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Husson University (School of Health)

The purpose of nursing is to help patients achieve their maximum health potential across the life span. Nursing is the largest component of our expanding health professions, providing opportunities for individuals who seek one-on-one relationships with patients to executive positions in the health industry, from mental health counselors to primary care.

Nursing practice is achieved through a balance of knowledge, intelligence, confidence, competence, and understanding in professional relationships with individuals, families, groups and communities. The patient is a valued human being to be respected, nurtured, and understood. The patient exists as a holistic being who uses biological, sociocultural, psychological and spiritual dimensions in responding and adapting to a complex changing environmental system.
Our nursing program, which is more than 100 years old, is accredited by the Commission on Collegiate Nursing Education (CCNE), and approved by the Maine State Board of Nursing.


One of the reasons that Husson Nursing graduates are so sought after in the job market, we believe, is the integrated approach to nursing that we take. We integrate nursing theory with hands-on-experience. We integrate concepts from the the arts and humanities with facts from hard science and an array of clinical experiences in hospitals and the community. We encourage our students to develop a deep level of understanding of individuals, families, groups and communities, as well as a solid understanding of medical practice and nursing technique.

You will need guidance from the faculty to successfully integrate liberal arts and nursing education, and effort that will be rewarded and enhanced by openness and self-reflection. In addition to providing guidance, faculty serve as role models in this integrated approach. You will be asked to share with your instructors the evaluation process throughout your learning experience at Husson. You will be asked to evaluate yourselves against your own goals as a learner. The goal of nursing education is commitment to lifelong learning.

School name:Husson UniversitySchool of Health
Address:One College Circle
Zip & city:ME 04401 Michigan
Phone:(207) 941-7058

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School of Health Nursing School Location

School of Health Courses

The major focus of this course is on preparing the student to succeed in the rigorous nursing curriculum. Included within this focus are the essence of baccalaureate nursing and the curriculum design. Also included are discussions aimed to enhance student success, including self assessment and identification of learning styles. The major concepts and subconcepts of this nursing course will provide a framework for the individual’s program of study. The concepts include, but are not limited to, critical thinking, the nursing process, teaching and learning.

The focus of the course is health promotion and disease prevention across the life span. Theoretical and conceptual models and related research provide a basis for understanding individuals in the context of families and community. Family nursing theory and community theory are stressed. This course facilitates students’ integration of knowledge gained from science, humanities, and social sciences courses, and nursing knowledge acquired in Professional Concepts in Nursing.

The emphasis of this course is on the nursing assessment of the healthy adult. The student will learn to gather subjective and objective data about a client’s health status and to perform a systematic physical assessment. The clinical laboratory setting will be utilized to practice the techniques of assessment and the identification of normal findings.

The central theme of this course is basic nursing interventions utilized throughout the life span. Utilizing a variety of resources, learners demonstrate beginning competence in basic assessment skills and therapeutic communications. As an outcome of this course learners’ personal and professional development will be enhanced. The learning environment includes the college laboratory and hospital settings. This course includes medication calculations and administration techniques.

The central theme of this course is the application of complex nursing interventions utilized throughout the life span. Utilizing a variety of resources, learners demonstrate competence in application of the nursing process in the implementation of complex nursing interventions. As an outcome of this course learners’ personal and professional development will continue to be enhanced. The learning environment includes the college laboratory and hospital settings. This course includes, but it not limited to, parenteral medication administration techniques and surgical asepsis.

This course builds upon students’ knowledge of anatomy, physiology, chemistry and the nursing process. It is designed to provide the knowledge required for the safe administration of drugs and teaching with patients across the life span. Actions, therapeutic uses, interactions and side effects of major drug classifications, as well as nursing responsibilities related to drug administration to patients across the life span are examined.

This course is the second in a two course series and builds on the content in Research I. Students will broaden their knowledge of nursing research and application to evidence based practice. As a demonstration of increased knowledge the student will develop a research proposal.

This course facilitates students’ integration of knowledge gained from previous courses. Theoretical and conceptual models and related research provide the foundation for expanding health assessment and clinical practice skills. Analytical and experiential learning activities are provided which encourage active participation in demonstrating decision-making skills and judgment in meeting the health care needs of clients/family. Students will utilize community resources in assisting patients to promote well being and prevent complications from illnesses and disease.

The focus of this course is the childbearing family. Concepts related to prepregnancy issues, pregnancy, the fetus/newborn, and the post delivery family are presented. Physiologic, social, and cultural issues, as they relate to the childbearing family, are included. Clinical experiences occur in a variety of settings, including inpatient, educational, and community settings.

Through seminars and travel, the student participates in providing health care to individuals in other cultures.

This course builds upon the student’s broad base of knowledge in the natural and social sciences, humanities, and previous nursing content. Attention is directed toward assessment of biopsychosocial stressors of the individual, family, group, and community and their adaptation to changes in the environment.

This course addresses the care of ill children and their families. Adaptation theory will be used as the theoretical framework for nursing assessments, interventions, and evaluations. The nursing process is applied relative to this population. This course encompasses diagnostic and therapeutic techniques. Clinical opportunities are provided in the acute care setting.

This course continues the content related to the effects of acute and chronic illness/disease on body systems, and expands students’ knowledge from previous learning experiences. In addition, it is designed to integrate and synthesize multisystem failure and examine nursing care in the context of socio-cultural, political and economic systems. Analytical and experiential learning activities enhance the students’ abilities for clinical decision-making, judgment, and management strategies to meet the health care needs of clients/family.

This course focuses on behaviors that occur when individuals, families, and groups in the community are unable to cope effectively with acute and chronic biopsychosocial and cultural stressors. Relevant theories and theoretical formulations are used in order to promote an understanding of individual, family, group, and community dynamics. Within the framework of the nursing process, self-knowledge and intervention skills are developed which allow the student to assist individuals, families, and groups in their adaptation to internal and external stressors.

This course is the last in a sequence of adult health. It is designed to integrate and expand previous learning, clinical and leadership experiences of the student. Students will participate in scenarios that require them to critically analyze and apply research, theories and educational models of teaching learning processes. Clinical practice provides the opportunity to synthesize knowledge and demonstrate diagnostic reasoning, critical decision-making and delegation. Engaged ethical and clinical reasoning occurs with student’s involvement in the management of adult, family, and groups in complex clinical health care situations with expert nurse partners and faculty. This partnership creates a way to understand and guide analytical and experiential learning. These clinical partnerships take place in a variety of clinical settings.

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