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Mercy College Health Science - Division of Nursing




PHILOSOPHY OF THE DIVISION OF NURSING
The following statements, based on the philosophy and objectives of Mercy College of Health Sciences represent the beliefs of the faculty regarding the nursing education experience. The Division of Nursing Philosophy incorporates concepts from the metaparadigm of nursing and the core values of Mercy.
Caring relationships begin with the personal integration of the core values of Mercy and the professional values of altruism, autonomy, human dignity, and social justice and are the basis for holistic nursing care. A caring relationship is ‘being with’ and ‘doing for’ that encourages individuals to reach their optimum comfort and functioning by fostering trust and hope. It is characterized by a fundamental belief in the value of each individual, including respect for diversity, beliefs, and lifestyle choices. Care of the self is foundational to caring relationships.
Individuals are holistic beings with an integrated body, mind, and spirit possessing inherent dignity, worth, and the right to be treated with respect, concern, and caring. Individuals possess unique abilities, beliefs, values, and life experiences as they progress through developmental stages throughout the life span. All human beings have certain functional health patterns in common that contribute to their health, quality of life, and achievement of human potential. An individual becomes a patient when served by the health care provider. Recipients of nursing care may be individuals, families, groups, communities, or multicultural populations. Individuals may also be termed patients depending on the context or setting.
Health is a phenomenon defined by an individual’s perception of his/her holistic well-being. It is also a dynamic state unique to all individuals involving response to changes in the internal and external environment. Optimum comfort and functioning is achieved through interaction with the health care system. The ability of patients to maintain and promote health and prevent illness is enhanced by their interaction with the health care system. The health care system, a diverse, evolving, dynamic network of supportive services within the global environment, is directed at meeting the health care needs of individuals and groups. Global health implies that the nurse has an understanding of the implications of information technology that links all parts of the world. Global health care is provided when the nurse utilizes knowledge of the global environment in which care is provided.

The environment is composed of internal and external factors that influence the response of individuals and groups experiencing potential or actual alterations in health. Nurses have a commitment to help individuals and groups achieve their desired health potential by influencing the environment.
Nursing is a caring profession that recognizes the unique value of the individual. The goals of nursing are to empower patients to promote, achieve, and/or maintain optimum comfort and functioning, and achieve a peaceful end of life. The professional nurse utilizes a broad knowledge base from the liberal arts and sciences taking into account complex ethical, social, cultural, legal, political, and economic principles. Nursing practice integrates a variety of processes when caring for the unique needs of individuals. Major processes used by the professional nurse include: nursing process; communication; critical thinking, which incorporates clinical decision- making; teaching/learning; and research. Caring interventions are evidenced-based nursing actions that contribute to competent nursing care. Nursing roles include but are not limited to provider of care, leader/manager, teacher, and member of the profession. The nurse functions collaboratively with other health care professionals and patients to provide and coordinate care in a variety of acute care and community-based settings.
Students are individuals with unique abilities, beliefs, values, and life experiences who enter the nursing education environment to gain knowledge and understanding of professional nursing practice. Students are expected to be self-directed and active participants in their education. The combination of learning experiences and caring relationships prepares graduates to demonstrate caring, competent practice; professional behaviors; lifelong learning; and service to communities.
Faculty are individuals committed to student learning. Faculty promote critical thinking and clinical judgment, actively involving students in the educational process and engage in caring relationships with students to foster professional development. Each faculty member brings a unique personality, specialized education, and practice experiences to the educational environment. As specialized clinicians, faculty role-model professional behaviors and collaborate with other professionals, students, and individuals to promote caring, competent practice. Faculty are responsible for the ongoing development and implementation of a curriculum that meets the needs of diverse students.
Nursing education is the teaching/learning process by which faculty and students collaborate to assist students to achieve educational goals. Faculty fosters a caring environment to optimize learning experiences empowering students to form caring relationships with patients and other recipients of nursing care. The Mercy curriculum is based on professional standards that are an integration of knowledge, skills and attitudes from the disciplines of nursing and the liberal arts and sciences. Teaching methodologies include active learning, technology and distance modalities. Teaching/learning processes enable students to develop critical thinking skills and nursing practice competencies. Active involvement of learners in their continuous educational process and the self-directed pursuit of knowledge facilitate their achievement of specific goals. Nursing education can no longer be limited to a specific setting. The focus of nurse educators is that nursing occurs wherever the nurse and patient are located. This belief is the foundation for community-based nursing education.

BECOME A BSN REGISTERED NURSE
A registered nurse (RN) treats patients, educates patients and the public about various medical conditions, and provides advice and emotional support to patients’ family members. RNs record medical histories and help perform diagnostic tests and analyze results. As a registered nurse you will operate medical machinery, administer treatment and medications, and help with patient follow-up and rehabilitation. An RN prepared at the BSN level is prepared for leadership, community health, research, and education roles.

HERE’S OUR PROGRAM
Your RN to BSN program offers you educational mobility as a registered nurse. We offer you the opportunity to use your prior nursing education and professional experiences to earn advanced leadership roles in your workplace. If you are a registered nurse who has a diploma and a current, valid license, you will receive 36 credit hours towards your BSN.
Your coursework can be spread over six years. You will be able to complete 10 credits a year by taking one 3- or 4-credit hour course each academic semester (fall, spring and summer). You can take most courses in the late afternoon and evening, and most meet once each week. Your liberal arts and science courses are offered at various times throughout the weekdays and evenings. Online courses are part of the curriculum. A course on caring in a diverse health care environment, applying theory to practice, is included.

BACKGROUND PREPARATION
You will need a 2.5 grade point average on a 4.0 scale. You will also need a copy of a current, valid license to practice as a registered nurse in the state of Iowa or to demonstrate progress toward licensure. If you wish to begin BSN coursework, but have not passed the NCLEX-RN examination, you may take nursing classes for one semester only. You will be granted full admission upon receipt of licensure.
Our BSN program is accredited by the Commission on Collegiate Nursing Education (CCNE), and has approval of the Iowa Board of Nursing.

CLINICAL WORK EXPERIENCE
You will experience direct patient contact during your clinical experience (called practicums) at Mercy Medical Center. You will also work at many other leading health care providers in central Iowa to gain hands-on learning throughout your course of study.

FACULTY
Our BSN faculty team includes all full-time graduate-prepared faculty. As a student, you will receive an exceptional level of personalized instruction.

PURPOSE
The Bachelor of Science in Nursing (BSN) completion program is a course of study designed for registered nurses. Baccalaureate nursing education prepares graduates for the practice of professional nursing in a variety of structured and other settings and provides the basis for advanced practice and specialization. The BSN Degree program is designed for part-time or full-time study, but all course work must be completed within six years after enrollment in the first required nursing course. Mercy College of Health Sciences serves as a receiving institution (BSN degree program) in the Iowa Articulation Plan for Nursing Education.

OBJECTIVES
Upon completion of the BSN program completion, the graduate will:
1. Demonstrate caring relationships through the personal integration of the core values of Mercy while performing the roles of leader/manager, teacher, professional, and provider of care.
2. Accept each client as an individual, holistic being with an integrated body, mind, and spirit possessing internal and external factors that affect health.
3. Apply theoretical knowledge and principles derived from nursing, liberal arts, and sciences that serve as a foundation for providing therapeutic nursing interventions in the holistic care of diverse clients.
4. Utilize communication skills effectively while implementing the roles of the professional nurse.
5. Utilize a variety of processes when caring for the unique needs of diverse individuals to promote, achieve, and/or maintain their optimal health and preserve dignity in the dying process.
6. Utilize leadership/management strategies to effect change for the improvement of nursing care in structured and other settings.
7. Evaluate research for the applicability of findings to improve current and future nursing practice.
8. Demonstrate accountability by incorporating ethical, social, legal, political, and economic principles and professional standards standards into nursing practice decisions, with individuals, groups, and communities.
9. Value the need for life-long learning, service to the community and commitment to the improvement of the profession and the health care system.



School name:Mercy College Health Science - Division of Nursing
Address:928 6th Avenue
Zip & city:IA 50309 Iowa
Phone:(515) 643-6633
Web:http://www.mchs.edu/acad-bsnursing.cfm
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Mercy College Health Science - Division of Nursing Courses


INTRODUCTION TO PROFESSIONAL NURSING CONCEPTS
This course includes an introduction to the foundation of nursing practice. Broad course content includes the history of nursing, the health care delivery system, cultural considerations, caring and clinical judgment, verbal/non-verbal communication, physical assessment, the nursing process, nursing diagnosis, the nurse-patient relationship, overview of growth and development, health perception, health promotion, health maintenance, introduction to nutrition, body systems, managing bowel and bladder elimination, self care, mobility, supporting respiratory functions, managing sleep and rest, managing pain, managing stress and anxiety, coping, managing functional limitations. Clinical sites will include community clinics, rural hospitals, long-term care centers, and senior centers.

PROFESSIONAL NURSING SKILLS I
This course introduces clinical skills as a foundation of nursing practice. The course focuses on concepts and clinical skills basic to the practice of nursing across the lifespan. Students are introduced to the holistic care of clients, beginning clinical decision-making, and foundational therapeutic nursing interventions. Nursing process, documentation, therapeutic communication skills, aseptic technique, medication administration are included as well as other fundamental nursing skills. Caring, critical thinking, communication, evidence-based practice and professionalism will be stressed throughout the course.

NURSING HEALTH PROMOTION ACROSS THE LIFE SPAN
This course provides a foundation for health promotion. The focus is wellness. Broad course content includes definition of health, objectives for promotion and prevention, emerging populations and health, health promotion and the individual across the life span, health promotion and the family, health promotion and the community, interventions for health promotion, global health promotion in the 21st century, nutritional status across the life span, elimination patterns, health lifestyle, activity/exercise pattern, sleep-rest pattern, cognitive-perceptual pattern, self-perception/self-concept pattern, sexuality-reproductive pattern, coping-stress tolerance pattern, value-brief pattern. Clinical sites will include community clinics, rural hospitals, long-term care centers, senior centers, day care centers, schools, OB clinics, and acute care including ante-partum labor/delivery sites, post-partum and newborn nursery sites.

PROFESSIONAL NURSING SKILLS II
The course builds upon concepts and clinical skills related to the practice of nursing across the life span introduced in Nursing Skills I. Advanced medication administration, blood administration, tracheostomy care, enteral feeding, and care of central vascular access devices are included as well as special skills necessary for care of children and the child-bearing family. Caring, holistic care, critical thinking, communication, evidence-based practice and professionalism will be stressed throughout the course.

NURSING CARE OF PATIENTS ACROSS THE LIFE SPAN I
The course utilizes a functional health pattern framework for nursing care across the life span including medical-surgical and mental health content. Broad topics will include health perception-health management pattern, nutritional-metabolic pattern, sleep-rest pattern, self-perception/self-concept pattern, sexuality-reproductive pattern. Clinical sites will include acute care adult, pediatrics, mental health, and community sites.

NURSING CARE OF PATIENTS ACROSS THE LIFE SPAN II
This course is a continuation of NSG 160 and utilizes a functional health pattern framework for nursing care across the life span. Focus is medical-surgical and mental health content. Broad topics include activity-exercise pattern, cognitive-perceptual pattern, self-perception/self-concept pattern, role-relationship pattern, coping-stress tolerance pattern, value-belief pattern. Clinical sites will include acute care adult, pediatrics, mental health, and community sites.

NURSING CARE OF PATIENTS ACROSS THE LIFE SPAN III
Role of the nurse as a leader and manager, managing patient care across the life span, end of life care, overview of care of critically ill patients with complex problems, nursing skills for managing critical ill patients with complex problems, nursing management of patients with multiple organ dysfunction, nursing management of acute cardiac conditions, nursing management of trauma patients, nursing management of patients with acute obstetrical conditions.

ROLE TRANSITION TO PROFESSIONAL PRACTICE
This 7-week rotation is a clinical preceptorship in medical-surgical, adult, child, and neonatal critical care units. It includes course content of socialization into the RN role, transition to entry-level practice, self care, burnout, moral, ethical and legal issues in nursing practice, Nurse Practice Act, ANA code of ethics, impaired nurse, death and grief, conflict resolution, planned change, collective bargaining, staffing, retention/recruitment, resume writing, mentoring and coaching.

CARING IN A DIVERSE HEALTH CARE ENVIRONMENT
This course facilitates an integration of personal and professional values that form the foundation for a philosophy of care giving, and prepares students for the realities and challenges of care giving in their health care profession. The course examines dimensions of self-care to enhance preparation for a career in a health care profession. It explores the holistic care of others including vulnerable and culturally diverse patients, with a focus on suffering, faith, hope, healing, and death and dying. Applications for culturally sensitive care giving for diverse patients include an examination of religious beliefs and cultural health traditions, and the impact of diversity in the health care workplace.

INFORMATION RESOURCES IN HEALTH ORGANIZATIONS
This course explores the opportunities and challenges inherent in the use of health care management information systems in clinical and non-clinical applications. Subsystems include pathology, nursing, clinical laboratory, radiology, physiology, clinics, education, and financial management.

COMMUNITY HEALTH NURSING
This course examines the historic, contemporary, and futuristic perspectives of the development of community health nursing as well as its principles and theories. Clinical practice will occur in a variety of community and multidisciplinary settings.

ISSUES AND TRENDS IN NURSING
This course offers an opportunity to investigate a variety of current issues and trends affecting health care, its delivery system, and the profession of nursing. Students will choose three one-credit seminars during the semester.

PAIN/PALLIATIVE CARE/END OF LIFE CARE
Students will explore best practices in pain management and apply principles of pain management across the lifespan in case study discussion. An overview of palliative care and end-of-life concepts and programs will be emphasized including acute, community, and hospice care settings.

SOCIAL INJUSTICE/GLOBAL HEALTH
This course includes social injustice issues related to healthcare around the world. Discussion will be related to healthcare access, poverty related to healthcare, and human rights. Social injustice increases the prevalence of risk factors, which leads to health inequities. The course will look at promoting access to justice, especially for the most vulnerable individuals and groups in society.

GERONTOLOGY
This course includes content specific to the dynamics of aging, theories of aging and nursing interventions for health promotion and improvement of quality of life for older adults. Social, emotional, spiritual, and physical aspects of aging will be explored.

GENOMICS
Genomics is an emerging field that assesses the impact of genes and their interaction with behavior, diet, and the environment on population health. This course will review the basics of genetics, including the importance of family history, ethical concerns, the nurse’s role, and the impact on future nursing practice.

POLITICAL ACTIVISM
This course is designed to raise students’ awareness and involvement in legislative issues and trends affecting health care, its delivery system, and the profession of nursing. The role of the professional nurse in political advocacy for clients and vulnerable population groups across the lifespan, as well as the individual nurse’ s participation in professional organizations will be explored.

SPIRITUALITY
The course will include an overview of spiritual assessment and direct spiritual care for patients across the lifespan including spiritual development and distress. Students will explore their own issues in spirituality and faith through a spiritual retreat. Students will analyze the relationship between suffering, hope, and faith and the impact of spiritual care interventions to promote healing for patients. Nursing caregivers will explore the sacred dimensions of their caregiving and will discuss methods to support a healing culture for patients and caregivers in clinical work settings.

HEALTH LITERACY
The course will explore the prevalence of healthcare and functional literacy and its impact on patients’ compliance with healthcare education and plan of care. Students will analyze the best practices and strategies to assist patients with understanding of healthcare information. An in-depth critique of written and internet health care educational resources will be completed.

HEALTH ASSESSMENT IN NURSING
This course presents a systematic, holistic approach to in-depth health history taking and physical examination of clients of all ages. Laboratory sessions provide an opportunity to practice assessment skills.

INTRODUCTION TO RESEARCH
This course introduces the basics of qualitative and quantitative approaches to research, and provides a conceptual basis to interpret and evaluate research. The student will identify the application of research to nursing knowledge and practice. Examples of research will be critiqued.

BSN PROFESSIONAL ROLE I
This course presents the history and roles and theories of professional nursing. The core values of Mercy are introduced and students reflect on how these values impact their own practice through development of a professional philosophy. The course reviews the history of nursing and includes an analysis of its current impact on society. It presents nursing theories as the base for professional nursing practice. The course also provides an overview of the roles of the BSN nurse. Students will explore role socialization issues in structured and other settings within nursing practice. Introductory demonstration of computer technology is integrated for use in projects throughout the program. (Must be taken first semester of BSN curriculum.)

THEORIES OF LEADERSHIP AND MANAGEMENT IN NURSING
This course presents theories of leadership management and change processes, with applications made in the classroom and clinical settings. Skills necessary to facilitate group dynamics and personnel management are addressed, and a variety of quality control models are examined. The clinical component encourages students to practice leadership/management skills while interacting with individuals and groups.

HEALTH CARE FINANCIAL MANAGEMENT
This course explores the organizational and operational aspects of fiscal analysis and internal control of health care organization costs. Topics will include planning, budgeting, and cost-finding including preparation and analysis of operating budget-trending, modeling, revenue, expenses, variance analysis, and margins. Organizational and divisional performance will be measured against internal and external benchmarking tools, assessing capital equipment needs, building a capital budget, and bids.

PRINCIPLES OF TEACHING/LEARNING
This course explores selected theories of teaching and learning and examines how they relate to patient education. A comprehensive teaching project will be designed.

BSN PROFESSIONAL ROLE II
This course provides an opportunity for students, collaborating with preceptors, to design an independent study experience in a practice area of their choice. The experience will explore a clinical specialty or nursing role. Emphasis is placed on the student’s demonstration of accountability, judgment, clinical competence, caring behaviors, and effective interrelationships in a variety of nursing roles. Legal and ethical aspects of professional nursing are also components of this course. It is to be taken as the final, capstone course in the curriculum.

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