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University of Maryland - Baltimore (School of Nursing)

Founded in 1889, the University of Maryland School of Nursing (SON) is one of the leading research institutions in the nation. Consistently ranked among the top 10 schools in the nation by U.S. News & World Report, the School enrolls over 1,400 students in its baccalaureate, master's, and doctoral programs. The School emphasizes the integration of research, teaching and clinical practice, and serves regional, national and international audiences.


Louisa Parsons, a graduate of the renowned Nightingale Fund Training School in London, founded the University of Maryland School of Nursing in 1889. The school pioneered the first nursing informatics program in the world and the nation's first nursing health policy program.


We are a nationally recognized top 10 school that develops nursing leaders for education, research and practice. Our faculty, staff and students jointly create a rich and vibrant community that advances evidence-based practice and scholarship across the health professions. We enhance the quality and efficiency of education, practice, and research by incorporating state-of -the-art technology. Through our Centers of Excellence, scholars come together to address significant health priorities. We are a partner of choice, collaborating with colleagues from diverse professions, institutions and locations to develop innovative practice models that shape the evolving health care delivery system.


We shape the profession of nursing by developing nursing leaders in education, research and practice. We accomplish this through our outstanding baccalaureate, graduate and continuing education programs; our cutting edge science and research; and our innovative clinical enterprise.

School name:University of Maryland - BaltimoreSchool of Nursing
Address:655 West Lombard Stree
Zip & city:MD 21201-1579 Maryland

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School of Nursing Courses

This didactic, laboratory, clinical and seminar course introduces students to the concepts of contemporary professional nursing. The student is guided in the application of theory to clinical practice and in the development of cognitive, psychomotor, communication and therapeutic skills necessary to address common needs and responses of persons experiencing various health states.

In this course, nursing students will learn how to provide nursing care to infants and children within the family as a unit of care. An integrated approach to development is used. Emphasis is placed on understanding the family as the basic unit in children’s lives. Biological, psychological, social, cultural, and spiritual influences that impact family beliefs are emphasized. Content includes a focus on wellness and illness. Current pediatric health problems, anticipatory guidance, prevention and health care promotion are presented within a framework of childhood development, family dynamics and communication skills. By using the nursing process and fostering critical thinking, the student will learn to deliver safe, theory-based nursing care to children within the family unit. Clinical experiences with children and their families provide opportunities for application and integration of theory based content. Students participate in clinical experiences in a variety of settings including acute care facilities, the community, and the learning resource center. Students will care for families with children experiencing both simple and complex needs throughout various stages of the life span. Opportunities will be provided for students to learn specific content on an individual basis through the medium of computer assisted instruction, interactive videos, films, and through access to the multimedia skills laboratory.

This course focuses on the pathophysiological disruption to system functioning and on the use of therapeutic drugs in the health care setting. This course will provide an understanding of the Therapeutic Experiment and the role of the nurse in managing drug therapy. The student applies previously acquired knowledge in human anatomy and physiology as well as other basic sciences. The course contributes to the scientific basis for nursing practice.

This course addresses the research-related knowledge, skills and attitudes necessary to meet the minimal research related role expectations of baccalaureate prepared nurses. Role expectations and resultant course content and learning strategies address (a) the basic elements of research and their interdependence, (b) the critique of nursing and related health care research, (b) incorporation of research and related theoretical perspectives into clinical practice through the processes of research utilization, and approaches to evidence-based practice, (d) adherence to ethical guidelines in research-related endeavors.

This course provides an overview of the nature of nursing as an evolving profession and its relationship to the structure and function of the United States health care delivery system. Major issues and trends in nursing and health care are explored. Consideration is given to the impact of social, political, economic, and technological factors on the health care system and the nursing profession. The development of basic skills and competencies in problem-solving, decision-making, group dynamics, delegation and supervision are addressed.

Didactic and clinical learning experiences are designed to enable students to provide nursing care to clients across the adult lifespan who are experiencing a variety of complex, acute, and chronic health problems in various settings, including long-term care and/or rehabilitation nursing settings.

Unique health and nursing needs of elderly clients and their significant others will be explored as will political, social, economic, ethical and end of life issues that have implications for an aging society. The emphasis will be on healthy aging and wellness and for the student to develop a positive perspective on aging.

This course is designed to provide the nursing student with the knowledge and skills necessary to assess individual health as a multi-dimensional, balanced expression of bio-psycho-social-cultural well-being. Course content will reflect a functional health and systems approach to nursing assessment of humans through all developmental stages. Comprehensive bio-psycho-social-cultural assessment approaches will be introduced to allow students to assess the impact of environmental influences (risk factors) upon individual health.

This course provides a basic understanding of psychiatric and mental health nursing principles through classroom and related clinical experiences in a variety of settings. Course content builds on the American Nurses Association's Standards of Psychiatric Mental Health Nursing Practice using an integrated biological, psychological, sociocultural, environmental, and spiritual approach to the care of persons with psychiatric disorders. Empirical, aesthetic, ethical and personal ways of knowing are explored as a basis for understanding the holistic needs of persons with psychiatric disorders. Current research, theory, and biological foundations of psychiatric disorders are introduced. Treatment modalities and legal/ethical implications of caring for persons with psychiatric disorders along with issues of professional and personal involvement in psychiatric mental health nursing are discussed. The course requires the clinical application of communication, interpersonal, crisis intervention, cognitive behavioral, and motivational interviewing theory and skills; knowledge of psychopharmacology; critical thinking, patient education skills, support, advocacy, self-reflection, and caring. The therapeutic use of self within the context of an integrated, evidence-based approach to meeting the biological, psychological, cultural, social and spiritual needs of persons with psychiatric disorders, their families, and care-givers is emphasized.

Didactic learning experiences are designed to enable nursing students to provide nursing care to families, communities and populations within their respective environmental contexts. Epidemiological and sociological principles are stressed and major health problems of specific populations are explored. Awareness of context and social responsibility is emphasized for the development of a personal philosophy of nursing. Clinical learning experiences consist of assessing individuals and families in selected community based settings to gain insight into population issues. Assessment tools and principles of case management are used to develop a plan of care for multi-problem families, including coordination and referral to appropriate community agencies and services. The role of nurse as an educator and advocate for families and communities is explored. Students work in partnership with community based organizations, such as soup kitchens, shelters, health departments and environmental health agencies in health related activities. In addition, clinical groups apply the nursing process to plan, implement and evaluate a health promotion or disease prevention program/project within a selected community or at-risk population.

This course introduces students to informatics as it applies to healthcare in general and nursing practice in particular. healthcare; introduce students to concepts of data, information, and knowledge; introduce language models and concepts; introduce technologies and their applications to nursing care; and discuss the electronic health record in its many forms. The course introduces and discusses public and institutional policies important to healthcare technology, communication, and documentation of healthcare interventions, with an emphasis on privacy, confidentiality, and security.

This clinical course provides students with an understanding of perinatal, women’s health, and family nursing principles through classroom and case study experiences. An evidence-based practice approach is used and emphasis is placed on the biological, psychological, social, cultural, and spiritual aspects of nursing care for families, women, and newborns. Course content includes family theory and assessment, patient centered care, standards of practice, nursing care during pregnancy, childbirth, and the postpartum period for women and their newborns, while examining women’s health across the lifespan. Students will apply theory into clinical practice through nursing care experiences with women, newborns, and families in a variety of inpatient and outpatient settings.

This course focuses on the leadership roles and the management functions of professional nurses in a contemporary healthcare environment. Organizational, economic, regulatory, and interpersonal factors that impact nursing practice are explored. The administrative process is utilized as a framework to examine management and leadership concepts and principles such as planning, organizational analysis, conflict management, quality improvement and fundamental fiscal issues, among others. The integration of management theory and the social responsibility of the nursing profession is emphasized.

This course is the capstone clinical practicum and seminar taken in the final semester of the baccalaureate program to facilitate the transition from nursing student to professional nurse. Analysis and synthesis of information from all coursework is applied to the delivery of organized and safe nursing care in a variety of clinical situations. The components of the course are the clinical preceptorship, critical thinking, and career planning. The course is designed to provide the student with opportunities to apply knowledge from nursing courses and critical thinking skills to clinical situations and case studies. The student works with a clinical preceptor in the development, implementation and evaluation of objectives specific to the clinical emphasis area. Students will revise and refine their resume and interviewing skills and develop an individualized plan for preparing for the NCLEX examination.

This course is an entry-level, experiential course in biofeedback, self-regulatory training, and stress-management. The course covers the content areas of the Biofeedback Certification Institute of America (BCIA) biofeedback certification exam. These include basic applied psychophysiology and self-regulation, psycho physiological assessment, biofeedback instrumentation, biofeedback training for various conditions, and issues of professional practice. Students engage in a wide range of learning activities including lectures, discussions, experiential biofeedback and relaxation training. Students will ultimately be capable of designing brief biofeedback training protocols for patients with selected disorders.

The purpose of this course is to provide the undergraduate student with the latest clinical information in pediatric health care and to examine latest trends and current concerns that will affect the future of pediatric nursing. The course will also provide an analysis of selected theories and behaviors relevant to pediatric health promotion with an emphasis on the application and integration within various clinical settings. Communication and assessment skills, case management, and strategies to promote emotional, cognitive and physical health of infants and children will be emphasized. The course will provide opportunity for exploration and critical thinking concerning the promotion of optimal pediatric health care outcomes for selected populations within caring environments for pediatric patients and their families.

Concepts, theories and methodologies from Transcultural nursing, sociology and medical anthropology are used to provide a theoretical and conceptual basis for the provision of health services to culturally diverse individuals, families and communities. The course focus is on the exploration of cultural variations among the values and beliefs held by both health care worker and recipients of care, and issues that address cultural competence as related to the delivery of care in a multi-racial, multi-ethnic and multicultural society. Students engage in a range of learning experiences, including, seminar discussion, fieldwork assignment, oral presentations, readings, simulation experiences, individual and group exercises, and self-directed activities that foster experiential learning.

This course will focus on building the knowledge and key competencies essential to successful leadership and influence in an evolving health care delivery system. The course emphasizes increasing self awareness in the context of organizational challenges and individual motivation; strengthening interpersonal and communication effectiveness; translating strategic vision into action; and developing skills in implementing and managing organizational change. Specific learning opportunities will include: group seminars, experiential exercises, lectures, case studies, and dialogue with top level leaders in nursing and health care. The course features a “laboratory” experience in the exercise of leadership in the form of regular group consultations on a leadership challenge faced by class participants. A one-credit practicum (3 hours/week in Fall and Spring, 6 hours in Summer) with an authority figure in health care is available with permission of the instructor.

This course provides the opportunity for beginning and advanced nursing students to explore the multiple roles of nurses in a Mass Casualty Event/ Weapons of Mass Destruction (MCE/WMD). We will use the All Hazards Approach in applying the nursing process to recognize the potential and occurrence of an event and identify the needs of affected individuals, families and communities. The student will also learn to function in collaboration with other professionals and agencies through an Incident Management System, the formal structure for communication and decision-making during an event.

This course provides an in depth analysis of specific concepts related to alterations in health of the older adult, especially the frail older adult. The focus is placed on research-based interventions to guide practice to assist older adults to cope with chronic alterations in health. Emphasis is to improving quality of care for the most frail and disabled older adults across the continuum of long-term care.

This course is designed to introduce baccalaureate nursing students to the application of the nursing process for clients in medical, surgical and coronary intensive care units. Topics fundamental to the provision of client-centered nursing care in the cardiac critical care environment will be covered. Lectures, discussion, and demonstrations will be used to address topics relevant to beginning critical care nursing practice.

The course is an overview of environmental areas for study, emerging environmental issues, major environmental health hazards and identification of responsibilities for advanced practice nurses and other health professionals. The history of environmental health legislation and regulatory agencies will be reviewed. A framework for analyzing major environmental health issues will be used to explore how the environment can influence health. Recognition of the need for interdisciplinary teamwork in assessment, diagnosis and community-wide or population-based health promotion/disease prevention interventions will be identified.

The student will develop basic Spanish language conversation skills for the health care setting. Emphasis will be on correct pronunciation and oral comprehension. Topics will include: basic phrases used for patient interviews, health care terminology, patient instructions, health education, and cultural considerations for clinical settings. Students will be expected to do weekly homework and to come prepared to actively practice Spanish conversation during class time.

This course provides students with an introduction to rural health care and its implications to nursing practice across the health care continuum. Students will explore the epidemiological and health system delivery characteristics that distinguish rural health care as a unique setting for nursing and health care services. Site visits and speakers from rural health care programs across Maryland will be offered and will allow students to integrate class discussions, case studies and course content into real life rural health care settings.

The course will present an overview of the legislative, regulatory and judicial systems of our national and state governments as sources of health care law. Selected court decisions will be discussed in such topic areas as nursing malpractice, patients’ rights, informed consent, termination of treatment and assisted suicide. Class time will be allocated to research laws affecting health care providers in the Annotated Code of Maryland and the Code of Maryland Regulations. A day will be spent in Annapolis meeting with representatives to the Maryland General Assembly and attending a legislative hearing.

This course provides an overview of the roles and responsibilities of the perioperative nurse using the philosophy of the AORN as a unifying framework. The collaborative relationship with members of the health care team is explored. Students will have the opportunity to observe and practice skills and competencies specific to the roles of the perioperative nurse.

This course is designed to introduce the student to the political, educational and career roles of the professional registered nurse. Pre/Co-requisites: As determined by UMANS

Introductory material concerning principles of cell biology, genetics, and pathophysiology of cancer is followed by application of those principles to particular cancer sites. Emphasis is placed on understanding the multiple cellular pathways that may lead to malignant transformation and the heterogeneity of cancer as a disease and as a target for therapy. Manipulation of the pathways of malignant transformation for prevention of cancer is discussed. The site-specific cancers are then examined with a detailed discussion of their particular pathophysiology.

This seminar will integrate psychological, sociological and social epidemiological perspectives on the relationship between social inequality, work, and health. We will examine the organization and content of the psychosocial work environment and the impact of occupational stress exposures on health and illness. Particular attention will be given to the work environment of health care workers. The contribution that work makes to the ongoing health disparities in the U.S. will also be examined.

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