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Barry University (School of Nursing)

The School of Nursing provides an exciting educational experience for women and men interested in shaping the health care system of the new century. Nursing is a unique and valued human service, rich in scholarship, research, and political activism.

Barry University's School of Nursing offers undergraduate, graduate, and doctoral programs that prepare students to meet the challenges of the future with confidence, knowledge, and creativity.


The School of Nursing's undergraduate nursing program offers a BSN program option designed to prepare students to become beginning professional nurses, and a RN to BSN program option designed for diploma and associate degree RN's. Our MSN program positions graduates to assume leadership roles in nursing administration, nursing education, and as nurse practitioners. The Ph.D. program prepares students to be nurse scientists who, upon graduation, will assume leadership positions in research, education, and health care systems.

Our programs aim to fulfill the University mission of quality education, community service, a caring environment, and a religious dimension. Barry's thriving campus is culturally diverse and international in focus. Nursing students are encouraged to participate in campus life, make new friends, pursue new interests, and become an integral part of the University community.

The School of Nursing is located in the Wiegand Building on the Miami Shores campus.


Barry University was founded as Barry College in 1940. Because of its growth in size and diversity, Barry College became Barry University in 1981. Its four founders planned the institution as a Catholic college for young women of Florida. As community needs and social trends changed, the Board of Trustees officially declared Barry College co-educational in 1975.

Nursing students were first admitted in September 1953. Since then, options have been added to the undergraduate program to support licensed practical nurses and academically strong transfer students who want to earn a BSN. The Accelerated Option was added in 1983.

The RN to BSN Option began in 1978 in response to the expressed needs of the community and practicing registered nurses.

The MSN program began in 1983 with a specialization in Nursing Service Administration. The Nursing Education specialization was added in 1984. In 1986 the third specialization for the Primary Care Nurse Practitioner in Adult Health was added; it has since evolved into the Family Nurse Practitioner specialization. In 2003, the Acute Care Nurse Practitioner specialization was added. Today's nursing specializations reflect current needs and future trends in the organization and delivery of nursing care services. A certificate program is also available in School Nursing

The Ph.D. in Nursing Program admitted its first students in September 1996. It's multidisciplinary courses and rigorous curriculum have attracted interest from nurses throughout the U.S. and internationally.

The Barry University School of Nursing offers prospective and practicing nurses a quality education in a caring environment that values diversity, curiosity, and creativity. Our programs are dynamic, collaborative, and intellectually challenging. The registered nurse with a Barry University degree is prepared to practice in a changing health care system and exercise leadership in shaping the health care environment well into the new millennium.


This philosophy describes the beliefs of the faculty of Barry University School of Nursing about person, society, health, illness, and professional nursing. The philosophy evolves from the University mission and supports the purpose of the School of Nursing.

The faculty believes that all humans are unique beings who have intrinsic value endowed in them by their Creator. Humans manifest a mind-body-spirit unity which encourages creativity, harmony, and health. The essence of human unity is the individual’s culture, spiritual experience, environment, and changing life circumstances. We respect diversity, multiple realities, and individual choices of all persons. Through the process of professional caring, we place value on the life of all human beings within the context of family, community, and society.

Society is the dynamic and constructed setting within which all persons exist and interact. Nursing occurs in the framework of a global society. Professional nursing carries with it the social responsibility to shape and transform the environment, to improve health and healthcare disparities for all people. Within society, each defined community provides a unique, multidimensional context for learning.

The faculty believes that health is the balance of mind-body-spirit which is interpreted and expressed in individuals and groups. The experience of illness is an alteration in the harmony of the mind-body-spirit. Health and illness are not considered dichotomous experiences; both are human experiences occurring simultaneously. Understanding simultaneity is fundamental to the diagnosis and treatment of human experiences and responses.

Focusing in a holistic manner on patterns across the life span, professional nursing involves evidence based practices that are preventative, restorative, and promotive. The three major roles of professional nurses, provider of care, coordinator of care, and member of a profession, are differentiated at various academic levels. Evolving professional roles are acknowledged and fostered.

The knowledge base for professional nursing practice is derived from the liberal arts, nursing science, and related professional studies. Professional nursing education facilitates the socialization process, the development of values and professional behavior, and the social construction of policies which affect health at local, national, and international levels. The faculty believes that the baccalaureate degree in nursing is the entry level for professional nursing practice. Nursing education at the master’s level is the appropriate preparation for advanced nursing practice. Doctoral nursing education prepares nurses as clinicians, educators, leaders, researchers, scholars, and visionaries.

Nursing scholarship advances the knowledge base of the discipline by promoting inquiry, generating and utilizing research, and selecting theoretical knowledge that is compatible with our professional values and practices. Inquiry is paramount to competence in professional practice and life long learning. The unique focal area of our inquiry is multicultural health.

The curricula of the School of Nursing are dynamic and based on the belief that society and nursing are ever-changing. This attention to nursing’s influence on communities and society supports our focal area of multicultural health by providing opportunities for scholarship, research, teaching, and community service. The curricula promote and facilitate analytical reasoning, critical thinking, evidence based practice, and the ability to construct knowledge. Quality of life and the health care needs of individuals, families, and communities inform and reform the curricula as faculty and students engage in the scholarly search for meaning and understanding in professional nursing.

The philosophy of the School of Nursing articulates with the University mission through the major characteristics of quality education, religious dimension, community service, and a caring environment which celebrates the diversity of students, faculty, and community. The faculty of the School of Nursing embrace Barry University’s international dimension, respect for human dignity, Dominican spirit of scholarship and service and commitment to social responsibility and leadership.

School name:Barry UniversitySchool of Nursing
Address:11300 NE 2nd Avenue
Zip & city:FL 33161-6695 Florida

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School of Nursing Nursing School Location

School of Nursing Courses

ORIENTATION FOR NURSING STUDENTS Assists beginning nursing students to adjust to life in the university and the Division of Nursing. Introduces students to the mission and values of the university, school, and nursing profession and explains how the goals and expectations of the nursing program are congruent with these beliefs. Content includes essential skills needed for academic success at Barry University Division of Nursing. SPECIAL TOPICS Content to be determined each semester as requested by faculty and/or students to fill specified needs or interests. INTRODUCTION TO PROFESSIONAL NURSING Introduces the beginning-nursing student to the concepts, theories, and issues of the professional nursing role. Introduces the eight processes, which frame the undergraduate curriculum, within the context of the philosophy of the Division of Nursing and a community-based program, which guides the total curriculum. The essential processes include change, communication, critical thinking, leadership, nursing, professionalization, research, and teaching/learning. Other concepts include mind-body-spirit unity and the cultural aspects of individuals. Facilitates an understanding of nursings’ historical development and the role of the nurse in today’s healthcare delivery system. MEDICATION CALCULATION FOR NURSES Provides an intense, interactive program of study of medication dosage calculations. Includes the application of specific formulas that lead to safe medication calculation. THERAPEUTIC NURSING INTERVENTIONS Focuses on the acquisition of therapeutic nursing interventions that support, promote, restore, and optimize health in a variety of health care settings. Nursing interventions are mastered in the laboratory setting and provide a foundation for nursing practice. PHARMACOLOGY Includes the various classifications of pharmacologic agents. Addresses the professional nursing implications for safe administration, observation for desired effects, and recognition and treatment of adverse drug reactions and/or interactions. SI: PHARMACOLOGY This course is a supplemental instruction to Pharmacology. Using a variety of strategies including quizzes, discussion, and tutorials, the focus is on supporting students’ learning needs related to the various classifications of pharmacologic agents as well as the nursing implications for safe administration of medications. PATHOPHYSIOLOGY Focuses on alterations in the biological patterning that affect the homeostasis and hemodynamics in human beings across the lifespan. SI: PATHOPHYSIOLOGY This course is a supplemental instruction to Pathophysiology. Using a variety of strategies including quizzes, discussion, and tutorials, the focus is on supporting students’ learning needs related to alterations in biological patterning that affect the homeostasis and hemodynamics in human beings across the lifespan. NURSING CARE OF INDIVIDUALS, FAMILIES, & COMMUNITIES Discusses health promotion issues ranging from the local community to a global perspective using the epidemiological and ecological models. Focuses on healthy individuals, families, and communities. Introduces students to health/illness factors as they explore health promotion, illness prevention, and systems protection. NUTRITION IN CLINICAL CARE Introduces essentials of optimum nutrition of health and disease; macronutrients and energy metabolism; vitamins and minerals; nutrition and diet for the client. HEALTH ASSESSMENT ACROSS THE LIFE SPAN Introduces the concepts and skills of health assessment across the life span, including health history and interviewing. Students perform complete system assessments of well children, adults, and elderly clients in community settings. SPECIAL TOPICS Content to be determined each semester by the School as requested by faculty and/or students to fill specified needs or interest. RESEARCH IN NURSING Introduces principles and process of nursing practice research: study of problem identification and definition, study design, data collection techniques, interpretation and critique of research reports, and the development of abilities as an intelligent consumer of nursing research. PROFESSIONAL PROCESSES Examines the health care delivery system based on the 8 processes inherent in the curriculum: change process, communication process, critical thinking, leadership/ management process, nursing process, professionalization process, research process, and teaching/ learning process. NURSING CARE OF FAMILIES: ADULT/ELDERLY Focuses on the professional practice of nursing individuals and families within the context of acute and restorative care environments. Emphasis is placed on the development of the role of nurse as provider and manager of care. NURSING CARE OF FAMILIES: PARENT/CHILD Focuses on meeting the parent-child and adolescent health needs of individuals and families within the community. Emphasis is placed on providing a continuum of care for at risk pregnant women, infants, children, and adolescents with acute or chronic conditions. Special focus placed on the unique role of nursing and its contributions to the parent-child health team. NURSING CARE OF FAMILIES: MENTAL HEALTH NURSING Focuses on meeting the mental health needs of individuals and families within the community. Emphasis is placed on the nurse as provider and manager of care. Special focus is placed on the unique role of the nurse and the contribution of nursing to the mental health team. INDEPENDENT STUDY Provides opportunity for an in-depth investigation in an area of nursing of special interest to the student. Student is primary course designer assisted by a nursing faculty member. COMMUNITY HEALTH NURSING Focuses on health promotion and illness prevention, synthesis and application of nursing skills and theory while caring for individuals, families, and aggregates as an integral part of the community. Students study public health principles, and experience an in-depth relationship with client(s) over extended period of time in variety of community settings to become familiar with the many roles of the community health nurse. HEALTH ASSESSMENT Introduces the concepts and skills of health assessment with focus on well adults and children. HEALTHCARE TRENDS AND POLITICS FOR NURSES Introduction to the present realities of the healthcare industry, the stages of public policy development, and political activism. Focuses on paradigmatic shifts and trends impacting healthcare today, which will affect the new professional nurse. Connects policy and politics to practice. Prepares the student to proactively plan and function in a constantly changing healthcare environment, and empowers students to recognize their professional identities. HIGH ACUITY NURSING OF THE ADULT Provides for the acquisition and synthesis of healthcare knowledge with an emphasis on the adult population in an acute care environment. Apply the nursing process, problem solving techniques, and critical thinking in caring for clients with multi-system disease processes. COMMUNITY/PUBLIC HEALTH NURSING The theoretical and practical bases for public health nursing are presented. Knowledge from previous courses is integrated as students identify and analyze the health care needs of aggregate populations and independently plan and actualize public health intervention projects. NURSING CARE OF THE OLDER ADULT Details the complex health needs and societal issues of the elderly in our society. Opportunity to manage the health care needs of older clients in a variety of settings while identifying the sociological and political challenges that are unique to clients in this age group. NURSING LEADERSHIP Introduction to the professional and social issues of leadership roles and clinical management functions. Assists the student in cultivating and acquiring the leadership skills needed to be innovative and prepared to function in tomorrow’s healthcare environment. NURSING LEADERSHIP Introduction to the professional and social issues of leadership roles and clinical management functions. Assists the student in cultivating and acquiring the leadership skills needed to be innovative and prepared to function in tomorrow’s healthcare environment. ADVANCED PATHOPHYSIOLOGY Compares and contrasts physiological and pathological changes that affect homeostasis of individuals across the lifespan. Current research based knowledge is applied to pathological changes in selected disease states. NURSING INFORMATICS Introduction to concepts of computer and information science as they relate to nursing informatics. Introduction and refinement of skills necessary to gather and dispense nursing data and nursing information as they relate to nursing science. Exploration of computer programs and software relevant to nursing administration, education, research, and practice (nursing knowledge).

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