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Carroll College - Nursing program




Carroll College offers a program leading to a Bachelor of Science in Nursing degree. Established in fall of 2002, the program has ongoing approval of the Wisconsin State Board of Nursing, is a member of the American Association of Colleges of Nursing and the National League for Nursing. Carroll College is accredited by the Commission on Collegiate Nursing Education, the Higher Learning Commission and is a member of the North Central Association.

MISSION OF THE NURSING PROGRAM
The Carroll College nursing program builds on Carroll College's mission of providing a superior educational opportunity to our students, one grounded in the liberal arts tradition and focused on career preparation and lifelong learning. Nursing practice is built on nursing knowledge, theory, and research. Nursing practice derives knowledge from a wide array of other fields and disciplines, adapting and applying this knowledge as appropriate to professional practice. It is the mission of the Carroll College nursing program to prepare nurses for professional practice in a variety of settings, preparing them to take on the characteristics that will allow them to function in the generalist professional nursing role.

PHILOSOPHY OF THE NURSING PROGRAM
Nursing - Guided by professional standards and ethics, the nurse functions as a provider of care, designer, manager and coordinator of care and as a member of a profession. We believe that society needs nursing to advocate for wellness. We believe that to understand wellness requires that one know about illness. We believe that nurses in wellness settings, such as community centers, parish, and school sites, must understand the physiologic and psychosocial changes that occur with acute and chronic illness before it is possible for them to provide primary and secondary prevention strategies. Therefore, acute care experience is a necessary background for any practice setting. We believe in the model exemplified by the Henry Street settlement nurses. These nurses were educated in hospitals to become a social force in the community.
Person - Nursing views persons in society in the context of relationships with other persons, family groups and community; therefore each person is viewed as a holistic system affected by the world around and within. The person who is a student of nursing must be able, in social situations, to expound coherently on their nursing role in society, and explain how nursing is unique in its interaction with persons anywhere on the health continuum. That is, nurses can differentiate their personal role and contribution to health care from that of other health care disciplines such as physicians and other therapists.
Health - We believe health incorporates all levels of wellness and illness. Wellness is a state of integrity of mind, body and spirit. Illness is a lack of that integrity. Health, therefore, is meaningful to each individual in terms of the unique demands of the individual's sociocultural and natural environment. Persons who need nursing are at some point on the health continuum. Nursing must be able to recognize the point on the health continuum at which patients are found, and provide the care necessary to move the patient toward higher levels of health, or to allow a peaceful and dignified death. Environment - The environment or community of interest for this nursing program is internal as well as external, immediate as well as global. The program of nursing interacts and is interdependent with the immediate community, its health care agencies, resources and policies. The global environment interfaces with the nursing program in terms of the diversity of its students, faculty and health care recipients. Nursing has a responsibility to promote and maintain environmental integrity as a means to higher levels of health for individuals and populations. Nurses provide care to diverse populations across all environments. We expect our students to recognize diversity in all persons in all settings. Students must recognize that individual differences within a culture are as important as major environmental separation of culture, race and ethnicity.
Faculty – We believe that clinical experts should direct our students in clinical practice, and faculty with the terminal degree will direct the didactic pedagogy and supervise the clinical faculty. Therefore, the MSN advanced practice degree is considered appropriate for the clinical faculty role. The clinical nursing faculty, full-time and adjunct, are expected to role-model life-long learning and contribute to the students' career preparation while advancing the student in knowledge and application of a liberal education. We further expect all faculty members to model the skills expected of the students. Faculty are hired and evaluated, in part, on their ability to evidence critical thinking skills, communication skills and skill in therapeutic intervention. The clinical faculty are directed by faculty members who have the terminal degree and who are experientially qualified for the direction and evaluation of curriculum in the position they hold.
Curriculum - Our philosophy requires that the curriculum be responsive to the community of interest. To accomplish our mission, we consider it necessary to be flexible, to change quickly as society needs and technology change. The conceptual framework, developed by nursing faculty, organizes the curriculum in a logical progression over the length of the program. The overviews in each course syllabus will illustrate how the essential components of professional nursing education are used in that course to prepare students to take on the characteristics that will allow them to function in the professional nursing role. Course objectives demonstrate the achievement necessary for the student, at each level of the curriculum, to evidence competency as they progress.
Nursing education - Our philosophy, in preparing professional nurses at the generalist level, is to provide grounding in the liberal arts in addition to career preparation and to provide choices in selected specialty areas. The educational process must allow for diversity, curiosity, and difference of opinion, but must not allow for indifference or neglect of academic rigor. We expect nursing students to focus on and connect nursing to every general education or liberal studies course. However, it is in clinical practice that the student will demonstrate patterns of professional behaviors that follow the legal and ethical codes of nursing and promote the actual or potential well being of clients. The promotion of health and wellness is a focus of all nursing practice, but nurses, more than any other health care discipline, take care of the sick; therefore, acute care experience is a necessary background for any generalist practice setting and is a focus of generalist education. We believe nursing students are best served when they are educated in a variety of settings to provide care to diverse populations across all environments. The promotion of health and wellness, the prevention of injury and restoration of health are accomplished for a diversity of socio-economic, racial and ethnic populations in all the settings.



School name:Carroll College - Nursing program
Address:2121 E. Newport Ave.
Zip & city:WI 52311 Wisconsin
Phone:262-650-4920
Web:http://webster.cc.edu/programs/nursing/
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Carroll College - Nursing program Nursing School Location







Carroll College - Nursing program Courses


HEALTH CARE AND NURSING
This is the first course in the nursing major. It is designed to acquaint the student with the three broad areas that encompass the professional nursing role. Students acquire a foundational ability to use appropriate professional language including the terms and abbreviations that are necessary for professional communication. The process of nursing is studied from the context in which the program is offered, including consideration of global, regional and institutional needs and expectations of the practicing nursing professional.

HEALTH ASSESSMENT
The foundational concepts, scientific basis and theoretical constructs of effective therapeutic communication, interviewing, health history and physical assessment across the life span are presented. Laboratory practice is designed to produce the cognitive and psychomotor skills necessary to conduct a systematic and accurate assessment of an individual’s health status. The ability to collect, organize, document and analyze health history and physical assessment data, as well as the ability to recognize and promote adap- tive human responses are the expected outcomes of this course. (Fa, Sp)

FOUNDATIONS OF NURSING PRACTICE
This course is an introduction to the scientific basis and theoretical foundations of professional nursing practice. Nursing theory is incorporated with the nursing process to enable the student to identify basic health responses and intervene appropriately at the foundational level of care. The student learns to use a systematic framework to implement the nursing process and begins to recognize and apply nursing research to practice. A continued development of an attitude of inquiry is expected. (Fa, Sp)

FOUNDATIONS: PRACTICUM
This course focuses on the application and integration of the nursing process to promote physical wellness. Simulated and actual client-care experiences provide an opportunity for student development and practice in the roles of professional nursing that assist the individual to regain or maintain an optimal health state. Therapeutic interventions related to fundamental needs across the life span are addressed and a basic skill level is expected as an outcome of the course. S/U graded. (Fa, Sp)

HUMAN PATHOPHYSIOLOGIC RESPONSES
This course is focused on the alterations in cell, tissue and system mechanisms that manifest as health problems throughout the life span and prevent or limit individuals from making adaptive responses. Although the focus of the course is on the systemic pathophysiology of the individual, the responses of the family are acknowledged as inseparable from the health state of a family member. (Fa, Sp)

CRITICAL INQUIRY IN NURSING RESEARCH
This course examines the concepts and the process of research. A systematic and critical inquiry into published nursing research and an understanding of its practice application(s) provide the course emphases. (Fa, Sp)

FAMILY CENTERED OBSTETRIC NURSING CARE
The course focuses on the specialized health care needs of the childbearing family. The health responses of the family unit are emphasized as essential to the promotion and maintenance of health of mother and child. Students develop the necessary knowledge base and learn the importance of collaboration with others of the health care delivery team to provide care and teaching for pregnancy, delivery and newborn nursing. (Fa, Sp)

FAMILY CENTERED NURSING CARE OF THE ADULT-ACUTE
These courses are designed to provide the student with an understanding of the effects of selected physiological acute and chronic health care issues on adults and their families in acute care settings, and the relevant nursing interventions to address those problems. The content explores ways to promote physical and emotional health in the hospitalized individual. (Fa, Sp)

ADULT AND CHILDBIRTH NURSING CARE PRACTICUM
The courses focus on implementing the nursing process with individuals in a variety of hospital settings. S/U graded.

FAMILY CENTERED PEDIATRIC NURSING CARE
The course focuses on the specialized health care needs of the child in the family. The course provides the necessary knowledge base to maintain optimal health in the pediatric population through developmentally and culturally competent care of acute and chronic illness and through the promotion of wellness behaviors in the child and family.

FAMILY CENTERED MENTAL HEALTH NURSING CARE
This course focuses upon the theoretical principles of psychiatric/mental health nursing and on practical foundations for assessing, planning, intervening, and evaluating within psychiatric/mental health situations to promote health. The course examines measures for supporting and fostering a family’s ability to cope and to assist mentally unhealthy family members to higher levels of function. (Fa, Sp)

COMMUNITY HEALTH NURSING CARE
This course provides a body of knowledge that allows the student to view the community as a complex system of forces. Community systems have the potential for controlling community/aggregate health issues and problems. Students focus on the community as client, and learn to assess and analyze data from community systems in order to plan community nursing interventions for primary, secondary and tertiary prevention strategies. (Fa, Sp)

MENTAL HEALTH AND COMMUNITY HEALTH PRACTICUM
This course is designed to provide the nursing student with opportunities to apply the theoretical principles of mental health and community health nursing in the clinical setting. Care is focused on aggregate populations and families across the life span in a variety of community and mental health settings. S/U graded. (Fa, Sp)

HEALTH CARE POLICY AND ADMINISTRATION
The course provides an opportunity for the student to synthesize knowledge from all previous coursework and clinical experiences. This interdisciplinary course allows students to work together to understand regional, national and global health care policy. The course presents leadership concepts and management skills as a basis for implementing change at the policy level.

NURSING CAPSTONE: PRACTICUM
The course provides an opportunity for the student to synthesize knowledge from all previous course work and clinical experiences. The student is provided with the opportunity to practice professionally through delegation of tasks, supervision of non-professional staff, and management of patient groups. Students provide direct patient care for clients and families with complex health needs. Capstone: students apply critical and creative thinking skills to synthesize and integrate knowledge from coursework into an oral and/or written presentation of a project.

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