Hesston College - Nursing Department

HISTORY
The Hesston College nursing program enrolled its first class of students in the fall of 1966. Two years later in May of 1968, 18 students became the first Associate Degree graduates of the Hesston College nursing program. Over time, 1133 individuals have graduated from the program and launched careers in nursing. These graduates include traditional-aged, dorming students from all over the United States and world, as well as commuting students from the local region who come to Hesston College for a first-time college experience or to retool for a new career.

PROVEN RECORD OF EXCELLENCE
The Hesston College nursing program has earned a trusted reputation in preparing graduates for the Registered Nurse (RN) role. Of our nursing graduates to date, more than 98.6% have passed the national licensure exam and are now registered nurses. Hesston College graduates are valued employees in a variety of settings and RN roles in the local Kansas region, throughout the United States, and internationally.

ACCREDITATION HISTORY
Hesston College was the first Associate Degree program in Kansas to achieve accreditation from the National League for Nursing (NLN) in 1970. Since that time, the program has maintained continuous accreditation by the NLN Accrediting Commission (NLNAC). The program is also approved by the Kansas State Board of Nursing. Both of these agencies set forth standards and expectations to ensure the quality of classroom and clinical education that Hesston College nursing students receive.

WHY NURSING GRADUATES SAY THEY ARE GLAD THEY CHOSE HESSTON
Hesston College provides a person-centered, supportive educational setting in which students can gain confidence in their knowledge, gifts and nursing skills. Nursing faculty members are concerned about the education their students receive, and work with students on a one-to-one basis. Faculty members believe that an open, supportive relationship with students is the greatest asset of the Hesston College nursing program. Surveys show that Hesston College nursing alumni are very satisfied with the personal care and support they received from nursing faculty. Here are a few samples of alumni comments taken from recent surveys:
* "The sense of integrity is what I enjoyed about this program. The instructors help students with care and compassion, not with ridicule and sarcasm."
* "I valued the way faith was incorporated into nursing and the relationship between instructors and students."
* "Caring and compassion were taught and demonstrated by nursing faculty who showed us a personal touch throughout the program. I think this helps Hesston College nurses become more caring and compassionate in their practice, too."
* "A very strong point of the Hesston program is the art of nursing learned here. The art is relating to people. Positive interpersonal skills were demonstrated by faculty in relating to each other, students and patients. This is an aspect of nursing often forgotten in our high-tech world. I'm convinced that a smile, well-timed humor, a hand to hold, or a shoulder for a patient or family member to cry on can do more for healing than any pill or knife. Its the 'art of nursing'..it's the art of Jesus."
* "Hesston College prepared me with excellent basic nursing knowledge that has allowed me to excel as a nurse. The faculty provided me with a strong foundation to provide holistic care. I often get compliments for my nursing practice and am asked where I obtained my nursing degree. I encourage the interviewing of Hesston College graduates at my employment agency because I know how well-prepared they will be."
* "I greatly enjoyed the nursing program and have never regretted my choice to attend Hesston College. It's wonderful to have Christian nursing instructors teaching students how to 'heal' patients physically, spiritually and emotionally. I value all that I learned at Hesston and pray that I can be as good a nurse as I was taught to be."

UNIQUE ASPECTS OF THE NURSING PROGRAM
As part of a church-affiliated campus community, students are encouraged to explore their personal values and faith perspective to understand how this can enhance nursing care of clients. A thread of holistic nursing care runs throughout the curriculum, upholding the program's purpose to prepare nursing graduates "who view nursing as a service and are equipped to deliver direct, quality client care through nurturing the body, mind and spirit."
Each nursing course examines aspects of faith, ethics and caring as students consider their nursing role and the needs of clients. In the Biblical Literature course required of all students, Michele Hershberger of the Bible faculty and Bonnie Sowers of the Nursing faculty combine their academic areas to help students integrate concepts from the Biblical narrative with real-life nursing experiences. Their goal is to empower students to bring hope and love to clients along with technical nursing interventions.

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Hesston College - Nursing Department Nursing School Location

Hesston College - Nursing Department Courses

NURSING I
Introduces concepts, processes, and skills which are foundational in the delivery of holistic nursing care. Provides an introduction to the nursing process, beginning physical assessment skills, teaching/learning, and the concepts of communication and caring. Emphasizes the importance of critical thinking in each nursing practice setting. Explores the impact of illness on the various adult body systems with an emphasis on the older adult. Examines legal and ethical issues which influence contemporary health care and asks students to identify their philosophy of nursing and career goals. Includes clinical participation in medical, skilled, and gerontological care settings.

NURSING II
Builds upon the concepts, processes, and competencies developed in Nursing I. Focuses upon knowledge and skills which are directly applicable to perioperative and maternal-child nursing. The nursing process, teaching/learning, critical thinking, and concepts of communication and caring are applied to perioperative and maternal-child care situations. Students are asked to examine legal and ethical issues which directly apply to nursing and to assess the relationship between personal values/faith perspective and the effective delivery of holistic client care. Students learn to apply physical assessment skills to perioperative, maternal/newborn, and pediatric care settings. Basic adult head-to-toe assessment is reviewed. Includes clinical participation in maternity and pediatric nursing, medical and perioperative care settings.

DOSAGE CALCULATION
Introduces dosage calculations for administering medication. Includes reading, interpreting, and solving calculation problems encountered in the preparation of medications and converting between apothecary, household, and metric systems of measurement. Uses dimensional analysis as the method for making calculations.

NURSING PHARMACOLOGY I
Introduces the student to pharmacological terms, principles, and core concepts of drug actions/interactions related to the provision of nursing care. Topics specific to this course include the use of over-the-counter drugs; drug absorption and distribution in the elderly; and the role that vitamins, minerals, and herbs play in the therapeutic treatment regimen. Principles and medications for pain management are also discussed.

NURSING PHARMACOLOGY II
Builds upon the concepts presented in Nursing Pharmacology. Focuses on specific therapeutic regimens that relate to the perioperative, maternal/newborn, and pediatric care experiences. Also addresses principles of anti-infective and anti-inflammatory pharmacology.

TEST-TAKING SKILLS FOR NURSES
A self-directed study that assists beginning nursing students to maximize test success. Focuses on development of a positive mental attitude, study techniques, test-taking skills, and critical thinking and reasoning as applied to decision making and problem solving. Includes opportunities to practice test-taking skills.

MEDICAL TERMINOLOGY
A comprehensive, self-paced course designed for persons in the fields of allied health, nursing, and business office technology. The course is arranged by body systems. Provides a systematic learning experience with overviews on anatomy and physiology and learning exercises/review questions regarding terminology related to surgical procedures and pathology, abbreviations, diagnostic and laboratory tests, and vocabulary words.

NURSING III
Builds upon the concepts, processes, and competencies developed in Nursing I and II. Focuses upon nursing care for adult clients in acute care settings who are experiencing alterations in oxygenation, metabolism, motion, and mental and emotional health. Physical assessment skills are expanded in nursing areas of focus. The nursing process, teaching/learning, critical thinking, and concepts of communication and caring are applied in the clinical experience. Students are asked to examine legal and ethical issues which directly relate to clients and to take positive steps to strengthen the relationship between personal values/faith perspective and effective holistic client care. Includes clinical participation in acute medical-surgical and mental health settings.

NURSING IV
Builds upon the concepts, processes, and competencies developed in Nursing I through III. Focuses upon nursing care for pediatric and adult clients in acute care settings who are experiencing alterations in digestion, hepatic and renal function, sensation and cognition, defense and protection, and disorders of the reproductive system. Physical assessment skills are expanded in nursing areas of focus. The nursing process, teaching/learning, critical thinking, and concepts of communication and caring are applied in complex client care situations and in the management of client care. Students are asked to integrate knowledge of legal and ethical issues and personal values/faith perspectives to promote effective holistic care. Includes clinical participation in acute medical-surgical settings. The management of client care is a major focus during the clinical practicum.

NURSING PHARMACOLOGY III
Focuses on specific therapeutic regimens related to clients experiencing alterations in oxygenation (cardiovascular and respiratory), metabolism, motion, and mental and emotional health.

NURSING PHARMACOLOGY IV
Focuses on specific therapeutic regimens related to clients experiencing alterations in gastrointestinal, renal, hepatic, reproductive, neurologic, immunity, cancer, and ears/nose/throat/skin health. Current trends, medications administered in community settings, and issues in pharmacology are also included.

FLUIDS AND ELECTROLYTES
Explores signs and symptoms of fluid/electrolyte and acid-base balance and imbalance, including related processes of illness. Focuses on nursing care of clients experiencing imbalance in these areas.

INTEGRATION SEMINAR
Provides an opportunity for students to integrate their nursing educational experiences, applying concepts, principles, and critical thinking to solve problems and make decisions in simulated client care situations. Designed to assist students in development of effective workplace behaviors and management skills and to facilitate successful entry into nursing practice.

NURSING COOPERATIVE EDUCATION
Investigates the role of the nursing assistant within the structured health care setting. Educational objectives are formulated by the student and fulfilled through the cooperative education experience. The ratio of work hours to credit hours is at least 60:1.

Other nursing schools in Kansas

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