Nursing schools » United States » Missouri » Kansas City

Saint Luke's College - School of Nursing

Saint Luke’s has been at the heart of Kansas City since 1882, and in 2007 we celebrate the 125th year of our flagship hospital, Saint Luke’s Hospital of Kansas City.
From the beginning, Saint Luke’s has been known for innovation, quality, and compassion. It’s a tradition that continues today across our 11 hospitals and many other related health care services.
Saint Luke’s is proud to be a part of the communities we serve, both in the metropolitan area and in nearby regional communities. Wherever you access Saint Luke’s, you receive the same quality care that has earned Saint Luke’s a worldwide reputation for excellence.
As a strong locally owned and operated, spiritually based organization, we have a unique commitment to care for our communities.
We’re also proud our care continues to earn recognition—from top national honors like the Malcolm Baldrige National Quality Award to being ranked No. 1 for high-quality health care by Kansas City consumers year after year.


We, the administration, faculty, and staff of Saint Luke’s College in partnership with students, strive to create an environment of continual learning. Together, we will appreciate differences and maximize each person’s potential. We aspire to be well-rounded individuals who serve humanity with excellence in the practice of nursing. We are committed to using knowledge, skill, compassion, and wisdom as we teach and practice nursing. We will live our professional values with dignity and integrity.


The Saint Luke's Health System is a faith-based, not-for-profit aligned health system committed to the highest levels of excellence in providing health care and health related services in a caring environment. We are dedicated to enhancing the physical, mental and spiritual health of the communities we serve.


• Saint Luke’s College, located in Kansas City, Mo., has a long history of nursing education. Since 1903 there have been more than 3,600 graduates from the nursing program. In 1991 the Bachelor of Science in Nursing (BSN) degree program was established; more than 600 students have graduated.

• Saint Luke’s College is affiliated with Saint Luke’s Hospital of Kansas City, an internationally known health care facility located on the Country Club Plaza. Saint Luke’s College and Saint Luke’s Hospital share a strong and positive reputation in health care and nursing education.

• Saint Luke’s College is fully accredited by The Higher Learning Commission (HLC) and is a member of the North Central Association. The College is also accredited by the Commission on Collegiate Nursing Education (CCNE).

• Pass rates for Saint Luke’s College graduates on the State Board Licensure Exam for RNs are consistently above the State and National averages.

• Graduates are highly sought and readily employed in a variety of nursing positions, not only in the Kansas City area, but also throughout the United States.

• General education courses are taken at an accredited college of the student’s choice (freshman and sophomore years). Nursing courses are completed at Saint Luke’s College (junior and senior years).

• 50-55 students are accepted to the nursing program each year. The total population for the College is approximately 110 students.

• The process for admission to the College is individualized and personalized, including an interview with a faculty member.

• Although most students attend the College full-time, a part-time program of study is available.

• Experienced faculty provides all classroom and clinical instruction. No teaching assistants are used for instruction.

• Faculty conduct study skills sessions, stress reduction sessions, and content review sessions to help assure each student’s success.

• There is a low faculty to student ratio in the clinical areas—approximately eight students for each instructor.

• Student services include a full-time Director of Admissions and Financial Aid, Registrar, Assistant Director of Admissions, Financial Aid Information Assistant, School Counselor, Director of the Learning Resource Center, Learning Resource Center Assistant, and individual faculty advisors.

• Retention rates for the College are consistently high. Approximately 90 percent of students admitted to the program graduate with a BSN degree.

• The College has excellent on-campus and off-campus resources. The Learning Resource Center, computer labs, and faculty offices are located on campus. Offcampus resources include Saint Luke’s Hospital, the Health Sciences Library, and numerous community clinical sites.

• There is a strong school community. Students report they feel supported personally as well as academically.

• The Saint Luke’s Student Nurse Association (SLSNA) is very involved at local and state levels. Activities include a junior/senior buddy program, community service, social events, educational programs, and opportunities for professional development.

In 1885 the All Saints Hospital was opened at 10th and Campbell streets with a training school for nurses being established in 1887. Saint Luke’s Hospital was declared the legal successor of All Saints Hospital in 1903, and that same year the School of Nursing was established with three students under the direction of Miss Eleanor Keely. Miss Virginia Pate was the first graduate of the diploma program in 1906.

The 1920s brought many changes to the School of Nursing including relocation to a new hospital and a nurses’ residence at the site, which was then Mill Creek and 44th Street. A four-story building was erected in 1946 to accommodate classrooms, laboratories, library, offices, and residence space for approximately 200 students. The library was moved to the Helen F. Spencer Center for Education in 1972, and the student residence was relocated to 4545 Washington Street in 1987.

The development of Saint Luke’s College began during the 1985-86 academic year when the faculty of Saint Luke’s Hospital School of Nursing made an in-depth study of the issues and challenges facing nursing education in the twenty-first century. Students’ and graduates’ reactions regarding the nationwide movement of nursing toward baccalaureate education, and the support of the Alumni Association were instrumental in establishing a plan for a program granting a Bachelor of Science in Nursing degree. The first class of students was admitted in the fall of 1991 for baccalaureate nursing education at Saint Luke’s College. In 1992, the final class graduated from the diploma program culminating in 3,047 students having received their nursing diploma from Saint Luke’s Hospital School of Nursing. As of 2006, 14 classes have completed coursework resulting in 650 graduates from the degree program.

School name:Saint Luke's College - School of Nursing
Address:8320 Ward Parkway Suite 300
Zip & city:MO 64114 Missouri
Phone:(816) 932-2367

( vote)


Saint Luke's College - School of Nursing Nursing School Location

Saint Luke's College - School of Nursing Courses

This course is designed to assist beginning nursing students to develop skills in the following areas in order to assess clients across the life span: interviewing, physical assessment, use of equipment, use of appropriate technologies, and how to apply laboratory findings in the clinical area. An introduction to the assessment of the five variables of man will be included: physiological, psychological, developmental, socio-cultural, and spiritual aspects. The skills required to perform a systematic assessment will be evaluated through simulated and actual environments. Information about commonly ordered laboratory values and their meanings will be incorporated into the assessment course.

This course is intended to introduce students to the profession of nursing. There will be an emphasis on partnership, communication, critical thinking, nursing roles, and professional ethics and values. The vision, mission, philosophy, and curriculum model of the College will be discussed. The student’s learning styles and personal values will be explored. Other topics introduced include culture, health and illness, health care systems, and nursing research as basis of practice.

This course will provide study of the alterations in normal physiology. A conceptual approach will be utilized to study the effects of the disease process on human body systems. The course will provide the foundation for the practice of nursing in the clinical setting.

This course will provide the student with general principles of drug action and nursing responsibility and accountability in the administration of drugs. Content presented will include the legal and ethical aspects of drug administration. The nurse’s role as teacher will be emphasized.

This course provides the theoretical background and necessary skills to enter the care provider role. Critical concepts and skills addressed in this course are safety, communication, asepsis, and nursing process. Basic nursing interventions necessary for the support of the acute and chronically ill client are taught during this course. Time is spent in the Nursing Skills Laboratory to learn and practice essential nursing skills. Students have the opportunity to provide direct nursing care for clients with acute and chronic alterations in health. The clinical focus is on nursing interventions to promote and restore health and the development of decision making skills. Clinical experience will be in a variety of settings.

This course will address issues and developmental theories related to the elderly population of the United States. Emphasis will be on a realistic approach to assessing and meeting the needs of the older client. Myths and stereotypes of the elderly, health care trends, utilization of resources by the elderly, and trends in gerontologic nursing will be explored. Students will study the physiological, psychological, sociocultural, developmental, and spiritual changes that occur as part of the normal aging process.

This course builds on theories of human behavior and their application to caring for clients and families with common alterations in mental health functioning. Nursing care will be provided integrating communication skills, the nursing process, and therapeutic use of self. Emphasis is placed on promotion, restoration, and maintenance of optimum psychological functioning resulting in a stable client system. Students will utilize current treatment approaches in psychiatric/ mental health nursing by participating in a therapeutic milieu and community activities. Clinical experiences will be in a variety of mental health settings.

This course will expand the students’ knowledge of nursing care required to meet the needs of clients with major alterations in health. The role of the professional nurse as a member of a multidisciplinary team is emphasized. Students will have opportunities to refine their application of the nursing process and communication skills. A realistic approach to caring for the individual and family will allow the student to grow in the roles of client advocate, counselor/teacher change agent, care giver, and collaborator/coordinator. Clinical experiences will be in a variety of acute care settings.

This course expands on professional development content as introduced in N.305. Students will clarify personal and societal values as they relate to ethical, legal, political, and spiritual issues within nursing practice. They will utilize an ethical decision-making process to resolve ethical dilemmas confronting nurses. Through study of specific cultural groups, students will identify issues in transcultural nursing. Theories of nursing, utilization of nursing research, partnership, and concepts of learning will be included.

This course will explore the experience of individuals and families as they undergo health transitions. Students will be introduced to nursing theories of transition; chronicity; grief and loss; and death and dying. Theories will be applied across the life span. Related concepts include normalcy, coping, anticipation, and New World view.

This course will provide the student with the basic knowledge of family-centered maternity care focusing on the needs of the client system during the childbearing process. Primary, secondary and tertiary levels of prevention are emphasized for the promotion and maintenance of health with both normal and selected high-risk clients. The nursing process, evidenced based practice, and legal/ethical issues are integrated throughout the course. Clinical experiences will be in an acute care setting and outpatient clinics.

This course prepares the student to meet the nursing needs of children and their families. Principles of growth and development are applied to the nursing care of children from infancy through adolescence. Stressors that result in alterations in health are explored. Opportunities will be provided for the student to apply communication skills, critical thinking, the nursing process, and teaching and learning principles. Clinical experiences will be in an acute care setting and community agencies.

This course provides students with an introduction to research concepts and methods commonly used in nursing research. Students will identify and apply steps of the research process. They will also critique the quality of research studies by applying research concepts. Students will learn what constitutes evidenced-based practice and use nursing research in professional nursing practice. Finally, students will specify how they can facilitate the use of evidence- based practice in clinical settings.

This course provides an opportunity for the integration and application of community health concepts for nursing care of client systems in a community setting. Primary, secondary, and tertiary levels of prevention are emphasized for the promotion, restoration, and maintenance of optimum health of client systems. The roles of the nurse as caregiver, change agent, client advocate, counselor/teacher, and collaborator/ coordinator are reinforced. The nurse’s role as a member of the multidisciplinary team will also be explored. Students will consider the political, ethical, economic, and cultural issues related to health care as they affect the client system. Clinical experiences will be in a variety of community agencies.

This course will provide the theoretical background and skills needed to care for clients with critical illness. Synthesis of knowledge gained in previous courses will be applied to the care of critically ill clients and their families. The primary focus will be on the application of the nursing process to clients with multi-system involvement in the critical care setting. Communication, teaching, legal, and ethical issues, and critical thinking as they pertain to the critically ill client will be stressed. Clinical experiences will be in a variety of critical care settings.

This course addresses theoretical concepts of nursing leadership and management. Opportunities for students to learn and apply concepts related to nursing leadership, delegation, development of interdisciplinary partnerships, and the roles and functions of the nurse manager are provided. Content and practical experience will build upon knowledge of professional communication; group process, change theory, professional accountability, nursing ethics, problem solving, and client care strategies. A variety of clinical settings will be used for student clinical practice.

This is a clinical course with a goal of integrating professional development and clinical skills under the direction of a professional nurse preceptor. Students will practice with a preceptor in a setting of their choosing. Clinical faculty members are assigned to students throughout the course for consultation with preceptors. A project and final seminar will be used to evaluate the students’ experiences.

A variety of nursing electives will be offered which will provide the student with opportunities for expanded experiences in nursing specialties, and for personal and professional growth. A select number of elective courses are offered each semester.

Recognizing that parenting is one of the most critical factors affecting the psychosocial development of the child, this course explores the concept of parenting and the role of the nurse in primary prevention. A developmental approach will be utilized emphasizing parenting behaviors which facilitate healthy growth and development. Difficulties inherent in the parenting role will be explored in combination with the identification of stressors which place families at risk for parenting problems. Nursing strategies for intervention with parents will be discussed.

This course will examine the concept of therapeutic touch, the guiding principles, and the methodology utilized. The steps of the therapeutic touch process will be presented as well as opportunities for practice. The course will explore the use of therapeutic touch in the role of care giver. Research related to therapeutic touch will be reviewed and discussed.

This course will focus on a wholistic approach to common health concerns of women. Emphasis will be on health promotion, the nurse’s role in primary prevention, and treatment alternatives. Students will explore strategies to educate women to effectively interact with a changing health care system. The impact of media in popular culture on women and their health will also be explored.

This course will address the multidimensional problems of domestic violence in this culture. The development of family violence from an historical perspective including societal influences, the women’s movement, and other factors will be presented. The characteristics of violent families will be explored. Special populations including child abuse, spouse abuse, elder abuse, rape and sexual assault will be examined. The physical, behavioral, and psychological responses to health care professionals and the legal system in assessment, intervention, and prevention will be discussed. Students will be encouraged to explore their attitudes, feelings, and reactions toward both victims and perpetrators of family violence.

This course is designed to help the student learn about Hispanic culture and folkways as they impact the western health care model. Students will learn Spanish vocabulary pertaining to health care and will learn a basic form for asking questions and gathering information from the Spanish-speaking client. No prior experience in speaking Spanish is required for this course.

In this course students will explore impressions about ideas expressed in literature. They will have an opportunity to read, discuss, and compare the views of various writers. Short stories, essays, and poetry will be utilized to look at people, health, the environment, and nursing. Specific emphasis will be upon works dealing with the health care delivery system, ethics, and the characteristics of caring through different perspectives. Literature will also be considered as a therapeutic intervention.

This course provides an opportunity for the student to acquire knowledge and skills needed to provide health care for clients in the camp setting. The role of the nurse in providing primary, secondary, and tertiary levels of prevention is emphasized. Nursing process, principles of growth and development, nutrition, and legal issues are integrated throughout the course.

Clinical experiences will be in a residential camp setting and are limited to students who have completed first semester courses and are concurrently taking N.331. The student will participate in precamp planning sessions, camp activities, and post-camp evaluation.

Nursing is an art and a science. Qualities in the human-to-human relationship of nursing practice that deal with expressing feelings through the senses—the art of nursing will be analyzed. Both the client and the nurse are surrounded by an environment filled with sensory stimuli, some of which can lend harmony as well as those that can be disruptive. This course will examine ways by which the nurse can creatively manipulate sensory stimuli to enhance the environment shared during the nurse-client interaction. The intent is to increase aesthetic awareness and sensitivity to environmental stimuli.

This course will explore the role of the nurse in the care of clients with cardiac arrhythmias. A brief overview of cardiac anatomy and physiology will be included to provide a solid basis for electrocardiography, arrhythmia identification, common treatments, and nursing implications, along with primary, secondary, and tertiary care of the client with cardiac arrhythmias. Antiarrhythic medications and the related nursing implications will also be covered.

This seminar style nursing elective will focus on concepts and contemporary issues related to genetics. Content will explore how the explosion of genetic information impacts families and health care systems. Discussion of current literature enhances student appreciation and understanding of the opportunities and challenges presented by developing genetic technologies. Related ethical issues will be explored.

This course addresses theoretical concepts and scientific principles surrounding the practice of Oncology Nursing. Primary, secondary, and tertiary nursing interventions for the adult client with cancer are discussed.

This course will describe the dynamics and application of EKG monitoring for a variety of monitoring situations and clients. Focus will be an assessment and interpretation of Lead II and MCL 1 telemetry leads for sinus rhythms and specified dysrhythmias. Identification of and action plans for lethal arrhythmias will be included. Upon completion of the course the student should be proficient in the methodology for rhythm strip interpretation and critical nursing interventions. Pharmacologic interventions will also be reviewed.

This course prepares the student to meet the needs of the trauma client with multiple body system involvement. The continuum of trauma care to include primary, secondary, and tertiary care will be studied. The special needs that will encompass the five variables insuring wholistic care of the trauma client and their families will be identified. The student will study trauma in a variety of settings. Care of both the adult and the pediatric client will be discussed. The different roles of trauma health care providers will be addressed: care giver, counselor/teacher, collaborator/coordinator, and change agent. Client assessment, communication skills, teaching needs, and the nursing process will be stressed.

This course is designed to assist the student in acquiring a scientific knowledge base necessary for delivering quality nursing care to adult surgical clients. Using the variables of health as a basis for content, the preoperative and intraoperative phases of the surgical experience will be studied. Opportunities will be provided for students to increase their skills in application of the nursing process.

Other nursing schools in Kansas City

University of Missouri - Kansas City (School of Nursing)
HISTORY In 1973-74, a graduate nursing program was started under the aegis of the School of Graduate Studies. On Nov. 16, 1979, the Board of Curato...
Address: 2464 Charlotte, Health Sciences Building

Concorde Career College - Kansas (Nursing Programs)
CORPORATE INFORMATION Mission Concorde's mission is to open windows of opportunity for students, graduates, employees and the healthcare com...
Address: 3239 Broadway

Research College of Nursing
Research College of Nursing is a small private non-sectarian fully accredited institution of higher learning located in the greater Kansas City metrop...
Address: 2525 E Meyer Blvd