Nursing schools » United States » Connecticut » West Hartford

Saint Joseph College (Division of Nursing)




Our undergraduate program prepares students for professional practice and graduate study. The specifically designed curriculum includes an array of theoretical and applicable courses, all of which develop the technical expertise and management/leadership skills needed to succeed in this multi-faceted profession. The Division of Nursing at Saint Joseph College provides several ways for a young woman to pursue her goal of becoming a baccalaureate prepared Registered Nurse (see the undergraduate program link in the drop-down menu).

The graduate program offers a variety of options for advanced practice and graduate study (see the graduate program link in the drop-down menu).

The Department of Nursing is nationally recognized and accredited by the National League for Nursing, the Commission on Collegiate Nursing Education (CCNE), and approved by the Connecticut Board of Examiners for Nursing. All programs in the Division of Nursing lead to either a baccalaureate or Master of Science degree.

MISSION

The Division of Nursing bases its professional education on a firm liberal arts foundation. The goal is to educate students in the art and science of nursing. This mission promotes the growth of the whole person in a caring environment and fosters strong ethical values, intellectual curiosity, personal integrity and a sense of responsibility to the health and well being of society.

PHILOSOPHY

The philosophical beliefs of the nursing program are derived from the writings of Florence Nightingale, Virginia Knowlden and Barbara Carper and are embodied in the conceptual model that is the basis for the curriculum. The history of nursing is parallel to and intertwined with women’s history and women’s values. As society has recently recognized the contribution of women, so, too, it is recognizing the art and science of nursing as being socially relevant for its potential to foster health and well being in a caring context.

Nursing is the interpersonal communication of caring in an environmental context. The two irreducible aspects of this caring are content (nursing knowledge) and relationship (interpersonal communication), which occur simultaneously. These aspects of care establish what is essential and necessary for healing and health to occur.

Nursing as a professional discipline, with caring at its core, requires knowledge of empirics, aesthetics, ethics and self knowledge. Caring in nursing is based on theoretical formulations, creative alternative solutions, and interpersonal communication. Nursing requires understanding the self and the capacity to take action based on knowledge and moral judgments.

Nightingale described observation, data collection, and analysis as necessary to improve health. She viewed nursing as a new profession which would work to answer many theoretical and practical questions that remained unexamined in the nineteenth century. Modern empiricism continues to develop theoretical and research models necessary for professional practice.

Empirical knowledge is descriptive. The aesthetics, or art of nursing, is expressive and includes perceptions and empathy. Perception gathers together particulars and specifics into an experienced whole. Empathy is the ability to vicariously participate in another person’s experiences. The nursing knowledge gained through empathy and perception is expressed in the design of many alternative nursing solutions to health problems.

Caring in nursing requires knowledge of ethics. This knowledge enables the nurse to make a moral commitment to a person’s rights of autonomy, veracity and privacy. Nursing action is based then on a moral code which respects human life and dignity.

Caring in nursing is an interpersonal process which requires an understanding of the personal self. It is only through mature understanding of the self that the nurse can perceive and interpret the subjective experiences and values of the person, family and community. This personal knowledge frees people from their biases and enables them to accept ambiguities and differences in others.

Understanding and knowing the four patterns of empirics, aesthetics, ethics, and personal knowledge is fundamental because these patterns are interrelated. Caring is, therefore, based on knowledge of empirical facts, subjectivity and creativity, critical self-evaluation, and moral conduct. Through knowledge of the four patterns and caring, the nurse is able “to put the patient in the best possible environment to promote, preserve or restore health and to prevent or cure disease”

UNDERGRADUATE PROGRAM

The Division of Nursing at Saint Joseph College provides several ways for a young woman to pursue her goal of becoming a baccalaureate prepared Registered Nurse.

The Women's College offers a traditional approach to baccalaureate study.

The accelerated second degree program offers a streamlined curriculum designed for women who have earned a non-nursing baccalaureate degree.

There are two programs specifically designed to meet the needs of the Registered Nurse.



School name:Saint Joseph CollegeDivision of Nursing
Address:1678 Asylum Avenue
Zip & city:CT 06117-2791 Connecticut
Phone:860.231.5258
Web:http://www.sjc.edu/content.cfm/pageid/3447
Rate:


Total:
( vote)


Visits:
1813  



Division of Nursing Nursing School Location







Division of Nursing Courses


HEALTH CARE SYSTEMS IN A CHANGING WORLD
Survey of the health care system, including an historical analysis of issues and trends from the turn of the century to the present. Social and political influences, including the roles of technology, business and government. Special emphasis on the particular successes, failures and complexities of this industry as we enter a new century. An opportunity to transition from the world of work to academia. Open to licensed Registered Nurse students only.

PATHOPHYSIOLOGY AND PHARMACOLOGY I
Pathophysiologic and pharmacologic concepts related to nursing. Emphasizes the principles and concepts of disease processes and drug therapeutics. Common pathophysiologic problems experienced across the life span are addressed. The pharmacodynamics, therapeutic uses, side effects, and nursing implications of various drug groups are studied and related to patient-specific observations, assessments, interventions, and evaluations that promote and restore health. The use of drugs as related to specific diseases and health problems.

HEALTH ASSESSMENT
Focus on health assessment, including development of communication, interviewing, physical assessment, and data collection skills. Emphasizes critical thinking essential to making valid conclusions about observed data. Stresses caring skills as the framework for nursing interventions.

PHILOSOPHY OF SCIENCE/NURSING RESEARCH
Nursing science and the relationship between philosophy of science and nursing research. Students compare and contrast research paradigms and develop skills to analyze and evaluate published nursing research reports. Each student identifies a personally meaningful research problem that will be pursued in the senior year.

NURSING IN HEALTH PROMOTION AND HEALTH RESTORATION I
Developmental issues, health, illness and situational transitions. Students provide comprehensive nursing care to patients of all ages in both institutional and community settings to restore and integrate illness and wellness into their lives.

FOUNDATIONS OF CLINICAL AND THEORETICAL NURSING ACROSS THE LIFESPAN
Builds on communication and assessment concepts and skills learned in the previous semester. Introduction to history of nursing and nursing philosophy. Laboratory focus on health assessment and beginning clinical skill acquisition; clinical focus on providing comprehensive nursing care to child-bearing and geriatric patients and their families.

HEALTH OF POPULATIONS
Focus on promoting health among aggregates and populations in community settings, utilizing relevant theory from nursing and public health science. Students consider the effect of the health care delivery system on the health of populations. Students develop an understanding of factors related to the prevention and control of illness, injury and environmental hazards.

RESEARCH SYNTHESIS
To facilitate understanding of research, students participate in an authentic research/intervention project. Using the project started in Philosophy of Science/Nursing Research, students collect and analyze data, report the findings, and critique the results of their intervention. Students submit their research projects for presentation at the Saint Joseph College Annual Student Research Symposium.

ISSUES IN PROFESSIONAL NURSING
Fosters development of leadership expertise in professional nurses. Theories of leadership, management and healthcare economics are explored in application to clinical settings. Explores legal implications of nursing actions. RN-BS and RN-MS students identify their own learning needs and develop learning contracts to be implemented in clinical setting. Open only to Accelerated Second Degree, RN-BS or RN-MS students.

NURSING CARE FOR AT-RISK POPULATIONS
Analysis of principles and theories of public health nursing and public health national policy. Students implement intervention phase of community project begun in the previous semester. Emphasizes nursing activities that promote and preserve health of populations and proficiency in making clinical judgments and implementing nursing interventions in unstructured settings. Clinical experience facilitates caring for clients/patients in population-focused practice settings.

NURSING CARE OF ILL ADULTS EXPERIENCING HEALTH-ILLNESS TRANSITIONS IN THE ACUTE CARE AND PSYCHIATRIC SETTING
Emphasizes knowledge of both health-illness and situational transitions for patients and families experiencing mental and physical illness. Students provide comprehensive nursing care to patients and families as they restore and integrate an illness experience into their lives. Practical experience focuses on increasing proficiency in making clinical judgments and implementing related nursing interventions.

MANAGEMENT OF COMPLEX HEALTH PROBLEMS I
Synthesizing previous knowledge, students provide comprehensive nursing care to patients and families, focusing on mental health issues and community practice. Upon evaluation of intervention effectiveness, students reformulate the plan of care and create new nursing interventions as appropriate. Using research findings generated during the junior year, students initiate and implement a community based intervention project.

THEORY DEVELOPMENT/RESEARCH
Overview of history of nursing research and detailed description of research process applied to qualitative and quantitative methodologies. Addresses philosophical and theoretic bases for paradigms; also theory development and testing related to research. Students critically evaluate research reports and develop beginning research skills.

MANAGEMENT OF COMPLEX HEALTH PROBLEMS II
Continuation of Management of Complex Health Problems I. Students provide comprehensive nursing care to patients, families and to the community. Evaluation of intervention effectiveness and reformulation of the plans of care and creation of new nursing interventions for patients experiencing complex health problems. Building on research findings generated in NURS415, students evaluate and critique a community based intervention project.

PERSPECTIVES ON NURSING SCIENCE
Introduction to the evolution and nature of nursing science. While examining the philosophical basis of nursing, students develop critiquing skills for evaluating past and present nursing models and theories. Emphasis on scholarly endeavors that reflect a willingness to challenge established approaches and to engage in critical and creative thinking.

PROFESSIONAL ISSUES
Problems and issues confronting the nursing profession, including social, political and economic influences. An interdisciplinary approach to the resolution of problem, enhancing leadership ability through decision-making, collaborative and management skills. Two hours per week.

CLINICAL LABORATORY
Clinical activities to reinforce concepts covered in Professional Issues. A minimum of 32 hours of clinical with a leadership focus required over the semester. For RN-BS students only.

HEALTH CARE OF POPULATIONS
Through case studies, clinical practice, readings and class activities, students learn and apply the theories and principles of communityfocused/ public health nursing. Examination of western and nonwestern healthcare beliefs. Clinical component focuses on application of public health nursing principles at the population level.

CLINICAL SYNTHESIS
Holistic professional nursing practice through synthesis, analysis and application of knowledge. Increase in clinical competence through integration of liberal arts and professional knowledge, clinical and cognitive skills, and professional values and behaviors. Students identify their own learning needs and develop a learning contract to meet them, which is implemented in a clinical setting of particular interest to the student. The theoretical component is seminar format with discussion of selected topics and student presentations of selected case studies.

Other nursing schools in West Hartford

University of Hartford (College of Education, Nursing and Health Professions)
The five departments of the College of Education, Nursing and Health Professions form an academic unit that provides students with a comprehensive edu...
Address: 200 Bloomfield Ave.