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College of New Jersey (School of Nursing, Health, & Exercise Science)




The College of New Jersey, founded in 1855 as the New Jersey State Normal School, is primarily an undergraduate and residential college with targeted graduate programs. TCNJ's exceptional students, teacher-scholars, staff, alumni, and board members constitute a diverse community of learners, dedicated to free inquiry and open exchange, to excellence in teaching, creativity, scholarship, and citizenship, and to the transformative power of education in a highly competitive institution. The College prepares students to excel in their chosen fields and to create, preserve and transmit knowledge, arts and wisdom. Proud of its public service mandate to educate leaders of New Jersey and the nation, The College will be a national exemplar in the education of those who seek to sustain and advance the communities in which they live.

Established in 1966, the School of Nursing is located in Paul Loser Hall and consists of two divisions. The Bachelor of Science in Nursing (BSN) degree is offered by the Division of Professional Nursing Education and Practice, and the Division of Advanced Nursing Education and Practice offers a graduate program leading to the Master of Science in Nursing (MSN) degree. The MSN program as well as the post-master’s family and adult nurse practitioner certificate and the certificate program in school nursing are described in The College of New Jersey Graduate Bulletin. The BSN program is described below.



School name:College of New JerseySchool of Nursing, Health, & Exercise Science
Address:Paul Loser Hall 206
Zip & city:NJ 08628-0718 New Jersey
Phone:609.771.2591
Web:http://www.tcnj.edu/~nursing/nursing.html
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School of Nursing, Health, & Exercise Science Nursing School Location







School of Nursing, Health, & Exercise Science Courses


DEVELOPMENT OF UNITARY MAN AND ENVIRONMENT ACROSS THE LIFE SPAN Open to non-majors with permission of the chairperson This course focuses on holistic human beings and includes the normal biological, physical, and psychosocial dimensions of the development of individuals and families from conception to old age. Emphasis is on the lived experience of human-environment interactions. Primary emphasis is on the individual with some discussion of family and community development. An underlying theme of the course is development of the individual student within the context of caring. The beginning learner studies unitary man from birth to old age and death within the context of holism. Environment is defined as the landscape and geography of human social experience as everyday life. The history, theories, and methodologies of growth and development are explored as a foundation to explain and predict human life span events. The lived experiences of the developing individual are discussed within the following dimensions: physical and cognitive changes; social, emotional, spiritual, and personality development; and cultural diversity. The concept of caring is introduced as a foundation for the study of holistic human beings and environment. NUTRITION ACROSS THE LIFE SPAN This course is intended to give the student a comprehensive overview of basic nutrition principles. Primary focus is directed toward the nutrient groups and their function in human physiology. Present knowledge about each nutrient is related to current issues in nutrition research and practice. Nutrition controversies faced by consumers are covered. This basic knowledge is applied by examining the relationship between nutrition and health (wellness-illness) across the life span. The course examines the impact of cultural, psychosocial, historical, political, and economic influences on the lived experience of nutrition during developmental stages of the life cycle. Students are also be prepared to continue the study of nutrition at a more advanced level in both its normal and therapeutic applications. PROFESSIONAL ROLE DEVELOPMENT I: CARING WITHIN THE LEARNER ROLE Professional Role Development I is designed to examine the concepts of caring; power and empowerment; and autonomy, advocacy, and activism as related to nursing using the models of Watson, Benner, and Rogers. Focus is on the conceptual and historical bases of professional nursing with an emphasis on caring within humanitarian ethic and the learner role as related to the philosophy and organizing framework of the School of Nursing. The learner role is examined from various perspectives including stages of professional development, domains of practice, development of critical thinking, and historical and contextual dimensions. The following concepts are also explored: socialization, self-development, gender issues, and systems theory. The role of the student from novice to expert learner is discussed using the Benner model and including the learner sub-roles of researcher, scholar, and scientist. EMPOWERING RETURNING STUDENTS The course is designed to empower RN’s as they return to the student role. The student is introduced to the concepts of caring, professional socialization, power and empowerment, and stress and coping. WELLNESS PROMOTION ACROSS THE LIFE SPAN This course addresses human activities that are directed toward sustaining, developing, and enhancing wellness and self-actualization at all stages of development and across the life span. The determinants of health in individuals and families, and communities is a key concept of this course. Topics include: concepts of health, wellness evaluation, introduction to teaching and learning theory, values clarification, and communication and facilitative interaction focused on wellness. In addition, students discuss family systems theory; social environmental, and economic issues related to wellness promotion; and access to health care. Specific interventions for lifestyle changes are discussed and include coping and stress management; health education; nutrition; social support; exercise and physical fitness; and issues related to smoking, alcohol, and other forms of substance abuse. Opportunities for interactive and experiential learning are provided in the Nursing Clinical Laboratory. HOLISTIC HEALTH ASSESSMENT This course introduces the student to assessment of the lived experiences of human beings within their environment, throughout the life span, and within the context of caring and transcultural human diversity. The dynamics of wellness and illness are explored in the holistic health assessment of young persons to aging adults. Students develop the ability to assess people and formulate nursing diagnoses derived from observation, interview techniques, collection and analysis of subjective data from a health history, and interpretation of objective data obtained through physical examination skills. These modalities are practiced on each other in the clinical laboratory setting. Knowledge from the science of nursing, human development, the humanities, arts, and natural and behavioral sciences are integrated into the assessment of the whole person through consensual caring validation. This course continues the preparation of the student as an empowered autonomous practitioner, capable of independent clinical judgments and decision making. HOLISTIC HEALTH INTERVENTIONS ACROSS THE LIFE SPAN This course is designed to permit the student to acquire, demonstrate, and implement common nursing actions in order to respond to the lived experiences of unitary persons in wellness and illness. Beginning-level technologies and clinical applications to individual client-care situations are discussed and demonstrated in the clinical learning laboratory utilizing dialogue as content with the teacher as expert learner and the student as novice learner. Opportunities for the student to use the nursing process in the care of diverse individuals across the life span are provided in clinical experiences in health care facilities. Mastery of identified skills will be demonstrated by the novice learner in both the clinical learning laboratory and in the health care facility. WOMEN AND HEALTH: POWER, POLITICS, AND CHANGE This course presents a feminist perspective concerning women’s health issues. Historical, political, economic, and social influences are examined for their impact on women as consumers and providers of health care. PROFESSIONAL ROLE DEVELOPMENT II: CARING WITHIN THE CLINICIAN ROLE Focuses on professional role development and socialization to the clinician role within the School of Nursing framework of caring and Benner’s model of clinical development (novice to expert). Clinical application of this conceptual model to the experiences of wellness and illness is emphasized based on the works of Watson, Benner, and Rogers as explicated within the School of Nursing philosophy. Other nursing theories/models are also discussed from a nursing practice perspective. The clinician role is further developed emphasizing the concepts of professionalism (power and empowerment, accountability, collaboration, autonomy, and advocacy), and ethical decision making (including critical thinking, clinical decision making, and the nursing process). The clinician sub-roles of caregiver, critical thinker, teacher, collaborator, and user of nursing theory are also discussed. The concept of diversity, as applied to the challenges in health care delivery, is emphasized in this course. CARING IN CHILDBEARING FAMILY HEALTH/SCIENCE A developmental family-centered approach to the nursing of families, parents, and infants during the maternity cycle. Critical thinking with an emphasis on shared decision-making skills is developed within the family construct. This course provides a knowledge base from which to apply holistic nursing care to the lived experiences of the childbearing family. The human being is viewed as a member of the family within the context of environment. Both family and family members are viewed as client. Ethical dilemmas as they are related to the childbearing family are explored along with the concepts of caring, stress-coping, and power and empowerment. Family developmental theory, body image, parenting, attachment and loss, domestic violence, and diversity are also included as well as an introduction to research findings within the context of the childbearing cycle. CARING IN CHILDBEARING FAMILY HEALTH/PRACTICE Clinical practice with childbearing families. Consideration is given to care of the family in the community as well as the acute care facility. Critical thinking skills are emphasized in the use of the nursing process in the lived experience of wellness-illness wherein the student applies nursing care principles and concepts in the care of childbearing women; parents; their families; and newborn infants in hospitals, clinics, and at home. RESEARCH FOR HEALTH-RELATED AND SOCIAL SCIENCES Designed to prepare the student to understand the nature and objectives of systematic inquiry by becoming familiar with the methodology and techniques of research. Emphasis is placed on preparing students to critically analyze current research in the health-related and social sciences. Students critique selected research studies. Current issues in research such as ethics and the application of research findings are discussed. CARING IN ADULT AND ELDER HEALTH I/SCIENCE Focus is on the concept of caring within the novice clinician role and the developmental process related to the lived experience of wellness and illness of adult and elder clients within a family system. Bio-psychosocial dimensions and patterns are discussed and emphasis is placed on critical thinking and use of the nursing process in examining major health concerns of adults and elders and their relation to stress and coping within the context of social, economic, and cultural forces. CARING IN ADULT AND ELDER HEALTH I/PRACTICE Nursing practice experience as a novice clinician in implementing the nursing process in the care of adult and elder clients coping with varied lived experiences of wellness and illness within the family system. Acute care settings are utilized with an emphasis on nursing diagnoses and nursing interventions as well as evaluation of nursing care. Clinical decision-making skills are developed. CARING IN PSYCHOSOCIAL HEALTH ACROSS THE LIFE SPAN This course is designed to examine concepts of caring, power, and empowerment in relation to the lived experience of mental health. Emphasis is placed on understanding care of the mentally ill throughout history and the directions historical perspective provide for contemporary care. Organizations designed to empower both the mentally ill and their families are discussed. The psychiatric interview as the basis for data generation is examined. Also examined are the concepts of mental wellness, family systems theory relating to mental health, chronic anxiety, physiologically based mental illness, and nursing interventions to promote mental health. The special problems of outwardly and inwardly channeled aggression are also studied. The problems of the mentally ill homeless are examined as well as current research endeavors and the implications of those studies for the future practice of nursing. Learning is guided by the philosophy and the organizing framework of the School of Nursing. Clinical practice experiences are provided in health care settings with clients across the life span with varied lived mental health experiences. Exploration of the evolving role of professional nursing in relation to the care of the mentally ill is emphasized. CARING IN CHILD HEALTH/SCIENCE/PRACTICE This course offers a holistic caring approach to the study of family-centered nursing care of children and their families throughout the lived health experience. Emphasis is placed on the interrelated emotional, cultural, psychosocial, environmental, and physical health experiences of the family unit and the effect of these forces upon the normal growth, development, and maturation of children and adolescents. SELECTED TOPICS IN NURSING An opportunity to pursue in-depth study and/or field experience in topics of current interest or specialized focus not available in the required nursing curriculum. CARING IN ADULT AND ELDER HEALTH II SCIENCE Focus is on the concepts of caring and developmental processes related to wellness and illness of adult and elder clients within a family system. Emphasis is placed on critical thinking and use of the nursing process in examining major health problems in relation to stress and coping within the context of social and economic forces and culturally diverse backgrounds. Topics include coping and illness in adult and elder clients, common stressors and their management (chronic illness, pain, fluid and electrolyte imbalance, sensory alteration), coping with problems of regulation and metabolism, nutrition, and elimination, and coping with sensorimotor problems. CARING IN ADULT AND ELDER HEALTH II PRACTICE Application of nursing knowledge to the lived experience of adult and elder clients within a family system with major health problems. Clinical experiences are provided in acute care and tertiary settings with an emphasis on nursing diagnosis and interventions as well as evaluation of the nursing care and development of clinical decision-making skills. PROFESSIONAL PRACTICE ACROSS THE LIFE SPAN Focus is on the concepts of caring and the developmental process related to wellness and illness of clients across the life span and within the family system. Emphasis is placed on critical thinking and use of the nursing process in examining stress and coping within the context of social and economic forces and culturally diverse backgrounds. Clinical experiences take place in a variety of settings where emphasis is placed on the application of nursing knowledge to the lived experience of human health care across the life span. CARING IN COMMUNITY HEALTH/SCIENCE This course focuses on the concepts of caring, power, and empowerment as they relate to the lived health experience of populations and communities. Students discuss the role of the nurse in population-focused practice with the community as the client of care. Topics include epidemiology, the concepts of community, community health nursing, populations and aggregates, family health, and diversity and ethical decision making in community health nursing. CARING IN COMMUNITY HEALTH/PRACTICE Clinical nursing practice related to the lived experience of the health of communities. Emphasis is on population-focused experiences. Students perform protective, enhancing, and preservative interventions with communities in a variety of settings. Settings may include home care agencies, public health agencies, outpatient clinics, daycare programs, prisons, early intervention programs, homeless shelters, schools, industry, and mental health clinics.



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