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Loma Linda University (School of Nursing)




BRIEF HISTORY

The School of Nursing, established in 1905, was the first in a group of schools which in 1961 became Loma Linda University. In 1949 the School of Nursing became a college-based program granting the baccalaureate degree. In 1970 the associate in science degree program was started as an integral part of the School.The first master's degrees in nursing were granted in 1957.

ACCREDITATION

The School of Nursing received its first accreditation by the National League for Nursing (NLN) in 1951; and currently the NLN accredits the bachelor of science and master of science degree programs. The most recent NLN accreditation was in 1999. The School has California Board of Registered Nursing approval from 2003 to 2008. The School of Nursing is currently accredited by the Commission on Collegiate Nursing Education until 2009.

MISSION STATEMENT

The mission of the School of Nursing, in accord with the comprehensive mission of Loma Linda University, is the education of professional nurses from diverse ethnic, cultural, and racial communities who are dedicated to excellence in nursing science and practice. Baccalaureate and graduate nursing programs contribute to the development of clinicians, educators, administrators, and researchers who benefit society by providing and improving delivery of whole-person care to individuals, families, and groups. The School, committed to Christian service and distinctive Seventh-day Adventist ideals, seeks to reflect God's love through its teaching and healing ministry.

OUR STUDENTS

Our primary responsibility is the education of students, who come from diverse ethnic and cultural backgrounds, enabling them to acquire the foundation of knowledge, skills, values, attitudes, and behaviors appropriate for their chosen academic or health-care ministry. We nurture their intellectual curiosity. We facilitate their development into active, independent learners. We provide continuing educational opportunities for our alumni and professional peers. We encourage a personal Christian faith that permeates the lives of those we educate.

OUR FACULTY, STAFF, AND ADMINISTRATION

We respect our faculty, staff, and administration who through education, research, and service create a stimulating learning environment for our students. They contribute to the development of new understandings in their chosen fields. They demonstrate both Christian values and competence in their scholarship and professions.

OUR PATIENTS AND OTHERS WE SERVE

We provide humanitarian service through people, programs, and facilities. We promote healthful living and respond to the therapeutic and rehabilitative needs of people. We seek to enhance the quality of life for individuals in local, regional, national, and world communities.

SCHOOL'S PHILOSOPHY

In harmony with Loma Linda University and the Seventh-day Adventist Church, the School of Nursing believes that the aim of education and health care is the development of wholeness in those served. Individuals, created by God to reflect the wholeness of His character, have been impaired by the entrance of sin, disease, and death. God's purpose is the restoration of each person to the original state at Creation. God works through human agencies to make individuals whole.

Nursing functions through a variety of roles to assist individuals and societal groups to attain their highest potential of wholeness. Through a variety of roles, nurses put into practice a body of knowledge and a repertoire of skills to assist the human system with health problems. The School of Nursing provides an environment in which the student and faculty may grow in professional competence and Christian grace.




School name:Loma Linda UniversitySchool of Nursing
Address:West Hall
Zip & city:CA 92350 California
Phone:(909) 558-4360
Web:http://www.llu.edu/llu/nursing/
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School of Nursing Nursing School Location







School of Nursing Courses


FUNDAMENTALS OF PROFESSIONAL NURSING
Introduces the profession of nursing. Emphasizes the basic health needs of the adult-client system, with the goal of optimal wellness/wholeness. Identifies stressors to the client system's lines of defense. Develops beginning-nursing decision-making skills. Supervised experience in application of nursing knowledge to adult-client systems in acute-care settings. Socializes into the role of professional nursing, including exploration of historical, ethical, cultural, and legal aspects. Current issues in professional nursing/health care.

BASIC NURSING SKILLS AND HEALTH ASSESSMENT
Introduces the basic skills required to assess, maintain, and strengthen client lines of resistance and defense. Provides supervised practice in therapeutic communication skills and nursing measures to achieve optimal client wellness. Foundation for clinical decision-making and client education. General concepts and techniques for performing a headto-toe examination and for properly documenting assessment findings.

PSYCHIATRIC MENTAL HEALTH NURSING
Introduces the care of client systems exhibiting psychiatric mental-health symptoms related to impaired lines of defense or resistance. Emphasizes primary, secondary, and tertiary interventions to strengthen lines of defense/resistance for the client.

NURSING PATHOPHYSIOLOGY
Provides overview of the physiological function of a client system under stress, the common stressors that threaten system stability/integrity, and the consequences that result to the individual whose lines of resistance and defense are breached. Sets foundation for understanding the rationale behind assessment findings and nursing intervention.

LVN BRIDGE COURSE
Designed for the LVN transfer student. Content includes introduction to baccalaureate nursing, physical assessment, and gerontology.

SKILLS FOR ACADEMIC SUCCESS
Assessment of student's learning needs, with individualized approaches to learning strategies essential for success in nursing education and practice.

DIRECTED STUDY
Provides opportunity for clinical learning in a selected area of nursing.

NURSING PHARMACOLOGY
Overview of the major drug classifications. Introduces the therapeutic use of drugs in the maintenance and strengthening of the client-system lines of resistance and defense.

NURSING OF THE ADULT AND AGING CLIENT
Emphasizes the wholistic nature of the adult/aging client system in response to acute, short-term stressors. Uses the nursing process to assist the client system in achieving optimal wellness through strengthening lines of resistance and defense. Supervised practice in caring for the adult-client system in acute-care settings.

NURSING OF THE OLDER ADULT
Focuses on older client systems experiencing normal aging. Examines age-related stressors to client variables-physiological, psychological, socio-cultural, developmental, and spiritual. Guided learning experiences in nursing care of the older client in long-term care and community settings.

NURSING OF THE CHILDBEARING FAMILY
Emphasizes primary prevention strategies that promote optimal wellness for the mother and neonate, and identification of stressors that influence the family's normal lines of defense. Applies the nursing process, using a wholeness approach when caring for the maternal-fetal and maternal-infant dyads.

CHILD HEALTH NURSING
Focuses on the client from infancy through adolescence within the family system. Wholistic nursing care emphasizing optimal wellness in relation to potential or actual stressors, including primary, secondary, and tertiary interventions. Individualization of the nursing process guided by physiological, psychological, sociocultural, developmental, and spiritual variables of the client system.

HEALTH PROMOTION ACROSS THE LIFE SPAN
Prepares the student to promote optimal wellness throughout the life span. Examines the impact of common life span stressors on students, clients, and family systems. Discusses primary preventions—including theories of behaviour change, motivation, and health education—applied to strengthen lines of defense.

NURSING OF THE ADULT AND AGING FAMILY I
Continues NRSG 308. Explores relationships among client-system variables in the development of primary, secondary, and tertiary interventions for chronic stressors that require comprehensive nursing care. Provides guided practice in caring for the adult client system in a variety of community settings.

STRATEGIES FOR PROFESSIONAL TRANSITION
Focuses on growth and enhancement of the professional nurse. Based on learning objectives for career growth, students assess and strengthen the application of skills in communication, research, professional responsibility, teaching and learning process, management, nursing process, and individual empowerment—for themselves and for clients. Assessment and development of learning objectives. Student designs personal strategies to attain goals. Includes critical thinking, reflective journaling, and development of professional portfolio. Limited to RNs returning for B.S. or M.S. degree.

NURSING EXTERNSHIP
An elective work-study course that provides opportunity for experiential understanding of the nature of nursing in the work place. Focuses on application of the Neuman framework. The student, under the supervision of an RN preceptor, applies previously learned skill in providing direct patient care.

INTEGRATION OF ESSENTIAL CONCEPTS
Broadens current nursing knowledge through application of Neuman's framework in client care, developing and evaluating health care plans as well as employing the nursing interventions of advanced pathophysiology.

NURSING OF THE ADULT AND AGING FAMILY II
Students study and participate in complex clinical nursing practice (critical care). Students utilize the nursing process in primary, secondary, and tertiary prevention with critically ill clients and their families. Emphasizes the scientific basis of the effects of stressors on the lines of defense and resistance. Promotes collaborative efforts of the members of the health care team in the care of the critically ill client.

HOME HEALTH
Wholistic care of the client system across the life span within the home. Clinical experience focuses on acute and chronic stressors. Introduces community resources to facilitate continuity of care and to promote optimal wellness.

PROFESSIONAL NURSING ISSUES
Discusses issues relating to licensure and entry into nursing practice of the registered nurse—including delegation, quality improvement, and managed care. Socialization and beginning management concepts.

NURSING MANAGEMENT
The health care agency or nursing unit viewed as the core system, with lines of defense and lines of resistance. The management process as the set of interventions aimed at maintaining or restoring a state of equilibrium and order within the organization. The role of the first-line manager observed and some aspects experienced.

COMMUNITY MENTAL HEALTH NURSING
Student delivers psychiatric nursing care in a variety of clinical settings within the community. Guidance given in assessing stressors and developing primary, secondary, and tertiary interventions within populations at risk for psychosocial stress. Student practices case management strategies and psychoeducational interventions. Clinical experience directed toward optimizing lines of defense and resistance for families, groups, and communities.

COMMUNITY HEALTH NURSING
Focuses on the optimal wellness of the community as client. Intervention strategies emphasizing primary, secondary, and tertiary prevention with micro-/macroclient systems. Develops skills in assessment; diagnosis; planning based on outcomes; and implementation within inter-,extra-,and intrasystem of both aggregate and geopolitical clients.

PROFESSIONAL NURSING-PRACTICE ELECTIVE
Enhances the process of professional socialization from the academic to the practice setting by providing an opportunity for synthesis and application of theoretical knowledge and skills to a preceptored clinical experience selected by the student. Focuses on using the nursing process to protect and promote intact lines of resistance and defense of individuals, families, and groups in diverse circumstances. Students develop personal learning objectives under guidance of the instructor.

CLINICAL NURSING RESEARCH
Prepares knowledgeable consumers of nursing research who can apply the scientific research process utilizing quantitative and qualitative methods, and who can critique research for use in the practice setting. Focuses on using research to discover ways the professional nurse can facilitate optimal wellness through retention, attainment, and maintenance of client-system stability.

ADVANCED CLINICAL EXPERIENCE
An elective course open to students seeking clinical experience in nursing.

DIRECTED STUDY
Provides opportunity for clinical experience in a selected area of nursing.


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