Nursing schools » United States » Pennsylvania » Edinboro

Edinboro University (Department of Nursing)




For individuals who have completed a baccalaureate degree (in any area of study).

Program can be completed in 15 months of full time study (Fall semester, Spring semester, and a second Fall semester).

Graduates receive a Bachelor of Science in Nursing (BSN) degree and are eligible to sit for the NCLEX-RN exam for licensure as a Registered Nurse.

The program is a streamlined version of the nursing courses offered in the regular four year baccalaureate program, and students have comparable learning experiences in the classroom and the clinical settings.

Extensive reading and independent learning experiences in the Nursing Lab is expected to prepare for lectures and clinical.

The intensive learning experiences require a commitment on the part of the students. It is not recommended that students work while classes are in session.




School name:Edinboro UniversityDepartment of Nursing
Address:135 Centennial Hall
Zip & city:PA 16444 Pennsylvania
Phone:814-732-2900
Web:http://departments.edinboro.edu/nursing/main.html
Rate:


Total:
( vote)


Visits:
968  



Department of Nursing Nursing School Location







Department of Nursing Courses


CONTEMPORARY WOMEN'S HEALTH
This course focuses on women's health issues past, present, and future. It reviews normal female development and health promotion/disease prevention, and emphasizes women's health concerns, lifestyle issues, female sexuality across the life span, physical and mental health problems, social support, multiple roles, and economic issues.

END-OF-LIFE CARE
This course prepares the professional student from a variety of disciplines to deliver care to patients and their families facing terminal illness. The course emphasizes aspects of nursing care that enable students to address the physical, psychosocial, and spiritual needs of patients and families at life's end. Ethical and legal issues concerning end-of-life care are explored.

GERONTOLOGY AND THE HEALTHCARE PROFESSIONAL
This theory course is designed to address core values, knowledge, and competencies that are essential in preparing the healthcare professional to care for an increasingly aged population. Content includes a holistic geriatric-focused assessment, including the influence of culture, gender, life style, family, and other factors on the well being of older adults. Health promotion and disease prevention, acute and chronic conditions common to the elderly, and access to care are explored within the context of the interdisciplinary healthcare team. Additional gerontological care issues, such as elder abuse/neglect, pharmacological considerations, pain/palliative measures and teaching/learning strategies are highlighted.

FRONTIERS OF HEALING: THERAPEUTIC TOUCH
This course provides students from a variety of disciplines an opportunity to learn the theory and technique of therapeutic touch (TT). Therapeutic touch is a contemporary interpretation of ancient healing arts involving the intelligent direction of energy where the practitioner uses the hands as a focus for healing. Uses and goals of TT are presented, including applications across the lifespan and in a variety of clinical conditions. Theoretical frameworks that provide the conceptual basis for TT are explored, and current research in the field as well as socio political influences are examined with regard to their impact on the future development of TT. Experiential activities are provided to assist students in learning the phases of TT and acquire the skills needed to develop as a therapeutic touch practitioner.

INTRODUCTION TO PROFESSIONAL NURSING
This course is designed for the licensed practical or registered nurse returning to the educational arena in pursuit of a baccalaureate degree in nursing. Course content emphasizes the delineation of concepts and theories underlying professional practice and focuses upon integrating new role expectations. Students will build on previous knowledge from the humanities, nursing, medical, physical and behavioral sciences as they learn how to conduct a nursing assessment and identify patient problems utilizing Gordon's Functional Health Patterns and the NANDA classification system. The impact of historical, political, social and economic events on professional development are explored, including the professional challenges facing nursing related to multicultural diversity. Barriers to providing efficient, effective, quality health care are examined within a research context to provide a foundation for evidence-based practice. The nursing process is presented as an organizing framework for professional practice, and legal and ethical issues that impact care delivery are explored.

NURSING ASSESSMENT
This course is the first of a two-semester introductory course in nursing. Content prepares the student to obtain a holistic assessment of adult individuals including health history and physical assessment within a cultural context. Emphasis is placed on communication, adult and aging adult assessment, application of Gordon's Functional Health Patterns, and introduction to research concepts. The nursing process is introduced as the organizing framework for nursing practice, and the role of the nurse as provider of care is explored. Clinical laboratory focuses on the role of data gatherer through the development of assessment and communication skills.

FUNDAMENTAL NURSING INTERVENTIONS
This course builds on material introduced in Nursing Assessment, communication skills and nursing assessment. Content prepares the nursing students to provide therapeutic nursing interventions to clinically stable patients experiencing minor health deviations. Emphasis is on the role of the nurse as provider of culturally sensitive care to individuals. Clinical laboratory provides opportunities to perform the skills and nursing actions that promote and assist patients in meeting their needs. The relationship of nursing research to practice is explored.

MATERNAL/NEWBORN/FAMILY-CENTERED NURSING
This course is designed to provide students with the nursing theory and evidence-based practice principles needed to recognize and promote health during pregnancy and childbirth. The belief that pregnancy, childbirth, and developmental changes in a woman's life are natural processes and are essentially wellness focused pervades the course content. Students are challenged to assimilate new knowledge and develop technical and critical thinking skills when caring for women, newborns, and families. Legal and ethical considerations impacting the health care needs of women and newborns are explored. Students develop greater competency in health assessment, data interpretation, psychomotor skills, communication techniques, and health teaching of expectant parents and families. As coordinator of care, students assume a patient advocacy role in collaboration with the interdisciplinary team in mobilizing and supporting family strengths to foster optimum reproductive outcomes or manage reproductive complications.

PEDIATRIC AND FAMILY-CENTERED NURSING
This course is designed to assist students in meeting the health care needs of children and their families. Emphasis is placed on clinical judgment, decision making skills, prioritization of nursing diagnoses, and application of research-based knowledge in planning care. Technical skills and increasingly sophisticated health care technologies are incorporated in the delivery of culturally-sensitive care to children and families in a variety of clinical settings. Students' clinical practice incorporates legal guidelines and ethical decision-making related to issues of quality of care, use of health care resources, and end-of-life care. Students demonstrate therapeutic communication skills and understanding of teaching-learning principles to meet the health education needs of children and families. Students assume the role of patient advocate to establish a dynamic and interactive relationship with the interdisciplinary health care team to coordinate care of children and families.

ADULT HEALTH NURSING I
This course is designed to build on previous learning and provide students with theory and research related to common adult health problems and their collaborative management. Emphasis is on delivery of culturally-sensitive care to individuals with adult-health problems and their families with the student functioning in the role of coordinator of care. Students adopt professional attitudes and advocate for patients with complex care needs and their families. They develop greater proficiency with interpretation of patient data as well as technical skill performance. Students also build on previously learned communication skills in their interviewing/teaching/interacting with patients and families as well as the development of collegial relationships within the interdisciplinary team.

PHARMACOTHERAPEUTICS IN NURSING
This course presents principles of pharmacotherapeutics applicable to professional nursing practice. It emphasizes the nurse's collaborative role and responsibilities related to safe medication administration utilizing the nursing process. Specifically, this course will address drug safety, classification, mechanism of action, usual dose, interactions, side/adverse effects, contraindications, and nursing responsibilities.

NURSING LEADERSHIP
This course is designed to provide the student with the opportunity to synthesize knowledge within a leadership/management role. Emphasis is placed on professional role development within the context of leader, change agent, and designer/manager of care. Abroad scope of nursing practice is examined that encompasses the roles of patient care provider and patient care manager. Health care and nursing are analyzed within a service and business context, and specific leadership initiatives are explored. Issues related to health care delivery, advocacy, evolving health care systems, organizational structure, quality improvement, financial management, and delegation/supervision are examined from a theoretical and practical perspective. The effects of ethical, legal, and regulatory processes are explored. Knowledge and behaviors consistent with professional practice and based in nursing research are stressed within a paradigm that views the nurse as a leader and collaborator within the interdisciplinary health care team.

COMMUNITY HEALTH NURSING
This course is designed to assist the student in synthesizing data and applying knowledge, which focuses on modifying health-promoting behaviors from a community and global perspective. Emphasis is on using a problem solving approach with multiple individuals, families, and groups to provide culturally sensitive care in community settings. Students develop health-promoting interventions through application of the nursing process, utilization of Gordon's Functional Health Patterns and establishment of community partnerships. They practice as designers/managers of care with at risk groups in the community by assuming the facilitator role in collaboration with interdisciplinary team members within the community. Students gain an appreciation for their role as change agents and their need to be actively involved in research to guide the development of health care policy.

MENTAL HEALTH NURSING
This course is designed to prepare the student to provide culturally competent nursing care for children, adolescents, and adults with acute and chronic mental/behavioral health problems and coping deficits. Emphasis is placed on psychological development, psychopathology, patient education, treatment modalities and therapeutic nurse-patient relationships. Clinical learning experiences are planned to assist students to assume the role of designer/manager of care. The students utilize knowledge from the sciences and humanities, critical thinking, and the nursing process to synthesize data and provide a research based and outcome oriented approach to nursing care. The students use therapeutic communication skills and creative problem solving approaches with individuals, families, and groups to promote the patient's maximum level of mental, physical and spiritual health in their environment. In addition, the students interact as a facilitator with members of the interdisciplinary team.

ADULT HEALTH NURSING II
This course is designed to build on previous learning and provide students with theory related to unstable adult health problems and their collaborative management. Emphasis is on the delivery of culturally competent care to multiple individuals and their families when adult-health problems are more complex and outcomes are less predictable. Students function in the role of designer/manager of care in a variety of clinical settings while caring for diverse patient populations. They incorporate leadership and management behaviors within their evolving role. They assume an active role in clinical decision making and data synthesis in the management of complex patient assignments and patients experiencing multi-system failure and/or life-threatening events. In their expanded role as designer/manager of care, students assume an active role of advocacy aimed at quality care and cost containment and apply principles of delegation and supervision. They are encouraged to develop research-based creative problem-solving approaches when providing health care and to exhibit leadership skills as effective change agents within the evolving health care delivery system. Students build on previously learned communication skills and learn techniques to facilitate problem solving, modify health behavior, and incorporate leadership/management principles as integral members of the health care team.

NURSING RESEARCH
This course is designed to assist the student in developing and strengthening concepts of the professional nurse as a researcher. Emphasis is placed on critiquing the research that contributes to the development of nursing theory and improvement of nursing practice. All components of the research process: design, collection and processing of data, analysis, and interpretation of findings are included.

FORENSIC NURSING
This course provides an introduction to the historical development and emerging roles in the specialty practice of forensic nursing. Participants will explore the
more common role of the sexual assault nurse examiner (SANE), as well as the evolving roles of the forensic nurse in evidence collection, expert witness
testimony, and investigation of real and potential causes of morbidity and mortality in a variety of settings. This course provides concepts related to the fundamentals of forensic nursing, law, mental health, and science that are necessary for the nurse to func-
tion as a liaison between the criminal justice and healthcare systems. Expanding roles of the forensic nurse in bioterrorism, domestic and international investigations of human rights abuse, and as death examiner are explored. Research findings related to
the issues and roles of forensic nursing are critiqued.

PSYCHO-SOCIAL CONCEPTS FOR NURSING
This course surveys psycho-social concepts for nursing students in a curriculum specifically designed for second baccalaureate students. It applies principles
from psychology, sociology, and growth and development to nursing and examines individual and group behavior in relation to health and illness.

PATHOLOGICAL PROCESSES FOR NURSING
Pathophysiology studies the disruption of homeostasis in the human body. This course provides the foundational knowledge used by the beginning practitioner in the delivery of nursing care. It is designed to facilitate the transfer of knowledge from the basic sciences to diseases encountered in clinical practice. Progressing from general concepts relevant to altered conditions, the course examines specific disease processes encompassing all body systems. Commonly encountered diseases that have a high incidence of occurrence are stressed. The disease, its definition, etiology, incidence/prevalence, pathogenesis, risk factors, clinical manifestations including laboratory values and treatments are examined. The focus of each altered condition is linked to the importance of this information for a beginning practitioner
to implement the nursing process.

NURSING AND HEALTH CARE
This beginning nursing course in a curriculum specifically designed for second baccalaureate students introduces Orem's nursing theory, reinforces Erikson's developmental theory, and integrates both theories within the nursing process. It emphasizes universal and developmental self-care requisites and includes the evolution and present status of nursing profession. The student assumes the role of contributor of care using the partly compensatory nursing system.

NURSING AND HEALTH DEVIATIONS I
This intermediate nursing course in a curriculum specifically designed for second baccalaureate students uses Orem's and Erickson's theories to meet the therapeutic self-care demands of women, newborns, and families. The student assumes the role of coordinator of care using the wholly and partly compensatory nursing systems.

NURSING AND HEALTH DEVIATIONS II
This intermediate nursing course in a curriculum specifically designed for second baccalaureate students uses Orem's and Erikson's theories to meet the therapeutic self-care demands of children and families. The student assumes the role of coordinator of care using the wholly compensatory nursing system.

NURSING AND HEALTH DEVIATIONS III
This intermediate nursing course in a curriculum specifically designed for second baccalaureate students uses Orem's and Erikson's theories to meet the therapeutic self-care demands of adult individuals and families. The student assumes the role of coordinator of care using the wholly compensatory nursing system.

NURSING AND HEALTH DEVIATIONS IV
This intermediate nursing course in a curriculum specifically designed for second baccalaureate students uses Orem's and Erikson's theories to meet the therapeutic self-care demands of children and adults with mental health deviations. The student assumes the role of coordinator of care using the wholly and partly compensatory nursing system.

NURSING AND HEALTH CARE LEADERSHIP I
This is an advanced nursing course in a curriculum specifically designed for second baccalaureate students. The student synthesizes knowledge from Orem's and Erikson's theories to function in a leadership capacity in the community. The student assumes the role of collaborator within the health care team to promote individual, family, and group health within the community using the supportive-educative nursing system.

NURSING AND HEALTH CARE LEADERSHIP II
This is an advanced nursing course in a curriculum specifically designed for second baccalaureate students. The student synthesizes knowledge from Orem's and Erikson's theories to function in a leadership capacity in in-patient health care settings. The student assumes the role of collaborator within the health care team using the wholly compensatory, partly compensatory, and supportive-educative nursing systems.


Other nursing schools in Pennsylvania

Alvernia College - Department of Nursing
The Alvernia College Nursing Programs (BSN and RN-BSN Completion) offer students the opportunity to learn in an academic environment which promotes de...
Address: 400 Saint Bernardine St., Nursing Resource Center

The Pennsylvania State University (School of Nursing)
LETTER FROM THE DIRECTOR I hope your visit shows you what we are doing to educate the next generation of nurses and improve the health and well-bei...
Address: 201 Health and Human Development East

Neumann College (Division of Nursing and Health Sciences)
Franciscan values and tradition infuse the strong liberal arts and professional education which is basic in developing the professional nurse within c...
Address: One Neumann Drive