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Tarleton State University (Department of Nursing)




The nursing program at Tarleton State University is an innovative, rurally based, multipleentry baccalaureate program. The program is unique in its commitment to the concept of Rurality as a central organizing theme and innovative with its multiple-entry concept, pre-admission course, and distance education opportunities for both pre-licensure and post-licensure students. Students are provided a variety of classroom and clinical learning opportunities in community agencies, hospitals, and long-term care settings over a wide geographic area. The multiple-entry baccalaureate program provides three entry points: freshman entry via a pre-admission course for the generic or new student to nursing; sophomore year entry via three specially developed courses for the licensed vocational nurse; and junior level entry for the registered nurse who then completes a separate group of nursing courses.

HISTORY

The nursing program at Tarleton State University was originally established as a multipleentry, multiple-exit associate degree program in 1976. The program was created for the purpose of preparing highly qualified graduates to meet the need for health care in rural regions of Texas. In the years since Spring 1978 when the first class graduated, the nursing program at Tarleton State University has lived up to this purpose. The program has demonstrated that nurses not only can be successfully educated in a rural setting but if so educated, many - approximately 60 percent of any given class - will practice in a rural setting upon graduation. The last class graduated from the associate degree program in fall 2000 and the program changed to a multiple-entry baccalaureate program. The program has graduated 740 Associate Degree in Nursing (ADN) Graduates from May 1978 to December 2000 and 195 Baccalaureate (BSN) Graduates from December 1996 to May 2005.

The Bachelor of Science Degree in Nursing (BSN) program, developed in 1993 and 1994, received initial accreditation from the Texas Board of Nurse Examiners (TBNE) on May 10, 1994 and was approved by the Texas Higher Education Coordinating Board on April 29, 1994. Upper division classes leading to the BSN were first offered in January 1995. The program received full accreditation from the Texas Board of Nurse Examiners in January 1999. The program was granted initial accreditation by the Commission on Collegiate Nursing Education (CCNE) in April 1999 for a maximum term of five years, extending to June 30, 2004. Conceived by the American Association of Colleges in Nursing (AACN) in 1996 and implemented in 1998, CCNE is designed to evaluate and make judgments about the quality of nursing education programs that grant baccalaureate and graduate degrees. The decision was effective beginning on November 20, 1997, which meant that all Tarleton BSN program graduates graduated from an accredited program with the exception of the five graduates who completed the program in December 1996. The BSN program was again reviewed by the (CCNE) in fall 2003 and was fully accredited for ten years (2004 to 2014). The BSN program is fully accredited by the Texas Board of Nurse Examiners (TBNE) and by the Commission on Collegiate Nursing Education (CCNE).

Students were admitted once per year in the fall semester until the 1993-1994 academic year. Beginning in 1994, students were admitted in both the fall and spring semesters. The number of graduates per year has also increased (30 in 2004-2005 to 59 in 2005-2006). The following summary information presents the major historic milestones of the nursing program at Tarleton State University.



School name:Tarleton State UniversityDepartment of Nursing
Address:2311 W. Washington, Room 106
Zip & city:TX 76402 Texas
Phone:254-968-9139
Web:http://www.tarleton.edu/~nursing/
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Total:
( vote)


Visits:
1939  



Department of Nursing Nursing School Location







Department of Nursing Courses


SURVEY OF NURSING SCIENCE
Provides an introduction to nursing as a scientific discipline with its own unique body of knowledge. Contemporary health care and professional nursing practice are examined from historical, legal, and ethical perspectives. Gives pre-nursing students an introduction to program concepts, the professional role, and an opportunity for client interaction.

FOUNDATIONS OF NURSING PRACTICE
Establishes the nursing process as a systematic approach to provide care for clients experiencing alterations in health. Focuses on safe performance and understanding of direct care activities and diagnostic procedures. A human needs perspective is used. Basic assessment and data analysis, effective communication, and critical thinking skills receive special attention. Clinical experiences are conducted in the skills lab, hospitals, and extended care settings.

CLINICAL PHARMACOLOGY AND PATHOPHYSIOLOGY
Emphasizes concepts relevant to various adaptive and disease processes that alter human functioning. The effects of pharmacotherapeutic agents on these processes and the effect of these processes on medication metabolism are highlighted. Clinical experiences will include interpretation and integration of selected laboratory findings.

NURSING THROUGH THE LIFE SPAN
Focuses on health throughout the life span and end-of-life issues. Developmental vulnerabilities of childhood and maturity are considered. Emphasizes transculturally competent care and communication with children, older adults, and their families. Clinical experiences in acute care and community settings incorporate an interdisciplinary approach in the delivery of care to individuals of all ages.

HEALTH ASSESSMENT
Fosters the acquisition of skills and techniques used in comprehensive health assessment across the life span. Explores history taking and the physical examination with consideration given to developmental and ethnocultural variations. Clinical laboratory experiences focus on norms in the well client while identifying common deviations in health status.

FAMILY HEALTH NURSING
Provides an introduction to family systems theory, family dynamics, and their application to nursing practice. Emphasis is on family assessment. Families with a chronically ill or disabled member, lay care taking, and family violence are examined. Clinical experiences include acute care, hospice, and home care settings and guidance for families in crisis.

PARENT-CHILD HEALTH NURSING
Emphasizes all components of the nursing process in caring for child-bearing families within the community context. Includes anticipatory guidance in preventative and restorative care of neonates, infants, and young children. Clinical experiences are provided in a variety of acute care and community-based settings.

PSYCHIATRIC-MENTAL HEALTH NURSING
Emphasizes use of the nursing process in caring for mentally and emotionally disabled clients and their families. Knowledge of specific psychopharmacological agents is applied to treatment outcomes. Clinical practicum provides opportunities to examine common psychopathologies, developmental disorders, and community mental health phenomena.

PROFESSIONAL ROLE DEVELOPMENT
Focuses on the roles of the professional nurse. Professional, legal, and ethical issues, historical trends, and socioeconomic, political, and cultural aspects of health care and nursing are examined. Critical reasoning, research utilization, responsibility, and accountability for professional growth and practice are emphasized.

PROFESSIONAL ROLE TRANSITIONS
Emphasizes aspects and components of the professional nursing role, role transition, critical reasoning and nursing process, theory and research utilization, resource acquisition and assessment, and teaching/learning principles. Also examines professional, legal, and ethical issues, as well as socioeconomic, political, cultural and historical trends in health care and nursing. Responsibility and accountability for professional growth and practice are also included. This course is for LVNs and RNs admitted for BSN completion. This course utilizes online components.

CLINICAL PHARMACOLOGY AND PATHOPHYSIOLOGY CONCEPTS FOR LVNS
Emphasizes the study of physiologic and pathophysiologic processes as the body responds to stress, injury, and disease; the effects of pharmotherapeutic agents on these processes, and the effects of pathophysiological processes on medication metabolism. Clinical experiences will focus on the development of clinical judgment to detect therapeutic and nontherapeutic responses to medication and the interpretation of selected laboratory findings. The course is designed for the licensed vocational nurse.

HEALTH ASSESSMENT FOR LICENSED NURSES
Fosters acquisition of skills and techniques used in comprehensive health assessment across the lifespan. Explores history taking and the physical examination with consideration given to developmental and ethnocultural variations. Clinical laboratory builds on prior client experiences and known norms; common deviations in health status are identified. This course is offered exclusively to licensed nurses.

AGING AND END OF LIFE ISSUES
Explores the need to improve end of life care and the role of nursing as a member of an interdisciplinary team in providing quality care. Challenges myths and stereotypes of aging and end of life issues. Provides an opportunity for analysis of trends and issues influencing care of the older adults in a global society. Clinical experiences include strategic planning for maturity, assessing functional abilities, and monitoring safety concerns. Basic principles of palliative care are presented within a quality of life framework for elderly and terminally ill patients.

GERONTOLOGICAL NURSING
Challenges myths and stereotypes of aging. Provides an opportunity for analysis and synthesis of macro- and microtrends and issues influencing care of the older adults in a global society. Clinical experiences include strategic planning for maturity, assessing functional abilities, and monitoring safety concerns.

ADVANCED TECHNOLOGY AND NURSING
Combines knowledge of biomedical and information technologies with developing awareness of our human capacity for caring. Clinical emphasis is on the safe and effective use of advanced technology in the delivery of nursing care to individuals who experience major and complex alterations in physiological, psychosocial, and spiritual health.

COMMUNITY HEALTH NURSING
Emphasizes theory and skills necessary for conducting community assessment and providing community-based care. Clinical experiences involve working in partnership with selected communities to promote and maintain the public health.

ADVANCED NURSING CONCEPTS
The course is designed to provide the Registered Nurse student an opportunity to apply critical thinking in the care of clients with complex health problems in acute care settings. Focus is on synthesis and application of nursing concepts. Emphasis is directed to the impact of technology on patient care and nursing practice. Clinical experiences are individualized and will include simulations, preceptorships and clinical examinations.

FAMILY AND COMMUNITY HEALTH NURSING
Presents the theory and systems to provide population-focused health care for communities, aggregates and families. Content includes public health, epidemiology, bioterrorism, vulnerable population groups, and families with chronically ill and/or disabled members. Focus is on strategies of community/aggregate/family assessment, program management, resource development and preventative health measures. Clinical experiences are individualized and will include public health departments, home health, community clinics and specialized care delivery settings. Registered Nurse student only.

EMERGENCY NURSING
Refines the nursing process in caring for clients of all ages experiencing medical/surgical emergencies, psychosocial crises, and trauma. Clinical experiences include provision of emergency care to individuals and diverse populations in acute care facilities and rural community settings. Transcultural competencies and critical reasoning are reinforced.

TRANSCULTURAL NURSING
Considers assumptions about health, illness, and death that are deeply entwined within cultural, social, and religious beliefs. Alternative healing systems and practices in contemporary society will be explored, as well as differences between provider and client cultures. Clinical experiences among diverse ethnocultural populations will enhance self awareness and culturally competent care.

NURSING MANAGEMENT AND LEADERSHIP
Demonstrates evolution of leadership and management theories in nursing practice. Explores current research on budget, delegation, and staffing in rural health care settings. Theories of change, decision making, conflict resolution, and transcultural competencies in the workplace are addressed. Clinical experiences focus on the role of the nurse as leader and manager of care.

NURSING RESEARCH PRACTICUM
Seeks to develop an applied understanding of the research process. Fosters appreciation of nursing’s systematic contributions to the body of scientific knowledge and improved public health. Prepares students to be critical consumers of and collaborators in research. Provides opportunities to critique published research and to participate in research projects led by faculty.

RURAL HEALTH CARE
Involves study of factors influencing the health status of rural communities, features, of the health care delivery system in rural areas, and unique aspects of rural nursing. Focus is on tenets of rurality and how they impact rural nursing practice. Fosters synthesis and validation of concepts and experiences gained in prior semesters. Prerequisites: Successful completion of all required course work with the exception of concurrent enrollment in an upper division nursing elective or approval of department head.

COMPREHENSIVE RURAL HEALTH CARE
Involves study of factors influencing the health status of rural communities, features of the health care delivery system in rural areas, and unique aspects of rural nursing. Fosters synthesis and validation of concepts and experiences gained in prior semesters and/or experience as a registered nurse.

NURSING SEMINAR
Design of course will focus on current topics and issues of interest to a group of students. May be repeated for credit as topic and/or objectives of the course change.

NURSING PROBLEMS
This course allows the student to explore a topic of special interest while working independently under the guidance of an instructor. The student formulates objectives and a plan of evaluation of the project. May be repeated for credit, subject to approval by the head of the Department of Nursing. Prerequisite: Upper-division standing in the nursing major or approval of department head.

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