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St. John Fisher College (School of nursing)




HISTORY

The Wegmans School of Nursing at St. John Fisher College was established in 2006. Its roots can be traced to a nursing program established as part of the Army Cadet Nurse Corps under a cooperative arrangement among Alfred University, Keuka College and Hartwick College in 1943. The Cadet Nurses Corps was eventually phased out nationwide as wartime needs receded. At Alfred University, however, the program was replaced by a four-year baccalaureate program officially in 1946. Alfred’s program evolved in response to shifting patterns of national health care needs and changing educational philosophies.

The connection between Alfred University and St. John Fisher College began in 1977 when Alfred University nursing faculty had offices on the campus and taught Alfred nursing students their major nursing courses here. This afforded Alfred students access to the clinical facilities of the Rochester metropolitan area. Additionally, Alfred University started a separate R.N. to B.S. program on the St. John Fisher College campus in 1977 to offer R.N. students living in the area a baccalaureate degree by taking nursing courses with Alfred faculty, but taking liberal arts and science courses with St. John Fisher College faculty. In 1989 Alfred University gained approval for a graduate program, a Master of Science in Nursing Administration, which was taught on the St. John Fisher campus by Alfred University Nursing faculty.

Subsequently, due to low enrollment in the Alfred University Nursing Program and the momentum of growth of the programs in Rochester, Alfred University and St. John Fisher College entered into negotiations to move control of the Nursing Programs to St. John Fisher College, and to close the Alfred University Nursing Program in 1992.

In response to changing community needs over the years, the St. John Fisher Department of Nursing, as it was called until the Wegmans School was established, offered a Graduate track in Nursing Administration and in High-Risk Home Health, which was modified to a Managed Care for High Risk Populations track. A Family Nurse Practitioner track began in 1993 (modified to Primary Care of Families in 2000); an Interdisciplinary Health Leadership track in 1997; and the Population-Focused Care in Specialized Practice in 2000. Currently, the School offers a master’s of science degree in Advanced Practice Nursing for family nurse practitioners, clinical nurse specialists and nurse educators, a track begun in 2006.

The critical nature of the nursing shortage coupled with increasing demands for baccalaureate and master’s prepared nurses in the Rochester area lead to the opportunity to expand educational offerings through a substantial gift to the College by Robert B. and Peggy Wegman. Mr. Wegman was chairman of Wegmans Food Markets, Inc. This gift allowed the Department to transform into the Wegmans School of Nursing, increase its capacity, and build a state of the art facility. The Department of Mental Health Counseling joined the Department of Nursing in this new school.

OUR MISSION

Professional nursing education at the undergraduate and graduate level requires discipline to meet and exceed professional standards; knowledge of liberal arts and sciences, as well as nursing theory and scholarly practice; and goodness in the sense of commitment to meeting societal nursing needs for diverse populations through accountable practice.

The Wegmans School of Nursing is dedicated to graduating professional and advanced practice nurses who will provide expert, compassionate, ethical care and be leaders in nursing and health care environments. To promote an internalized standard of excellence in nursing practice, the school fosters academic and clinical practice environments for students that provide the opportunity for student and faculty to engage in:
* Active involvement in the quest for knowledge.
* Professional competence.
* Collaborative relationships.
* Ongoing personal growth.
* Flexibility and openness to change.
* Effective communication.
* Modeling of professional behaviors.
* Community involvement.

GOALS

* To prepare professional entry level and advanced practice nurses
* To provide educational models that are sensitive to the needs of a diverse student body
* To participate in local, state, national, and global healthcare and nursing education policy development and implementation in professional and civic venues
* To provide a supportive, collegial environment that encourages excellence in teaching/learning, professional development and faculty scholarship

TRADITIONAL B.S. PROGRAM

The undergraduate nursing curriculum is grounded in both the knowledge of the discipline of nursing and the science of evidenced-based practice. A holistic view of the person is fundamental to the study of nursing, which has the goal of promoting health throughout the wellness/illness/death continuum, within the context of internal and external environments.

Required courses provide the opportunity for the student to develop aptitude in: critical thinking, ethical decision making, complex information processing, establishing/maintaining therapeutic relationships, providing/coordinating care, interdisciplinary collaboration, cultural sensitivity, and self-appraisal.

During the first two years of the undergraduate nursing curriculum, students complete college core and prerequisite liberal arts and science courses, and participate in non-credit nursing seminars that provide an introduction to the discipline.

After being admitted to the nursing courses in the junior year, students engage in the study/practice of nursing theory and evidence-based clinical coursework in the specialties of nursing care including community, adult, child, psychiatric, and women’s health. Knowledge and practice are specialized and progressively more complex each semester, culminating in a precepted clinical role transition course in the last semester of the senior year.

Successful advancement through the baccalaureate curriculum equips the student to engage in nursing practice that is responsible/accountable, ethical, holistic, technologically competent, scholarly, therapeutic, cost-effective, culturally sensitive, collaborative, innovative, and outcome oriented. The baccalaureate graduate is prepared to assume an entry-level nursing role in any of the numerous and diverse local, national, and international health care opportunities available to professional nurses.



School name:St. John Fisher CollegeSchool of nursing
Address:3690 East Avenue
Zip & city:NY 14618 New York
Phone:585.385.8000
Web:http://home.sjfc.edu/Nursing/
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Visits:
1948  



School of nursing Nursing School Location







School of nursing Courses


PROFESSIONAL NURSING SEMINARS: PAST, PRESENT, AND FUTURE
Nursing students who are actively engaged with liberal arts and sciences courses benefit from a linkage between these foundational courses and their professional aspirations. The nursing seminars provide this invaluable connection between the past, present, and the future. Nursing faculty members coordinate discussions and guest speakers in order to reveal the richness and diversity of contemporary nursing practice to the beginning student. Required for all full-time first-year and sophomore students; recommended for part-time first-year and sophomore students.

RW RESEARCH-BASED WRITING
Students learn the basics of writing an academic research paper in this discipline. Emphasis is on elements of persuasive argumentation, the inclusion of more than one perspective on an issue, the proper use and documentation of sources, and revision. Students also learn how to make an effective oral presentation of their research. Department-determined topic may change from semester to semester.

INTRODUCTION TO THE DISCIPLINE AND PRACTICE OF PROFESSIONAL NURSING
The essential concepts, processes, and models of the discipline of nursing are introduced. Focus on professional role development through the study and practice of the theory and skills basic to developing clinical judgment and effecting therapeutic outcomes with an emphasis on critical thinking, assessment process, and psychomotor skills.

FOUNDATIONS OF COMMUNITY HEALTH NURSING
This course emphasizes the interrelationship among the health status of a group, multiple factors that influence health status, and the responses and effectiveness of the care system in dealing with a community’s health needs. Focus on professional role development through examination of the theory and processes associated with epidemiology, health policy, health care delivery systems, economics, culture, and care of families.

PHARMACOLOGY
This course is for the nursing student who is interested in pharmacology as a future health care provider. Essential knowledge of the science of pharmacology is illustrated through investigation of common drug classifications and examples of drugs from those classifications

PROFESSIONAL COMMUNICATION THEORY AND PRACTICE
This course focuses on communication and teaching-learning theory and skills that are central to achieving interpersonal, therapeutic, group, and professional relationships that contribute to desired health promotion and professional outcomes.

HEALTH PROMOTION IN CHILDBEARING FAMILIES
The theory, processes, and desired outcomes related to nursing management of childbearing families. Focus is on professional nursing role development in clinical judgment, communication, and interventions to facilitate therapeutic outcomes for both adaptive and complicated pregnancy, labor and delivery, postpartum, and newborn care.

ADULT HEALTH NURSING I
This course concentrates on the theory, processes, and desired outcomes related to nursing management of adults experiencing selected health problems. Focus is on professional role development in clinical judgment, communication, and interventions to facilitate therapeutic outcomes in the acute-care setting.

HEALTH ASSESSMENT
This laboratory course focuses on the theory and development of physical assessment skills and health pattern evaluation skills that are essential to clinical judgments, therapeutic interventions, and achievement of desired health outcomes across the lifespan.

NURSING RESEARCH
This course focuses on research methods and processes used in systematic inquiry into problems relevant to nursing. Professional role development in critical thinking and outcome measurement will be advanced through analysis of the quantitative and qualitative research process and applications of evidence-based practice exemplars.

NCLEX-RN REVIEW
Focuses on preparing the senior nursing student for success on the registered nursing licensure examination. The four major categories of client needs, which are the basis of the NCLEX-RN Test Plan design, give structure to a review of the concepts and processes that are fundamental to the practice of nursing. An emphasis on test-taking skills is integrated in the course.

ADULT HEALTH NURSING II
This course concentrates on the theory, processes and desired outcomes related to nursing management of adults experiencing selected complex health problems. Professional role development in clinical judgment, communication, and interventions to facilitate therapeutic outcomes in the acute-care and community settings is emphasized.

MENTAL HEALTH NURSING
This course concentrates on the theories, processes and desired outcomes related to nursing management of individuals, their families, and groups with mental health needs. There is a focus on professional nursing role development in clinical judgment, communication, and interventions to facilitate therapeutic outcomes in inpatient, outpatient, and community mental health settings.

PROFESSIONAL ISSUES
This course concentrates on professional nursing role socialization through the critical analysis and synthesis of role theory and the critical analysis of the interdisciplinary effects of political/economic, socio/ethical/legal systems. There is a focus on role development in critical thinking, ethical decision making, professional accountability and advocacy.

LEADERSHIP AND MANAGEMENT
The theory, processes, skills, and behaviors of leadership and management are explained and analyzed in relation to professional nursing practice roles within the health care delivery system. Professional role development in critical thinking, advocacy, communication, quality outcomes evaluation.

NURSING CARE OF CHILDREN
This course concentrates on the theory, processes and desired outcomes related to nursing management of children and families. A focus on professional nursing role development in clinical judgment, communication, and interventions to facilitate therapeutic outcomes for children and families in the acute-care and community settings.

COMPLEX CARE NURSING PRECEPTORSHIP/COMMUNITY
This course concentrates on the theory, processes, and desired outcomes related to nursing management of complex care delivery throughout the lifespan. Precepted experiences in acute-care and community health settings provide the opportunity for professional nursing role socialization/transition in clinical judgment, communication, and interventions to facilitate therapeutic outcomes associated with interdisciplinary complex care delivery.

COMPLEX CARE NURSING FOR HONORS STUDENTS
This course concentrates on the theory, processes, and desired outcomes related to nursing management of complex care delivery throughout the lifespan. Precepted experiences in acute care and community health settings provide the opportunity for professional nursing role socialization/transition in clinical judgment, communication, and interventions to facilitate therapeutic outcomes associated with interdisciplinary complex care delivery. In addition, the student writes a proposal for a research study investigating a question relevant to the care of complex clients.

SEMINAR: SYNTHESIS OF PROFESSIONAL NURSING
This is a capstone course in the major. The course is a synthesis of professional nursing through critical thinking and application of knowledge and research from nursing science along with the basic sciences, social sciences and humanities in the development and presentation of a selected case study and nursing grand rounds. Students are expected to demonstrate skills in the areas of information literacy, scholarly writing and verbal communication through the preparation and presentation of a selected case study from one area of clinical practice.

INDEPENDENT STUDY
Completion of the Independent Study/Tutorial Authorization form is required. See the Policy on Independent Study.

HONORS PROJECT
Required of students who are accepted into the Nursing Honors Program. The student works with a faculty mentor to develop the project. The project must be approved by the Undergraduate Department Chair, and the Dean of the School of Nursing. The intent to develop an honors project must be declared prior to the beginning of the senior year. Provisional admission to the Nursing Honors Program is made in the first semester of the senior year, and the Honors Project is completed and presented at a colloquium in the second semester of the senior year.

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