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Cardinal Stritch University (Ruth S. Coleman College of Nursing)




Nursing is a high-touch career. At Stritch, we believe your education should be high touch as well. That's why we take a highly personal approach to teaching.

Here, you'll find small classrooms, flexible scheduling, and lots of one-on-one instruction. You'll also find a comfortable, supportive environment and nursing programs that are as holistic as the science of nursing itself.

Stritch is the only school in Wisconsin offering the full range of nursing programs, from ADN through MSN degrees.

The College of Nursing offers unique formats for undergraduate and graduate programs. Students are able to obtain their registered nurse (RN) license by completing the Associate of Science (ADN) degree. Students who desire to achieve the Bachelor of Science (BSN) degree then progress into the BSN Completion program



School name:Cardinal Stritch UniversityRuth S. Coleman College of Nursing
Address:6801 N. Yates Road
Zip & city:WI 53217 Wisconsin
Phone:(414) 410-4048
Web:http://www.stritch.edu/?page=97
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Ruth S. Coleman College of Nursing Nursing School Location







Ruth S. Coleman College of Nursing Courses


INTRODUCTION TO ASSOCIATE’S DEGREE NURSING
This is an introduction to the nursing program at Cardinal Stritch University. This course is designed to provide nursing students with skills The course is designed to provide nursing students with skills to complete the nursing program successfully. The student is introduced to the nursing process, contemporary nursing practice, and health care. Nursing as a profession and the ethical/legal implicaitons are discussed.

PHYSICAL ASSESSMENT
Using a systems approach and focusing on expected findings, the instructor will present didactic instruction and provide a demonstration of appropriate techniques in conducting a physical assessment. Students practice in small dyads with instructor guidance and assistance. Health assessment of the whole person, in light of their developmental stage, is emphasized. Media (LRC) experiences provide the student with additional opportunity to enhance his/her knowledge base and refine examination skills. Health history taking and the documentation of examination findings aids in individual development of verbal and written communication skills. Professional approach to and conduct during a physical assessment will be presented.

PROMOTION AND MAINTENANCE I
The student is acquainted with contemporary nursing and health care. The nursing process serves as the basis for providing nursing care. Strategies for health promotion and maintenance across the life span are discussed. Critical thinking and its application to the nursing process are examined. Basic concepts of teaching-learning are utilized when providing care for well clients.

HEALTH PROMOTION AND MAINTENANCE II
This course focuses on promoting and maintaining health with childbearing families and clients with psychiatric or psychosocial problems. Emphasis is placed on therapeutic communication, the therapeutic use of self, client teaching and application of the nursing process.

LEARNING STRATEGIES FOR SUCCESSFUL ENTRY TO PROFESSIONAL NURSING
This course focuses on the fundamentals of critical analysis, reflective thinking, study skills and exam strategies. It is specifically designed to assist selected students (based on specific grade criteria) to meet the academic standards and rigor needed to enter the Profession of Nursing and to prepare for the licensing exam.

BRIDGING COURSE FOR LPNS
The bridging course is designed to help the student transition from the role of the LPN to the role of RN student. This course builds on the student's prior learning and helps them to apply the knowledge in situations where the outcomes are less predictable and the settings are less structured than in the traditional LPN role.

HEALTH RESTORATION I
This course focuses on common well-defined health problems of clients across the life span. Emphasis is placed on the application of the nursing process to restore the health of clients in structured health care settings. Offered Fall and Spring semesters. Four class hours and twelve practicum hours.

PHARMACOLOGY
This course will address concepts of pharmacology as a modality for meeting health needs of clients across the life span.

PATHOPHYSIOLOGY
This course will examine the physiology of altered health states and the adaptations that occur as a response to these changes across the life span. It will provide a framework for understanding the clinical symptoms of disease and illness.

ASSOCIATE’S DEGREE NURSING SEMINAR
This course will explore principles of leadership, management, trends, and issues as they relate to the practice of associate’s degree nursing.
HEALTH RESTORATION II
This course builds on content in Health Restoration I. It continues to explore the nursing role in meeting health restoration needs of clients across the life span.

THEORIES AND CONCEPTS IN NURSING
The present status of theory and concept development within the profession of nursing will be explored. Students will critique current nursing concepts, theories, and their application to clinical practice, curriculum development, and nursing research. Students will explore their own conceptualization of nursing and its relationship to primary health and education.

SEMINAR IN EMERGENT HEALTH CARE
Emergent health care delivery is analyzed within the broad framework of accepted organizational theory. The focus is on the social, political, technological, ethical, and economic dynamics that shape formal and informal health care delivery. The responses made by organizations to these dynamics are viewed within the context of cultural values and attitudes toward health and illness. The concept of primary health care is introduced in the context of health care delivery.

SEMINAR IN ADVANCED NURSING PRACTICE
Theoretical and clinical foundations for advanced nursing practice in health care settings are discussed. The students will plan, develop, and orchestrate a seminar focused on advanced nursing practice and current health care delivery systems, the competencies, legal requirements and professional standards that are required.

PRIMARY HEALTH CARE IN NURSING
The student will analyze concepts, theories and methodologies related to primary health care planning implementation and evaluation for aggregates, communities or populations. Through evaluation of the socio-political environmental variables the student will gain an understanding of the factors influencing primary health care program development. The role of collaboration and partnership development will be explored.

PHILOSOPHY OF NURSING
Traditional, modern and contemporary educational philosophies and theories will be examined in the context of nursing education. Specific nursing and philosophical concepts and activities will be explored as they relate to nursing education, staff development, and client teaching. The content will be superimposed on Carper’s Patterns of Knowing in Nursing.

FOUNDATIONS OF EDUCATION IN NURSING
This course is a systematic treatment of the science of learning. Theories, basic concepts and principles of educational psychology will be examined and applied to the learner and specific learning settings. Knowledge will be translated into strategies for effective teaching. Theories of learning will be compared and contrasted. Theoretical components of the course will be examined through course learning projects. Relevant research will be examined and discussed.

INSTRUCTIONAL DESIGN IN NURSING I
In this course the student explores, analyzes and evaluates the process of developing a curriculum. The student will design the framework for a baccalaureate nursing curriculum. Combined with microteaching opportunities the student will develop and refine program outcomes and a course within a curriculum framework. In addition the student will develop learning opportunities for a course that are congruent with the course outcomes. The student will identify evaluation strategies that would provide data regarding the learner’s achievement of specific outcomes.

INSTRUCTIONAL DESIGN IN NURSING II
This course builds upon the theoretical components of Instructional Design in Nursing I. Instructional Design in Nursing I. Students will be introduced to evaluation models. Evaluation of programs and learners in a variety of settings will be addressed. Students will become familiar with different types of evaluation tools and be able to develop tools and tests that measure learning outcomes. Evaluation standards of various accrediting bodies will be discussed and applied to programs of instruction.

INSTRUCTIONAL DESIGN IN NURSING II
This course builds upon the theoretical components of NRS 512. Instructional Design in Nursing I. Students will be introduced to evaluation models. Evaluation of programs and learners in a variety of settings will be addressed. Students will become familiar with different types of evaluation tools and be able to develop tools and tests that measure learning outcomes. Evaluation standards of various accrediting bodies will be discussed and applied to programs of instruction.

EDUCATIONAL CONSULTATION IN NURSING
The theoretical background of Consultation and Staff Development will be reviewed and analyzed for application to contemporary work settings. The consultation role in nursing and its utilization both as a service internal to an organization and as an external service to identified clients will be examined. The various staff development models will be addressed. Needs assessment, budget planning, development of marketing plans in both staff development and consultation in the advanced practice nurse educator role will be explored.

NURSING RESEARCH
An increased understanding of the nursing research process, problems inherent in nursing research and education will be gained. Critical analysis, utilization, implementation, and communication of research in primary health care and educational settings are discussed. Emphasis is placed on development of skills necessary to conduct research.


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