University of California - San Francisco (School of Nursing)

HISTORY

The nationally recognized excellence of the School of Nursing reflects a long history of innovation in nursing education. A diploma program for the education of nurses was first offered by the University of California in 1907, when it established the Hospital Training School for Nurses.

In 1917 a five-year curriculum leading to a baccalaureate degree was developed on the Berkeley campus in the Department of Hygiene. This program combined academic study with practice in nursing, using the Training School program as the middle years. These two curricula continued until 1934, when the diploma program was discontinued.

Instruction in public health nursing leading to certification was first offered to graduate nurses in 1918 on the Berkeley campus. In 1925, through funds appropriated by the state legislature from the accumulated funds in the State Bureau of Registered Nurses, an additional certificate curriculum in nursing education and nursing service admin­istration was initiated. The Berkeley and San Francisco programs were brought together administratively in 1934. On March 17, 1939, the Regents authorized the establishment of a School of Nursing, the first autonomous school of nursing in any state university. In 1941 the faculty of the School of Nursing achieved full academic status in the University.

MISSION

Nursing care for the healthy and the ill occurs in a dynamic social and professional environment with changing needs for clinical, research, and theoretical expertise. As a leader in health care and nursing progress, the UCSF School of Nursing must anticipate and respond to changing issues and trends and must influence policies and practices in health care.

Within this context, the School of Nursing draws upon the insights and experiences that its students, faculty, and alumni have to offer from their rich and diverse cultural heritage.

Taking advantage of its long history as a part of the University of California, San Francisco health sciences campus, the School will continue to work cooperatively with other health professionals on campus, nationally, and internationally in its search for excellence in teaching, research, practice, and public service.

The School of Nursing's mission comprises three elements:

* Teaching
o Prepare students from culturally diverse backgrounds to assume leadership roles in nursing clinical practice, administration, teaching, and research.
o Provide education and research training in the social, behavioral, and biological sciences focused on health, illness, and health care.

* Research
o Advance knowledge and theory through research.
o Design and evaluate the organization, financing, and delivery of health care.
o Generate and test innovative professional educational models.

* Practice
o Promote and demonstrate excellence in professional nursing practice.
o Benefit the public, the profession, and the University through active individual and group involvement in service activities.

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School of Nursing Nursing School Location

School of Nursing Courses

PHARMACOLOGY AND NURSING CARE
This introductory course examines the principles of pharmacokinetics and pharmacodynamics for major drug classes. Assessment and management of the therapeutic and toxic effects of pharmacologic interventions are emphasized.

INTRODUCTION TO NURSING
Course explores the concepts of health and illness and role of the professional nurse. Focuses on using the nursing process in care of persons across the adaptation and developmental continua. Concurrent laboratory designed to develop skills and knowledge common to the nursing care of adults.

EFFECTIVE COMMUNICATION
Course reviews selected theories of human interaction and presents principles and techniques of effective communication as they relate to establishing and maintaining a helping relationship. Students use laboratory experience to develop skills in communication and interaction.

ADULT MEDICAL-SURGICAL/GERIATRIC NURSING
Course surveys selected medical-surgical conditions, problems of aging, and nurse's role in promoting optimal functioning. Planning, implementing, and evaluating interventions based on data analysis are emphasized. Clinical experience provides opportunities for role development and application of knowledge and skills.

PATHOPHYSIOLOGY
Course provides understanding of disease and its treatment, and an understanding of basic principles of microbiology as the basis for nursing assessment and intervention. Major diseases will be explored, in part by using a conceptual approach.

PARENT-CHILD NURSING
This clinical course in the nursing care of children and families integrates theoretical concepts related to the management of pediatric patients in acute and ambulatory settings. Application of concepts of growth and development of the child and family is included.

CHILDBEARING FAMILIES
Course focuses on biopsychosocial concepts of normal reproductive and childbearing events. Emphasis is on nursing assessment and management of the childbearing family, the woman, fetus and newborn during the antepartum, intrapartum, and postpartum periods.

SOCIO-CULTURAL ISSUES IN HEALTH/ILLNESS
Course provides an introduction to significant socio-cultural concepts in health and illness to increase the student's understanding of variations and their ability to provide culturally competent nursing care.

PSYCH/MENTAL HEALTH NURSING
Course presents biopsychosocial theories of human behavior as they relate to function, alteration, and/or disruption of mental processes; reviews current knowledge related to nursing care, psychiatric treatment, and psychosocial rehabilitation of the identified mentally ill adults and children and their families.

COMMUNITY HEALTH NURSING
Course focuses on applying the nursing process to community health nursing practice in community settings. Concepts and research from nursing, family, and community health will be explored. Nursing care of vulnerable groups in the community will be emphasized.

ISSUES IN NURSING
Course explores major issues and trends in contemporary nursing and health care delivery as they relate to nursing practice, education, and research. Course identifies strategies nurses can use to influence issues affecting nursing practice and health care delivery.

SCIENTIFIC WRITING
Course reviews academic and scientific writing format and style, fostering an awareness of research-based scientific writing. Students will develop skills in writing an introductory paragraph, organizing a critical review of the literature, and creating a concise conclusion. Bibliographic search methodology and American Psychological Association (APA) editorial format will be reviewed and utilized.

CURRICULUM DEVELOPMENT
Course provides the theoretical basis for curriculum development. The role of the philosophy and conceptual framework in driving program and course design will be analyzed. The fit of program and course evaluation strategies will be critically evaluated.

TEACHING-LEARNING PROCESS
Course critically evaluates principles and theories of teaching-learning practices in nursing education, staff development and client teaching programs. Theoretical and practical applications, including presentation skills, for student-centered and distance [distribute] education will be explored.

METHODS OF CLINICAL INSTRUCTION
Course explores the theoretical foundations for clinical supervision, teaching and evaluation in nursing education. The focus will be on clinical activities commonly utilized to enhance the learning process in the clinical setting.

THEORY DEVELOPMENT IN NURSING
Critical analyses of contemporary strategies for the development of nursing theory building, particularly as they relate to selected nursing phenomena and an in-depth analysis of selected theoretical schools of thought.

BEHAVIOR THEORIES FOR NURSING RESEARCH
Seminar will examine theories that have been used to study health- related human behavior and behavior change from an historical as well as conceptual perspective. The course will include a critical review of each theory and its applicability for nursing research.

END-OF-LIFE CARE ACROSS PRACTICE SETTINGS
Course examines the theory and practice of providing end-of-life care to patients and their families within and across multiple practice settings, including acute care. A multidisciplinary approach to palliative care will address symptom management as well as age-related, cultural, spiritual, ethical, and communication issues.

PATHOPHYSIOLOGY IN FAMILY PRIMARY CARE
Course promotes the understanding and application of knowledge of fundamental disease processes in the clinical setting of outpatient primary care. Concepts of anatomy, physiology and pathophysiology are included. The etiology, pathogenesis, and clinical significance of selected disease processes are discussed. The course is organized around a systems approach to disease processes.

CONCEPTS IN CHRONIC ILLNESS
Course reviews, analyzes and critiques selected conceptions of chronic illness. Empiric support for and applicability of chronic illness concepts are reviewed across settings, populations and the lifespan. Applicability to diverse U.S. populations is emphasized.

RESEARCH ON MANAGEMENT OF PSYCHIATRIC CONDITIONS
Course analyzes research on current practice approaches to adults with mental illness and children with severe emotional disturbance. The emphasis is on psychotherapeutic and psycho-educational interventions and long-term management of psychiatric symptomatology. This course fulfills the School of Nursing requirement for coursework in research utilization.

COMMUNICATING WITH THE LATINO PATIENT I
Course provides advanced content and practice in Spanish. Emphasis will be in taking a health history, giving physical exam instructions and addressing patient concerns using proper terminology and correct tense verb and within the socio-cultural background of selected Latin American groups.

COMMUNICATING WITH THE LATINO PATIENT II
Course provides advanced content and practice in Spanish. Emphasis will be in building confidence in communicating appropriately using complex verb tenses, commands and sentence structure. Course will include cultural content to increase understanding of conduct and behavior so treatment is culturally sensitive and linguisticall appropriate for patients/families of Latino American background.

HUMAN PATHOPHYSIOLOGY AND AGING
Course integrates and applies knowledge of aging and pathophysiological concepts/alterations in selected organs and systems as a basis for advanced practice. Content areas to be addressed include: altered cellular, neurological, and hormonal regulation.

HUMAN PATHOPHYSIOLOGY AND AGING
Course integrates and applies knowledge of aging and pathophysiological concepts/alterations in selected organs and systems as a basis for advanced practice. Content areas to be addressed include: altered cardiovascular, pulmonary, and renal function.

COMPARATIVE QUALITATIVE RESEARCH DESIGN
Course provides an introduction to the principles and methods of qualitative research, critically analyzing the elements of qualitative research design set within the context of the research questions to be asked and the existing knowledge in the area.

COMPARATIVE RESEARCH DESIGN
Course provides a critical analysis of techniques to conduct systematic reviews of bodies of knowledge, provides strategies to critique the scientific rigor (validity) of quantitative research designs. Students link theory with operations; causality in problem conceptualization; various quantitative research designs; critique designs; sampling, power analysis, measurement, and data analyses; conduct, synthesize, critique systematic reviews of bodies of knowledge.

INTRODUCTION TO HEALTH CARE INFORMATICS
Introduction and overview of health care informatics, focused on the building blocks for computer-based systems with specific application examples (e.g., clinical information systems, educational technologies, telemedicine, digital libraries, simulation and modeling).

BASIC TOPICS IN LEADERSHIP IN HEALTH CARE SYSTEMS
Course examines basic topics in leadership in health care systems including management, human resources, financing and budgeting, and feedback and coaching.

MANAGING CHANGE IN HEALTH CARE SYSTEMS
Course examines the principles of organization change in health care systems. These include strategy, decision making and conflict management, communications, and quality improvement and management.

LEADERSHIP DEVELOPMENT & SELF-RENEWAL
Course examines the principles of leadership and self-renewal including negotiating, motivating others, problem solving, managing diversity, improving care management, and developing skills and knowledge.

QUALITATIVE DATA COLLECTION AND ETHICS
Course examines the construction of qualitative research and ethics in research. Students formulate research questions and design a qualitative study.

QUANTITATIVE MEASUREMENT AND THEORY
Course critically evaluates concepts underlying measurement reliability and validity. Construction of measurement tools and their use in quantitative research will be explored.

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