Lubbock Christian University (Department of Nursing)

The RN to BSN Nursing Program was established in 1991 and has experienced continuous growth. The faculty is dedicated to excellence in nursing, nursing education and the improvement of health care through individual, family and community care.

A masters of science in nursing (MSN) program was begun in the fall of 2005. The goal of the MSN program is to prepare professional registered nurses for an advanced level of service and certification in positions of education and leadership across health care settings in the 21st century.

THE RN-BSN PROGRAM
The Bachelor of Science in Nursing degree at Lubbock Christian University is for graduates of Associate Degree and Diploma nursing programs. The curriculum is designed to enable the employed nurse to complete the BSN degree while continuing employment. Emphasis is placed on self directed learning, promoting personal and professional growth, providing holistic care to individuals, families and communities, and encouraging independent action. The program prepares the nurse to function as a generalist within the health care system and provides a basis for continued professional development and graduate study in nursing.

HISTORY

The RN/BSN program became a reality in August 1991, following months of discussion, assessment and planning. In October 1995 the National League for Nursing Accrediting Commission granted initial accreditation to the RN/BSN program at Lubbock Christian University. In the spring of 2000, the program was extended an eight year accreditation. The program has grown from a pilot group of 4 students to over seventy students in 2007.

The MSN program was added in the fall of 2005 and received approval from the Southern Association of Colleges and Schools in June, 2005. The MSN program was accredited through the NLNAC in August of 2007.

The nursing programs at Lubbock Christian University are unique in that they are located in a liberal arts university, which is dedicated to the Christian understanding of life and truth. The Department of Nursing resides organizationally in the B. Ward Lane College of Professional Studies, under the guidance of Dr. Gary Estep.

The faculty members bring diverse experiences in practice and in teaching to the program. Nursing faculty offices are located in the Nursing/Math Building in the southeast corner of the campus.

The RN/BSN program is designed with the following characteristics:
1. for the adult learner who is self-motivated;
2. learning experiences for nurses with diverse backgrounds in nursing practice;
3. course offerings in a time format compatible with full-time employment;
4. RN/BSN is a program which prepares the nurse to function as a generalist within the health care system providing a basis for continued professional development and graduate study in nursing.

MISSION

In keeping with the Mission of Lubbock Christian University, the faculty of the Department of Nursing is dedicated to providing a quality education within the spiritual dimension of life and to impart a system of values for living, caring and for service to others, including those needing health care. The faculty is dedicated to preparing graduates for the professional practice in nursing in a variety of health care settings within a culturally, racially, and ethnically diverse environment and to providing a foundation for graduate studies and lifelong learning in nursing.

PURPOSES

The purposes of the RN/BSN program are to prepare graduates to function as generalists in the health care system within a framework of professional, ethical, and legal standards; to exhibit an awareness of present and emerging roles of the professional nurse; to maintain awareness of current trends in nursing and health care as well as future directions; and to provide a basis for best practices and continued professional and personal development.

The Essentials of Baccalaureate Education for Professional Nursing Practice (1998) provides a foundation for the RN/BSN program. Additional nursing documents including the Code of Ethics for Nurses with Interpretive Statements (American Nurses Association, 2001), Nursing Scope and Standards of Practice, (American Nurses Association, 2004) serve as guidelines for the program. The organizing framework for the RN/BSN program include the components of: research, health care policy, organization of the health care delivery system, health care financing, ethics, professional role development, theoretical foundations of nursing practice, human diversity and social issues, health promotion and disease prevention, community concepts, critical thinking, communication, therapeutic interventions, and current trends in health care. The nursing courses in the RN/BSN program build upon lower division nursing courses as well as the general education courses. Goals of the curriculum are to prepare graduates to function as generalists in the health care system and to progress to advanced education.

The transition to professional nursing at the baccalaureate level emphasizes the interaction of the environment and the health care needs of people and how nursing as a profession meets those needs. Understanding the criteria and characteristics of a profession is basic to transition to professional nursing.

It is assumed that students enter the RN/BSN program with knowledge, skills, and values basic to associate degree or diploma nursing and that they have accomplished the objectives of associate degree or diploma nursing programs as well as having successfully passed NCLEX exams. Through the educational process, the student will be able to internalize the values, traditions, and obligations of the professional nurse and gain increased professional nursing perspective and related critical thinking and problem solving skills. The student will also gain an increased mastery of knowledge and skills of the profession as well as develop a life long commitment to the profession.

Faculty serve as socializing agents and guide the student in moving from mere enactment of the nursing role to becoming a professional nurse through professional role and value development.

PHILOSOPHY

The faculty at Lubbock Christian University believes that the basic educational preparation for professional nursing is at the baccalaureate level. Students enter the RN/BSN program with certain competencies and skills, which are enhanced through continued learning. Nurses at the baccalaureate level are prepared to function as generalists within a health care system including a multiplicity of health care settings.

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Department of Nursing Nursing School Location

Department of Nursing Courses

INTRODUCTION TO BSN
A one-hour Introduction to the RN-BSN program and the concepts of baccalaureate nursing, including the validation process for diploma and associate degree nursing. Students are introduced to resources for degree completion. To be taken in semester of entry.

PHYSICAL ASSESSMENT
Utilizes a systems review as well as nursing process (systematic decision making) in assessing the health of the individual. The course is based upon systematic decision-making as it applies to individuals. Data collection, ananlysis and synthesis if data, nursing diagnosis and community referral service are emphasized. Assessments of selected individuals are included in the clinical experience.

HISTORY, THEORY, AND THERAPIES
Emphasizes the historical develoment of the discipline of nursing; the integration of nursing theories into practice; and the value of therapeutic nursing interventions.

TRENDS & ISSUES IN PROFESSIONAL NURSING
Trends and Issues in Nursing will explore and relates current trends and issues in nursing to health care in today's society. This course includes nursing theories and their relationships to nursing practice.

NURSING & RURAL HEALTH CARE
Provides an opportunity for students to experience and assess health systems in rural and urban New Mexico using reflective thinking skills and the application of nursing process through on-site visits.

SCIENTIFIC INQUIRY IN NURSING
Scientific Inquiry explores the research process and its relevance to nursing practice. The primary focus is on the development of the students' ability to be effective consumers of research with emphasis on nursing theories and the research process.

LEADERSHIP & MANAGEMENT I
Explores health care delivery systems and how they function, emphasizing a first level nursing management role. Application of selected organization and leadership/management theories and models are included.

LEADERSHIP AND MANAGEMENT II
Application of practicum concepts of Leadership & Management I. Taken the same semester as Management I. (90 clinical practicum hours).

PROFESSIONAL ROLE DEVELOPMENT
Explores professional nursing roles and functions integrating previously acquired knowledge, utilizing role theory and nursing process as a basis for role implementation. The course is designed to help to create for the student a clearer understanding of the meaning of professionalism and nursing as a profession and personal commitment. Guest speakers from many area of nursing practice and education will provide input into the course as the professional role of the nurse is explored. The organization of nursing care based on newer professional practice models of health care including new trends and issues in the shift of health care is explored and related to the professional role of the nurse. The course is desgned to encourage synthesis of prior courses and emphasize the process of professionalization.

COMPARATIVE HEALTH SYSTEMS
Provides an opportunity for students to observe and assess the health system of a selected country outside the United States. Students and faculty travel to a selected country to observe health care delivery, nursing education and the role of nurses. The course offeres a transcultural experience outside the United States. Learning takes place through observation, experience, interaction, and critical thinking via on-site visits and by reviewing current nursing and general literature. The course is designed to enhance the development of critical thinking and communication skills at on-site locations. LCU faculty and resource persons in the selected country will make arrangements for the desired experience.

COMMUNITY HEALTH I
Emphasizes the social, spiritual, educational and cultural factors that impact healthcare for families, aggregates and communities. Integrates concepts and principles of public health nursing and community health nursing in the coordination of care for health promotion, health education and the prevention of disease.
This course is an introduction to the process and practice of promoting health and preventing disease. It explores the effects of the internal an external environment and lifestyle on health while emphasizing the importance of social, spiritual and cultural factors and their impact on health care for individuals, families, aggregates and communities. It describes the role of the community health nurse while emphasizing the individual, family and aggregate as a focus of care in community health nursing. Integration of concepts, principles and methods of public health sciences with public health nursing, community health nursing, primary health care, and community service is emphasized.

COMMUNITY HEALTH II
Community health principles are applied in selected health care settings, exploring how they serve as resources for the public. Explores the roles of health promotion, health education and the prevention of disease. (120 clinical practicum hours).

INDEPENDENT STUDY - WRITINGS AND RESEARCH
This course is an independent study in writings and research. The primary focus is on the development of the student's ability to research a topic in nursing. (Elective).

SPECIAL TOPICS - COMPLEMENTARY THERAPIES
This course explores complementary therapies available to populations and cultures. (Elective).

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