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University of Charleston (Nursing Program)




The primary goal of the Division of Health Sciences is to prepare ethical competent, safe and compassionate health care professionals. In addition to participation in specialized classroom and clinical instruction appropriate to a particular health science program, each student is required to take certain courses to meet Liberal Learning Outcomes. Courses outside the major are chosen to provide health care practitioners with an awareness of problems in society and foster their development as an enlightened person and a contributing member of society.

DEPARTMENT OF BACC ALAUREATE DEGREE NURSING

WHY CHOOSE UC BSN?
* Outstanding clinical placements in a wide variety of excellent community and health care facilities.
* Innovative core of health science courses preparing collegial health care professionals.
* As the state capital and county seat, Charleston provides access to diverse learning opportunities beyond clinical settings, such as the WV Legislature.
* Experienced and qualified faculty committed to your success and low student-teacher ratios in clinical instruction as well as accessibility and advising.
* UC's Xi Tau chapter of nursing's national honor society, Sigma Theta Tau, International
* Student Nurses' Association (CANS) very active on campus and in the Charleston community.

MISSION STATEMENT

The Mission of the Baccalaureate Program is to prepare competent and caring professional nurses who will practice in the dynamic health care system of the 21st century, with people of every age and background, in a variety of settings.

PROGRAM OUTCOMES REFLECT YOUR PREPARATION TO:
* Exhibit attributes of an educated and contributing citizen.
* Use knowledge from the humanities and physical, behavioral and nursing sciences.
* Communicate effectively in teaching, collaborating and negotiating with others.
* Demonstrate critical thinking, professional accountability and leadership skills.
* Examine nursing practice in relation to theory and research findings.
* Practice within professional, legal and ethical parameters of a diverse and rapidly changing society.

PHILOSOPHY
The philosophy of the program flows from the University of Charleston mission statement and from the faculty’s belief about humanity, social systems, role, health, nursing, community, learning, students, faculty and professional nursing practice. The faculty views human beings as a unique physical being. These dimensions develop progressively, interactively, and concurrently across the life span. The faculty believes that social systems are the organizational units for man’s interaction and relationships with others. Health is a generally desired state of human functional and structural integrity, which is individually perceived and defined in accord with cultural beliefs and values. The faculty believes nursing to be a deliberate human action designed to assist people throughout the life span with health-related self-care activities. The faculty views students as individuals with strengths, needs and limitations. The faculty member facilitates learning by encouraging students to think independently, be creative, question and make prudent decisions related to nursing situations. Faculty serve as resource persons and role models for the student.



School name:University of CharlestonNursing Program
Address:2300 MacCorkle Ave. SE
Zip & city:WV 25304 West Virginia
Phone:304.357.4800
Web:http://www.ucwv.edu/academics/majors/nursing_bachelors.aspx
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Nursing Program Courses


THE SCIENCE OF NURSING
Students explore society’s view of nursing and begin development of a personal concept of nursing. This course also presents selected theoretical/conceptual models of nursing. A basic introduction to the nature of theory provides the basis for understanding the theory development movement in nursing.

THE ART OF NURSING I
This course introduces students to the concepts of the nursing process, self-care, communication and critical thinking as they apply to nursing practice. Students apply the nursing process to the care of clients through the life span in selected situations.

THE ART OF NURSING II
In this course, nursing students build on the concepts introduced in The Art of Nursing I by applying nursing process in a variety of settings to the care of clients throughout the life-span. Family theories and assessment, as well as principles of teaching and learning are introduced.

PEDIATRIC NURSING
This course provides opportunity for students to develop a theoretical foundation for evidence based practice competence to address the individual needs of the pediatric client in the context of the family. Developmental frameworks are employed to understand the appropriate approaches to children and youth.

CHILDBEARING TRANSITIONS
The nursing process is applied to the care of beginning families requiring health promotion and maintenance or experiencing self care deficits. Theories and principles of family development, family dynamics, childbearing, and care of the newborn are applied to nursing practice and secondary settings. Laboratory experiences in a variety of primary and secondary maternity / newborn settings provide opportunities to care for families experiencing normal or complicated pregnacy, childbirth and / or parenting. Selected maternity health-deviated states are examined.

NURSING IN ALTERATED HEALTH I
Designed to correlate with Pathophysiology by applying concepts of human responses to common alterations in health states of individual clients. Physiological, psychosocial and cultural aspects of human responses and subsequent effects of altered health on self care ability are explored. Students draw on previously learned knowledge and skills in planning and implementing nursing care.

NURSING IN ALTERATED HEALTH II
Specific altered health states are explored in depth through application of the nursing process in client care. Clients experiencing chronic as well as acute self-care deficits will be the focus of nursing care.

MENTAL HEALTH NURSING
Students apply the nursing process to clients experiencing deficits of a developmental, emotional and/ or behavioral nature. Theories and principles of mental health and illness are employed.

NURSING IN HEALTH ALTERATIONS III
Care of clients and families with multiple and/or complex altered health states is the focus. Clinical experiences in critical care settings are added to the acute and community settings utilized in previous courses.

CARE OF THE ELDERLY
This course is designed to enable students to increase knowledge, awareness and understanding of concepts and issues related to elderly clients. The intent of the course is to enhance the student’s ability to provide quality care to the older adult specifically related to the promotion and maintenance of health throughout the aging process. Through the use of service learning, students will be given the opportunity to apply theoretical and professional skills to elderly clients in the home and a variety of community settings.

NURSING MANAGEMENT & TRENDS
This course is designed to promote successful transition from student to graduate nurse including citizen roles and responsibilities. Presents the knowledge and skills required to assume a beginning nursing management role.

NURSING PRACTICUM
Student knowledge and performance is enhanced through a variety of experiences in patient care under the direction of a preceptor. Opportunities are provided for students to experience the role of staff nurse, gain confidence in using critical thinking and technical skills in the clinical environment, strengthen knowledge and use of theory in practice, foster collegial respect, enhance self-image as a nurse, and reduce “reality shock”.

COMMUNITY HEALTH NURSING
Students apply the nursing process to health promotion and illness prevention on a community level. Principles related to the prevention and control of common communicable diseases are presented. Cross-cultural nursing concepts are examined. Political and legislative health issues and their impact on the community are explored.

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