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Emory University (Nell Hodgson Woodruff School of Nursing)




It is a pleasure to welcome you to the Nell Hodgson Woodruff School of Nursing’s website. You are about to embark on a virtual tour of a school whose most important mission is the improvement of nursing care through our key values of scholarship, leadership and social responsibility.

Our school of nursing is a very special place – we enjoy a long tradition as one of the nation’s leading schools of nursing, as you will learn from our brief history. We are uniquely well poised to move nursing forward with our state-of-the-art building, exciting educational offerings – including our doctoral program, an impressive research program and superb clinical sites and resources. Interwoven throughout all of this is our outstanding faculty.

Our setting offers tremendous advantages and opportunities for those who wish to move nursing forward into this next century. We are an integral part of Emory University, a top 20 university, recently named one of the "New Ivies" by Newsweek. We also enjoy the very rich experience of being a part of the Woodruff Health Sciences Center. In short, we are uniquely positioned to engage in productive interdisciplinary collaboration and partnerships for both students and our faculty. We have ongoing collaborative educational programs with the Rollins School of Public Health, School of Medicine, and Candler School of Theology that provide unique career opportunities. And, both our faculty research and doctoral programs involve strong linkages across the campus.

Our school enjoys being a part of the Atlanta community, with its rich and diverse history and character. Our location enables us to collaborate with organizations such as the Centers for Disease Control and Prevention (CDC), the American Cancer Society, CARE, the Carter Center, the City of Atlanta and many others. Our faculty and students are committed to community partnerships and are actively engaged in service-based learning and practice.

The Nell Hodgson Woodruff School of Nursing is a vibrant and exciting place to learn, to teach, to discover, to practice and to work. It is also a place where caring, scholarship, leadership and social responsibility serve as the foundation for all that we do.




School name:Emory UniversityNell Hodgson Woodruff School of Nursing
Address:1520 Clifton Road, NE
Zip & city:GA 30322-4207 Georgia
Phone:404.727.7980
Web:http://prod-nursing.emory.edu/nursing/
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Nell Hodgson Woodruff School of Nursing Nursing School Location







Nell Hodgson Woodruff School of Nursing Courses


CORE CONCEPTS I
Core Concepts I is the first of a three-course sequence designed to be supportive of the clinical practice courses. It provides a link between the content and concepts in health assessment, integrated science, and the clinical practice courses. The content is organized around basic human responses to alterations in psychosocial and physiological health status as they occur in persons of all ages, families, selected cultural groups, and populations at risk in a variety of practice settings.

INTEGRATED SCIENCE I AND II
This is a two-semester course sequence that focuses on the pathogenesis of disease processes and on the related pharmacological, dietary, and nursing interventions used to prevent, treat, and control these processes. For the nursing student, this course is a bridge between preclinical and clinical courses, providing the foundation for the development of a clinical practice.

CLINICAL NURSING I
This is a first-semester clinical course. It provides an introduction to the practice of professional nursing through a combination of classroom, skills laboratory, and supervised clinicalpractice activities. Classroom learning focuses on content foundational to the practice of professional nursing: critical thinking, nursing process, communication, health promotion, principles of teaching, elements of normal nutrition, human sexuality, and theories of stress, individual and family development, and caring.

CLINICAL NURSING II: DEVELOPING FAMILIES
This is a second-semester course. Emphasis is placed on the care of pediatric and childbearing clients in the context of family development. The course builds upon the content and concepts contained in previous courses and incorporates content and concepts from concurrent courses.

CLINICAL NURSING II: MATURING AND AGING FAMILIES
This is a second-semester clinical course. This course focuses on the physical and mental health and nursing care needs of clients from young adulthood through old age. It builds upon the content and concepts contained in previous courses and incorporates content and concepts from concurrent courses.

PROFESSIONAL DEVELOPMENT I: FOUNDATION OF PROFESSIONALISM
Professional Development I, the first in a four-semester series, emphasizes the development of professional roles expected of a nurse with bachelor’s-level training. Emphasis is placed on group dynamics and writing. Various definitions, models, and theories of nursing from a historical perspective will be presented, and the student will examine his/her own history and culture as the foundation on which to grow professionally. Emphasis is given to professional ethics and to cultural awareness. Seminar groups, led by faculty mentors, will provide an environment for discussion of lecture topics and for development of attitudes, values, beliefs, and personal skills supportive to professional growth. Through the use of personal journals and other writing projects, self-awareness and understanding is fostered.

Professional Development II: Research
Professional Development II, the second in a four-semester series, emphasizes the role of research in nursing and health care. Students are introduced to a variety of methods of inquiry and participate in learning activities designed to develop the skills necessary to understand and apply research findings to clinical nursing practice. This course also incorporates content related to ethical and cultural issues in health care and health care research. The ethical issues addressed include decision making, informed consent, protection of vulnerable populations, and the role of institutional review boards. The course assignments are designed to provide students with opportunities to develop their critical thinking and scholarly writing skills further.

HEALTH ASSESSMENT
Health Assessment provides the knowledge and skills necessary for assessing the health status of clients. Students use structured interviews to elicit health histories and health practices; they also perform physical examinations in a systematic manner to determine areas in which health promotion activities should be implemented or reinforced. Students are introduced to a broad range of normal variations through supervised practice with peers in the laboratory setting. Further application will occur within concurrent and subsequent clinical nursing courses.

INTRODUCTION TO CRITICAL CARE NURSING
This elective is designed to provide senior undergraduates with an introduction to critical care nursing. It is open to undergraduates who have completed the first two semesters of the undergraduate curriculum and contains classroom, laboratory, and clinical components.

CORE CONCEPTS II
Core Concepts II is the second of a three-course sequence designed to be supportive of the clinical practice courses. The content is organized around basic human responses to the alterations in psychosocial and physiological health status as they occur in persons of all ages, families, selected cultural groups, and populations at risk in a variety of practice settings.

CORE CONCEPTS III: SYNTHESIS
This is the third of the three-course sequence designed to be supportive of the clinical practice courses. The course provides opportunities for analysis and synthesis of content and concepts contained in previous and concurrent nursing courses. The primary focus for this course is clients with complex health care needs.

HUMAN CLINICAL GENETICS
This course guides students through the emerging data on genetics and its relationship to health. Classes communicate the scope and impact of genetics across the life span, while students learn the vocabulary and concepts in genetics as well as develop an understanding of the fundamental clinical situations, which will serve as examples for classroom content.

CLINICAL NURSING III: DEVELOPING FAMILIES
This is a third-semester clinical course. Emphasis in this course is placed on the care of pediatric and childbearing clients in the context of family development. The course builds upon the content and concepts contained in previous courses; it also incorporates content and concepts from concurrent courses.

CLINICAL NURSING III: MATURING AND AGING FAMILIES
This is a third-semester clinical course. This course focuses on the physical and mental health and nursing care needs of clients from young adulthood through old age. It builds upon the content and concepts contained in previous courses as well as incorporating content and concepts from concurrent courses.

CLINICAL NURSING IV: COMMUNITY HEALTH NURSING
This course is a fourth-semester clinical course. The focus is on population- and community based nursing practice. The course builds on previous nursing courses as well as incorporating content and concepts from concurrent courses to community health nursing practice.

CLINICAL NURSING V: ROLE TRANSITION
This course is intended to assist the student in making the transition from student nurse to beginning professional nurse. It builds on previous clinical and theoretical learning and experiences. Students are assigned to both hospitals and community-based health care settings to provide acute care to groups of patients.

CLINICAL NURSING VI: LEADERSHIP TRANSITION
This final-semester clinical course for registered nurse students provides opportunities for the application of content and concepts from all previous courses in the program. Students have a choice of a variety of roles and clinical sites; they may choose either in-patient or community-based settings. Each student will work with a faculty member to develop objectives and plan activities that are congruent with both the program outcome objectives and the student’s career goal. Preceptors, appropriate to the students’ learning needs, work collaboratively with faculty to provide on-site mentoring and supervision. Written journals and weekly seminars serve to document progress in meeting objectives and to synthesize, analyze, and evaluate the evolution of leadership.

PROFESSIONAL DEVELOPMENT III: MANAGEMENT
The third of a four-semester professional development course series, this course emphasizes the management role of the nurse. Also addressed are ethical issues related to health care delivery and the changing health care environment, as well as an introduction to political and legal workplace issues. Students are introduced to new content during weekly class sessions and have the opportunity to discuss pertinent issues in weekly small-group seminars. Students will develop a resume and practice interview skills.

PROFESSIONAL DEVELOPMENT IV: POLITICS AND PUBLIC POLICY
Professional Development IV is the last in a four-semester series, emphasizing the development of role expectations of a nurse prepared at the bachelor’s level. The course focuses on the professional nursing role and the concepts that form the basis of nursing practice. Emphasis is placed on the current status of nursing and the importance of participation in professional nursing organizations. Through lecture, faculty mentoring, and participation in small-group seminars and group presentations, the student will be able to define his or her own professional practice with regard to political, economic, legal, ethical, social, and cultural influences in nursing, both domestically and globally.

PROFESSIONAL DEVELOPMENT V: RN TRANSITION
This first semester course for registered nurse students focuses on the professional roles expected of a nurse prepared at the bachelor’s level. Group process and seminar discussions serve to develop insight into personal values, beliefs, cultural influences, and communication style. Definitions, models, and theories of nursing are examined from a historical perspective. The core of the course revolves around issues related to the rights and responsibilities of professional nurses in today’s health care environment, in legislative and health-policy arenas, and in a dynamic politico-economic situation. Students have multiple opportunities to refine their writing skills and to develop leadership ability further.

SYNTHESIS SEMINAR
This course provides opportunities for senior students in their final semester of study to analyze and synthesize content and experiences from all previous and concurrent nursing courses. One component of this course holds students responsible for self-paced preparation for the NCLEX examination. Weekly seminars are scheduled to provide a forum for discussion of essential content.


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