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Regis College (Department of Nursing)

The associate and baccalaureate nursing programs prepare individuals for professional practice as registered nurses. The programs integrate study in the liberal arts and sciences with professional nursing education and lead to the associate or the baccalaureate of science degree in nursing. Students have diverse clinical experiences within the Greater Boston area.

* The associate degree program prepares the beginning nurse to provide care for clients in such diverse structures as primary, secondary, and tertiary care settings.
* The baccalaureate degree programs prepare beginning professional nurses to provide care to clients in a wide variety of health care settings.

All nursing programs are approved by the Massachusetts Board of Registration in Nursing and are accredited by the National League for Nursing Accrediting Commission.

School name:Regis CollegeDepartment of Nursing
Address:235 Wellesley Street, College Hall 159
Zip & city:MA 02493 Michigan

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Department of Nursing Nursing School Location

Department of Nursing Courses

This foundations course introduces the student to the major categories of client needs: promotion of health/wellness, maintenance, and restoration; physiological integrity; safe, effective care environment; and psychosocial integrity. The major concepts that are taught are adaptation, nursing process, professional role, communication, critical thinking, and a philosophy of caring, and ethical and legal standards of practice, along with basic research skills as all are deemed integral to role development for nursing practice. Past, current, and future trends in health care, including an introduction to an evidence-based approach to nursing practice, complete the design. The concurrent clinical component of the course provides the student the opportunity to develop beginning skills and competencies in the care of adult patients, including the application of selected culturally-competent therapeutic nursing interventions in the promotion of wellness.

This course emphasizes the knowledge, skills and competencies essential for the medical/surgical nursing management of adult individuals and their families experiencing alterations in health status. The focus is on health promotion and restoration related to altered cell function, oxygenation, endocrine, neurologic, immune, gastrointestinal and sensory dysfunction, acid-base balance, and problems with sexuality. Professional role, critical thinking, and ethical-legal issues are further developed along with a continued philosophy of caring. These are actualized by the student through use of the nursing process and the application of culturally-competent therapeutic nursing interventions under the direction of supervising faculty. The research process is used as a vehicle to enable the student to suggest change to improve the quality of care. The interrelatedness of the health team is considered through application of beginning leadership and management principles.*

This course explores the relationship between good health and nutrition. It examines the process of digestion, absorption, and metabolism and discusses the classes of nutrients, their functions, food sources, recommended daily allowances, and deficiency diseases. U.S. Dietary Guidelines are studied with applications made in meal planning for nutritional benefit with specific populations. Nutritional assessment, principles of therapeutic nutrition, and nutrition teaching are examined as they relate to the professional nursing role.

This course focuses on developing the professional role of the nurse in providing care to women, children, and their families. Culturally competent therapeutic nursing interventions are developed to promote adaptation for childbearing and childrearing families. A philosophy of caring is emphasized to support families adapting to change in structure, function, and/or the effects of illness. Strategies for health promotion, restoration, and maintenance are discussed related to well family care, high risk pregnancy, high risk parenting, and common health problems. Research concepts, historical and current perspectives are addressed along with analyses of ethical-legal concerns and further exploration of cultural influences on client needs. Concurrent acute care and community clinical experiences introduce the student to diverse professional nursing roles. An evidence-based approach to nursing practice provides opportunities for application of teaching/learning principles and other specialized skills and competencies. Students continue growth in leadership and management principles and practice in the clinical setting with faculty input and support.*

This course reinforces the knowledge, skills, competencies, and values of the preceding nursing courses in the curriculum and adds an additional dimension of assisting individuals and families to adapt to complex physiological and psychological stressors. Specific concepts presented focus on complex alterations in tissue perfusion, oxygenation, and cardiac output; critically altered fluid balance; altered renal function; multiple organ dysfunction/shock, and nursing management in emergency situations. Concepts related to specific, representative alterations in mental health are threaded throughout this course. Concurrent clinical experiences are provided primarily in both medical-surgical and in psychiatric settings. A one- or two-day community experience is provided in a VNA or similar structured setting. Students generate culturally-competent therapeutic nursing interventions to promote adaptation of clients and families. Emphasis is placed on an evidence-based approach to nursing care. The planning, delivery, and management of comprehensive, individualized, quality care is based on utilization of research findings and is guided by ethical, legal, and professional standards of nursing practice. Professional role is further developed in order to initiate change and foster a safe, effective care environment. Leadership and management skills within the interdisciplinary health care team are practiced as students assume responsibility for their own learning and for the care provided to clients.*

An introductory seminar for the student to discuss the discipline of nursing from its historical roots through current status and future trends. It introduces the novice to the philosophy and concepts of baccalaureate education in nursing. The relationship between nursing and non-nursing courses is considered in the development of the professional nurse. Roles of the professional nurse are examined with regard to theory, research, and practice, as well as professional, social, legal, and political issues.

This course teaches the student to assess the health status of clients of any age in any setting. Students incorporate knowledge attained in the prerequisite courses, Introductory and Developmental Psychology, Sociology, Anatomy and Physiology, Chemistry, and Microbiology. The student learns verbal and non-verbal communication techniques used in obtaining a health history and the written communication techniques used in documenting the health assessment. Students acquire the basic psychomotor skills of inspection, palpation, percussion, and auscultation necessary when performing a physical examination. The effects of age, gender, culture, religion, socioeconomic status, lifestyle, and adaptation are identified.

This course introduces the student to the basic concepts of pharmacology essential for basic nursing practice including those biological factors affecting the action of drugs, dose-response relationships, drug-drug interactions, and adverse effects. Topics include the clinical application of drug therapy for the treatment of hypertension, coronary artery disease, peptic ulcer disease and related disorders, diabetes, common respiratory diseases, infections, and selected central nervous system disorders. The student will also be introduced to the process of selecting appropriate therapeutic regimens and establishing monitoring parameters with an emphasis on application to nursing practice.

This course provides the foundation upon which the learner will develop the knowledge, values, and skills for becoming a competent, caring professional generalist who assumes an integral role in the changing health care system. It focuses on acquisition of both art and science components of nursing and the development of critical thinking by including laboratory and clinical practice, as well as classroom content.

This course focuses on the secondary level of health care, specifically analyzing the cultural, spiritual, biopsychosocial needs of clients with acute health problems and their families. Using a systems approach, the student examines the complex interrelationships between the client/family, the health care system, and nursing. Emphasis is placed on client/family adaptation and the professional nursing role in an acute care setting.

This course focuses on the secondary level of health care, specifically examining the biopsychosocial needs of children and their families with acute multi-system health problems. Taken concurrently with NU 332- Family Health Nursing, it helps the student develop a lifespan perspective to acute care while allowing an in-depth exploration of the special needs and problems of the acutely ill child and her family in the acute care setting.

This course focuses on the adaptation of the family during childbearing. It builds on previously acquired knowledge and skills and examines physiological, psychological, social, cultural, spiritual, ethical, legal, and professional issues of care. Selected clinical experiences in maternal-newborn settings help the learner begin to develop critical thinking skills and competence in family health nursing.

This course focuses on the role of the professional nurse in the care of individuals with psychiatric/mental health problems and their families. The student examines major mental health problems across the lifespan, treatment modalities, and specific intervention strategies. Selected clinical experiences in a variety of health care settings facilitate the development of knowledge and skill.

The role of the professional nurse in the primary level of health care is explored. Using client models, nursing process, and the adaptation model, students learn to plan therapeutic nursing interventions for individuals, families, and groups in a variety of community settings. In addition, the course focuses on community and family assessment, communication, critical thinking and decision-making skills, epidemiology, research utilization, group process, and other strategies used in community health. Students develop competence in a clinical practice setting.

In this synthesis course, students analyze the cultural, spiritual, biopsychosocial needs of clients and their families who face complex multi-system health problems across the wellness-illness trajectory, with a focus on the transition from acute care to rehabilitation or long-term care in institutional settings. Using a case study approach, students examine the complex interrelationships between client/family, the health care system, and nursing. Emphasis is placed on adaptation, nursing process, and the professional role. Students apply critical thinking, decision-making, and communication skills in selected clinical settings that will enhance their ability to develop therapeutic nursing interventions.

This course focuses on the research process as a tool for developing therapeutic nursing interventions. Components of the research process are defined, discussed, and applied. Students use critical thinking skills to analyze published research reports for their utility in nursing practice. Students develop research skills to fulfill the role of consumers and critical analyzers of research.

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