University of Evansville (Department of Nursing)

HISTORY

The University of Evansville has been associated with nursing since 1939. Between 1939 and 1953, the University provided two years of a five-year nursing program in cooperation with a local hospital. In 1953, following more than 10 years of study and exploration, a generic baccalaureate program in nursing was initiated with the admission of 12 students. In 1960, the Program became the first baccalaureate program in Indiana to be accredited by the National League for Nursing.

Throughout the past 50 years of preparing nurse leaders, the Baccalaureate Nursing Program has evolved to meet the needs of health care consumers and the changing trends in nursing and health care. This commitment to excellence in nursing education contributes to UE's core purpose: to provide life-transforming educational experiences that prepare students to engage the world as informed, ethical, and productive citizens.

STATEMENT OF PHILOSOPHY

The philosophy of the University of Evansville Baccalaureate Nursing Program is in harmony with the philosophy and congruent with the mission of the University. The American Nurses’ Association Social Policy Statement (1994, Revision) defines nursing as “the diagnosis and treatment of human responses to health and illness.” This emphasis on human responses as its primary concern recognizes nursing as a caring art. Therefore, we believe that the foundation for nursing is a liberal arts and sciences-based curriculum.

The philosophy of the program includes beliefs about people, environment, health, learning and nursing derived from a variety of disciplines. These beliefs support the conceptual framework of the curriculum designed to prepare broadly educated people capable of participating in the multi disciplinary delivery of health care. We value self-responsibility, autonomy, altruistic caring, leadership, and scholarship as qualities of the professional nurse.

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Department of Nursing Nursing School Location

Department of Nursing Courses

NURSING MODALITIES: THERAPEUTIC RELATIONSHIP
Provides beginning knowledge of nursing modalities used to facilitate health. Specific modalities include supportive counseling, teaching, social support and complementary healing. Opportunities to use nursing modalities may include simulations and interviews with healthy people.

DYNAMIC INTEGRATION: A MODEL FOR NURSING
Introduction to the role of the nurse within the framework of the Dungan nursing model of Dynamic Integration. Explores historical, social, legal, ethical and research components of professional nursing practice.

DYNAMIC INTEGRATION: HEALTHY AND VULNERABLE ADULTS
Focuses on the promotion of healthy physiological responses and the provision of a safe environment for healthy and vulnerable individuals.

NURSING MODALITIES: HEALTHY AND VULNERABLE ADULTS
Clinical laboratory course includes instruction and practice in modalities to provide a safe environment and promote healthy physiological responses for healthy and vulnerable adults. Focus is on the modality of direct care.

DYNAMIC INTEGRATION: PHYSICAL ASSESSMENT
Introduces the assessment of health within the Dungan Model of Dynamic Integration (developmental, cultural, physiological cognitive, psychological, behavioral, spiritual and social support). Focus on the assessment of physiological responses of the individual across the life span. Practice component provided (three lab hours).

DYNAMIC INTEGRATION: THE HEALTHY FAMILY
Focuses on the life cycle of a healthy family beginning at conception. Addresses family development, maternity care, transitions and common problems of healthy families.

NURSING MODALITIES: HEALTHY FAMILY
Clinical laboratory includes instruction and practice in the modalities of direct care, teaching, counseling, alternative health, social support and augmented social support in healthy families. Focus on clients and families of all ages, especially childbearing, child rearing and aging family.

DYNAMIC INTEGRATION: TRANSITION RELATED TO COMMON ILLNESS PHENOMENA
Focuses on vulnerable individuals and families across the life span who are in transition due to their responses to common illnessrelated phenomena such as pain, inflammation infection, neoplasia, altered immunity, surgical intervention or fluid/electrolyte imbalances, accidents and poisoning, congenital and developmental disorders.

NURSING MODALITIES: TRANSITION RELATED TO COMMON ILLNESS PHENOMENA
Clinical laboratory includes instruction and practice with the modalities of direct care, teaching, counseling, alternative healing, social support in persons or families in transition related to their responses to common illness-related phenomena. Primary focus is on pediatric and surgical clients and their families.

DYNAMIC INTEGRATION: MENTAL HEALTH
Focuses on individuals and their families who are vulnerable or in transition due to acute or chronic mental health problems such as mood and thought disorders, anxiety disorders, substance abuse and manipulative or angry behavior. Placement: Junior.

NURSING MODALITIES IN MENTAL HEALTH
Clinical laboratory includes instruction and practice with the modalities of counseling, teaching, social support and augmented social support with individuals and groups. Focus on the client and family with acute or chronic problems in mental health (six clinical contact hours). Placement: Junior.

ILLNESS RESPONSE I: DISRUPTION IN ENERGY
Focuses on vulnerable individuals and families across the life span who are in transition related to common illnesses causing alterations in fluid and gas transport, metabolism, digestion and elimination.

ILLNESS RESPONSE II: DISRUPTION IN PROTECTION
Focuses on vulnerable individuals and families across the life span who are in transition related to common illnesses causing alterations in reproduction and sexuality, cognition, sensation and motion and immunity.

NURSING MODALITIES RELATED TO DISRUPTIONS IN ENERGY AND PROTECTION
Clinical laboratory includes instruction and practice with modalities of direct care, teaching, counseling, complementary health, social support and augmented social support in persons or families in transition related to disruptions of energy and protection (12 clinical contact hours).

RESEARCH IN NURSING
Extends focus on inquiry-based practice by examining the specific role of research in the development of the body of nursing knowledge. Primary emphasis on the nurse as a consumer of research findings.

PROFESSIONAL LEADERSHIP I
Focuses on principles of leadership and management as practiced in a community setting. Emphasizes concepts of client advocacy, change agentry, power and politics. Practice component included.

DYNAMIC INTEGRATION: HEALTH PROMOTION WITHIN THE COMMUNITY
Focuses on individuals, families and groups within the community. Emphasis on vulnerable populations, their health and the provision of health care. Examines health of the community including communicable disease, environmental health hazards, mortality and morbidity and epidemiology.

NURSING MODALITIES FOR THE COMMUNITY
Clinical laboratory includes instruction and practice with the modalities of teaching, counseling, alternative health, social support and augmented social support. Focuses on vulnerable groups within the community who require health promotion and/or suffer chronicity. Primary emphasis on teaching and augmented social support.

PROFESSIONAL LEADERSHIP II
Focuses on the principles of leadership and management as they are practiced in an institutional setting. Concepts of organizational behavior, transformational and transactional leadership are emphasized.

DYNAMIC INTEGRATION: TRANSITIONS ASSOCIATED WITH COMPLEX ILLNESS PROBLEMS
Focuses on individuals and families who are in transition due to complex, acute or chronic illness problems which increase susceptibility to multi-system failure.

NURSING MODALITIES: HEALTH PROMOTION IN COMPLEX PROBLEMS
Clinical laboratory includes instruction and practice with modalities necessary to promote reintegration in individuals and families with complex acute or chronic illness problems. Clinical experiences include opportunities for practice in direct care and leadership roles.

DYNAMIC INTEGRATION: HEALTH ISSUES
Societal and global health issues critically examined with emphasis on the impact on individual consumers, health care providers and society as a whole. Focuses on refining problem solving skills, using the student’s liberal and professional education. Scholarly presentation required.

Other nursing schools in Evansville

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