This course emphasizes the health care needs of children of all ages and stages of development from infancy through adolescence. Principles of child development, family centered care, and nursing process are used as frameworks. Concepts of health promotion, maintenance, and restoration and issues related to dying are addressed for this population.

NURSING OF CHILDREN CLINICAL
This course focuses on the application of the nursing process, including health promotion, restoration, and maintenance in the provision of care to infants, children, and adolescents. Emphasis is placed on family centered care, incorporating developmental characteristics and needs of children with various socio-economic and cultural backgrounds.

NURSING OF ADULTS: CHRONIC HEALTH ALTERATIONS
This course explores chronic illness alterations of the adult, focusing on health promotion, restoration, and maintenance. The focus is on nursing of the chronically ill adult, including patient and family responses, ethical and legal issues, pharmacologic disease management, chronic pain management, and health promotion and risk reduction.

NURSING OF ADULTS: CHRONIC HEALTH ALTERATIONS CLINICAL
This course focuses on the health care needs of clients with chronic health alterations. The nursing process framework is implemented to manage care for individuals with increasingly complex health problems. Emphasis is placed on health promotion and the maintenance and restoration of client systems with chronic health alterations within institutional and community settings.

NURSING OF ELDERS
This course focuses on using the nursing process to promote health restoration and health maintenance for elders. Material presented assists students to identify aging as a process of increasing complexity, encompassing biological, psychosocial, and cultural variables.

NURSING OF ELDERS CLINICAL
This course focuses on health care needs of elders in a variety of settings. Physical, psychological, sociocultural, and developmental issues associated with both normal and challenged aging processes are explored. Health promotion needs, as well as those associated with acute and chronic illness and end of life, are addressed, along with nursing actions to meet these needs. Students are exposed to a variety of programs and services available in health care settings and the community at large.

TECHNOLOGY AND HUMAN VALUES
This seminar is required for all seniors. It engages all of the values and skills developed by students through their liberal education in the study of significant public policy issues created by scientific and technological development. Each student chooses an important public policy issue, does extensive research, then writes, presents, and defends a position paper advocating a specific public policy. This is a required humanities course.

NURSING OF COMMUNITIES
This course explores communities-as-clients, with an emphasis on health promotion and disease prevention. Students will explore and apply the concepts of community assessment, epidemiology, prevention, population-based services, community activism, and evaluation of community outcomes as they address the unique health needs of various populations.

LEADERSHIP AND MANAGEMENT IN PROFESSIONAL NURSING
This course is designed to assist the student during transition from a student role into a professional nursing role. Content is based on theories, principles, and skills needed to provide leadership, manage resources, staff, and groups, and promote team building. Learning activities are designed to enhance skills in critical thinking and clinical judgment, and to encourage active participation in political, social, and environmental issues. A project requiring use of nursing research and change theory assists the student to incorporate theory into the practice setting.

NURSING OF ADULTS: COMPLEX HEALTH ALTERATIONS
This course explores complex health alterations of the adult, focusing on health promotion, restoration, and maintenance. The foundations of critical care nursing are addressed, including patient and family responses, ethical and legal issues, dysrhythmia interpretation, pharmacological therapy, hemodynamics, and ventilatory assistance.

PROFESSIONAL NURSING PRACTICUM CLINICAL
This course focuses on the clinical application of the principles of professional nursing practice, incorporating the roles of care provider, manager, and member of a profession in acute care and community settings. This course includes opportunities for the student to provide care for adults with complex health alterations, collaborate with communities-as-clients, and transition to graduate professional nursing practice.

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