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Lakeview College of Nursing

Lakeview College of Nursing is a dynamic center of educational excellence and a community of integrity and caring. The faculty, staff and administration of the College work together to prepare competent, caring professional nurses for leadership roles in the healthcare community.

Lakeview reflects a proud heritage of over one hundred years in providing excellence in nursing education. Lakeview College of Nursing is a specialized, single purpose institution of higher learning which offers a Bachelor of Science Degree in Nursing Program. Students enrolled in the program have their choice of two campuses: Danville Campus and Partner campus.


Lakeview College of Nursing aspires to be the College of choice for professional nursing in Illinois and recognized nationally for nursing excellence.


Lakeview College of Nursing has a central focus to be a dynamic center of educational excellence where the entire College community works together with integrity and cares for others. The College will be forefront to the trends in health care and committed to improving nursing as a profession by preparing competent, caring professional nurses for leadership roles in the health care community.



Danville Training School (DTS) for nurses was founded in November of 1894 as a hospital-based school and graduated the first class of four students in 1896. In the 1890s and early 1900s, students entered school under a three month probationary status, and the course of study was two years. Later the curriculum was changed to three years, with two months of initial probation. The applicants were single, white females, between nineteen and thirty years of age.
1911 - 1937 Initial Charter

Admission requirements for student nurses entering DTS in the 1920s included two years of high school and a letter of recommendation from their pastor. In the 1930s, the admission requirements changed to include a high school diploma. The age limit was extended to include single, white females up to the age of thirty-five. The State of Illinois initially approved the diploma program in 1911, the first year the State began recording approval actions. The program was formally certified by the State in 1937, when certificates were first awarded.

During World War II, the Cadet Nurse Corps was established. This was a government program and was designed to encourage young women to enter nursing schools to alleviate the shortage of graduate nurses. These students were provided with tuition, uniforms, books, and a monthly stipend of five dollars. The tuition at this time was fifty dollars per year, including room and board. Many of the students enrolled in Lakeview Hospital School of Nursing during the early 1940s participated in the program. In response to the national demand for Registered Nurses, Lakeview Hospital School of Nursing began admitting two classes of students per year. Recognizing that the benefits of college experience for students included socialization, convenience of location and access to recognized courses in the liberal arts and sciences, Lakeview Hospital School of Nursing established an affiliation in the 1940s with Illinois Teacher's College in Charleston, Illinois, now known as Eastern Illinois University. Instructors from Eastern came to Danville and presented courses on-site for the convenience of the students.

An affiliation between Lakeview Hospital School of Nursing and Danville Junior College, now Danville Area Community College, was initiated in the 1950s for the community college to provide the lower division general education courses. Students were able to complete specific classes that formed a solid foundation for courses in nursing. The affiliations between the College of Nursing, Eastern Illinois University, and Danville Area Community College continue to date by contractual arrangements.

In the 1960s, Lakeview Memorial Hospital School of Nursing admitted the first female student who had been married, but was widowed with two small children. It was approximately at the same time that the first male student was admitted. During the late 1960s black female students were first admitted.

In 1971, the diploma program offered by Lakeview was fully accredited by the National League for Nursing. Nationwide, however, during the past twenty years, many programs of nursing education were integrated into the general system of education at the baccalaureate and associate degree levels.

In 1984, responding to changes in healthcare and in the profession, representatives of the Lakeview faculty and the community implemented a Nursing Education Feasibility Study. This culminated in the recommendation that Lakeview Medical Center School of Nursing consider changing to a degree granting institution at the baccalaureate level: with a name change to Lakeview College of Nursing. The College was granted approval to establish a baccalaureate nursing program by the State of Illinois, Department of Registration and Education in September 1987. In 1988, the College became an independent not - for- profit corporation [501 (c) (3)] at which time the Board committed itself to mission achievement through effective strategic planning and program implementation, thus the institution is financially stable and will continue to achieve its mission for the foreseeable future. At this time Lakeview College of Nursing began to offer a baccalaureate degree in nursing to students who successfully completed a prescribed four-year course of study. The graduates of Lakeview are eligible to apply for the examination for licensure. Graduates are also eligible to apply for, and are encouraged throughout their academic career, to plan on continuing their education at the graduate level. The Webster Memorial Home was established to provide living quarters for elderly women and was donated to Lakeview Memorial Foundation. Lakeview Memorial Foundation accepted the building, in 1988, for use by the College.

In 1993, an imposing brick addition to the Webster Home was completed. The funds for the construction of the new addition came from Lakeview Memorial Foundation. The entire building is now the home of Lakeview College of Nursing and is functioning effectively. A progressive long - term development plan was formulated by the Planning and Development Committee of the Board of Directors. In 1999, Lakeview College of Nursing entered a contractual agreement with the newly developed Associate Degree in Nursing program at Danville Area Community College in order to provide instruction for the second year of their nursing program.
2000 and Beyond

At the start of the new millennium, Lakeview College of Nursing developed a contractual agreement with Eastern Illinois University to bring the Lakeview College of Nursing Baccalaureate of Science in Nursing program to Charleston. Students began to attend classes on the EIU campus in Fall 2001. These students graduated as the first group from this location in Spring 2003. A new contractual agreement was formed with Danville Area Community College whereby DACC began providing administrative services to Lakeview College of Nursing in the Spring of 2002. In the fall of 2006 a building project began on the Danville Campus to provide two additional classrooms and a student study area to better serve the college's growing enrollment. By the fall of 2007 the Danville Campus building expansion was complete and a building at 580 W. Lincoln Ave. in Charleston was purchased to provide a nursing arts lab, faculty offices and an auxilliary classroom to the LCN-EIU students.

School name:Lakeview College of Nursing
Address:903 N. Logan Ave.
Zip & city:IL 61832 Illinois

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Lakeview College of Nursing Nursing School Location

Lakeview College of Nursing Courses

An introduction to the conceptual organization of the discipline of nursing and the scope of professional nursing practice. Topics such as the evolution of modern nursing, nursing process, standards and theories, ethical and legal considerations in nursing, therapeutic communication, organization of nursing practice and nursing roles are considered. Additional emphasis is placed on introducing the student to the organizing framework of Lakeview College of Nursing.

This course builds on knowledge from anatomy, physiology, and the basic social sciences. The student is provided with the opportunity to develop skills in data collection and systematic examination of clients at various stages in the lifespan. Basic assessment concepts will be addressed utilizing a systems approach. Students will be provided the opportunity to analyze assessment data in relation to the nursing process. A didactic component is presented weekly which serves as a basis for skills practice in a laboratory setting. The laboratory setting may include, but is not limited to, the nursing skills lab and health care settings.

This course is a combination of basic pharmacologic, pathophysiologic, and mathematical concepts, which assist the student to understand basic adaptive human responses to health threats, and related drug therapy. The focus of this course is on the application of knowledge from anatomy and physiology, chemistry, and microbiology, and algebra. This introductory course explores conditions of disrupted physiologic processes and provides a theoretical basis for pharmacological interventions. The focus is on understanding the rationale underlying various therapeutic nursing modalities pertinent to the disease process and drug therapy. The fundamental concepts of drug actions, assessment of the degree of individual tolerance to drug therapy, contraindications to medication administration use, drug interaction, and physical and chemical incompatibilities in relation to specific disease states are discussed.

The Language of Health Care is an online course that prepares students to understand the language used in health care. Medical terminology, abbreviations, and basic health care terms are covered by systems to help the student. Methods of learning will include online learning, creative learning strategies, end of chapter tests, and homework. Emphasis is placed on students developing the ability to communicate with other members of the health care team.

Interactional dynamics expands upon self-awareness, communications and learned roles. The focus is on behavioral theories and theorists, motivational theories and models, and the dynamics of group interaction applied to clinical or work settings. Methods of learning will include lecture, individual assignments, classroom seminars, and small group process. Emphasis is placed on roles, function, and relationships within a small group setting.

The focus of this course is on the adaptive responses of the individual and family to actual or potential threats to internal dimensions of well-being. Nursing’s focus is on decision making in the utilization of the nursing process and coordination of health care through collaborative relationships in additional roles defined as advocate and collaborator. This course develops critical thinking skills by use of the nursing process. Communication skills and therapeutic nursing intervention skills are also developed. Scientific foundations of basic human needs such as; safety, hygiene, oxygenation, fluid balance, comfort, nutrition, elimination, mobility, skin integrity and wound care, and infection control are explored. Basic nursing interventions to complement each concept are learned in the laboratory and in a variety of clinical settings.

The focus of this course is on the application of the nursing process in the delivery of nursing care to individuals and families. Emphasis is placed on actual or potential threats to internal dimensions of well-being. Correlation of knowledge related to human responses in the physical, biological, social, cultural and spiritual spheres to chronic and acute health threats are explored. Concentration will be placed on the role of the nurse as advocate and collaborator. Clinical experience for the student includes selected clients in a variety of hospital and outpatient settings allowing them to apply concepts in nursing practice drawn from foundational principles, while implementing and evaluating therapeutic nursing interventions.

The course introduces the student to planning a nursing research proposal based on a simple inquiry. A survey of the techniques, methods, and tools of research is presented. The course focuses on defining the problem of nursing interest, determining the study purpose, choosing a data selection instrument, and planning for data analysis. The course will emphasize the importance of protection of human rights in nursing research, as well as the reading of research reports for applicability to nursing practice. Students will select a problem of interest to them in professional nursing and write a research proposal.

This course builds on the students’ broad knowledge base gained from their liberal studies of psychology, sociology, anatomy and physiology, human growth and development and from their knowledge of the nursing process. The focus of the course is on the normal process of childbearing and the promotion of family growth and adaptation through the generative cycle. A conceptual base is provided for examining the effects of acute biopsychosocial stressors on the childbearing woman and her family.

Provides a foundation for caring for the critically ill client. The focus of the course will be the development of critical thinking in complex situations while utilizing the nursing process. Information presented will be synthesized with knowledge gained in previous courses, specifically pathophysiology, assessment, pharmacology, and medical-surgical nursing. The population addressed will be the adult client. The nursing knowledge and skills needed most frequently in the critical care setting will be emphasized in this basic level critical care course. The research background and implications will be incorporated throughout. Professional values will also be incorporated, examining the ethical and legal aspects of critical care nursing. The impact of the critical care environment on the adaptive responses of the individual, family and group will also be explored. Students may choose a clinical practice option through independent study.

Offers students the opportunity to explore and practice holistic nursing care beyond the traditional bio-medical medication and treatments. The foundations of holistic health promotion, treatment modalities, applications, and integrating a holistic approach as a part of nursing care will be addressed. A holistic health promotion approach encompasses the nurse using healing practices and alternative systems of healthcare such as: mind-body interventions, bioelectromagnetic therapies, manual healing methods, pharmacologic and biologic treatments, herbal medicine, diet and nutrition, and comprehensive ancient medical systems will be addressed.

Provides a practical framework for understanding the needs of the dying client, his/her family, and their health care providers. The impact of death whether it is sudden, anticipated, or after a long term illness throughout the life span will be explored. Palliative care issues, hospice care, advance directives, organ transplantation, transitional care, and rituals at the time of death will be addressed from a cultural perspective. This course will give students the opportunity to learn and practice “what to say” and “what to do” in working with families in a variety of settings.

Offers students on the LCN-EIU campus the opportunity to participate in a families childbearing experience. This course combines the physiologic and philosophic principles of birthing and infant care to enable the student to understand the labor and delivery process as a “four trimester”, life-changing event for a family. The focus of the course is on the application of knowledge from prerequisites with hands-on experience provided. Students will attend four workshops with content including the role of the birth assistant and techniques and philosophies applied, and will then follow a pregnant client’s progress throughout the remainder of her pregnancy and into the birthing room as a “Lady in Waiting”, with follow up during the postpartum period. Physical, emotional and spiritual aspects of the birthing process and becoming a family will be thoroughly explored. The course will culminate in a portfolio created by the student who will present it to the client at the postpartum visit. Students must interview to participate in this elective.

Is designed to expand the student’s knowledge and understanding of faith community nursing that is being utilized by a number of growing congregations. Students will have the opportunity to learn how faith community nursing can help benefit the needs of individuals whose spiritual life is intertwined with a faith affiliation.

Builds on the students’ broad knowledge base gained from their liberal studies of composition, anatomy and physiology, human growth and development, biology, General Chemistry I & II, Nursing Foundations and Med-Surg I. This course will introduce the student to the basic principles of normal nutrition and investigates the modification of those guidelines for therapeutic needs in the clinical setting.

This course is a continuation of Pathophysiologic and Pharmacologic Principles of Nursing Practice: Part I and is to be taken in conjunction with N304. The focus of this course is on the correlation of knowledge from the sciences and Level II nursing courses. It provides the student with the opportunity to correlate theory with clinical practice in a variety of settings. Higher level concepts are presented in this advanced course.

This course builds on the students’ broad knowledge base gained form their liberal studies of psychology, sociology, anatomy and physiology, human growth and development and from their knowledge of the nursing process. This course examines concepts relevant to the childrearing cycle, including normal growth of development from birth through adolescence. The concepts include adaptation, stress, loss, role, socialization, need, family lifestyles, and culture. Genetic principles, chronic illness processes, ethical concerns, and legal issues are also addressed. Concepts that impact on the childrearing cycle are explored as they relate to health/illness continuum of children and adolescents. Clinical experience for the student includes the application of the nursing process on selected clients in a variety of hospital, outpatient and community settings.

The course involves a multi-disciplinary collaborative approach that will enable the student to understand the aging process. This didactic course focuses on the current status of the elderly, and their family relationships in contemporary society, developmental tasks of the elderly, attitudes and theories of aging. Content then progresses to aging changes and common health problems of the elderly that may require varying degrees of dependence on family and health care professionals. Components of the nursing process will be utilized to increase awareness of the unique responses of the elderly to threats to internal and external dimensions of well-being.

Mental Health Nursing focuses on the individual, family or group facing actual or potential threats to psychological well-being in the internal or external dimensions of the environment. Emphasis is placed on promotion and support of the client’s adaptive responses through facilitative communication and the therapeutic relationship. Aspects of mental health nursing that are examined include stress and coping, levels of prevention, legal and ethical issues, and the conceptual framework for mental health care. Clinical experience is provided in hospital and community settings. In theory and clinical experience, utilization of the nursing process to meet mental health needs of clients across the lifespan is emphasized. Attention is directed to the student’s feelings and reactions to promote self-awareness and self-growth.

The focus of this course is on the integration of the knowledge from the general education and nursing courses through a focus on the adaptive responses of individual and family to actual or potential health threats. Nursing focus is on critical analysis in the utilization of the nursing process in the roles of case-finder, change agent, and facilitator. Emphasis is placed on care of individuals and families who are experiencing complex multidimensional stressors in the physical, biological, social, cultural, and spiritual spheres. Clinical experience for the student includes selected clients in a variety of settings allowing them to apply concepts drawn from Level II nursing courses.

The course expands upon the concepts of professional nursing presented in previous levels. The knowledge of therapeutic communication and group process is utilized by the student in the community setting. Independence and self-direction, which have been gained through successful completion of previous clinical and theory experience of increasing complexity, are necessary tools for the less structured community health care setting. Cultural differences are addressed in theory and clinical experience to allow the student to develop an understanding and acceptance of different values, lifestyles and religious and ethnic backgrounds. Care of the individual, family or group is addressed with focus on the welfare of the community or population as a whole.

Leadership and management in nursing prepare individuals to assume leadership roles based on the management function concepts of planning, organizing, directing, staffing, controlling and evaluating. This course builds upon the roles of case finder, communicator, change agent, and facilitator. Theories of motivation and group dynamics are applied to develop the nurse as a leader in collaborative relationships. Students will be placed in a variety of organizational settings where they will function as self-directed learners assuming a leadership role. Recognized leaders, in clinical and community settings, will precept students to enhance their self-directed learning objectives that are congruent with course and level objectives.

The course prepares all students, basic BSN students and RN/BSN Completion students, for transition into professional nursing. Issues facing the professional nursing practice will be addressed. For the undergraduate basic BSN students will have an opportunity to review and prepare for RN-NCLEX examination. A synthesis of previous coursework is required for successful completion.

The Independent Study provides students whose transfer course credit is not equivalent to LCN’s credit to receive addition credit for nursing courses. Independent study also offers students the opportunity for in depth exploration of a topic of professional interest. The focus of study may be a research project, clinical experience, non-clinical professional experience, or service project.

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