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Chamberlain College of Nursing (Nursing Programs)

CHAMBERLAIN is derived from the Middle English word chaumberlein which means "chief steward". CHAMBERLAIN exemplifies the nurse as the chief steward of progressive patient care. CHAMBERLAIN College of Nursing's mission is to provide quality and innovative healthcare education. By providing nursing education programs that feature a broad educational foundation, the college will fulfill its commitment to prepare compassionate nurses, as well as to foster personal growth, career mobility, community service and leadership among healthcare professionals. CHAMBERLAIN is also working to respond to the nation's critical and growing shortage of nursing professionals by broadening our geographic and Online reach.


The Deaconess tradition began in 19th Century Europe. Theodore Fliedner of Kaiserswerth, Germany established the first Deaconess Home and Hospital in 1836. Young, unmarried women were invited to join in the Deaconess Sisterhood to assist him with his mission. The word deaconess means “one who is devoted to service.” One of the early students was a young English woman, Florence Nightingale, the founder of modern professional nursing.

In 1889, an Evangelical pastor, concerned about the lack of healthcare in the St. Louis area, proposed establishing healthcare services based on the Kaiserswerth model. The Deaconess Hospital and School of Nursing were founded in1889. Within a short period of time, the school of nursing established itself as a leader in nursing education. More than 500 Deaconess Sisters were consecrated to lifelong service. Many worked as missionaries throughout the world.

In 1943, the school began admitting lay students. More than 2000 women and men earned diplomas from Deaconess Hospital School of Nursing. By retaining the quality of nursing care associated with the Deaconess Sisters, these registered nurses went on to hold prestigious positions locally and nationally.

Men joined the student body in the early 1970’s. In 1983 Deaconess College of Nursing began offering a Bachelor of Science in Nursing degree. The transition from a school of nursing to a college provided students with extensive nursing experiences and sound general education courses culminating with a college degree. The Associate of Science in Nursing (ASN) degree program designed for licensed practical nurses graduated its first class in 1990. At the start of the 21st century Deaconess College of Nursing entered the world of distance education. In the fall of 2000 a new option was initiated to allow RNs to earn their bachelor’s degree online. In 2001 the College received approval to establish an online option for LPNs and unlicensed individuals to earn an Associate of Science in Nursing degree.

In 2006, the name was changed to reflect the College’s expanding vision for the future. Chamberlain College of Nursing continues the traditions of quality care and education established more than a century ago. The word chamberlain derives from the Middle English word chaumberlein, which means “chief steward” and exemplifies the nurse as the chief steward of patient care, and the faculty and staff of Chamberlain College of Nursing as the chief stewards of their students’ education.

Chamberlain is proud of its strong tradition and reputation for high quality nursing education. Chamberlain’s flexible options and innovation in nursing education prepare graduates to face the challenges of the healthcare workplace in the 21st century.


The mission of Chamberlain College of Nursing is the provision of quality and innovative healthcare education programs. The College offers programs with a strong historical foundation, broad general education background, and clinical practice that culminate in compassionate and clinically proficient graduates. The College is committed to fostering personal growth, career mobility, community service, and leadership among healthcare professionals.


1. Provide educational programs that prepare graduates for professional and compassionate practice in a variety of healthcare settings entailing different degrees of competency and responsibility.
2. Provide learners with curricula and teaching modalities that develop written and oral communication skills, promote critical thinking and judgment, enhance the appreciation of cultural diversity in society, support the holistic and spiritual nature of the individual, enrich the individual student’s general education foundation, and provide the basic skills necessary for lifelong learning.
3. Encourage commitment to personal and professional development, service to the community, and civic and political responsibilities.
4. Honor the College’s historical foundations in the provision of educational programs.
5. Maintain a collegiate environment that is safe, that evidences mutual accountability, responsibility, and freedom of inquiry to stimulate intellectual growth among all constituents, and that provides the necessary structure and resources to continue to fulfill the mission.
6. Attract academically able students of all ages, races, and backgrounds and ensure the necessary services that will enable them to succeed.
7. Attract and retain an ethnically and academically diverse and experientially prepared faculty and staff who facilitate student learning and contribute to professional and community activities.
8. Collaborate with healthcare providers and nurse employers to promote evidence-based practice that enhances quality health care delivery.


The BSN Program incorporates general education and nursing coursework in a program of studies that provides knowledge and skills necessary for a lifetime of personal and professional growth. The goal of the general education component of the curriculum is to provide the student with a liberal educational foundation. This is accomplished through academic experiences that provide skills needed for advanced studies and lifelong learning. The freshman year emphasizes general education and prepares the student for the nursing major.

The nursing curriculum provides the opportunity for the student to acquire and demonstrate the professional nursing knowledge and skills necessary to assist clients to an optimal level of health. This is accomplished through an integration of theoretical nursing knowledge with essential clinical skills. The curriculum integrates moral, ethical, and legal principles with critical thinking, decision-making, leadership, and management techniques. An introductory course in nursing is offered in the second semester of the freshman year, and clinical practice experiences begin in the sophomore year.

The majority of nursing coursework occurs in the junior and senior years. Significant clinical practice hours are planned throughout the program to promote the proficiency in skills necessary for competent nursing practice. Students practice in a changing health care environment in acute and long-term care facilities as well as in community settings.

The emphasis on clinical experience, supported by theory from nursing and related disciplines, is the hallmark of the BSN curriculum at CHAMBERLAIN. Theoretical and clinical nursing courses, nursing research, and issue courses provide the professional education base for the BSN degree. The BSN degree consists of a total of 132 credit hours: 69 credit hours in general education and 63 credit hours in the nursing major.

The RN with an associate degree or diploma may complete the BSN degree either on-site or online. The online option allows the registered nurse students to complete the BSN degree with an educational format designed for adult learners. Advantages include the convenience of scheduling, focus on core content readily applicable to professional settings, and interaction with peers who share many similar professional experiences and values. Students identify preceptors in their region of residence to facilitate their clinical learning experiences.

School name:Chamberlain College of NursingNursing Programs
Address:6150 Oakland Avenue
Zip & city:MO 63139 Missouri
Phone:888-556-8CCN (8226)

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Nursing Programs Nursing School Location

Nursing Programs Courses

HEALTH AND WELLNESS This course introduces students to health promotion and preventive care activities throughout the life span. These activities are explored through biological, psychological, spiritual, environmental, and sexual domains. A variety of theories emphasizing health and well-being will be explored throughout the course. Healthy People 2010 objectives will be examined. Health promotion assumptions basic to nursing practice are emphasized. FUNDAMENTALS – SKILLS Students are introduced to the acquisition of fundamental skills of professional nursing. An introductory unit of physics provides the basis for understanding concepts such as body mechanics, positioning, and mobility. The laboratory component provides practice of selected fundamental nursing skills as well as psychomotor skills necessary for care of individuals needing assistance with mobility, hygiene, and comfort. Included are basic principles of drug administration, teaching-learning, and vital sign assessment. FUNDAMENTALS – PATIENT CARE Content will focus on health promotion and rehabilitative aspects of patient care. Students will provide direct patient care in the acquisition of skills and concepts of professional nursing. The nursing process is utilized as the student implements basic aspects of nursing practice in a variety of clinical settings. HEALTH ASSESSMENT This course will examine the principles and techniques of nursing assessment focusing on history taking, review of systems, physical examination techniques, and documentation of the findings. Utilization of assessment findings in clinical decision-making is discussed throughout the course. The laboratory component is designed to produce the cognitive and psychomotor skills necessary to conduct a systematic and accurate assessment of an individual’s health status. MENTAL HEALTH NURSING Emphasis is on the dynamics of an individual’s ability to function in society. The course focuses on content relative to anxiety, self-concept, thought disorders, alterations in mood, addictive behaviors, organic brain dysfunction, abuse, and violence issues; and incorporates health promotion and wellness issues such as stress management and personal growth for the student. Therapeutic communication techniques, individual and group therapy practices, and community mental health resources are incorporated. Clinical practice takes place in both acute care and community-based mental health agencies. MATERNAL-NEWBORN NURSING This course focuses on family-centered approaches to maternal/newborn care, and incorporates health promotion and wellness issues. The childbearing cycle, including normal experience, high-risk factors, complications, and alterations are studied. Additional women’s health issues are included. Clinical practice takes place in acute care and community-based settings. NURSING OF CHILDREN Family-centered care of children is the focus of this course. The course explores issues of normal child care as well as health alterations of children from infancy through adolescence. Students participate as a member of the multidisciplinary health team to provide health promotion, illness prevention, health restoration and maintenance, and rehabilitative care to children and families in acute care and community-based settings. ADULT HEALTH I The focus of this course is on the needs of adult patients and their families related to health promotion and management of conditions that require acute and chronic care. The nursing process is used in the discussion of health alterations affecting selected life processes. Students continue their professional skill development as members of the health team in acute care settings. ADULT HEALTH II This course focuses on complex alterations in life processes, including the effect on the patient’s family. The nursing process is used to make clinical decisions and foster health restoration and maintenance. Emphasis on discharge planning is included. Clinical experiences occur in acute care settings. CRITICAL CARE NURSING Adult patients with unstable emergent critical illnesses are the focus of this course. Students will integrate nursing, technologic, and scientific knowledge with clinical judgment to potentiate optimal health with a diverse client population. Students will utilize comprehensive assessment techniques, advanced nursing skills, and multiple nursing modalities to maximize optimal health. As a member of the multidisciplinary health team, the professional nursing student role will progress in a variety of critical and emergency care settings. TRANSITIONS IN PROFESSIONAL NURSING This course, designed for the RN student, provides a transition experience into baccalaureate nursing. The philosophy and roles of the baccalaureate nurse are explored in the content of contemporary and future nursing practice. COMMUNITY HEALTH NURSING Concepts of health promotion, health maintenance, education, disease prevention, and coordination of care for individuals, families, or communities are explored. This course introduces students to concepts in epidemiology, health assessments of families, and identification of populations at risk. The concurrent clinical experiences assist the student in applying community health principles and implementing relevant concepts in a variety of healthcare settings. The link between health policy and clinical practice is emphasized. COLLABORATIVE HEALTHCARE This course is designed to expand the scope of nursing practice of senior nursing students through course and clinical activities, which focus on leadership and management aspects of the professional nurse. Clinicals are scheduled with selected nurse preceptors in acute care settings. The focus is on the role of the nurse in providing nursing care within the healthcare setting. INFORMATION SYSTEMS IN HEALTHCARE The use of electronic databases for clinical practice. Skills for asking clinical questions and finding best evidence to answer the questions will be developed. EVIDENCE-BASED PRACTICE The research process and its contributions to professional nursing practice are explored. The skills related to reading published research findings with understanding and using best evidence as the basis for professional nursing practice are developed. CAPSTONE COURSE This course is a synthesis course and requires senior students to demonstrate mastery of skills learned in general education and nursing courses. Special emphasis is placed on the implementation of change in response to identified needs/problems in selected healthcare settings. The major assignment is an evidence-based project that grows out of the student’s interest related to specific patient populations, professional nursing roles, and/or healthcare setting. CULTURAL DIVERSITY IN THE PROFESSIONS The focus of this course is an exploration of cultural issues and diversity that promotes a positive foundation for understanding others. Cultural issues including values, beliefs, and practices affecting the healthcare issues of individuals, groups, and communities are discussed. The course includes experiential learning activities that enhance appreciation for people of differing cultures.

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