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Norwich University (Nursing Program)




The Department of Nursing offers two degree programs:

1. A four-year program leading to the Bachelor of Science in Nursing and eligibility to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN).
2. An RN to BSN program designed for graduates of associate degree and diploma nursing programs.

MISSION

The Nursing Department offers a four-year program leading to the Bachelor of Science in Nursing and eligibility to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The first year of the BSN program is dedicated to courses in the Humanities, Sciences, Social Sciences and Introduction to Professional Nursing. This format provides an opportunity for students to adjust to the various aspects of university life before beginning their clinical courses. The clinical experience begins in the fall of the sophomore year and continues through the remainder of the program. By graduation students will have completed 1053 clinical hours in a variety of settings. Integrated into the curriculum are the concepts of the nursing process, principles of teaching and learning, concepts of leadership, caring and therapeutic communication, and the concepts of critical thinking and research. Clinical settings include hospitals, extended care facilities, community/home health agencies, doctor’s offices, and clinics. A well equipped, modern, simulation laboratory provides an on-campus supervised area for skill and health assessment practice. Morning, evening, and weekend hours are utilized for the clinical experience. Nursing faculty present theory in the classroom, select clinical learning experiences, and guide and supervise students in the clinical area. Students will take a pre-NCLEX exam in their senior year to determine readiness for NCLEX exams after completing requirements for graduation. Students are required to purchase student uniforms. Specific requirements and costs are sent to students prior to their sophomore year. Students are responsible for their own transportation to and from clinical agencies. Nursing majors must have current certification in Cardiopulmonary Resuscitation (CPR) upon entering the sophomore year and through ah subsequent nursing courses.

PHILOSOPHY

The philosophy of the Nursing Program flows from the Mission of Norwich University and supports the University's ideals that are dedicated to learning, teamwork, leadership, creativity, and critical thinking. The University further strives to provide for the educational needs of both traditional and nontraditional students through lifelong learning opportunities in a variety of educational modes.

The Nursing Program is non-discriminatory and admits students regardless of age, sex, nationality, race, or sexual preference. The purpose of the Nursing Program is to develop and prepare individuals as nurse generalists for professional nursing roles and to provide educational preparation for graduate study in nursing. The program provides a foundation for continuing personal and professional development and prepares a competent beginning practitioner of nursing who is prepared to assume increasing responsibility and leadership providing fiscally responsible care while improving the quality of care.

The nursing faculty believes that nursing theories and knowledge, and the theories and knowledge from the health and behavioral sciences contribute collectively to promote, protect, and restore health for individuals, families, groups, and communities. This practitioner uses refined professional communication skills, including writing and speaking effectively, to function in a Baccalaureate-nursing role.

The faculty is an advocate for career mobility and accessibility to nursing education for learners in the rural areas of Vermont and the surrounding states, and is committed to providing opportunities for advanced placement of qualified applicants and accessible career mobility education for Registered Nurses.

The faculty believes that learning is a continuous, dynamic, lifelong process that is a personal responsibility and occurs through active learner involvement. The faculty further believes an educational environment that fosters mutual respect, integrity, intellectual inquiry, and effective communication will promote learning. Learning activities progress through increasing levels of complexity and independent functioning throughout theoretical and clinical learning experiences. The faculty believes that the educational environment will foster a lifetime commitment to personal and professional growth.

The curriculum encompasses the metaparadigm of the major constructs of person, health, environment, and nursing. The faculty believes that these four major constructs are dynamic and responsive to the ever-changing health care system.

Person is defined as individuals, families, groups, populations, and communities that possess diverse characteristics, hold common basic needs, have inherent dignity and self-worth, progress through unique sequential stages in development, are continuously interacting with both external and internal environments, and must be regarded holistically. Recipients of nursing care are referred to as clients.

The faculty believes the environment is multidimensional, having both external and internal processes and phenomena. Environmental influences, conditions, and circumstances surround, interact and affect the health of clients within an interrelated biological, physical, social, economic, and political life context. Environment is believed to be both reciprocal and complementary to the person.

Health is a fluid and dynamic state and is highly sensitive to the client's ability to adjust and adapt to the environment. Through complex adaptation processes, the health of the person varies on a continuum ranging from high-level wellness to illness and death. The goal of adaptation is optimum wellness. Faculty further believes that health is the responsibility of society and all its members. Society has complex needs for health care which are identifiable, change with time, and relate to the cultural characteristics of the person. Each person has the right to health care provided through a mutual and collaborative process, resulting in informed health decisions and mutual accountability for outcomes.



School name:Norwich UniversityNursing Program
Address:158 Harmon Drive
Zip & city:VT 05663 Vermont
Phone:802.485.2600
Web:http://www.norwich.edu/academics/mathScience/nursing/index.html
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Nursing Program Courses


INTRODUCTION TO PROFESSIONAL NURSING
This course provides a forum in which to explore the present and emerging role of the professional nurse. The student is introduced to the Norwich University BSN Program and the major strands (Nursing Process, Communication, Teaching/Learning, Leadership, Research, Personal and Professional Growth, Life Span Development and Caring) that will be built upon during subsequent courses. Socialization into professional nursing is examined. Students are introduced to nursing infomatics with an emphasis on acquisition and ethical use of knowledge through the use of the Internet.

FUNDAMENTALS OF NURSING I
This course provides the foundation for professional nursing practice. Emphasis is placed on wellness, physiological, psychological, social, cultural and spiritual factors which contribute to the well-being of the individual and family. The concepts of nursing process and clinical decision making are explored. Communication is emphasized as an essential aspect of the professional role and is applied through interviews and data collection with the professional nurse always being aware of patient's rights and the issues of privacy. Related theory from behavioral and physical sciences is incorporated.

MEDICAL/SURGICAL NURSING I
Medical/Surgical Nursing I builds on the concepts learned in Fundamentals of Nursing I. Medical/Surgical Nursing I theory will apply the nursing process and current knowledge in the areas of pre- and post-operative patients, medication/intravenous fluid therapy, and preventative/curative care. Patient's rights and issues of privacy are reinforced throughout the course.

NURSING PHARMACOLOGY
A study of the therapeutic use of chemicals and their interactions in the human body to produce biologic effect. Students will identify pharmacotherapeutic interventions for clients of all age groups utilizing a nursing process approach. Clinical decision making in pharmacotherapeutics will be explored through the use of critical thinking exercises.

THEMATIC SEMINAR
A seminar course that deals with the particular theories, areas, or issues of nursing not elsewhere covered in depth or within present course offerings. Students will continually apply proper legal/ethical considerations into clinical practice.

NURSING IN TODAY’S WORLD
This course provides a forum in which to explore the present and emerging role of the professional nurse. The RN/BSN student is introduced to the Norwich University BSN Program, and the major strands (Nursing Process, Communication, Teaching/Learning, Leadership, Research, Personal and Professional Growth, Lifespan Development and Caring) that will be built on during subsequent courses. Socialization into professional nursing is examined. Students are introduced to nursing infomatics with an emphasis on acquisition and ethical use of knowledge through the use of the Internet.

HEALTH ASSESSMENT
This course focuses on the development of beginning skills in assessment of the healthy adult. A family and community assessment is also developed. Interviewing, obtaining a health history, and the components of a physical assessment are presented. Students learn to integrate interview data with physical findings to formulate nursing diagnoses that will guide the nursing process. Practice will be provided in a laboratory setting and selected clinical settings. Students continue to gain proficiency in interviewing and data collection. Patient’s rights and issues of privacy are reinforced throughout the course.

MEDICAL-SURGICAL NURSING II
A course that emphasizes the role of the Baccalaureate prepared nurse in the care of adults with acute and chronic illness across the life span. This course will combine advanced medical and surgical topics specific to the adult patient. Students will be able to utilize the nursing process, critical decision making, teaching/learning principles, and leadership experiences to coordinate care for patients in a variety of acute care settings. Students are reminded of the ethical, legal and moral issues of discussing actual patients outside of the clinical setting.

MENTAL HEALTH NURSING
Mental Health Nursing provides the Baccalaureate prepared nurse with an overview of current mental health issues. Current theories and nursing care of clients with mood/affect, neurotic and/or psychotic disorders will be explored. Selected clinical experiences will enhance the theory. Confidentiality is emphasized to ensure a patient's complete privacy.

MATERNAL-CHILD HEALTH NURSING
Maternal-Child Health Nursing builds on fundamentals of nursing and medical-surgical nursing to explore the fields of maternity and pediatric nursing. Maternal-Child Health Nursing theory will emphasize nursing process, teaching/learning, and health promotion in these special populations. Students will care for clients in a variety of settings across the wellness-illness continuum. This course has a clinical component. Students will continually apply proper ethical/legal considerations into clinical practice.

INDEPENDENT STUDY
A course in which there is an opportunity to select and read in a specific area of interest that is not available through regular course offerings. Prerequisites: three baccalaureate nursing courses and permission of the instructor. Students will continually apply proper legal/ethical considerations into clinical practice.

NURSING RESEARCH
This course introduces students to the principles and methods of research and emphasizes the application of research in nursing as a product and process. It prepares students to critically read research articles and relate the value of that research to nursing practice and client outcomes; to develop a research problem and literature review; to participate with a research team; and to utilize nursing research in their practice. Confidentiality is emphasized to promote and ensure complete patient privacy.

NURSING LEADERSHIP
This course examines the leadership process in nursing. The student studies the effects of leadership theory in the management of people and tasks within the health care environment, such as teaching assistive personnel the requirements of ensuring security of patient’s medical information and professional ethics. Emphasis is placed on a humanistic model for teaching and learning that stresses interpersonal communication as an essential component of nursing and leadership.

THE NURSE’S ROLE IN HEALTH PROMOTION AND HEALTH PROTECTION
The role of the baccalaureate nurse in the health promotion and protection of individuals, families, and populations is emphasized. The student is introduced to the components of community health nursing. The focus of the clinical components is the nursing care of families and populations. Students will continually apply proper ethical/legal considerations and the insurance of patient privacy.

THE NURSE’S ROLE IN COLLABORATIVE HEALTH CARE PRACTICES
This course emphasizes the synthesis of knowledge throughout the curriculum. Political, ethical, and social issues are also explored. Students actively take on a professional nursing role within a precepted nursing experience with collaboration and coordination being stressed. Students have freedom to develop personal goals within the outcomes of the course to meet final individual needs. Students will continually apply proper ethical/legal considerations and the insurance of patient privacy.

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