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University of Mary (Division of Nursing)

The Division of Nursing offers a Bachelor of Science or Bachelor of Arts degree with a major in nursing. The curriculum prepares the graduate to: (1) practice professional nursing in a variety of environmental and cultural settings, (2) become leaders in health care, and (3) pursue graduate study in nursing.

The division traces its beginnings to the St. Alexius Hospital School of Nursing founded in 1915. The sponsoring body, the Benedictine Sisters of Annunciation Monastery, recognized the necessity of baccalaureate education and began Mary College; a major in nursing was among its initial programs. The first nursing students received a baccalaureate degree from the college and graduated in 1964. In 1986 the graduate program was initiated and the name, Mary College, changed to the University of Mary.

Continuing the Benedictine tradition which formed its beginnings, the division offers a program holistic in nature and characterized by Benedictine values. These values are manifested in the community-focused nursing curriculum with a health promotion, health support, and health restoration framework. With this preparation, the nurse can continue to learn both through experience and further academic study and meet the demands of the role of the nurse in contemporary society. Through its Kappa Upsilon Chapter-atlarge, the Division of Nursing has membership in Sigma Theta Tau, the International Honor Society in nursing. Candidates for membership must demonstrate superior scholarly achievement, evidence of leadership, and marked potential for achievement in the field of nursing.

The baccalaureate and master’s programs are approved by the North Dakota Board of Nursing and Commission on Collegiate Nursing Education.


We prepare nurses to serve the health care needs of people in the region, without regard to race, creed, cultural background, or gender. By fostering a Christian, Catholic, and Benedictine learning environment, we support the University of Mary's mission to search for truth, develop community, and prepare students to serve and to lead.


We believe that the fundamental beliefs concerning nursing, person-environment, health, education, and the Rule of Saint Benedict guide the endeavors of our faculty.

We believe that nursing is a professional discipline focused on holistic healing and health of persons and society within an ever-changing environment.

We believe because human experience and response are distinctive, perceptions of health and illness are as diverse as the person-environment interaction from which they arise.

We believe nurses educated at the University of Mary are competent in those areas identified by the university as fundamental to liberal arts education. Our graduates communicate well; think effectively; discern personal and social values; appreciate aesthetic creativity; are conscious, active stewards of the environment; and demonstrate potential to develop professionally.

We believe the values fundamental to the Rule of St. Benedict enhance the nursing paradigm. These guiding precepts include care of the sick, hospitality, respect for person, mindfulness, community, and stewardship.

School name:University of MaryDivision of Nursing
Address:7500 University Drive
Zip & city:ND 58504 North Dakota
Phone:(701) 255-7500

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Division of Nursing Nursing School Location

Division of Nursing Courses

This course introduces basic care measures used in nursing practice to promote healing and wellness. Students apply basic comfort and care measures in the laboratory setting. Theory for the application of such care measures is embedded in the spirit of servant-leadership and the Benedictine values of respect for persons and service.

This course introduces the student to the fundamentals of medical terminology. The course includes word structure of body parts and organs, body systems, basic medical and surgical terms and therapeutic interventions, diagnostic and medical abbreviations and symbols. Medical vocabulary requires accurate spelling and pronunciation. Students develop leadership by using proper mdical terminology and Benedictine values of respect.

Nutrition is studied from a perspective of its influence on health promotion and support. This includes Healthy People 2010 Goals/President’s New Freedom Initiative and the study of food and nutrients and their action as well as nutrient need changes throughout the life cycle. Assessment of dietary intake and the influence of culture, values, and economics will be integrated. The influence of diet therapy in the treatment of diseases and symptoms is incorporated.

Nutrition is studied from a perspective of its influence on health promotion and support. This includes Healthy People 2010 Goals/President’s New Freedom Initiative and the study of food and nutrients and their action as well as nutrient need changes throughout the life cycle. Assessment of dietary intake and the influence of culture, values, and economics will be integrated.

This course allows students to perform selected nursing interventions to promote healing and health. Students develop leadership by using proper principles of nursing practice and the Benedictine values of respect and moderation.

This course delineates health and healing as foundational concepts for nursing practice. Therapeutic use of self is explored within the paradigm of personenvironment, health, and nursing. Nursing theories, behaviors and concepts fundamental to understanding self, human diversity, holism and wellness will be examined. Benedictine values are identified as principles to guide nursing care. Caring for self as an essential component of caring for others is emphasized.

Designed to facilitate role socialization and transition of the LPN or RN to baccalaureate nursing practice. It delineates health and healing as foundational concepts for nursing practice. Selected contemporary healing modalities will also be studied. Benedictine values will be examined as principles to guide nursing.

Emphasis of this course is on holistic assessment of persons across the lifespan. Professional interviewing and psychomotor skills are used to obtain health histories and perform physical and mental status examinations that include documentation of findings and identification of functional health patterns as a basis for nursing diagnoses.

This course introduces the licensed nurse student to principles of critical thinking and professional communication utilized by the baccalaureate prepared nurse. It also continues to facilitate the role socialization and transition of the student to baccalaureate nursing practice.

This course introduces students to principles of critical thinking and professional communication to include verbal, electronic, and written skills. Information technology, professional writing, and legal and ethical issues will be addressed.

This course is an introduction to clinical drug therapy. The focus is on fundamental principles of pharmacology and actions/interactions of selected drugs used throughout the life span. Legal, cultural, ethical, and economic aspects of drug therapy are discussed.

This course focuses on pathophysiological concepts relevant to care of persons throughout the lifespan. Abnormal body function precipitated by disease states is delineated. The body’s mechanisms to compensate for pathophysiologic changes are explored.

Thsi course is a continuation of Healing Modalities I. It explores selected traditional and complementary nursing interventions, including diet therapy as healing modalities. Students practice leadership in decision-making to select and implement appropriate modalities to create healing environments in which the Benedictine values of respect and moderation are stressed.

This course provides in-depth study of an area not covered in the existing curriculum.

This course focuses on the holistic, multi-dimensional nature of health promotion across the lifespan including personal, family, and community wellness. Health promotion strategies based on nursing and other theories, principles, and research are applied in diverse practice settings. Appreciation of multiple factors influencing health, wellness, and coalitionbuilding for health promotion/disease/injury prevention are emphasized.

The focus of this course is on the nurse’s role in the support of persons/families experiencing life-stage transitions. Students expand their knowledge base, utilizing critical thinking skills, to create healing and therapeutic environments that facilitate optimal function and quality of life. The student supports persons/families to cope, transcend and problemsolve situations related to transitions, illness or chronicity across the lifespan.

This course is designed to acquaint the student with the research process. Emphasis is on examination of scientific merit and critique of research literature as a foundation for evidenced-based nursing. Ethical dimensions of nursing research are explored.

This course explores economic, ethical, social, cultural, legal, political, and regulatory environments that influence the practice of nursing and healthcare in the United States and in the global community.

This course focuses on the holistic, multi-dimensional nature of health promotion including individual, family, and community wellness. Theories of life stage transitions and chronicity will guide nursing care of individuals and families.

This course enables the student to pursue professional development and competence in the foundational skills in healthcare leadership and management. Content focuses on the art or aesthetics of value-oriented principles of servant leadership, care management, client orientation, coordination of care, outcome orientation, collaboration, delegation, and resource efficiency. Core elements of the care management process, current models, and multiple care manager roles will be explored.

Focuses on test-taking strategies, written and computerized exams, and nursing curricular content review. Students master test-taking skills needed for successful completion of the NCLEX-RN Exam. Prerequisite: Successful completion of all senior first semester nursing courses.

This course will provide an overview of the ND emergency trauma system, role of diverse trauma team members, kinematics of trauma, and presentation of specific trauma-related injuries. Students will develop beginning skills in: 1) assessment of actual and potential injuries (single and multiple system), 2) principles of early stabilization, and 3) prevention of further complications. Community education for injury prevention will be stressed.

This course provides for in-depth study of an area not covered in the existing curriculum.

Building on the foundation of health promotion and support, students develop therapeutic and healing environments that promote recovery, maximize function, and prevent complications related to acute disease and illness including exacerbations of chronic health conditions. Effective thinking is used to plan restorative interventions and deliver comprehensive healthcare in partnership with persons, families, and the interdisciplinary health care team. Coordination and continuity of care is emphasized in providing healthcare to persons throughout the lifespan.

This course enables students to integrate and apply knowledge of therapeutic health care modalities to persons/families experiencing life-threatening or critical health problems. Principles of care management are reinforced through diverse, acute-care practice opportunities. Effective thinking and communication skills are employed to create supportive/restorative environments for persons/families in crisis. Mind-body-spirit, developmental, cultural, social, economic, and technologic factors are analyzed in relationship to outcomes in critical health situations. Exploration of professional values and ethical issues undergird both the theoretical and practice dimensions of the course.

This course provides the opportunity to facilitate professional role development and student transition to professional nursing practice. A preceptorship provides an opportunity to refine leadership and management skills, to work collaboratively with healthcare professionals, to synthesize knowledge acquired in previous course work, and to gain selfconfidence in problem-solving and decision-making.

This course provides the opportunity for the student to apply nursing knowledge skills and abilities learned in the junior year nursing curriculum in provision of nursing care under the direct supervision of a clinical supervisor by the hiring agency.

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