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Hartwick College - Department of Nursing

Preparation for a career in the rapidly changing field of nursing requires more than the specialized scientific training necessary for licensure. Nurses must understand people and the world in which they live. They must be excellent communicators, have analytical and decision-making skills and be prepared to assume positions of leadership in patient care and management. Professional competencies increasingly will be defined in terms of the application of critical thinking to a broad range of health problems in order to promote, maintain and restore high-level wellness in people. Completion of Hartwick’s baccalaureate nursing program, as part of a broader liberal education, will enable students to acquire these skills in addition to the nursing skills they will need to practice in our high-tech, health-conscious society.

Hartwick’s professional nursing curriculum begins with a foundation in the basic biological, natural, social and behavioral sciences. Electives in the humanities, required throughout the four-year academic program, complement the scientific and technical competencies required for professional practice. The professional component of the major program facilitates knowledge, attitude and skill acquisition essential to meet the complex patient care demands in a diversity of healthcare environments. In addition, the major fosters the potential for leadership and a sense of professional awareness and responsibility. Clinical practice centers on health promotion, risk reduction, and illness and disease management in hospital as well as community-based healthcare agencies. By the senior year, the focus is on the development of leadership skills, research methodologies and professionalism.

All courses in the freshman, sophomore, and junior years are sequential. Many also are prerequisites to other courses. Each must be completed successfully in order for students to follow the planned sequence for the nursing major and before students may enter the senior year nursing sequence.

Because of the correlation between safe professional nursing practice and academic performance, nursing majors must meet the departmental progression policies as well as the academic standards within the college. Nursing majors are required to maintain a minimum cumulative average of 2.0 and must earn a minimum grade of C in all prerequisite, corequisite and major courses to progress in the major. Nursing as an applied science requires that each student demonstrate not only mastery of theoretical knowledge but also competency in the application of theory to practice of cognitive, affective, and psychomotor skills. Nursing majors must successfully complete both the theoretical and laboratory portion of each nursing course in order to receive credit for the course.

Upon successful completion of Hartwick’s major in nursing, students receive a B.S. degree and are qualified to write the NCLEX examination for licensure as a Registered Professional Nurse (RN). The Hartwick College nursing program has full accreditation from the Commission on Collegiate Nursing Education.

Our mission is to educate a highly qualified, self-directed nurse who will competently function in the present and rapidly changing healthcare system of the future. The graduate will possess the personal, intellectual and social skills necessary to meet the challenges of an ever-changing interdependent and diversified world.

School name:Hartwick College - Department of Nursing
Address:One Hartwick Drive, Johnstone Science Center
Zip & city:NY 13820-4020 New York

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Hartwick College - Department of Nursing Nursing School Location

Hartwick College - Department of Nursing Courses

Introduces nursing as an art and a science that is distinguished by humanistic caring. Study will initially focus on the self and maximizing one’s position on the health/illness continuum but will progress to the concept of “client” in the health system. This conceptual leap requires an understanding of individual differences, values, beliefs, culture, interpersonal communication, the healthcare system, nursing as a profession from a baccalaureate perspective, and as a unique changeagent for the improvement of holistic health. In the laboratory, students are introduced to self assessment tools to determine individual health status and to commonly used actions basic to nursing practice that meet the needs of clients of all ages in structured and unstructured settings. Students will have the opportunity to apply therapeutic use of self and basic nursing skills learned in the laboratory in the nursing home setting. Offered fall semester. (SBA)

Offers experience for the student to assess health status from a holistic perspective. Synthesizing knowledge from the biological and behavioral sciences, students will develop skills in assessment, data collection and physical examination. The course is presented through body systems approach incorporating age related changes, normal and abnormal variations, and cultural considerations. Practical skills application is acquired in the laboratory and/or clinical setting.

Psychological effects on the body and the use of medications in disease treatment. Students are introduced to the legal and developmental aspects of drug administration as well as calculations and drug administration techniques. Safe drug administration is practiced in a clinical environment using a variety of routes of administration.

Introduces students to the physical, psychological, and sociological aspects of illness as experienced by the adult client. Aging and cultural factors that have an effect on nursing care are stressed. The focus is on building critical thinking skills to provide holistic client care to adults who are experiencing common health problems. The clinical experience provides students with the opportunity to apply the nursing process and develop basic nursing skills in a variety of acute care medical-surgical settings.

Builds on the conceptual framework of health promotion discussed in previous nursing, science, and co-requisite courses. The course focuses on application of levels of prevention and the nurse’s role in health promotion and risk reduction throughout the reproductive life span, particularly as it applies to the needs of the emerging family and persons with reproductive health needs. Included are the normal biologic, psychological, social, and spiritual changes anticipated particularly during periods of pregnancy, childbirth, and human and sexual growth and development. Common deviations from these normal processes are also explored. Practicum experiences offer the opportunity to apply the nursing process in a variety of clinical settings. Clientele include the childbearing client, the merging family, and persons with reproductive health needs.

Assists the registered nurse student in the transition to the baccalaureate program at Hartwick College. The focus is on communication skills, college level writing, critical thinking, professional practice, and therapeutic nursing interventions. Nursing process, nursing research, and nursing theory are addressed. Assessment/intervention skills for the individual and family within the community are included. Physical assessment skills are reviewed and assessed. In the case of inactive or inexperienced RNs, the clinical experience serves to validate the basic acute care abilities expected of an RN and provides an opportunity to utilize new skills. Offered fall semester. For RNs only.

Is a continuation of Nursing 234. Students will build their broad knowledge base in medical-surgical nursing by integrating course work from pathophysiology and pharmacology into caring for patients with selected health problems. Students will integrate age-related and cultural factors into planning and providing nursing care for adult clients. The focus is on developing proficient critical thinking skills to provide complex holistic client care. The clinical experience provides students with the opportunity to increase nursing skill levels in a variety of acute care medical-surgical settings.

assists the student to recognize the myriad of health beliefs and practices that exist among and between different members of a rural upstate New York culture and how those beliefs and practices have an impact upon the health of its members. This four-week experience is designed to expose the student to the concepts inherent in a rural context, such as isolation, work, and distance. Students will be exposed to different empirical frameworks to assist them in providing holistic, culturally competent care to individuals, families and communities. Clinical experiences will occur in diverse rural community settings with an emphasis on health promotion, disease prevention, risk reduction, and illness and disease management within unique rural cultural environments.

Examines specific diseases based on a physiologic and developmental perspective. Mechanisms of disease, etiology, manifestations, analyses of laboratory data and primary medical and surgical interventions will be reviewed.

Focuses on the scientific application of drug actions and their effects on the wellness/illness state of an individual. Drug classifications are presented within a framework of an individual’s physiological and psychological functioning. Legal constraints and ethical issues related to drug therapy are explored.

Is designed to assist the student to recognize the myriad of health-related beliefs and practices that exist among and between members of a culture and how those beliefs and practices impact upon the health of its members. This four-week immersion experience is designed to expand the student’s knowledge of transcultural concepts and theories; apply cultural assessment in diverse settings; and provide culturally competent care to individuals, families, and communities. Students will be exposed to different empirical frameworks to assist them in providing holistic, culturally competent care. Clinical experiences to meet course outcomes will occur in diverse rural clinic and community settings with an emphasis on therapeutic interventions, health promotion, disease prevention, risk reduction, and health teaching within a unique ethno-cultural environment.

Provides the student with the opportunity to learn nursing care of the infant/child/adolescent within the context of various systems. The conceptual base for understanding health and alterations in health and for providing nursing care to this pediatric age group will be presented. Aspects of health promotion, risk reduction, disease prevention and illness/disease management will be addressed. The course will focus on normal growth and development, physiology, common pathophysiologic conditions, and nursing care of the pediatric client from infancy through adolescence. A variety of clinical settings will be available for the application of knowledge and critical thinking.

Focuses on the application of the nursing process as it relates to the care of clients with complex, multiple systems disorders encountered in critical care units. Advanced medical, surgical and pediatric nursing concepts are studied. The clinical experience in an intensive care unit allows the student to gain insight into the problems of critically ill patients and the management issues that accompany critical illness.

Focuses on the promotion and maintenance of mental health, risk reduction, and alleviation of symptoms of mental illness. Theories of mental health/illness as well as physiologic, psychological, cultural, spiritual and socioeconomic factors that correlate to specific disease entities are addressed. The practicum experience provides an opportunity to gain skill in nursing clients at varying stages of the life cycle who live with psychiatric health problems. From the experience in a peer support group, students gain an understanding of group dynamics and learn beginning group facilitation skills.

Integrates the principles of nursing individuals, family/groups and communities in states of health or illness in a variety of community settings. The student gains advanced skills and works toward achieving independence in applying the entire nursing process toward promoting health and preventing illness in the population. The practicum experience will occur in both formal agencies such as community health nursing organizations and in informal settings such as housing for the elderly, schools, parenting education groups and diverse places where people can benefit from nursing intervention.

Is designed to explore with students the multiple factors influencing nursing practice, such as history, trends, law, healthcare policies, nursing shortage, and other selected issues. Through discourse, students gain a better understanding of the professional values in which nurses collectively believe, thus facilitating the transition from student to professional, baccalaureate nurse. Students work on group projects requiring an interface with the broader professional community.

Introduces the nursing major to research as scientific inquiry for the purposes of constructing and connecting nursing knowledge. Students are involved in learning experiences that enable them to become knowledgeable consumers of research and creators of research questions. Skills necessary to critically read and evaluate nursing research and how to use it as the basis for evidenced-based practice are emphasized. Students will explore the research process including quantitative and qualitative methods. Nursing theories and their impact on the development of nursing knowledge as well as the historical, legal and ethical aspects of nursing research are reviewed.

Focuses on the principles of leadership and management, and the nursing process as it relates to the assessment of organizational systems and the care of groups of patients with complex, multiple systems disorders encountered in acute care settings. The clinical experience takes place in the hospital setting where students gain skills in the management of groups of patients, develop skills in providing leadership of healthcare personnel and demonstrate application of the nursing process as it relates to decision-making in the care of acutely ill clients.

Provides a forum for collegial support for senior students as they develop their senior thesis. The thesis provides senior students with the opportunity to analyze a concept/phenomenon of concern to nursing as a means for guiding nursing practice. The thesis is a project of substantial scope which demonstrates the students’ ability to integrate theory, research, and practice. Synthesis of the understanding of this relationship will form the basis of the fourth chapter of the thesis. Alternately, RN students who have completed Nursing Research with a grade of B or better may choose to participate in the hands-on conduct of a nursing research study.

Provides a seminar setting in which students prepare for the public presentation of their theses.

Provides the opportunity for the student to individually develop and implement a study program in an area of specialized interest in nursing and assists the student in the transition from academe to the realities of professional practice. This four week, independent, internship is planned in collaboration with a faculty member and an on-site supervisor.

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