Hannibal-LaGrange College

Welcome to the Hannibal-LaGrange College Nursing Department. To your left, you will find links to important information about our program, including a history of the Evelyn Scarbrough Nursing Division, information from HLG's online catalog, the department handbook, application for admission in to the program, and more.

Current students in the program can also find syllabi and other pertinent information as well.

The Nursing Department Faculty would like to welcome you to the Nursing Department of Hannibal-LaGrange College. Please choose a destination on the left.

MISSION

The mission of nursing education at Hannibal-LaGrange College is consistent with that of the college and shares the concern of maintaining high academic standards in a distinctively Christian environment. Such an environment encourages the highest development of the student intellectually, physically, socially, and spiritually

PURPOSE

In order to comply with terms of affiliation agreements between Hannibal-LaGrange College Nursing and Allied Health programs and clinical agencies, any student who is to have contact with patients or residents must provide disclosure regarding his or her criminal background and have a criminal background check by the Missouri State Highway Patrol Criminal Records and Identification Division, the Missouri Department of Health and Senior Services, and any agency thereof required by the clinical agencies (i.e. Employee Disqualification List (EDL), Office of Inspector General (OIG), General Services Administration , FBI and/or any other law enforcement agency of the state and of the United States). State law prohibits a hospital, or other provider, from knowingly allowing those who have been convicted of, pled guilty to or nolo contender in this state or any other state, or has been found guilty of a crime, which is committed in Missouri as a Class A or B felony violation, to give care to clients in their agency.

In addition, some clinical agency sites with which the College has affiliation agreements may also require evidence of negative substance abuse and drugs screens. Hannibal-LaGrange Nursing Division and Allied Health require all students to report for their clinical experience free from the effects of illegal drugs, alcohol, or any other drugs that may impair their performance and jeopardize patient safety.

HISTORY OF NURSING DIVISION

Hannibal-LaGrange College (HLG) Evelyn Scarborough Linebury Nursing Program evolved in the early 1960's from the community's expression of the need and support for a nursing program. Numerous meetings were held involving representatives from the college and both local hospitals, as well as other citizens. However, instead of seeking to begin a nursing program on its own, HLG chose to enter into a cooperative arrangement with Missouri Baptist Hospital in St. Louis. While the hospital officially operated the nursing program, nursing students took their first full year of work at HLG, with the director of the nursing program traveling regularly from St. Louis to Hannibal to supervise certain aspects of their study. That arrangement was in effect in 1967 when HLG was merged with Missouri Baptist College and became Missouri Baptist College-Hannibal Campus. Following that merger, the first-year nursing curriculum was moved to the St. Louis campus because of its proximity to Missouri Baptist Hospital. In 1973 when HLG was separated from Missouri Baptist College, the nursing program remained in St. Louis. Ever since that time, however, the Hannibal community had expressed a strong interest in again having a nursing program at HLG, preferably with students also completing their clinical experience in the Hannibal area.

In 1976 a study determining the feasibility of establishing a nursing program at Hannibal-LaGrange College was conducted by Denese Shumaker, R.N., M.S.. Mrs. Shumaker was the Assistant Director of the School of Nursing Memorial Hospital, Memphis, Tennessee. Mrs. Shumaker concluded that on the basis of the need for additional registered nurses in the area, widespread community support, the resources of the college and the community, and the interest expressed by many potential students, it would indeed be advisable for HLG to operate a nursing program.

In 1979 Dr. Gerald Martin, then president of HLG , shared some of his dreams for the college. One of which was to begin a nursing program with Mrs. Evelyn Scarborough Linebery of Midland, Texas. Mrs. Linebery herself was a registered nurse and knew from experience the great contribution that can be made through that profession. In 1979 she pledged $250,00.00 to help start a nursing program at HLG.

In the fall of 1979 the college formed a Community Support Committee composed of both health care personnel and other community leaders. The purpose of the committee was to offer guidance both in the building of the program and in its continued operation.
Early in 1980 the college employed Mrs. Mildred Ross to assist in the early stages of the program. Mrs. Jesse Wilson was employed as the director in the spring of 1980. She worked diligently to enlist a competent faculty and see that the requirements of the State Board of Nursing were met. The State Board of Nursing gave approval for Hannibal LaGrange College to begin nursing classes in 1981.

The history of the nursing program now includes the baccalaureate nursing program for registered nurses which received approval from the North Central accrediting agency in the summer of 1986. A feasibility study conducted by the program revealed the need for such a program and that an R.N. student population existed in the area. Members of the Community Support Committee held a special meeting in the spring of 1986 to discuss the need for the additional program. The committee voted unanimously to recommend that the college administration proceed in this direction. The initial student response has already confirmed the study's findings. Two full-time faculty were employed for this program as of the summer of 1988. With both programs in operation the next goal seen as vital was to have the programs fully accredited by the National League for Nursing (NLN).

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Hannibal-LaGrange College Nursing School Location

Hannibal-LaGrange College Courses

NURSING FUNDAMENTALS
Introduces basic concepts and skills fundamental to nursing. Focuses on the assessment and analysis of man and the ability to fulfill basic needs through self-care.

ADULT/CHILD I AND THE CHILDBEARING FAMILY
Emphasis on concepts and skills needed to assist patients of all ages who are unsuccessful in using self-care to meet basic needs. Focuses on planning, intervention, and evaluation. The course also focuses on the application of knowledge and the development of skills needed for supporting the family through the childbearing cycle.

CLINICAL PRACTICUM
Designed for those students who wish to refine psychomotor nursing skills and become more adept in the clinical setting, as well as for those students who were unable to fulfill clinical objectives within the allotted semester because of minor deficits in clinical ability or attendance.

TRANSITION NURSING
Informs the transition nursing student concerning the LPN to RN transition process. Reviews basic concepts and skills fundamental to the profession of nursing and considers how clients throughout their lifespan interact with their environment in varied health conditions.

ADULT/CHILD II AND MENTAL HEALTH NURSING
Focuses on the care of patients of all ages with commonly seen pathophysiological and/or psychosocial and behavioral alterations that interfere with the individual's ability to provide self-care. Emphasizes the ability to individualize the nursing process for each unique patient.

ADULT/CHILD III AND CLINICAL LEADERSHIP
Continuation of content begun in Adult/Child II and Mental Health Nursing. Includes care of patients with health problems of increasing complexity. Emphasis on clinical leadership, organizational skills, and the functions and responsibilities of a nurse as a health team member.

PHARMACOLOGY I
Focuses on pharmacological principles, including therapeutic use, drug action, dosage, side effects, contraindications of use, and nursing implications. Includes lifespan concepts and correlates with altered health states identified in Adult/Child II and Mental Health Nursing.

PHARMACOLOGY II
Continuation of PHARMACOLOGY I. Theory content correlates with altered health states identified in Adult/Child III and Clinical Leadership.

NURSING SEMINAR
Provides students with knowledge and skills that will help them move smoothly through the transition from student to practitioner.

NURSING IN THE HEALTHCARE SYSTEM
Promotes a positive educational adjustment for RNs returning to school while developing a concept of the professional nurse in today's healthcare system.

HEALTH ASSESSMENT
Introduces basic concepts and skills needed to assess the biopsychosocial and spiritual states of the client. Includes guided laboratory practice.

CONCEPTUAL APPROACHES TO NURSING
Focuses on the development, analysis, and evaluation of nursing theory. Discussions on the relationships between research, practice, education, and theory. Gives particular attention to past and present theories.

NUTRITION IN HEALTH
Focuses on principles of nutrition, including assessment, planning, implementing, and evaluating nutritional therapy for both well and ill clients throughout the lifespan.

GERIATRIC NURSING
Focuses on unique characteristics of older persons and their acute care problems, risks, and service needs. Also examines the complexities of long-term care and nursing roles in a variety of settings.

WOMEN'S HEALTH
Examines current sociocultural concerns that impact women's health; provides an overview of women's health issues from adolescence through old age; and stresses an active role for women in promoting their own health.

INTRODUCTION TO CRITICAL CARE NURSING
Provides essential information related to entry-level critical-care nursing practice. Also includes codes, hemodynamics, EKGs, ventilation, and nursing care during critical illnesses.

BIOETHICS
Focuses on principles and theories of ethics in healthcare. Offered upon sufficient demand.

DYNAMICS IN FAMILY HEALTH
Focuses on the family as client. Examines theories of family function and dysfunction, techniques of assessment, and models of family intervention. Includes a family assessment.

CLIENT EDUCATION FOR THE PROMOTION OF HEALTH
Provides opportunities for students to assess, plan, implement, and evaluate client education in order to promote the health of both individuals and groups. Introduces basic principles of teaching-learning, legal-ethical issues, financial considerations, change theory, and concepts central to health promotion. Includes weekly clinical hours.

RESEARCH PROCESS IN NURSING
Provides opportunities for students to develop an understanding of the research process, to acquire beginning skills in identification of researchable problems, and to become intelligent consumers of research findings.

LEADERSHIP AND MANAGEMENT
Focuses on leadership and management principles as applied to individuals and groups within hospital and community settings. Emphasis on application of critical thinking in decision-making. Includes clinical preceptorships.

COMMUNITY HEALTH NURSING
Focuses on individuals, families, aggregates, and communities as recipients of care. Students will assess, plan, implement, and evaluate nursing care given in a variety of settings. Analyzes the role of the professional nurse within these settings. Includes weekly clinical hours.

ADVANCED TOPICS
Courses providing opportunities for students to explore select healthcare topics.

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