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Coe College - Nursing Program

Imagine yourself...
* Actively involved in hands-on nursing experiences in self-selected clinical sites, one-on-one with a registered nurse expert.
* Engaged in learning in an academic environment utilizing innovative teaching strategies.
* Participating, side-by side, with a registered nurse preceptor, in clinical experiences at a nationally recognized tertiary care medical center.
* Presenting your scholarly research project to a supportive group of Coe College students, faculty and healthcare administrators.
* Learning in intimate classrooms, where you will be engaged in dialogue and exploration.
* Receiving individual attention from nursing professors with vast experiences in clinical work and nursing education.

These are a few of the exciting learning opportunities experienced by Coe College nursing students. Whether you are a general student pursuing your initial RN license at the Bachelor degree level or an RN interested in earning a Bachelor of Science in Nursing degree, nursing students at Coe College are on the forefront of outstanding learning experiences.

The Department of Nursing at Coe College is an investment in excellence. Here are some of the reasons why.
* St. Luke's Hospital and Mercy Medical Center are located within walking distance of the Coe College campus.
* Coe College Writing Center is available with selected writing activities to enhance your writing ability.
* Participation in political and leadership activities to better prepare you to be on the forefront of change in the nursing practice.
* An opportunity to be steeped into the liberal arts community while working toward your professional degree in nursing.

The mission of the Department of Nursing at Coe College is to prepare graduates to practice professional nursing. Professional practice emphasizes primary prevention to promote the health and wellness of the whole individual, group, and community within their environment. When there are actual alterations or risks to one’s wellness potential, this practice will encompass secondary and tertiary preventative strategies. In addition, realizing the growing diversity of the population, the nursing graduate is also prepared to sensitively care for clients of all ages and genders who come from diverse cultural, racial, ethnic, religious, and socioeconomic backgrounds, and lifestyle choices.
To accomplish the mission of the Nursing Department, the faculty believe that students need an education that is an integration of the liberal arts, natural and social sciences, and professional courses. The liberal arts and science courses assist students in developing essential values and attitudes, which are needed for being productive members of society. These characteristics as well as professional competencies are necessary for students and graduates to function appropriately in the various roles encompassed in the practice of professional nursing.
The essential qualities that our graduates are expected to attain include critical thinking, communication (verbal, nonverbal and written), assessment, and technical skills. However other qualities are emphasized including information management, leadership, environmental sensitivity, ethical awareness, and motivation for continued lifelong learning. A liberal arts college is an ideal setting in which to obtain these skills that become a foundation for development of professional competencies.
Professional competencies that our graduates are expected to develop include conceptual competence in the domain of nursing, application of theoretical knowledge through the nursing process, and ethical competence as it relates to the practice of nursing through the assimilation of professional values (caring, altruism, autonomy, human dignity, integrity, and social justice).Caring, specifically, is the essence of nursing and most central to the practice of professional nursing.Professional competencies also include scholarly capacity to improve cost effective and quality nursing care through the utilization of research, collaborative skills as designers, managers, and coordinators of holistic care, and technical ability to perform appropriate psychomotor skills as providers of care.
The professional competencies embody the Essential of Baccalaureate Education for Professional Nursing Practice, the American Nurses Association Scope and Standards of Practice, and the PEW Health Commission Competencies. The nursing faculty believe these professional competencies can best be obtained through the development and implementation of a nursing course of study that is organized within a conceptual framework that focuses on four major components: nursing, health, and human/ environment interaction patterns.

Upon graduation, the student will:
1. Integrate appropriate theoretical and empirical knowledge from the liberal arts, natural and social sciences, and nursing science for critical thinking within the practice of professional nursing. (Evaluation)
2. Evaluate the effectiveness of the nursing process for assisting individuals, groups, and communities to maintain and attain their wellness potential throughout the life process. (Evaluation)
3. Assess client information to diagnose human responses to life processes that may affect the wellness potential of individuals, groups, and communities, and intervene with primary, secondary or tertiary preventative strategies. (Evaluation)
4. Assume a leadership role in collaborating with consumers and the health care community in promoting an environment for the wellness potential of individuals, groups, and communities. (Application)
5. Differentiate communication skills needed to provide support, promote positive coping, and reinforce accurate perceptions with diverse patients/clients, groups, and communities. (Application)
6. Incorporate a variety of nursing roles to assist individuals, groups, and communities in managing human responses to life processes. (Synthesis)
7. Display personal accountability and social responsibility in the practice of professional nursing by considering the moral, ethical, legal, and political implications of their actions. (Application)
8. Appraise and utilize selected research findings for providing cost effective and quality nursing care. (Evaluation)

Registered Nurses with either an Associate Degree or Diploma in Nursing may be admitted to the Bachelor of Science in Nursing Degree Program and be given advanced placement. Advanced placement will be granted according to the option selected by the student as described in the Iowa articulation plan for registered nurses wising to obtain the B.S.N. degree. Students should discuss these options with an admission counselor and a nursing faculty advisor before deciding on a specific option. Depending upon the amount of previous credit transferred, R.N. students will need 10 or more course credits in the program to meet requirements for graduation.

School name:Coe College - Nursing Program
Address:1220 First Avenue NE
Zip & city:IA 52402 Iowa
Phone:(570) 675-4449

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Coe College - Nursing Program Nursing School Location

Coe College - Nursing Program Courses

An introduction to the nursing degree program. The seminar provides an opportunity for pre-nursing students to interact with nursing students and faculty to explore the process of becoming a nurse. Topics include professional role development and current issues in clinical nursing practice. Pre-nursing students must enroll each term for a maximum of four terms. (0.2 course credit)

Investigates theories for successful relationships. The emphasis is on self learning and application of principles involved in healthy and dysfunctional relationships. The students critically review popular literature versus scientific research related to relationship theory. Prerequisite: sophomore standing.

Examines human sexuality from the psychosocial, biophysiological, and cultural perspective. Topics include but are not limited to: cultural and historical influences on our current understanding and attitudes toward the human sexual experience; the development of gender roles as they impact upon political, work, and social relationships; cultural aspects of sexuality including intimacy, courtship, marriage, and procreation; and sexuality during developmental changes and alterations in health such as infertility, pregnancy, abortion, cancer, AIDS, and others.

Focuses on the forces that sustain gender biases in the health and medical professions, which impact the health of women as demonstrated in health care policy,research, and treatment. The impact of poverty and aging on health care options and treatment is also analyzed. Emphasis is placed on men and women and the processes and content for educating women about their health, illness, and choices. Prerequisite: sophomore standing.

Offers selected topics on specific health care and/ or nursing issues, problems, interventions, and theories. Content varies as determined by the instructor. May be repeated for credit, provided the topics are substantially different. Prerequisite: sophomore standing. (Offered on an occasional basis)

A study of the health practices of diverse cultures within the United States. Culture guides problem solving with regard to life choices, including health. This course examines how culture affects decisions about health and health care. Prerequisite: sophomore standing.

A study of the historical, cultural, ethnic, and religious perspectives on parenting in America, the effects of stress and change on parenting ability, and the challenges and rewards of parenting as children and parents move across the lifespan, experience changes in family composition (blended, single-parent, gay and lesbian), health (sandwich generation and aging), and lifestyle. Prerequisite: sophomore standing.

Introduces the nursing student to the art and science of nursing. The concepts of personhood, environment, nursing, and health are developed. An introduction to theoretical concepts and conceptual frameworks that undergird nursing research and nursing practice are explored. The evidence-based practice is examined, with emphasis placed upon the establishment of communication, self-concept, family, values, and beliefs to assure interdisciplinary communication as the background for nursing care to patients, clients, and their families. Prerequisite: acceptance into the Bachelor of Science Nursing Degree program.

Focuses on health assessment and altered human responses encountered by persons across the lifespan. Students learn to perform assessment skills, compile health histories, and conduct physical exams on persons of all ages. Students examine altered physiological functioning, etiological factors, and behavioral manifestations in relationship to comprehensive health assessments. This course provides the basis for integration and application of assessment data and pathophysiological concepts in developing nursing diagnoses. The clinical component of this course provides an opportunity to reinforce health assessment skills with persons across the lifespan as well as practicing basic nursing care.

Introduces the nursing student to the care of persons with at-risk behavioral responses to life processes. The student analyzes theoretical and empirical knowledge from liberal arts and sciences as it applies to diagnosing and treating at-risk behavioral responses to life processes. The students study such topics as alterations in cognition and thought processes, coping responses, self-perception and violence toward self and others. A major component is the use of therapeutic communication skills to provide support that reduce risk, promote positive coping, and reinforce accurate perceptions in patients with alterations in mental health.

Focuses on nursing diagnoses and treatment of basic human responses. Emphasis is placed upon achievement of maximum health potential while using primary, secondary, and tertiary nursinginterventions. The student studies the concepts of ingestion, digestion, absorption, metabolism, urinary/gastrointestinal elimination, sleep/rest, activity/ exercises, energy balance, sexuality, post trauma responses, comfort, and growth and development. The clinical application reinforces the assessment, diagnoses, and care management of persons across the lifespan in a variety of hospital and ambulatory health care settings.

Course focuses on pathophysiology, health assessment, nursing diagnoses, and the nursing process. Students learn assessment, comprehensive health history, and physical examination skills for persons of all ages. Students examine altered physiological functioning, etiological factors, and behavioral manifestations to altered human responses in relationship to comprehensive health assessments. Through integration of pathophysiology and assessment data students develop nursing diagnoses and apply the nursing process. Guided observation and practice of assessment skills are used to reinforce student learning.

Explores applied issues in health care ethics. Current debates regarding health care issues are studied while applying a variety of ethical principles and values. Whenever possible, actual case studies are used. Ethical decision-making theories are discussed and applied. The goal of the course is for the student to gain an appreciation of the complexity of ethical issues in the current healthcare environment and the complications of the decisions which follow.

Examines available alternative and complimentary therapies. Risks and benefits of these modalities are assessed to determine if there are solid, scientific rationales for them. Therapies include dietary supplements, mind-body interventions (e.g., meditation), body based methods (e.g., massage), and energy therapies (e.g., Reiki). Prerequisite: sophomore standing.

Assessment in Health and Disease Focuses on the study of individual, family, and community risk analysis. The student develops an understanding of the ongoing process of risk assessment based upon changes of conditions, locations, needs, and abilities of an individual or group. Concepts of epidemiology such as natural history of disease, levels of prevention, and causality are explored. General methods studied include epidemiological measures, study designs, and sources of data. Application of these concepts and methods are directed toward major causes of morbidity and mortality for the four stages of the life cycle: pregnancy and infancy; childhood and adolescence; young and middle-aged adults; and the elderly. The course addresses current issues related to disease control and surveillance activities, screening programs, clinical decision-making, and health planning and evaluation.

Focuses on nursing diagnoses and treatment of complex human responses. Emphasis is placed upon achievement of the maximum health potential as a result of primary, secondary, and tertiary interventions. The student studies the complex concepts of hydration, integumentary, and pulmonary elimination, cardiovascular and pulmonary responses, neurobehavioral stress, infection, physical injury, environmental hazards, defensive processes, and thermoregulation. The clinical application reinforces the comprehensive assessment, diagnoses, and holistic care management of persons across the life span in a variety of health care settings.

Study of the research process, the language of research, hypothesis formulation and testing, data collection, and analysis as they relate to the profession of nursing. Discussion of the nurse as a consumer of research with critical evaluation of selected research endeavors. Nursing research project required. The intent of this learning experience is to expose the student to the basic steps of the research process and their relationship to nursing.

Introduces nursing students to leadership, management, and current issues within the nursing profession. Course content includes management theory, delivery of care issues, legal and political awareness. An emphasis throughout the course is the use of effective communication to facilitate problem-solving and situational thinking along with collaboration in order to promote positive outcomes. The clinical component of this course provides an opportunity to collaborate with patients, families, and health care team members within a specified setting of interest, and to develop leadership roles at that clinical site.

Guided study of individually chosen topic in nursingwith a faculty member of the Nursing Department. Prerequisites: junior or senior standing and consent of instructor.

A clinical practicum on an inpatient health care unit under the supervision of a faculty member of the Nursing Department and a professionally prepared R.N. preceptor. A minimum of 140 hours on-site experience is required.

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