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Jackson Community College - School of Nursing




FOUR NURSING PROGRAMS
* The Practical Nurse (PN) Program is a one-year certificate program designed to prepare the graduate to function as a Licensed Practical Nurse (LPN) after passing the State Board examination (NCLEX-PN).
* The Associate in Applied Science Degree Nursing (AAS-N) Program prepares the graduate to function as a Registered Nurse after passing the State Board examination (NCLEX-RN).
* The LPN to ADN program is designed for the Licensed Practical Nurse that plans to become a Registered Nurse. To be eligible for this program, you must have work experience as a Licensed Practical Nurse, pass required tests, and take the required non-nursing courses before entering. These graduates will receive an Associate in Applied Science Degree-Nursing (AAS-N) and will work as RN’s after passing the NCLEX-RN.
* The BSN Transfer Program leads to a Bachelor of Science in Nursing from the University of Michigan.

The Bachelor of Science in Nursing program allows students to enroll and complete the first three semesters of a baccalaureate nursing program at Jackson Community College and to complete the remaining five semesters at the University of Michigan.

After successfully completing a program, the graduate is eligible to make application to take the appropriate licensure examination. Upon passing this exam, the graduate will receive the corresponding license to practice nursing based on the level of education.

HISTORY

The first class of 24 practical nursing students was admitted to Jackson Junior College in September 1961. In the early 1970’s, Foote Hospital closed its registered nurse - diploma program and contracted with Jackson Community College to provide that education. In 1974, the State Board of Nursing approved JCC's proposal for a two-year associate degree in nursing program, and the first class of 40 students was admitted.

A transfer program with the University of Michigan was instituted in 1991 to assist those students who wished to obtain a Bachelor of Science in nursing.

In response to the changing health care environment and the nursing roles, JCC made major curriculum revisions to the associate degree and practical nursing programs. The State Board of Nursing approved these in 1995.

BACHELOR OF SCIENCE IN NURSING
Transfer Program Design
The Bachelor of Science in Nursing Program allows students, who are accepted, to enroll and complete the first year and a half of the University of Michigan baccalaureate nursing program at Jackson Community College and complete the remaining two and a half years at the University of Michigan. Students must apply to meet the admissions requirements of Jackson Community College and be accepted to enroll. Additionally, students must meet the admissions requirements to the University Of Michigan School Of Nursing in order to be eligible for the program. The program is competitive, with a limited number of spaces available annually. Admission to the program cannot be guaranteed.



School name:Jackson Community College - School of Nursing
Address:2111 Emmons Road
Zip & city:MI 49201-8399 Michigan
Phone:(517) 796-8492
Web:http://www.jccmi.edu/healthcareers/nursing/index.htm
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Jackson Community College - School of Nursing Nursing School Location







Jackson Community College - School of Nursing Courses


FUNDAMENTALS OF NURSING
Become familiar with the nursing process as it relates to universal self-care requisites. Assistance is provided in acquiring and demonstrating competency in basic nursing skills. Emphasis is placed upon assessing self-care agency and therapeutic self-care demand. That information is then used to devise appropriate nursing diagnosis, to plan, implement, and evaluate a plan of care for clients requiring nursing actions to meet their universal self-care demands. Laboratory and clinical experiences are included.

INTRODUCTION TO PROFESSIONAL NURSING
Provides a foundation in the scientific and social dimension of nursing as a discipline and a health profession. Examine the historical development of nursing and its impact on contemporary nursing. Cultural variables and personal values examined by the student. The societal context of nursing is reviewed, providing the student with an appreciation of the health care system, with particular emphasis on legal and ethical frameworks.

TRANSITION BRIDGE
Become familiar with the nursing process as it relates to self-care theory. Exploration of the legal and professional scope of practice discussed. Laboratory experiences will be included.

PHARMACOLOGY
Students are introduced to basic knowledge and skills needed to safely administer medications to clients with self-care needs. This course includes medication action, use, side effects, nursing implications and client education for major drug groups.

SELF-CARE
Students will be introduced to Orem's theory of self-care. The theory of self-care deficits and theory of nursing systems discussed as they relate to the clients, as well as to the students. Students use a variety of methodologies, which will then be a part of their repertoire of self-care knowledge and skills.

SUPPORTIVE EDUCATIVE NURSING
Apply the nursing process to promote self-care for adults with common, well-defined needs. This course explains problems of the client needing supportive-educative care. Clinical experience designed to reinforce the theory included.

PATHOPHYSIOLOGY
Study of human diseases and the mechanisms that govern them. Addresses etiology, clinical presentation and appropriate treatment of disease processes and nursing action.

FAMILY I
Focus on family centered care utilizing the maternal child health standards. This course utilizes the self-care model and the nursing process as the framework to assist the student in collaborating with the client/family or other health care members in meeting the supportive-educative needs of the client/family in childrearing and childbearing experiences.

NORMAL/THERAPEUTIC NUTRITION
Basic nutritional concepts presented with emphasis on application to patient care. Selected nutritional disorders and fundamentals of diet therapy are included.

PHYSICAL ASSESSMENT
Designed for nurses to learn physical assessment skills including inspection, palpation, percussion and auscultation. Included are interviewing techniques and assessment of cardiac, musculoskeletal, GI, neurological and respiratory systems.

HEALTH ASSESSMENT
Provides the beginning nursing student with necessary skills and knowledge required to perform a health and physical assessment, while assessing the health status of clients ranging from infancy through old age. Focuses on assessment of the client in all fields (social, psychosocial, biological, affective, cognitive, physical, developmental, race/ethnicity, cultural and spiritual). Students will distinguish normal from abnormal findings in clients across the lifespan. Laboratory, lecture, audio visual and physical examination will be used to provide the student with tools to conduct appropriate and skillful health assessments, apply appropriate decision-making skills and document on future clients, in their unique clinical settings.

PARTIALLY COMPENSATORY
Apply the nursing process to promote self-care for clients with chronic health needs. Explores problems of the "partially compensatory" elderly client. Clinical experience is provided in the hospital and community.

FAMILY II
Further develop the self-care model by utilizing the nursing process to assist clients/families with complex self-care demands and deficits. Explores the relationship of dependent care agents and nursing systems. Includes clinical experiences with children, childbearing and childrearing clients, designed to reinforce theory.

MENTAL HEALTH
Explore learning experiences that promote satisfactory assimilation of fundamental mental health and mental illness concepts in their delivery of the nursing process with clients and family systems. Aclinical component is provided for students to develop mental health nursing care skills.

WHOLLY COMPENSATORY
Utilize the nursing process to provide wholly compensatory care for clients. Caring for clients requiring complex nursing interventions and medical regiments. Includes clinical in acute care settings.

LEADERSHIP
Focus on the role changes from student to graduate and examine the nurse agent's role in a leadership position, as well as responsibility, accountability and liability in a health care setting. Current health care trends which impact the client's self-care examined. Stresses continued skill development and includes clinical experience.


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