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University at Buffalo (School of Nursing)




The School of Nursing began in the 1930's as a division of the School of Medicine and became an independent unit within the University in 1940. Nearly 6,000 alumni have graduated from the school's programs, which span the academic spectrum from the baccalaureate through the doctoral degree.

The faculty believes that professional nursing education should seek to develop autonomous, self-directed practitioners and researchers who will advance and test the knowledge on which practice is based. All undergraduate and graduate programs emphasize the acquisition of clinical nursing expertise. Opportunities are provided to develop each student's ability to make decisions, to practice creatively and imaginatively, and to cope with change in a climate of scholarship, discovery, and professional example.

The faculty strives to develop curricula to meet emerging health-care needs in an era of reform. To this end, Post-Master's Nurse Practitioner Programs for Clinical Nurse Specialists have been established.

Teaching methods vary with the topics covered. The student body interacts closely with the faculty in one-on-one mentoring, small group clinical and seminar classes and traditional lectures. In addition to traditional pedagogy, computers and interactive videos are used. Students can communicate with faculty members and clinical agencies using the computer network. A recent development is long-distance, interactive-learning opportunities which provides greater access to nursing education in rural areas of Western New York.

MISSION

The School of Nursing shares in the mission of the University at Buffalo to generate and disseminate knowledge and to serve the citizens of the state. This mission is realized within the context of the discipline and profession of nursing. To this end the faculty strive to:

* Prepare individuals for beginning and advanced practice in professional nursing that is grounded in extant knowledge in the discipline and exercised with a spirit of caring, inquiry, and creativity.
* Provide special access to nursing education for qualified students from diverse sociocultural backgrounds.
* Foster an academic milieu that respects diverse cultures and lifestyles and focuses on interdisciplinary collaboration, critical thinking, and innovation.
* Engage in the discovery and development of new knowledge in the discipline.
* Extend nursing education opportunities to the practicing nurses of the state.
* Attend to differing nursing needs of urban and rural people for both education and service.




School name:University at BuffaloSchool of Nursing
Address:3435 Main Street, 1040 Kimball Tower
Zip & city:NY 14214 New York
Phone:716.829.3314
Web:http://nursing.buffalo.edu/
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School of Nursing Courses


INTRODUCTION TO NURSING
The purpose of this course is to introduce first year nursing students to the nursing profession, the School of Nursing, and the University. Students will learn skills required for success in their academic program with an emphasis on the critical thinking process and the varied career paths in the nursing profession.

DESTRUCTIVE AND CONSTRUCTIVE BEHAVIORS: ADDICTION AND ITS PREVENTION
Directed toward the understanding of constructive aspects of the self as well as destructive tendencies. Addictive behaviors will be the focus of discussion related to destructive behaviors. Constructive behaviors will deal with preventive, early identification, and intervention strategies. The goal is to increase knowledge, awareness, and sensitivity related to destructive behaviors of individuals, families, and society, and healthy approaches to deal with stressful life situations.

HUMAN GROWTH AND DEVELOPMENT
Selected physiological and psychosocial factors that influence and characterize human growth and development throughout the life span. Includes lecture/discussion and class participation activities.

INFORMATICS AND THE HEALTH CARE ENVIRONMENT
The purpose of this course is to introduce students to the health care environment emphasizing the interface between the health care delivery system and informatics.

PROFESSIONAL ISSUES IN PRACTICE
Concepts that are embodied in selected nursing theories and models and how they relate to professional issues in practice will be examined. Selected issues and dilemmas confronting both the nursing profession and the individual nurse will be explored. Various value systems that operate within the health care delivery system and which influence professional practice also will be discussed.

HEALTH ASSESSMENT: CONCEPTS AND SKILLS
Prepares students to perform a health assessment on an adult and child. Emphasis is placed on a systematic and comprehensive health assessment as a database for identifying nursing diagnoses. Developmental aspects, sociocultural influences, health-illness perceptions, normal variations of health-status findings, and documentation are highlighted throughout the course. Students become familiar with the use of assessment instruments through practice in a supervised on-campus laboratory.

ASSESSMENT OF FAMILIES AND COMMUNITIES
This course focuses on developing and utilizing comprehensive assessments of families and communities. Intervention strategies are planned relative to the needs, problems, and level of wellness of the population unit.

INTRODUCTION TO NURSING RESEARCH
Introduces students to scientific inquiry in nursing using a formal research approach. Specific elements of the research process, such as problem identification, literature review, variables, research designs, sampling concepts, data collection and analysis, and documentation of the research report are emphasized. Publication, dissemination, and critique of research are also included.

RESEARCH IN HUMAN SEXUALITY
Focuses on current research on human sexual behavior: physiological response during sexual activity; early development of sexual attitudes; varieties of sexual relationships; social/moral issues related to sexual attitudes.

NURSING AS A PROFESSION
Basic Nursing Program; prerequisites: all required prerequisite courses for the upper division nursing major or permission of instructor Focuses on nursing as a profession, including its history, current stage of development, and goals for the future. Attributes of the professional nurse and processes essential for competent professional practice will be emphasized: critical thinking, information-seeking strategies, legal/ethical decision making, and communication skills.

HEALTH-CARE DELIVERY PERSPECTIVES
Explores the characteristics of health-care delivery systems within a social, political, and economic context. Issues surrounding health-care delivery will be analyzed and the impact of various models of health care on the nursing profession will be emphasized.

HEALTH PROMOTION
Introduces the concepts of health promotion as a framework for nursing practice. Concepts of health, motivation, therapeutic relationships, populations at risk, and stress management are explored. Opportunity to develop and implement a health-promotion program is provided.

BASIC NURSING THERAPEUTICS
Examines concepts and skills basic to nursing interventions across the life span that are applicable in a variety of nursing situations. Nursing process, documentation, professional responsibility, and therapeutic communication are emphasized; also pain management, comfort measures, and assistance with activities of daily living. Experiences in on-campus laboratory and clinical sites.

PRIMARY CARE WITH FAMILIES ACROSS THE LIFE SPAN
Describes the characteristics of primary health care and its delivery. Examines the role of the nurse in delivery of primary health/community-based services focusing on health promotion, disease prevention and management of episodic illness. Health risks of age groups across the life span within the context of family, culture and socioenconomic level will be addressed. Healthy People Goals and other national initiatives provide direction for developing strategies.

NURSING THERAPEUTICS IN PRIMARY CARE
Clinical nursing practice within the primary care, episodic illness and normal birth-cycle components of the health-care delivery system. Student experiences include on-campus preparatory activities, direct care, and follow-up of individuals and families across the life span.

PRINCIPLES OF NURSING LEADERSHIP
Focuses on leadership skills common to clinical, managerial, and professional situations in nursing. Content on motivation, decision-making strategies, change theory, situational leadership, power, and conflict management is included.

ISSUES IN PRIMARY CARE
This course examines the characteristics and delivery of primary care/community-based health care. Health risks of age groups across the life span within the context of family, culture and socioeconomic level will be identified. Nursing roles focusing on risk assessment, health promotion, disease prevention and evidenced-based interventions will be addressed.

TRANSCULTURAL ISSUES IN HEALTH CARE
Explores the influence of cultural beliefs and values on health seeking behaviors. Increases knowledge of, and heightens awareness and sensitivity related to, the impact of culture in health care seeking. Emphasis is placed on viewing health care systems as cultural systems. Theories, concepts and data from anthropology and transcultural nursing are the foundation for the course.

CRITICAL ELEMENTS IN NURSING LEADERSHIP
Professional communication skills, and principles and practices of care management. Conceptual themes of nursing process, leadership, critical thinking and decision making are integrated throughout the course.

ADVANCED CLINICAL NURSING
Basic Nursing Program; prerequisites: all other required nursing courses
Clinical course providing the student an opportunity to pursue, independently and in depth, a specific area of nursing that is of particular interest. Ongoing student, faculty, and preceptor collaboration is an expectation of the course. Students participate in the selection of the site for clinical experience.

HEALTH MAINTENANCE AND RESTORATION
Goals of health maintenance and restoration for individuals with acute and chronic illness. Major physical and mental illnesses and disabilities across the life span are presented through exemplar case studies that deal with nursing interventions related to functional health, homeostatic regulation, protection against harm, and psychological function. Effective use of the health-care system is also examined. LEC

NURSING THERAPEUTICS IN HEALTH MAINTENANCE AND RESTORATION
Provides students with supervised clinical nursing experience caring for clients and families across the life span with acute and chronic health-care problems, in any care setting they are found. Emphasis is placed on clinical decision making, case management, and technical competency as a basis for delivering comprehensive nursing care.

CLINICAL SEMINAR: HEALTH MAINTENANCE AND RESTORATION
Content derived from clinical situations encountered in NUR470L Nursing Therapeutics in Health Maintenance and Restoration. Students share clinical reports and raise critical questions regarding practice issues, and propose and evaluate responses. Issues focus on direct care, health-system concerns, and professional interactions at both the client and the system levels. SEM 472 Nursing Management of Patient Care (1) (F) Basic Nursing Program; prerequisite: NUR376 Nursing management skills and behaviors with applicability in a wide variety of client-care settings. Emphasis includes organizational structure and behavior, application of information management and case-management techniques to the management of care for groups of clients, and application of principles of delegation, supervision, personnel evaluation to management of care provided by others.

NURSING MANAGEMENT IN COMPLEX SITUATIONS
Focuses on specific responsibilities of the nurse manager: information management, human resource management, fiscal management, quality management, and management of change. Students apply critical thinking, decision making, and leadership skills to the study of these areas of responsibility.

CONCEPTS OF COMPLEX ACUTE CARE
Knowledge and skills required to care for patients throughout their life spans who have complex, life-threatening health problems, including trauma, problems with oxygenation, disruptions of the nervous system and disruption of the immune system. Assessment skills and nursing interventions to restore physiological and psychological stability are emphasized.

NURSING THERAPEUTICS IN COMPLEX ACUTE CARE
Provides students with a supervised practicum in clinical sites that specialize in the care of individuals with complex acute-care health problems that are potentially life threatening. Emphasis is placed on the development of clinical decision-making skills in situations where the physiological and psychological status of the patient changes rapidly, requiring the coordinated efforts of a team of health-care providers.

CLINICAL SEMINAR: COMPLEX ACUTE CARE
Content derived from clinical situations encountered in Nursing Therapeutics in Complex Acute Care

THERAPEUTICS IN COMPLEX ACUTE CARE
Students share clinical reports and raise critical questions regarding practice issues and propose and evaluate responses. Issues focus on direct care, health-system concerns, and professional interactions at both the client and the system levels.

HEALTH CARE MANAGEMENT IN THE COMMUNITY
This course focuses on the provision of community-based care in the current managed care environment. Concepts of health promotion, health restoration, case management and rehabilitation are utilized in caring for individuals, families, or groups/populations in an assigned community setting.

INDEPENDENT STUDY
Basic Nursing Program/RN Track Program prerequisite: permission of the instructor.
Supplements regular offerings of the department. Students must secure the permission of instructor before registering for independent study.

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