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Marian College of Fond du Lac - School of Nursing




The field of nursing holds opportunity and promise as more than 1 million new and replacement nurses will be needed by 2012. Nurses are professionals committed to the health and well-being of individuals, families and communities. Nurses are leaders in the delivery of health care.
Marian offers:
* Bachelor of Science in Nursing (BSN) A baccalaureate program to become a registered nurse (RN).
* Degree Programs for RNs
- Master of Science in Nursing — for RNs with baccalaureate nursing degrees
+ Nurse Educator
+ Adult Nurse Practitioner
- RN to MSN (BSN) — for RNs with an associate degree or diploma (includes optional BSN)
- Parish Nursing Certificate Program — for RNs
- Nurse Educator Certificate Program — for post-MSN graduates

Earning a distinguished reputation for excellence, Marian College has educated nurses for more than 40 years.

At the baccalaureate level, the broad education foundation helps students develop a deep understanding of society and health care issues. Students achieve success in the classroom and in clinical experiences through their partnership with experienced faculty, clinical agency preceptors, and fellow students. Graduates are highly regarded by employers for their clinical competence and leadership abilities. The liberal arts studies and the core values of the College — Community, Learning, Service, Social Justice, and Spiritual Traditions — provide the unique foundation for excellence.

At the graduate level, nurses are prepared to assume advanced practice and leadership roles in the health care system and in nursing education. Nurse educators are prepared to provide nursing and patient education in a variety of settings. Adult nurse practitioners provide primary care for adults, and through Marian's program, are prepared for certification exams and licensure for prescriptive authority in Wisconsin.

BACHELOR OF SCIENCE IN NURSING

A dynamic mix of theory, research, clinical practice and people skills, the Nursing program at Marian provides students with the tools for a rewarding lifelong career. Marian Nursing graduates are highly sought after as health advocates and counselors, educators, managers, entrepreneurs, executives and leaders within the exploding health care industry. They are leaders in hospitals, clinics, surgery centers, schools, large companies, colleges, rehabilitation centers, forensic departments — even legal offices — nationwide.

With a reputation for excellence that stretches back to 1964, our Nursing program is a powerful blend of a liberal arts foundation, biopsychosocial sciences, theory, research, extensive clinical practice and a holistic approach to healing that encompasses the person, the environment, health and nursing. Add to that Marian’s heritage of compassion, service and lifelong learning; the College’s emphasis on the applied liberal arts; a faculty with distinguished clinical and academic backgrounds; and a supportive and caring community, and you’ll find few better places to enjoy the best of both a liberal arts education and an outstanding Nursing program.

MISSION STATEMENT

The Marian College School of Nursing offers a baccalaureate program leading to a degree of Bachelor of Science in Nursing as well as graduate programs leading to a degree of Master in Science in Nursing. The School of Nursing is committed to preparing the graduate for the practice of professional nursing at a basic or entry level in a variety of health care settings according to current standards of care and professional performance. The School of Nursing is committed to preparing the graduate nurse for advanced practice roles. The School of Nursing prepares the graduate of both tracks for participation in furthering their education.

PHILOSOPHY
Each person is believed to be a unique being, whose purpose is the participation in the fullness of life to his or her potential. Each person has intellectual, biopsychosocial, and spiritual needs which originate from his or her being, the environment, and their reciprocal interaction. The environment is a world that includes living and nonliving factors evolving within and around the person, his or her family, community, and/or society. A person is constantly interacting with his or her environment. A person can influence or be influenced by his or her constantly changing environment.

Health occurs as a dynamic pattern of integrated functioning within the environment, especially when needs are met independently by the person or interdependently with another person. This allows the person to realize self-potential to the fullest extent. Needs can be satisfied to various degrees formulating the health continuum. Need fulfillment is necessary for maximum health potential.

Nursing is an interactive process based on the foundation of liberal arts, the biopsychosocial sciences, and nursing theory and research. Nursing is committed to the care, nurturing, and wellbeing of healthy, ill, and/or dying people individually or in groups and communities. The delivery of nursing care is encouraged in an effective, efficient, and caring manner and is conducted independently or in collaboration with other health professionals.

Nursing education is built upon the foundational liberal arts education of Marian College, the biopsychosocial sciences, nursing theory, and research, and the School of Nursing beliefs about person, environment, health, and nursing. The curricula assists the learner to develop and/or expand the values and competencies required for the professional roles of the nurse, which evolves around the processes of nursing, teaching-learning, leadership, and research through the provision of cognitive, affective, and psychomotor experiences. Nursing education is accomplished through interactive teaching and learning by all participants, resulting in professional growth, professional development, and a commitment to life-long learning for the benefit of society.

The educational environment provides the opportunities for the learner to expand upon previous knowledge base. The environment encourages teaching and learning experiences that occur within a variety of settings. The environment provides the potential for the learner to take personal responsibility and accountability for acquiring knowledge, forming values, developing effective communication, analyzing situations, and making independent judgments.



School name:Marian College of Fond du Lac - School of Nursing
Address:45 South National Avenue
Zip & city:WI 54935-4699 Wisconsin
Phone:(920) 923-8583
Web:http://www.mariancollege.edu/interior.asp?id=211
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Marian College of Fond du Lac - School of Nursing Nursing School Location







Marian College of Fond du Lac - School of Nursing Courses


CONCEPTS OF HEALTH AND WELLNESS
The student will explore concepts of wellness and health promotion from a holistic perspective. Assessment strategies will be identified and the student will have the opportunity to experience selected wellness and self-care activities. The student will explore his or her role in the health care system and strategies for becoming an informed health care consumer will be discussed.

INTRODUCTION TO PROFESSIONAL NURSING I
The student acquires knowledge about the fundamental concepts, values and skills of professional nursing as defined by the philosophy and organizing framework of the Marian College School of Nursing. The role of the baccalaureate prepared nurse generalist is explored. Emphasis is placed upon assisting the well person (including self) in maintaining and enhancing his or her own potential for health. The laboratory component assists the student in using the processes of acquiring knowledge, forming values, and developing the skills of communication, critical thinking, and decision-making while beginning the mastery of the psychomotor skills. Professional growth, especially the achievement of self-direction in acquiring knowledge, is facilitated.

INTRODUCTION TO PROFESSIONAL NURSING II
The student acquires knowledge of the professional nurse role in the promotion of health of people whose met need status is threatened or changed by common life experiences. Emphasis is placed on stress, aging, illness, surgery, rehabilitation, pain, sensory deprivation or overload, nutrition, sleep, rest, sexuality, loss, grief and spiritual distress. The clinical component assists the student in employing the processes of acquiring knowledge, forming values, and developing the skills of communicating, critical thinking and decision-making while applying the nursing process to the care of an older adult with no evident, or minimal, unmet health needs. In the laboratory, the development of fundamental psychomotor skills and professional growth are continued, as is the application of the fundamental concepts, values and process skills of professional nursing.

INTRODUCTION TO BACCALAUREATE AND HIGHER DEGREE
The student acquires knowledge of the concepts values, and process of professional nursing as defined by the philosophy and organizing framework for the Marian College School of Nursing. The roles of the baccalaureate-prepared nurse generalist and the advanced practice registered nurse are discussed. Professional growth is facilitated especially with respect to the synthesis of the expanding theory base and new role expectations encountered during the socialization of the Registered Nurse into the professional baccalaureate and/or advanced practice nurse roles. Students must have completed all liberal arts and science courses and are currently registered in the State of Wisconsin to practice professional nursing (RN).

INTRODUCTION TO MEDICAL TERMINOLOGY
Provides information about common medical terms, definition and usage. The Systems Model is used to organize content and make it more meaningful for the development of medical vocabulary.

NURSING DIAGNOSIS: THEORY AND APPLICATION
This theory course will assist the student in utilizing the nursing process as it relates to simple health promotion needs of people. The processes of acquiring knowledge and developing skill related to communication, critical thinking and decision-making regarding assisting people toward maximum health potential will be utilized.

CONCEPTS OF PATHOPHYSIOLOGY
The student reviews basic concepts of anatomy and physiology, and acquires knowledge about the pathophysiology of disease processes affecting the person across the life span. The student begins to utilize the processes of critical thinking and decision-making within the evolving professional nurse role by exploring the basic concepts and alterations of immunity, inflammation, infection, cellular proliferation, hormonal, musculoskeletal, renal, neurological, respiratory, hematological and cardiovascular functions, and systems of the person across the life span.

BIOLOGICAL CHANGES WITH AGING
This course explores the biological changes of the normal aging process and how they affect the individual using a systems approach. Multiple theories of biological aging are explored. Pharmacological aspects of geriatrics are identified. The physiology of death and dying as the final stage in life is also explored.

NUTRITIONAL CONCEPTS
The student is provided the opportunity to acquire knowledge about selected nutrients in nutritional health. Emphasis is placed on nutritional physiological needs, assessment and support throughout the lifespan, and implications surrounding nutritional deficits. Elements of client education are also examined. Knowledge gained promotes insights into the professional role by enabling the student to form values, communicate, think critically, and make decisions related to maximum nutritional health potential. (Open to non-Nursing majors.)

HEALTH ASSESSMENT
The student acquires knowledge about the nursing process. Emphasis is placed on assessment, including the interview, the history and the examination, which enables the student to identify health maintenance, health enhancement and health restoration needs of the person. The laboratory component assists the student in acquiring knowledge, forming values and developing skills related to communication, critical thinking and decision making within the evolving professional nurse role while assessing a person and assisting that person toward maximum health potential.

NURSING AND PHARMACOLOGY
The student is provided the opportunity to acquire knowledge about the principles of pharmacology and the nursing process with selected classifications of pharmaceutical agents. Emphasis is placed on the physiology, nursing interventions, nursing evaluations and patient education associated with classes of pharmaceutical agents. Knowledge gained promotes the enrichment of the professional nurse role by enabling the student to form values, communicate, think critically and make decisions related to pharmaceutical agents while assisting the person toward maximum health potential.

TRANSCULTURAL IMMERSION
The student is involved in an immersion experience in a diverse under-served health setting. The student can seek out an opportunity or request the assistance of nursing faculty. The immersion experience must be approved by the faculty member that is coordinating the course. The student is responsible for any expenses incurred during the immersion experience. The deadline for registration is the semester prior to the experience. The student must submit written assignments, and meet with faculty the semester prior to the experience.

LEGAL ISSUES IN NURSING PRACTICE
The student acquires knowledge about the legal boundaries, political action, and ethical/legal issues that influence the profession of the nurse role. Knowledge gained promotes the process of professional growth by enabling the student to think critically, identify personal values, communicate assertively in both oral and written communication skills, and make decisions related to public and private laws. The student’s maturing role within the process of professional growth continues with activities related to employment as a professional nurse and an understanding of the professional regulation of practice through standards of care.

TRANSCULTURAL NURSING AND HEALTH
The student acquires knowledge through opportunities to learn about culture and its relationship to health practice from a personal and global perspective. The course assists the student to acquire knowledge about his or her own culture and other cultures. This provides the student with different cultural insights and a deeper appreciation of human life and values.

PHARMACOLOGICAL INTERVENTION OF DISEASE PROCESS
The student will expand the understanding of pharmacological agents that may be used to alter pathophysiological mechanisms. Specific drug actions and interactions at the cellular level to promote repair, alter, or interfere with cell function will be analyzed.

INTRODUCTION TO NURSING RESEARCH
The student acquires fundamental knowledge about the research component of the professional nurse role. Emphasis is placed on the fundamental steps of the research process, methods of critiquing research, and ways of utilizing nursing research findings. The student grows in the evolving professional nurse role by acquiring knowledge, forming values and developing skills related to communication, critical thinking and decision-making by critiquing research and identifying its use in assisting the person toward maximum health potential.

INTRAOPERATIVE NURSING
This two-credit elective is designed to give the student advanced knowledge of intraoperative nursing. The student acquires knowledge related to aseptic technique, principles of positioning the unconscious or sedated client, and prioritizing care for the surgical client. The student gains an understanding of the duties of the nurse in the pre-operative holding room, the circulating nurse and scrub nurse in the operating room, and the nurse in the post-anesthesia care unit. While doing so, the student will focus on meeting patients’ biopsychosocial, intellectual and spiritual needs. The student will identify commonly used anesthetic agents and nursing implications associated with usage. The student will use critical thinking, problem-solving and decision-making skills both to anticipate the needs of the clients and to collaborate with other members of the surgical team.

PSYCHOSOCIAL NURSING I
The student is provided an opportunity to acquire knowledge and awareness of critical thinking skills related to the simple and complex health maintenance, health promotion and health restoration needs of the client and family. The student continues to grow in the process of self-awareness and communication within the evolving professional nurse role by selecting and utilizing components of the nursing process and the teaching–learning process. Content includes biological and psychobiological theories of mental health and mental illness, substance abuse and dual diagnosis, psychopharmacology, family dynamics in mental health, and legal and ethical factors. The clinical component provides experience in providing care for the client and family with acute and chronic psychiatric illness in acute care setting and community settings.

PSYCHOSOCIAL NURSING II
The student is provided an opportunity to acquire knowledge and awareness of critical thinking skills related to the simple and complex health maintenance, health promotion and health restoration to grow in the process of self-awareness and communication within the evolving professional nurse role by selecting and utilizing components of the nursing process and the teaching–learning process. Content includes psychiatric diagnosis and treatment, continuity of care with a recognition of service delivery gap, community psychiatric problems, health policy, psychotherapeutic modalities, group dynamics and beginning group leadership skills, psychiatric home care and consumer/advocacy groups. The clinical component provides experience in providing care for the client and family with serious and persistent mental illness in a community setting and acute care setting.

NURSING OF ADULTS I
The student is provided the opportunity to acquire knowledge about the simple and complex health restoration needs of the person. Emphasis is placed on the unmet biopsychosocial, intellectual and spiritual needs related to disrupted homeostatic mechanisms, basic fluid and electrolyte balance, and the musculoskeletal, sensory, disrupted cell growth, respiratory, and cardiac functions of the adult. The student continues to grow in the processes of critical thinking and decision-making within the evolving professional nurse role by selecting and utilizing the components of the nursing process and the teaching–learning process for patients with simple and complex health enhancement, health maintenance and health restoration needs. The clinical component assists the student in using the processes of acquiring knowledge, forming values and developing the skills related to communication, critical thinking and decision-making while assisting the person toward maximum health potential.

NURSING OF ADULTS II
The student is provided the opportunity to acquire knowledge about the simple and complex health restoration needs of the person and his/her family. Emphasis is placed on the unmet biopsychosocial, intellectual and spiritual needs related to the integumentary, reproductive, gastrointestinal, endocrine, urological, and neurological functions of the adult. The student continues to grow in the processes of critical thinking and decision making within the evolving professional nurse role by selecting and utilizing the components of the nursing process and the teaching–learning process for patients with simple and complex health enhancement, health maintenance and health restoration needs. The clinical component continues to assist the student in using the processes of acquiring knowledge, forming values and developing the skills related to communication, critical thinking and decision-making while assisting the person and his or her family toward maximum health potential.

EMS/HAZMAT FOR POLICE
The training consists of 40 hours of emergency medical training, which is basically a condensed version of the 120-hour Emergency Medical Technician (EMT) course. The training includes review of body systems, assessment and management of medical and surgical emergencies. The student participates in lecture and lab to become proficient at caring for persons suffering a heart attack and stroke, plus vehicle extrication and trauma management, along with multiple other minor and major emergencies. The course follows the Department of Transportation National Standard Curriculum and American Heart Association’s Healthcare provider Cardiopulmonary Resuscitation and First Aid management. The student who successfully complete the course will be certified in First Aid, Automated External Defibrillation, and CPR for adults and children. Course meets the requirements of the Wisconsin Training and Standards police recruit learning objectives 5.0–5.18.

NURSING PERSPECTIVES AND LEGAL ISSUES
The student acquires knowledge about the past and present nursing issues and legal, ethical questions that influence the evolution of the professional nurse role. Legal boundaries, ethical dilemmas and political implications to nursing are examined. Selected nursing theories and theorists and potential research applications are explored. Knowledge gained promotes the process of professional growth by enabling the student to think critically, identify personal values and communicate assertively in both oral and written communication skills, and make decisions related to public and private laws. The student’s maturing role within the process of professional growth continues with activities related to employment as a professional nurse.

SPECIAL TOPICS
A detailed examination of a current issue in nursing. Material covered varies according to expertise of individual instructors.

THEORETICAL FOUNDATIONS OF NURSING PRACTICE
The student is given the opportunity to examine and evaluate the components of theory, methods of theory development, and major theoretical/conceptual models used in professional nursing practice. Selected theoretical frameworks from education and behavioral sciences will be examined and compared in terms of their utility for nursing practice and research for advanced nursing practice. Nursing theory will be explored through selected grand theories, middle-range theories and practice theories.

ADVANCED HEALTH & PHYSICAL ASSESSMENT
Through clinical practice, this course provides the student with an opportunity to build on previously learned assessment knowledge and skills. Students develop skills in obtaining and documenting a comprehensive assessment in order to determine appropriate and effective health care including health promotion strategies. Students develop advanced physical assessment skills, including functional assessment to be able to provide a comprehensive data base. The incorporation and interpretation of basic laboratory and diagnostic tests to complete the data base is expected. Students learn to utilize targeted, age-appropriate assessment approaches. Focused history and physical examination techniques are emphasized as the basis for collecting significant positive and pertinent negative data in support of the differential diagnostic process.

ADVANCED PATHOPHYSIOLOGY
Focuses on the study of pathophysiology. Emphasis is placed on correlating the altered structure with the altered function of human systems. Illness and disease processes are explored but not emphasized. The conceptual approach used focuses on the metabolic, infectious, immunologic, degenerative and neoplastic alterations at the cellular and organ levels.

INDEPENDENT STUDY
A student-designed learning experience which is submitted in proposal form to a nursing faculty member in order to develop a mutually acceptable independent study plan. This faculty-guided experience allows students of superior ability to pursue a topic of interest not available through regular courses.

MATERNAL–NEWBORN NURSING
The student is provided an opportunity to acquire knowledge about families experiencing the birth of a child. Emphasis is placed on the biopsychosocial, intellectual and spiritual needs of the mother and father, the baby and significant others. The student grows in the maturing professional nurse role by prescribing, designing, developing, utilizing and evaluating the nursing process and the teaching–learning process in assisting the family with health enhancement and health maintenance needs. The clinical component enables the student to demonstrate the processes of acquiring knowledge, forming values and developing skills related to communication, critical thinking and decision-making while assisting the mother and father, the baby and significant others with health enhancement and health maintenance needs toward maximum health potential.

NURSING OF THE CHILD AND FAMILY
The student is provided an opportunity to acquire knowledge about the highly complex health promotion, restoration and maintenance nursing care of the child and his or her family in a diverse population. Emphasis is placed on biopsychosocial, intellectual and spiritual needs of children with acute and chronic problems and their families. The student advances in the maturing role of the professional nurse by utilizing all phases of the nursing and teaching learning process. The clinical component enables the student to demonstrate the processes of acquiring knowledge, forming values and developing skills related to communicating, critical thinking and decision formulation. The student in a variety of clinical settings will assist children and their families toward their maximum health potential.

PUBLIC HEALTH NURSING
The student is provided an opportunity to acquire knowledge on the art and science of public health nursing exploring concepts of epidemiology, natural history of disease and disease surveillance and control. Through the use of community needs assessments and National Health Care Objectives (Healthy People 2010), the nursing process is applied to care of aggregates established by geopolitical boundaries. The continued development of cultural diversity, infectious disease, policy development and community health education strategies are explored. The clinical component enables the student to demonstrate the processes of acquiring knowledge, forming values and developing skills related to communication, critical thinking and decision-making to assist clients toward maximum health.

PARISH NURSING
Prepares nurses for a ministry that integrates spirituality, health and wholeness within their faith community. Parish nurses minister to members of faith communities by working collaboratively with the pastoral team. Parish nurses may function in one or more of the following roles: health educator, health counselor, health advocate, referral agent, community liaison, volunteer coordinator, integrator of faith and health, and developer of support groups.

NURSING LEADERSHIP AND MANAGEMENT
The student is provided the opportunity to acquire knowledge about the leadership and management processes utilized to influence, manage and collaborate with consumers and providers within the health care system. Emphasis is placed upon the processes of communication, critical thinking and decision-making within the maturing professional nurse role as group leader and group member. Special consideration is given to research.

NURSING OF ADULTS III
The student is provided the opportunity to acquire knowledge about the highly complex health restoration needs of the person and his or her family. Emphasis is placed on the unmet multi-system biopsychosocial, intellectual and spiritual needs related to the cardiovascular, respiratory and neurologic, and integumentary functions of the adult. The student grows in the ability to think critically and make decisions within the maturing professional nurse role by prescribing, designing, developing, utilizing and evaluating the nursing process and the teaching–learning process for patients with simple, complex and highly complex health enhancement, health maintenance and health restoration needs. The clinical component enables the student to demonstrate the processes of acquiring knowledge, forming values and developing skills related to communication, critical thinking and decision-making while assisting the person and his or her family toward maximum health potential.

CRITICAL CARE NURSING
The student is provided the opportunity to acquire knowledge about the highly complex health restoration needs of the person and his/her family. Emphasis is placed on the unmet multi-system biopsychosocial, intellectual, and spiritual needs related to the cardiovascular, respiratory, neurologic, and integumentary functions of the adult. The student grows in the ability to think critically and make decisions within the maturing professional nurse role by prescribing, designing, developing, utilizing, and evaluating the nursing process and the teaching-learning process for patients with simple, complex, and highly complex health enhancement, health maintenance, and health restoration needs.

SENIOR PRECEPTORSHIP
The preceptorship provides the student the opportunity to explore and apply the knowledge used within the professional nurse roles of a nurse generalist. Knowledge is synthesized and applied in clinical situations. The clinical enables the student to apply the processes of acquiring knowledge, forming values and refining skills related to communication, critical thinking and decision-making while assisting groups of people with health enhancement, health maintenance and health restoration needs toward maximum health potential. Dynamic concepts related to professional growth, teaching–learning process, nursing process, research process and leadership are analyzed and integrated with concepts related to medical, surgical, maternity, pediatric and psychosocial health promotion needs of clients.

SENIOR SEMINAR — BSN COMPLETION
The seminar provides the student the opportunity to conduct an extensive exploration of an aspect of one of the professional nurse roles and to share in the knowledge provided by peers about other professional nurse roles. Dynamic concepts related to the professional nurse roles of professional growth, teaching–learning process, nursing process, research process and leadership are continued followed by student presentations of self-selected topics.

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