Nursing schools » United States » New York » New York

Pace University (Lienhard School of Nursing)




The Lienhard School of Nursing is unique for two very important reasons. The first is our commitment to leadership. We are dedicated to innovation and excellence, and that means you get the finest education possible. You learn through the experience and expertise of the very best, and by exposure to cutting edge theory, technique and technology. The second reason for choosing Pace is the university-wide commitment to opportunity. That means you are afforded every chance to learn, to practice, to experience and to succeed. We all choose nursing for different reasons. To many, it's about helping others. Some dream of leadership. Others are focused on personal growth. The Lienhard School of Nursing is here to help you define and achieve your goals, whatever they are.

MESSAGE FROM THE DEAN

I appreciate your interest in Pace University and the Lienhard School of Nursing(LSN). This site gives you an opportunity to learn about our commitment to academic and practice excellence and scholarship, our programs and classes, faculty, settings and of course, admission policies and procedures. The School of Nursing, like Pace University at large, is dedicated to Opportunitas.

The need for well-educated, highly skilled nurses has never been greater. The profession of nursing needs people who are dedicated to providing health care to people from diverse backgrounds, at all ages and stages of life. Based on our long and rich history of educating nurses, you can be confident that the Lienhard School of Nursing will prepare you for positions of responsibility in all areas of health care.

Set within urban and suburban settings, the Lienhard School of Nursing partners with communities to foster human growth and dignity, and provide primary care. We are committed to helping individuals, families, and communities at local, national, and international levels, striving to meet health care demands now and in the future. Our vision is to be the leading school of nursing for innovation and excellence in education, research, and practice in primary health care.

Please take this time to browse our website to get an overview of our undergraduate and graduate programs, our fine faculty, our centers of excellence, nursing organizations, and unlimited opportunities to learn the art and science of nursing. Our home page is designed to be as interactive as possible. We have provided the information you need to understand our school and to apply. If you would like to share your needs and wishes, please take just a moment to complete the brief User Questionnaire.

I wish all the best for you and for your future. Please let us know how we can assist you in understanding nursing as a profession or Lienhard School of Nursing as a vital part of Pace University.




School name:Pace UniversityLienhard School of Nursing
Address:Park Row, New York City Campus
Zip & city:NY 10038 New York
Phone:(914) 773 -3552
Web:http://appserv.pace.edu/execute/page.cfm?doc_id=558
Rate:


Total:
( vote)


Visits:
1998  



Lienhard School of Nursing Nursing School Location







Lienhard School of Nursing Courses


EXPLORATION INTO NURSING CONCEPTS Concepts affecting nursing practice will be explored. Discussion will focus on topics including nursing history, professional roles, and care management, critical thinking using the nursing process, informatics, ethical/legal issues, nursing theory, and research. Students will be provided opportunities to study the evolving nursing profession and be expected to interact in lively debate about these issues. CULTURAL DIVERSITY IN NURSING AND HEALTH CARE This course focuses on the major ethnic and cultural groups, as well as dominant American beliefs as they pertain to nursing and health care. Cultural systems are studied utilizing systems theory and developmental theory. Attention is paid to stereotyping, communication and specific health care beliefs of different groups typically seen in New York service settings. DIFFERENTIATION OF THE SELF: AN HISTORICAL PERSPECTIVE OF WOMEN’S HEALTH This course will explore women’s health using a systems theory framework. Aspects of self differentiation, personal identity, self esteem, emotional isolation, and biological integrity will be discussed. Women’s health status and needs reflecting the variables of age, gender, ethnicity, multiplicity of roles, and occupational, economic and social resources will be assessed and analyzed. HEALTH CARE FOR THE AGED PERSON IN THE FAMILY This course is a study of health and health related problems of the older adult in the family. Emphasis is placed on the management of health and health related problems when age is a factor overlying care. Students are taught to differentiate between health potential and health problems in the aged client. Nursing strategies for health promotion, maintenance and restoration of the aged client in a complex multicultural society is also emphasized. INTRODUCTION TO CRITICAL CARE NURSING This course has as its focus the study of alterations in adult health status that require intensive care placement. There is examination of the collaborative role of the nurse involving other health team members. Emphasis is given to study of nursing responsibilities for the client’s cardio/pulmonary alterations and other dysfunctions. Environmental stressors of the ICU as they impact on the nurse, the client, and the client’s family are explored. Ethical/legal responsibilities of the nurse are addressed. HISTORICAL ISSUES IN NURSING The course focuses on historical themes, trends, and events in nursing in the United States, demonstrating their relevance to contemporary issues in the profession. Students will examine the social, political, economic, and cultural factors of the late nineteenth and early twentieth centuries that influenced the developing nursing profession. Emerging knowledge from women’s history will be presented to enrich traditional interpretations of nursing history. Students will select and study the historical dimension of topics reflecting nursing leadership and significant events of a particular period of time. RELATIONSHIP CENTERED COMMUNICATION I This course focuses on the development of therapeutic communication skills needed to influence health and healing in multicultural settings. Emphasis will be placed on communication skills needed in the helping relationship with individuals, families and communities. Value clarification, interviewing, listening, empathizing, speaking, and writing will be explored. HOLISTIC APPROACH TO SYSTEMS ASSESSMENT FOR HEALTH PROMOTION AND RISK ASSESSMENT I This course will focus on the theoretical foundations for a holistic approach to risk assessment and health promotion for the individual, family, and community. Emphasis will be on assessment of the normal developing family, newborn, and antepartal, intrapartal, and postpartal woman. HOLISTIC APPROACH TO SYSTEMS ASSESSMENT FOR HEALTH PROMOTION AND RISK ASSESSMENT I This course will focus on the theoretical foundations for a holistic approach to risk assessment and health promotion for the individual, family, and community. Students will also examine the theoretical foundations and risk appraisal for individual, family, and community who are at-risk for preterm birth. Emphasis will be on assessment of the normal developing family, and the newborn, and antepartal, intrapartal, and postpartal woman. Additionally, emphasis will be placed on the assessment of the at-risk family, and the detection and prevention of preterm birth, and the antepartal, intrapartal and postpartal woman who is delivering a preterm infant. Emphasis will also be placed on public awareness strategies that can be used to reduce the incidence and increase the awareness of preterm birth, and the awareness strategies that can be used to reduce the incidence and increase awareness of preterm birth, including but not limited to community educational programs and innovative local service programs. Students will design projects and become civically engaged in all community activities supported by the March of Dimes 5-year initiative to reduce the incidence and risk of preterm birth. CLINICAL FOR SYSTEMS ASSESSMENT AND RELATIONSHIP CENTERED COMMUNICATION I Emphasis will be placed on developing assessment, communication, and health promotion skills needed to provide relationship centered care with the new born and normal antepartal, intrapartal, and postpartal woman in the community. Supervised clinical experiences will be provided in the Learning Resource Center, community settings and facilities offering services to the healthy newborn, as well as the antepartal, intrapartal, and postpartal woman. SPIRIT OF INQUIRY This course focuses on the value and utility of qualitative and quantitative research to nursing. Topics will foster a spirit of inquiry that will enable the student to be a creative and innovative care manager. As consumers of nursing research the student will examine studies in relation to the individual, family and community. RELATIONSHIP CENTERED COMMUNICATION II This course focuses on the further application of therapeutic communication skills to influence health and healing in families and groups as well as individuals. Coping strategies for common stress manifestations including anxiety, dysfunctional communication, anger, and crisis will be explored. Beginning skills in teaching/learning will be developed. Concepts related to intra and inter professional communication will be explored. HOLISTIC APPROACH TO SYSTEMS ASSESSMENT FOR HEALTH PROMOTION AND RISK ASSESSMENT II Students will explore holistic nursing assessment parameters across the life span with emphasis on risk appraisal and health promotion. Assessment skills acquired in Holistic Approach to Systems Assessment for Health Promotion and Risk Assessment will be refined and strengthened. This course emphasizes relationship-centered assessments that include developmental parameters for the infant through the geriatric age group. CLINICAL FOR HEALTH ASSESSMENT II AND RELATIONSHIP CENTERED CARE II Students will apply skills acquired in Relationship Centered Communication II and Systems Assessment II in community based settings. Emphasis will be placed on developing and applying skills related to risk appraisal, health promotion, assessment, and communication skill to clients during the developmental cycle from infancy to old age. EXPLORATION OF PROFESSIONAL NURSING PRACTICES I This course analyzes issues and concepts affecting professional nursing practice. Designed for students who have completed a program of study leading to an associate degree or diploma in nursing, this course provides transition to baccalaureate level nursing education. EXPLORATION OF PROFESSIONAL NURSING PRACTICE II This seminar focuses on activities that relate to professional role development. Concepts presented in Exploration of Professional Nursing Practice I form the basis for developing these activities. Students have an opportunity to participate in self- reflection, political activism, and critical thinking through port- folio development, written logs, and selected activities that demonstrate the professional role. Emphasis will be placed on enhancing communication skills, encouraging creativity, and developing professional goals. CROSS CULTURAL STUDY: HEALTH CARE DELIVERY SYSTEMS The course involves a combination of selected readings, seminars and on-site visitations. Orientation sessions are conducted prior to departure to familiarize the participants with the country or countries to be visited. Course offerings and sites to be announced. MECHANISMS OF MIND-BODY ILLNESS I This course will focus on the relationship of functional changes in each system within the body to the whole being. Mechanisms of mind-body illnesses that relate to human response patterns across the life span will be explored. Emphasis will be placed on the pathophysiological and pathopsychological bases for the illness trajectory. Nursing assessments and benchmarks for nursing interventions will be integrated. MECHANISMS OF MIND-BODY ILLNESS II This course will focus on the relationship of functional changes in each system within the body to the whole being. Mechanisms of mind body illnesses that relate to human response patterns across the life span will be explored. Emphasis will be placed on the pathophysiological and pathopsychological bases for the illness trajectory. Topics related to alterations in neurologic, skeletal, gastrointestinal, hepatobiliary and pancreatic functioning; cancer; alterations in thinking, cognitive function, and mood as well as psychoneuroendocrine interrelationships will be discussed. Nursing assessments and benchmarks for nursing interventions will be integrated throughout the course. NUTRITION IN NURSING CARE MANAGEMENT This course explores the integral role of nutrition in health, healing, and comfort within various cultures and religions of the world. The focus will be on meeting dietary requirements and implementing dietary modifications as they relate to human response patterns across the life cycle of individuals, families, and communities. The role of the nurse in motivation and education will be emphasized. CARE MANAGEMENT OF INDIVIDUALS, FAMILIES AND COMMUNITIES ACROSS HEALTH TRAJECTORIES I The course explores the human response patterns of exchanging, relating, and feeling related to the most prevalent challenges to health across the life span. The nurse’s role in the healing process for the individual, family, and community will be emphasized. Supervised clinical experiences will be provided in a variety of primary, episodic, long term, and home settings. CARE MANAGEMENT OF INDIVIDUALS, FAMILIES AND COMMUNITIES ACROSS HEALTH TRAJECTORIES II The course is a continuation of Care Management of Individuals, Families and Communities across Health Trajectories I. This course explores the human response patterns of exchanging, feeling, relating, perceiving, knowing, and moving. The nurse’s role in the healing process for the individual, family, and community will be emphasized. Supervised clinical experiences will be provided in a variety of primary, episodic, long term, and home settings. PHARMACOLOGY IN NURSING CARE MANAGEMENT This course focuses on pharmacological interventions used for the most prevalent challenges to health across the life span. Emphasis will be on drug action and the effect on the person. Pharmacological therapeutics including herbal and homeopathic substances will be studied as they relate to nurse’s role and responsibility in nursing care management. INTERMEDIATE ASSESSMENT, RISK IDENTIFICATION AND HEALTH PROMOTION The nurse will examine the theoretical foundations for a holistic approach to assessment of a variety of systems. Additional skills required assessing and communicating with individuals, families, and communities will be learned. Emphasis will be placed on risk identification and health promotion. This course will include considerations of individuals throughout the life cycle, developing families, women’s health, men’s health, and community assessment. INDEPENDENT STUDY IN NURSING The student meets regularly with the faculty member to review progress. A paper must also be submitted. Projects involving a clinical experience require a lab fee and health clearance. TRANSITION INTO PROFESSIONAL PRACTICE I This course provides a holistic approach to leadership and management in nursing as it applies to the individual, family, and community. The concepts considered will include principles of leadership and management, organizational behavior, care management, nursing informatics, fiscal management, and environmental safety. Supervised clinical experiences will be provided in a variety of settings. TRANSITION INTO PROFESSIONAL PRACTICE II This course will focus on the role of the professional nurse as a care manager and as a partner in the delivery of health care services within a community context. Students will have an opportunity to select and explore a health care experience that will facilitate synthesis of nursing knowledge and transition into professional practice. Emphasis will be placed on comparing and contrasting the nursing roles and care management related issues for the health care of individuals, families, and communities. Clinical experiences will allow independent exploration of selected health cares issues in multiple settings. THE EVOLVING NURSING PROFESSION This course is the foundation for the curriculum for adult learners with a baccalaureate degree and a range of life experiences. The evolving nursing profession will be the focus of this course. Study of the history of nursing practice, nursing education, and nursing research will enable students to participate in dialogues of current and future issues in nursing and health care. Based on selected theoretical underpinnings, holistic nursing will be studied as a curriculum keystone. HOLISTIC APPROACH TO HEALTH PROMOTION & RISK ASSESSMENT This course will focus on the theoretical foundations for a holistic approach to assessment throughout the lifespan. Students will develop assessment skills for self, individual, family, and community assessment in supervised clinical experiences provided in the concurrent clinical course. RELATIONSHIP-CENTERED COMMUNICATION This course focuses on the development of therapeutic communication skills needed to influence health and healing in individuals, families, and groups in multicultural settings. Intra and interprofessional communication is a further focus. Skills such as values clarification, interviewing, listening, empathizing, speaking, and writing will be acquired. Coping strategies for common stress manifestations such as anxiety, dysfunctional communication, anger, and crisis will be developed. Principles and techniques of teaching will be explored. CLINICAL FOR HEALTH PROMOTION & RISK ASSESSMENT AND COMMUNICATION Emphasis will be placed on developing assessment and communication skills needed in providing relationships centered care with individuals, families, and communities. CARE MANAGEMENT OF INDIVIDUALS, FAMILIES AND COMMUNITIES ACROSS HEALTH TRAJECTORIES This course explores the human response patterns related to the most prevalent challenges to health across this life span. The nurse’s role in the healing process for the individual, family, and community will be emphasized. Supervised clinical experiences will be provided in a variety of primary, episodic, long term, and home settings. MECHANISMS OF MIND-BODY ILLNESS This course will focus on the relationship of functional changes in each system within the body to the whole being. Mechanisms of mind body illness as they relate to human response patterns across the life span will be explored. Emphasis will be placed on the pathophysiological and pathopsychological bases for the health/illness trajectory. Nursing assessments and benchmarks of nursing interventions will be integrated. NUTRITION IN HEALTH AND HEALING This course explores the integral role of the nurse in nutritional assessment and counselling for health, healing, and comfort. The role of the nurse in motivation and education is emphasized. Methods of assisting the individual, family, and community to make dietary life style changes related to illness trajectories and patterns throughout the life cycle will be examined. Dietary plans for cultures, religions, and other belief systems (vegetarianism) within communities will be explored. PHARMACOLOGY AND NURSING CARE MANAGEMENT The course will build upon basic pharmacologic knowledge and provide for in- depth study of the physiologic impact of selected classifications of drugs on the human system. Case studies are used to illustrate and discuss the basis for nursing interventions. TRANSITION INTO PROFESSIONAL PRACTICE This course provides a holistic approach to leadership and management in nursing as it applies to the individual, family, and community. The role of the professional nurse as care manager and partner in the delivery of health care services within a community context will be a major focus. Emphasis will be placed on comparing and contrasting the nursing and care management roles related to health care issues of individuals, families, and communities. Supervised clinical experiences will be provided in a variety of settings. Clinical experiences will also allow independent exploration of a selected health care issue in multiple settings. SPIRIT OF INQUIRY (NURSING RESEARCH) This course focuses on the value and utility of qualitative and quantitative research to nursing. Topics will foster a spirit of inquiry that will enable the students to be a creative and innovative care manager. As consumers of nursing research the student will examine studies in relation to the individual, family, and community. TRANSITION TO LEADERSHIP AND MANAGEMENT WITHIN THE COMMUNITY This course focuses on leadership and health care management within a community environment. Emphasis is placed on application of principles of nursing individuals and aggregates within the community. Theories of leadership and management in the evolving health care system, as well as health care policy, economics, and delivery are examined within the context of the role of the nurse. CLINICAL CONCENTRATION PRACTICUM I This course is intended to allow the RN/BS student to develop increased expertise in a particular clinical area, or to explore a new clinical area. In collaboration with clinical faculty and a preceptor, the student develops an individualized clinical experience consistent with his or her professional goals and supported/complemented by previous or concurrent theoretical courses. CLINICAL CONCENTRATION PRACTICUM II This course is intended to allow the RN/BS student to develop increased expertise in a particular clinical area, or to explore a new clinical area. In collaboration with clinical faculty and a preceptor, the student develops an individualized clinical experience consistent with his or her professional goals and supported/complemented by previous or concurrent theoretical courses. CLINICAL CONCENTRATION PRACTICUM III This course is intended to allow the RN/BS student to develop increased expertise in a particular clinical area, or to explore a new clinical area. In collaboration with clinical faculty and a preceptor, the student develops an individualized clinical experience consistent with his or her professional goals and supported/complemented by previous or concurrent theoretical courses.



Other nursing schools in New York

Columbia University (School of Nursing)
Columbia University School of Nursing is part of one of the world’s most renowned academic health centers. One of only 18 other such centers in the US...
Address: 630 West 168th Street

New York University (College of Nursing)
Welcome to the New York University College of Nursing. Founded in 1932, today’s College reflects the intellectual curiosity, dynamism, and quality tha...
Address: 246 Greene Street

Hunter College (Hunter-Bellevue School of Nursing)
Welcome to the Hunter-Bellevue School of Nursing at the Brookdale Campus of Hunter College of the City University of New York. Hunter-Bellevue Scho...
Address: 425 East 25th Street