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Bellin College of Nursing




BELLIN COLLEGE OF NURSING UNDERGRADUATE PROGRAM

A Higher Degree of Caring

Bellin College of Nursing is dedicated to the Education of gifted nursing professionals, that offers a Bachelors Degree in Nursing. Bellin College’s focused curriculum, extensive clinical practices, and personal teaching approach offers each students a quality, valuable, hands-on education.

Bellin College takes great pride in our commitment to an uncompromising level of academic excellence, as well as the strong clinical preparation that every one of our students receives. Our success in thoroughly educating and properly preparing each student to serve as a nurse of the highest caliber is demonstrated yearly by the high degree of placement and performance of our graduates.

Undergraduate Program Options

Bellin College of Nursing offers several ways to achieve a baccalaureate degree in nursing: a traditional option and a sophomore option. The Bachelor of Science in Nursing degree requires a minimum of 129 credits for graduation: 65 in liberal education and 64 in nursing.

The traditional four-year option plan of study of study is for those with no or limited prior college credits. The majority of our students complete the required liberal education courses at one of the colleges with whom we have formed partnerships (i.e. University of Wisconsin Green Bay, St. Norbert College, Silver Lake College, Lakeland College and the College of Menominee Nation) while enrolled at Bellin College of Nursing. However, liberal education coursework can be taken at other accredited colleges or universities provided the courses meet the Bellin College of Nursing curriculum requirements.

The sophomore option is available to applicants who have competed freshman liberal education requirements. Students admitted to the sophomore option complete two freshman nursing courses online in the summer and then join the sophomore class in the fall.

We are excited about the prospect of introducing a revised 15-month Accelerated program. Accreditation is pending from the Wisconsin Board of Nursing. We hope to start accepting applications for this program in late summer of 2007. The first 15-month Accelerated class is anticipated to start January 2008. Students who complete the program will receive a Bachelor of Science in Nursing Degree. Keep checking our website for more details.

Nursing graduates are eligible to write the National Council Licensure Exam for Registered Nurses (NCLEX-RN®). Bellin College of Nursing is noted for our success rate on the NCLEX-RN®. Graduate success has been consistently demonstrated over the years, which is attributed to our strong curriculum foundation including a broad theoretical base and diverse clinical experiences.

Your Career… Step by Step

A degree from Bellin College of Nursing can take you as far as you want to go in life – or just around the corner. Within the greater Green Bay area, four major quality hospitals are currently providing care, with numerous Bellin College alumni nurses on staff.

In addition, throughout Wisconsin, significant health care opportunities exist at providers in both major metropolitan areas and smaller, more rural communities. And of course, nursing remains in high demand throughout the United States.

Wherever your next step takes you, you’re assured a better future with the better education that Bellin College of Nursing provides as your starting point.

Our Hands-On Approach

At Bellin College of Nursing, we believe in active and proactive involvement in the education of our students.

Unlike larger universities, our smaller size and lower student-to-faculty ratio ensure that your education is much more than routine. Specifically, we average approximately one expert educator for every 13 students – meaning, you’re a name, a face, a person to be mentored, motivated and encouraged. Not a number.

It’s also important you know that Bellin College faculty are passionately committed to your calling – and your future. They’re not only educators; they are nurses, just like you want to be. And before they were nurses, they were students, just like you are now or want to be. They know and understand your dreams and your challenges, and they share your vision to heal a body and uplift a soul.

In fact, Bellin College faculty are so successful that the Higher Learning Commission’s report of a Comprehensive Evaluation Visit – Advancement Section (April 2004) reported the following:

“The examples of faculty accomplishments (at Bellin College of Nursing) are exemplary. The professional activities of its faculty provide an outstanding model of productivity and service for Bellin’s students and graduates to emulate. In addition to highlighting faculty as excellent role models, faculty’s research and service activities also benefit students by providing them with first-hand knowledge about practical applications and current research and mentorship opportunities. Bellin College has reason to be proud our its faculty and its outstanding accomplishments and professional achievements.

HISTORY
BCON has a distinguished reputation for providing students with a quality education which prepares them for the demands of the rapidly changing health care environment. BCON has continually restructured its nursing program to meet these health care changes. This devotion is portrayed through BCON‟s rich heritage and commitment to nursing and education.

BCON first opened its doors to students in 1909 under the name Deaconess Sanitarium Training School. At this time the school offered a three year diploma program. The school operated under this name until it was reincorporated as the Wisconsin Deaconess Training School in 1912.

In 1925, the Board of Directors renamed the institution Bellin Memorial Hospital School of Nursing. Due to the incredible dedication and success of the institution, the school was accredited in the State of Wisconsin in the 1930‟s and fully accredited by the National League for Nursing in 1953.

Starting in the early 1980‟s the faculty and administration at BCON examined the changes in the profession and the educational trends in nursing. Based on this examination, a decision was made in 1983 to phase out the three-year diploma nursing education program and implement a four-year baccalaureate nursing education program, granting a Bachelor of Science degree in nursing (BSN). In 1984, the school reincorporated as Bellin College of Nursing. This major transition represented the commitment of Bellin College‟s faculty and staff to continue the preparation of quality professional nurses. In fall 1997, the Accelerated Transfer Option was begun to accelerate the nursing component of the curriculum for advanced transfer students, and in summer 2001 the Sophomore Transfer Option was added as another portal of entry to the nursing program. January 2008 marks the first cohort of students entering a 15-Month Transfer Option.

BCON‟s BSN program received accreditation in 1989 from the Council for Baccalaureate and Higher Degree Programs of the National League for Nursing and from the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools.

Permission was received from HLC in 2004 for the College to offer the Master of Science in Nursing in leadership with two specialty tracks, nursing education and nursing administration.

The first students enrolled in fall 2004, taking courses in a compressed scheduling format with online and traditional classroom options.

Today, BCON is located near downtown Green Bay within the medical corridor of Bellin and St. Vincent Hospitals. The College is a separately incorporated, not for profit, entity of Bellin Health System, Inc., a multifaceted health care organization.

MISSION

Bellin College is dedicated to preparing health-care professionals by providing an intellectually stimulating environment focused on leadership, community service, and lifelong learning that promotes excellence in health-care practice and the advancement of the profession.

NURSING PHILOSOPHY

We, the faculty of Bellin College of Nursing, view humans as unique, holistic and as having value and worth. Humans are bio-psychosocial-spiritual beings who use internal and external coping mechanisms in adapting to a dynamic, changing environment.

Society is a global, complex unit of people with diverse norms and values. Diverse norms and values influence health-related perceptions and interactions among humans and their environment. Society has a social responsibility to provide access to health care for individuals and groups.

Wellness is the potential for wholeness and well-being. A wellness lifestyle reflects positive changes as one strives to reach that potential. Individuals are responsible for their lifestyle choices. Wellness is a dynamic state represented on a continuum intersected by the health-illness continuum each having an impact on the other.

As an interactive, caring process, nursing is a profession which makes a distinct contribution to society. Having a unique body of knowledge, nursing draws from its own theory as well as from natural and social sciences and the humanities in order to diagnose and treat human responses. The goal of the nursing process is to assist individuals, families, groups and communities with health promotion, disease prevention and health protection. Nurses collaborate with clients and other health team members in working toward these goals.

We believe that the baccalaureate nurse assumes the roles of care provider, manager, investigator, teacher and member of the profession in a variety of settings. A broad-based education prepares the nurse to use critical thinking skills in order to provide quality holistic care based upon ethical, legal and professional standards. A framework of nursing, evolved from theories and concepts, is synthesized from this broad base.

We believe that a competent, self-confident, professional nurse develops from exposure to a strong theoretical base and experiential practice in a variety of settings. Because we believe that teaching/learning is a shared, ongoing process, our faculty are committed to fulfilling the roles of educator, facilitator, advisor, resource person and professional role model. Together faculty and students develop a caring, learning environment that supports professional inquiry, futuristic planning, self-direction toward life-long learning, and continued growth of a caring attitude.

The graduate program builds on the baccalaureate nursing education to prepare nurses for advanced role specialization. The master’s curriculum provides the depth and breadth of knowledge and skills that are applied in a variety of educational and clinical settings. Role development and scholarship that attends to leadership and professional standards provides the foundation for advanced role specialization. The Master of Science in Nursing program provides a foundation for doctoral study.



School name:Bellin College of Nursing
Address:725 S. Webster Avenue, PO Box 23400
Zip & city:WI 54305-3400 Wisconsin
Phone:920-433-3560
Web:http://www.bcon.edu/undergrad_overview.html
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Bellin College of Nursing Nursing School Location







Bellin College of Nursing Courses


PROFESSIONAL FOUNDATIONS
Introduces students to concepts basic to nursing practice. Issues and processes related to the professional roles are explored. Self-awareness of personal wellness and the concept of professional wellness are introduced. Students explore individual philosophical beliefs about nursing. This knowledge enables students to begin the socialization process into professional nursing.

FUNDAMENTALS OF NURSING CARE I
Provides students with a foundation for the care provider role. Basic skills are introduced through lab and clinical experiences utilizing problem-solving strategies and the nursing process. Students develop therapeutic communication skills with sensitivity to the cultural needs of clients.

NUTRITION FOR NURSING
This course provides the fundamentals and basic principles of nutrition. Topics include an overview of the major nutrients‟ functions, requirements and metabolism, energy balance and weight control. The focus of this course will be the application of basic nutrition to promote health and wellness across the lifespan. This course provides the foundation for future nutrition topics within the nursing curriculum.

HEALTH ASSESSMENT
Provides students with a systematic method of assessing and communicating adaptive and ineffective behaviors of individuals across the lifespan. Health assessment includes physical and psychosocial parameters, cultural influences and developmental considerations. Students practice interview techniques, health history taking, and physical examination skills using selected assessment tools in a lab setting. This is foundational knowledge for making nursing practice decisions. Prerequisite: Sophomore standing in nursing, Anatomy and Physiology, Introduction to Human Development.

PATHOPHYSIOLOGY I
Introduces students to the physiologic and biologic manifestations of disease and how the body adapts to these changes. This course expands student knowledge of anatomy and physiology as it relates to alterations in protection, elimination and neurologic function. This course provides a foundation for critical thinking and decision-making in the care provider role.

PATHOPHYSIOLOGY II
This course will introduce the physiologic and biologic manifestations of disease and how the body adapts to these changes. Student knowledge of anatomy and physiology will be expanded as it relates to alterations in fluid and electrolytes, renal function, oxygenation and endocrine function. This course will provide a foundation for critical thinking and decision-making in the care provider.

PHARMACOLOGY
Enables students to develop a foundation of pharmacotherapeutics, principles of pharmacology, drug calculations, drug classifications and related nursing implications. This course prepares the student to apply this knowledge when providing client care across the lifespan.

FUNDAMENTALS OF NURSING CARE II
In this course, fundamental skills are expanded. Underlying therapeutic principles and knowledge of common health alterations are used by students when performing skills in lab and clinical settings. Students are introduced to the nursing process through the framework of Roy‟s Adaptation Model.

NURSING CARE PRACTICUM (PASS/FAIL)
This course enables students to further develop the care provider role. Students apply the basic principles of pharmacology, pathophysiology, nutrition and health assessment. It provides students with the opportunity to learn and practice the advanced nursing skills in lab and clinical settings. Clinical experiences focus on the provision of care in promoting adaptation of adult clients. This course is taught on a pass/fail grading system.

NURSING CARE OF ADULTS I
Provides students with the theoretical basis for the nursing care of young, middle and older adults and their families, with alterations in health status. Students enhance critical thinking and problem-solving skills as they develop in the roles of the nurse. Students develop competence in providing care to clients with alterations in protection, endocrine function, nutrition/elimination and activity-rest. Prerequisite: Junior standing in nursing, all previously required courses.

NURSING CARE OF ADULTS II
Provides students with the theoretical basis for the nursing care of young, middle and older adults and their families, with alterations in health status. Students enhance critical thinking and problem-solving skills as they develop in the roles of the nurse. Students develop competence in providing care to clients with alterations in oxygenation, fluid and electrolytes, urinary elimination and neurological function.

MATERNITY AND WOMEN’S HEALTH CARE
Students develop an understanding of maternity and women‟s health while caring for diverse clients in selected health care settings. Emphasis is placed on advocacy, caring and individual/family education. This course prepares students to respond to the needs of women and their families.

COMMUNITY HEALTH NURSING: FAMILY FOCUSED CARE
In the home and community setting, students develop interpersonal skills in working with families across the lifespan as they deal with a variety of challenges to health. Students develop an awareness of healthy family functioning and the influence physiological, psychosocial, and family forces have on nursing practice.

INTRODUCTION TO NURSING RESEARCH
Introduces students to the research process. The history of nursing research, research methodologies and the utilization of research findings for decision-making in nursing practice are explored. This course prepares students to become knowledgeable consumers of research by learning to develop and critique research studies.

PEDIATRIC NURSING
Provides basic information and experiences in family centered nursing care of children. The nurse‟s role in health promotion, disease prevention; health teaching and care provision are explored in selected health care settings. This course prepares students to respond to the needs of children and their families.

NURSING LEADERSHIP AND MANAGEMENT
Examines the leadership styles and management principles utilized in nursing practice. Students integrate these concepts as providers and coordinators of client care. Opportunities are given in the clinical setting to promote change and to ensure quality health care. Students explore management and leadership trends and their implications for health care delivery systems of the future.

ADVANCED CONCEPTS IN NURSING CARE OF ADULTS
Enables students to develop critical thinking and problem-solving skills in the management of acutely ill adults and their families in complex health care situations. Through the nursing process, students promote quality of life and dying with dignity. Students analyze research findings that impact nursing practice and client outcomes. During clinical experiences, students also develop mechanisms to enhance their personal coping strategies in a high stress environment.

PROFESSIONAL PRACTICE ISSUES
Assists students to critically examine emerging trends and issues related to nursing roles and responsibilities. Using a seminar format, students will lead discussions exploring topics that prepare them for professional nursing roles in a dynamic health care field.

GERONTOLOGICAL NURSING CARE
Enables students to develop an understanding of the unique health-related needs of older adults. Students will explore psychosocial issues influencing the older adult‟s adaptation to societal, environmental and physiological changes. A focus of the course will be upon assessment of the older adult‟s functional status and participation in selecting and designing programs related to findings. Clinical experiences will include a variety of care settings in the community and in nursing homes.

PSYCHOSOCIAL NURSING
Emphasizes the process of psychosocial adaptation in clients with acute and chronic mental disorders. A variety of experiences in the mental health care setting strengthens the student‟s knowledge and therapeutic communication skills. The applicability of course content to all practice settings is emphasized. Students participate in self-growth activities to promote their own psychosocial adaptation.

COMMUNITY HEALTH NURSING: POPULATION FOCUSED CARE
Prepares students in a generalist role for entry-level practice in community health nursing. Health promotion strategies at each level of prevention are carried out in selected settings including: primary care, public health, tribal health, school health, occupational health, and correctional health. Students‟ knowledge about and experience with diverse groups and the communities will promote professional practice responsive to an ever-changing global environment.

INDEPENDENT STUDY
Independent study courses are offered on an individual basis for: (1) a transfer student who needs to fulfill a residency requirement, (2) meeting curriculum requirements of a course(s) when courses evaluated for transfer nearly match the program courses at a given level but there are some identified knowledge/experience deficits, (3) regularly enrolled students who wish to develop nursing knowledge beyond the identified curriculum. The course is planned, with a faculty member(s), with clearly identified outcomes and methods of assessment developed in writing and submitted for approval. Students who are interested in an independent study will indicate their interest during the academic advising conference.

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