Loyola University Chicago (Marcella Niehoff School of Nursing )

MISSION STATEMENT

The mission of the Marcella Niehoff School of Nursing is to prepare baccalaureate, master's and doctoral level nurses, and professional dietitians who, through a community-focused orientation, enhance the health of persons within communities and the larger global environment. In concert with the Jesuit Catholic educational mission of the university, the School of Nursing stresses excellence in teaching, research, service and practice.

PHILOSOPHY STATEMENT

The Marcella Niehoff School of Nursing is an integral part of Loyola University Chicago. Consistent with the university's educational mission, the School of Nursing community strives to embody the Jesuit ideal of living and caring for others. The School of Nursing offers curricula leading to baccalaureate, master's and doctoral degrees in nursing, and a bachelor degree and internship in dietetics through its food and nutrition programs. The following statements reflect core beliefs about nursing, nursing education and dietetics. These beliefs are expanded upon in the conceptual definitions.

TRADITIONAL B.S.N.

The Marcella Niehoff School of Nursing’s undergraduate program educates and graduates competent and caring nursing professionals. The academic program teaches the skills required for nursing and helps students develop the abilities to think critically, to analyze complex situations, to make sound clinical decisions and to deliver safe nursing care.

The Clinical Simulation Learning Laboratory (CSLL) gives students the opportunity to learn basic clinical skills in a comfortable, non-threatening environment prior to entering patient care settings. Faculty and experienced laboratory instructors use state-of-the-art video and computer teaching tools to assist in developing nursing knowledge.

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Marcella Niehoff School of Nursing Location

Marcella Niehoff School of Nursing Courses

INTRODUCTION TO HEALTHCARE PROFESSIONS
This course introduces freshman students to the healthcare professions. Through selected class and extracurricular experiences, the students will reflect upon choice of profession, and their ideas about health care. Class discussions will focus on the history and the future of health care, and on issues related to healthcare reform. Small group discussions will focus on health assessment.

BRIDGE COURSE IN NURSING CONCEPTS: INTRODUCTION TO ORGANIZING CONCEPTS OF THE CURRICULUM AND PROFESSIONAL SOCIALIZATION STRATEGIES
This bridge course provides the R.N. student with an introduction to the conceptual framework of the curriculum. General System Theory is presented as a basis for the schools conceptual framework. Adult learning strategies are used to socialize the returning student to the university setting. (RN/BSN & RN/MSN majors only)

PROFESSIONAL ROLE DEVELOPMENT I: PRACTITIONER
This course builds upon and integrates concepts presented in Concepts in Nursing I: Introduction to Organizing Concepts of the Curriculum. It is designed to introduce the learner to the practice of professional nursing. Selected subconcepts of person from the schools conceptual framework are presented and related to the diagnostic process in nursing with an emphasis on fundamental techniques necessary for sound health assessment and beginning decision-making skills. Basic client care problems that are common to many clinical situations, and nursing interventions utilized to deal with these problems, are presented. (Majors only)

CONCEPTS IN NURSING I: INTRODUCTION TO ORGANIZING CONCEPTS OF THE CURRICULUM
This course presents an introduction to the concepts which form the foundation of the discipline of nursing. General System Theory is presented as the organizing structure for the conceptual framework of the school. Discussion of the major concepts and selected subconcepts of the conceptual framework form the basis for understanding the ways in which nursing knowledge is organized. Role theory and the role expectation of the professional nurse are introduced. (Majors only)

CONCEPTS IN NURSING II: THERAPEUTIC MODALITIES
This course integrates concepts of fluids and electrolytes, acid-base balance, pharmacology, and nutrition as they apply to the discipline of nursing. A modular approach, utilizing case studies and the nursing process, explicates and applies the content in relation to clients who have alterations in oxygenation, metabolism, mobility, immunocompetence, reproduction, and perception across the life span. Laboratory practice in the administration of medications and enteral nutrition is provided. Clinical application of knowledge and skills is demonstrated through the use of the nursing process. Must be successfully completed prior to second semester junior year. (Majors only)

PATHOPHYSIOLOGY: GENERAL CONCEPTS RELATED TO PATHOPHYSIOLOGY
This course provides the student with knowledge of the basic mechanisms involved in pathophysiological processes. The concepts of immunity, oxygenation, metabolism, mobility, perception and reproduction are discussed. The effects of age and associated differences in adaptive capacity are related to disease processes. Opportunities for the application of pathophysiology content to case studies representative of a variety of age groups and clinical settings are provided. Must be successfully completed prior to senior year. (Majors only)

II. ROLE COURSES

PROFESSIONAL ROLE DEVELOPMENT III: MANAGER, LEADER
This course is an introduction to the roles of the professional nurse as manager and leader. Knowledge of previously studied role elements are integrated in these two facets of professional practice. Major components of the course include: management, career leadership strategies, career preparation, and professional issues. Variables that influence the present and future directions of professional nursing practice are examined. (Majors only)

PRINCIPLES OF MANAGEMENT AND LEADERSHIP ROLES
This course is an introduction to the roles of the professional nurse as leader and manager. Major components of the course include: leadership, management, career preparation and professional issues. Factors influencing the present and future directions of professional nursing practice are examined. Opportunities are provided for application of this knowledge in a variety of classroom and independent exercises designed to enhance professional practice. (R.N./B.S.N. & R.N./M.S.N. majors only)

PROFESSIONAL ROLE DEVELOPMENT II: RESEARCHER
This course is an introduction to the role of the professional nurse as researcher. Major components include: principles and process of scientific inquiry; relationships among theory, practice and research; basic types of research designs; and the ethical, legal, socioeconomic and political factors which impinge on research and research utilization. Selected nursing research literature is critically examined. (Majors only)

III. CLINICAL COURSES

PRACTICE OF PROFESSIONAL NURSING
This course introduces the fundamental principles of nursing through classroom, laboratory and clinical experiences. These experiences will help integrate nursing and assessment skills in order to operationalize the nursing process. The Niehoff school of Nursing conceptual framework, presented in Professional Role Development I: Practitioner, will provide a foundation for organization for all experiences gained in this course.

NURSING OF CHILD-BEARING FAMILIES THEORY
Presents concepts related to the promotion and maintenance of biophysical and psychosocial health of maternity clients and newborns. Assessments and interventions which lessen or reverse threats to well-being of childbearing families are taught. A brief historical overview and the attitudes and values related to the ethical, legal, political and economic issues in maternity nursing are presented. In clinical settings, students apply knowledge from nursing and other courses in caring for normal and selected high risk clients. (Majors only)

NURSING OF CHILDREN FROM INFANCY THROUGH ADOLESCENCE
This course presents concepts related to the health and nursing needs of children from infancy through adolescence. Emphasis is placed on the promotion and maintenance of their physical and psychosocial well-being. Treatment modalities which lessen or reverse threats to the childs well-being are taught. A brief historical overview as well as attitudes and values related to the political and economic issues relevant to pediatric nursing are discussed. In the clinical settings, students apply knowledge from nursing and other courses in the care of children and their families. (Majors only)

NURSING OF MIDDLE-AGED ADULTS
Concepts related to the health and nursing needs of middle-aged adults are presented. Emphasis is placed on the promotion and maintenance of the physical and psychosocial well-being of the client. Selected concepts and treatment modalities which lessen or reverse threats to well-being in the client resulting from altered adaptive processes, e.g., metabolism and immunity, are taught. Surgical intervention as both stressor and treatment modality is explained. A brief historical overview as well as attitudes and values related to the ethical, legal, political and economic issues relevant to nursing care of middle-aged adults are discussed. In the clinical settings students apply knowledge from nursing and other courses when they use the nursing process in the care of middle-aged adults. (Majors only)

NURSING OF THE ELDERLY
Concepts related to the health and nursing needs of older adults are presented. Emphasis is placed on the promotion and maintenance of the physical and psychosocial well-being of the client. Selected concepts and treatment modalities which lessen or reverse threats to well-being in older adults resulting from altered adaptive processes, e.g. oxygenation, metabolism, mobility, sexuality, and perception, are taught. A brief historical overview as well as values related to the ethical, legal, political and economic issues relevant to the health care of older adults are discussed. In the clinical settings, students apply knowledge from nursing and other courses when they use the nursing process in the care of older adults. (Majors only)

NURSING OF CLIENTS WITH ACUTE ILLNESS
This course is designed to present selected concepts with application to more complex nursing situations. The client population includes age groups from adolescence through the elderly. The focus is on the nursing care of clients who are experiencing life-threatening illness, with emphasis on health restoration and rehabilitation. Ethical, legal, political and economic issues and research studies are addressed. In the clinical setting, students apply knowledge from nursing and other courses. The course builds on prior knowledge and skills and provides content for utilizing the nursing process in the care of clients in a tertiary care setting. (Majors only)

NURSING CARE CONCEPTS IN COMMUNITY HEALTH AND ACUTE CARE SETTINGS
This course presents selected concepts with application to specific complex nursing situations. The content focus is primary, secondary and tertiary prevention along with emphasis on health promotion and restoration. Ethical, legal, political and economic issues, and research to enhance practice are addressed. This course builds on prior knowledge and skill in the care of clients in a variety of community health and tertiary care settings. (RN/BSN & RN/MSN majors only)

NURSING OF CLIENTS WITH MENTAL ILLNESS THEORY
This course is designed to present selected concepts with application to specific complex nursing situations. The focus is the nursing care of clients who display psychiatric disorders. Emphasis is on therapeutic communication, the nurse-client relationship, and nursing assessment as means to promote health restoration. Attitudes, values, ethical and legal decision-making relevant to the nursing care of clients with psychopathological conditions are discussed. In the clinical settings students apply knowledge from nursing and other courses. The course provides the knowledge base and skills for use of the nursing process in psychiatric/mental health settings. (Majors only)

NURSING OF FAMILIES, AGGREGATES AND COMMUNITIES THEORY
This course is designed to apply concepts to complex nursing situations outside of institutional settings. Nursing and public health concepts are integrated to provide a theory basis for the care of families, aggregates and communities which include all age groups. The content focus is primary, secondary and tertiary prevention with clients in community settings with emphasis on health promotion and restoration. Attitudes, values, ethical, legal, economic and political decision-making as they relate to these clients and community are discussed. The course provides the knowledge base and skills for use in a variety of community settings. (Majors only)

CLINICAL ROLE TRANSITION
This writing-intensive course is designed to assist the student in the process of socialization into professional nursing. Through a guided intensive clinical experience, students assume the role of a beginning professional nurse practitioner. Through seminars, clinical experiences, and analysis of literature, opportunities for integration of nursing and non-nursing concepts are provided. Emphasis on leadership and management promote the transition from the student role to that of the professional nursing practitioner. (Majors only)

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