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University of Nebraska Medical Center (College of Nursing)

Long known for its academic reputation, the UNMC College of Nursing in the past few years has made dramatic strides forward in facilities, faculty, curriculum, research programs, learning technologies, clinical practice initiatives and global educational partnerships.

Our journey to excellence will accelerate. Let me be clear: We intend, in short order, to be in the very top tier of U.S. nursing schools.

Likewise, UNMC has become an international destination for top-flight educators, students, researchers, physicians, nurses and other health care professionals - as well as for patients seeking rare, highly advanced, life-saving medical services. The UNMC campus is 500 miles wide, serving communities across Nebraska and beyond with premier education, research and practice programs.


The University of Nebraska Medical Center College of Nursing has a long and colorful history. From the first class which started in 1917 to the present day, College of Nursing alumni have been in the forefront of the evolution of the profession of nursing in the State of Nebraska, in the nation and internationally. This web site provides a glimpse of the proud heritage of the College of Nursing.

In October, 1917, the first 13 women enrolled in the "University of Nebraska School for Nurses" under Director, Charlotte Burgess. Dr. Burgess started the program and directed the evolution of the program from 1917-1946. The program offered was innovative and forward thinking, combining a liberal arts education with nursing curriculum leading to a bachelor's degree. At that time most nursing schools were based in hospitals and offered a diploma after 3 years of study. The "University of Nebraska School for Nurses" offered both a 3 year diploma program and a 5 year baccalaureate degree program. Students lived in a variety of residential structures around the hospital and received their clinical learning at University Hospital which opened in 1918. The nursing program endured through the Great Depression and was called upon to join the war effort in the early 1940's with participation of many students in the U.S. Nurse Cadet Corps. For an historical perspective, take a look at the Class of 1943 and the Probationers of 1944.

In 1966, the Director of the National League for Nursing, Dr. Rena Boyle, was recruited to serve as Director of the School of Nursing. Under Dr. Boyle's leadership, the School of Nursing provided the leadership necessary to develop the first graduate nursing program in the state (1968), the Niedfelt Nursing Research Center (1968), the first articulated (ASN-BSN-MSN) ladder program in the nation, the expansion of the nursing program to Lincoln (1972), and the name change from "School of Nursing" to "College of Nursing" (1972) with Dr. Boyle serving as Dean. The Learning Center was as well-used then as it is now.

In 1979, Dr. Rosalee C. Yeaworth assumed the leadership of the College of Nursing. Under Dr. Yeaworth, the College expanded to the state borders with the addition of divisions in West Nebraska (1986) and Kearney in 1991. The addition of these divisions was made possible through the use of technology (teleconferencing, television downlinking, and videotapes) to provide nursing education for students at a distance.

Under her leadership additional master's specialty programs were offered and the doctoral program was initiated (1989). Outreach of the College of Nursing to rural and underserved individuals was increased through the development of two nurse managed centers, the Family Health Care Center, and the Mobile Nursing Center.

In 1995, Dr. Ada M. Lindsey became Dean of the College of Nursing. Under Dr. Lindsey's leadership, the College of Nursing has pioneered new distance learning technology methods (teleconferencing, desktop video conferencing, asynchronous and synchronous Internet courses, etc.); received major research funding from federal and private foundations; and, attained national recognition for the nursing education programs. Today our baccalaureate, master's, and doctoral program alumni are valued members of health care teams in Nebraska, the U.S., and internationally. In February, 2003, Dr. Lindsey was recognized for Oncology research with an award from the National Oncology Nursing Society

School name:University of Nebraska Medical CenterCollege of Nursing
Address:985330 Nebraska Medical Center
Zip & city:NE 68198-5330 Nebraska

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College of Nursing Nursing School Location

College of Nursing Courses

This course begins the student's development as a professional nurse. It will cultivate students as co-participants engaging in a variety of learning interactions. The traditional and evolving roles of the professional nurse will be explored with an emphasis on societal forces. The philosophy and conceptual framework of the College of Nursing at UNMC will be examined and the relationship among the concepts will be explored. Course content will promote acquisition of the professional role through the development and enhancement of life-long learning skills.

The major focus of this course is a holistic approach to lifespan assessment of the well individual. Through the processes of knowing, relating, and developing the student will attain a better understanding of self and others. Students will examine health beliefs, identify factors impacting adoption of healthy lifestyle, and develop a health promotion plan for self and others. Students will use knowledge from prerequisite and concurrent courses as they obtain health histories and perform physical examinations on selected clients. They will identify expected findings, identify the presence of alterations, and explore health promotion behaviors. Further skills to be developed include: interviewing, developing a narrative, formulating a health history, developing assessment skills in the physical, psycho social, developmental, cultural, spiritual, and environmental areas. Completed assessments will be used in the framework of the nursing process. The role of the nurse as a competent, caring professional will be applied to health assessment and health promotion. Class - 2.5 hours. Lab - 1.5 hours.

This course provides theory and practice focusing on essential psychomotor and therapeutic interpersonal skills for professional nursing. Student are given an opportunity to develop and practice skills in laboratory and clinical settings with adult clients.

This course focuses on the nursing care of individual adult clients within the context of their families. Core knowledge from prerequisite and corequisite courses will be used to support integration of content. Emphasis will be placed on the students' beginning utilization of decision making models and development of clinical judgement to restore, promote and protect the health care of adult clients. A variety of health care settings will be utilized to maximize student experiences. Through the processes of knowing, relating, and developing the student will attain a better understanding of self and adult clients and their families.

This course focuses on the pathophysiologic basis for selected alterations in health across the lifespan. Theories of disease causation will be explored. Acquired, immune, infectious, carcinogenic and genetic alterations in health in the body systems will be presented with an emphasis on etiology, cellular and systemic pathophysiologic response and clinical manifestations. Interdisciplinary management will be introduced.

This course focuses on the nursing care of the at low/high risk childbearing family across antepartum, intrapartum, postpartum and newborn periods. Common women's health issues across the lifespan will be addressed. Decision making processes are applied in a family centered approach to promote and to restore women's health. The concepts of wellness, developing, relating and knowing are integrated into the nursing care. Current trends and issues related to family centered maternity and women's health will be explored. Ambulatory, inpatient and home management of various levels of wellness will be implemented in a variety of clinical settings.

This course focuses on the application of problem-solving approaches to promote, protect, and restore the health of children from infancy through adolescence within the context of the family. The concepts of growth, developing, relating and knowing are emphasized. Current trends and issues related to family centered health care of children will be explored. A variety of clinical experiences will be provided in ambulatory, inpatient and community settings.

This course focuses on health care outcome management of clients and their families who are experiencing alterations in their health or life processes. This course is designed to build on the previous education and experience of the RN and will provide those concepts and learning experiences that are unique to baccalaureate education. Concepts such as family dynamics, health promotion, symptom management, ethics, and research are integrated into three nursing areas; gerontology, chronic illness, and acute complex problems. Emphasis is placed on the student's ability to use critical thinking skills to promote health care outcomes.

This course is designed to acquaint the student with the research process and its relationship to nursing science. Emphasis is placed on the components of the research process, the concepts and terms associated with the process, and the evaluation of published research reports so that research may be utilized in professional practice.

This course presents nursing care which emphasizes the process of relating to promote, restore, and protect the mental health of individuals and groups. This course will explore the human experience of mentally ill clients as they interact with environmental forces including their families and health care providers. Current trends and issues related to psychiatric mental health nursing will be explored. A variety of settings will be used to provide learning experiences.

In this course the students learn about community-focused nursing practice. The process of knowing focuses on introductory concepts of public health, community assessment, health program development, case management for individuals and families, and analysis of health risks for populations. Health promotion, protection, and restoration interventions for clients across the lifespan are emphasized in clinical practice. Concepts consistent with the nursing dimensions of relating and developing are expanded to include aggregates and multi disciplines in this community-focused experience. The influence of cultural diversity, economics, politics, environments, and ethics as they impact community health nursing practice are explored throughout the course. Opportunities to practice comprehensive, independent nursing care roles and functions in unstructured, diverse health care environments are provided.

This course focuses on the developmental tasks and biopsychosocial coping of clients and families experiencing chronic health conditions across the life span. The instructional strategy of problem based learning will be used to assist students to examine major problems and issues related to chronicity. During seminar sessions, students will use their decision making skills to plan promotive, protective, and restorative care for selected case studies of clients with chronic health conditions and their families. Cultural, ethical, legal, and economic issues related to chronicity will be explored. Emphasis will be placed on collaboration and coordination to provide continuity of care in a variety of environments. During clinical experiences of practice knowledge and skills during interactive experience with clients and families, health care providers, and agencies providing assistance with management of chronic physical conditions.

Emphasis in this course is on professional role development in relation to environmental, social, political, and economic factors which influence health care policy. Selected topics are examined to help students analyze issues, compare and contrast multiple views on issues, and formulate appropriate responses to health care policy.

Independent Study is designed to meet needs and interests of individuals and/or groups of students for nursing theory and/or practice not offered in other courses. Self-directed learning requires independence in motivation and direction as students use their own unique learning abilities to accomplish their selected goals.

The purpose of this course is to provide the student with expanded client care experiences in a faculty supervised practice setting. The course focus is on improving student planning, organization and psychomotor skills, enabling the student to enter their senior year and their professional practice more knowledgeable about the responsibilities of the nursing role, and more secure in their own capabilities.

This course focuses on nursing care of clients and their families who are experiencing acute alterations in health. Emphasis will be on restoration, protection and promotion of health in high acuity settings. Students will have the opportunity for follow-up of clients they have cared for during acute health alterations. Problem based approaches will be utilized in the planning, organization, and implementation of nursing care. Through the processes of knowing, relating, and developing, the student will gain an understanding of the human health experience as it relates to the acutely ill.

This course synthesizes scientific, conceptual and nursing content while focusing on the unique biopsychosocial factors related to the aging client. Demographic, environmental, ethnic, and cultural issues related to aging are explored. Emphasis is placed on the students' ability to apply complex clinical judgement and skills in promoting, protecting, and restoring older adults highest functional capacity. Clinical experiences are provided in diverse environments.

Management of human, fiscal, and material resources to promote an environment facilitating delivery of health care is the focus of this course. Skills in influencing, collaborating, facilitating, negotiating, and building teams, selected management strategies, and development of personal effectiveness, accountability, and responsibility for maintaining standards of quality client care are emphasized.

This course is a clinical practicum which provides each student an opportunity to assume the role of a beginning professional nurse in concert with a registered nurse preceptor in a health care setting selected by the student in collaboration with faculty. During the practicum students integrate previously acquired knowledge and experience to develop self-reliance, build expertise, and begin role transition. Students employ the human processes of knowing, developing, and relating as they explore and demonstrate competency in the roles of provider of health care, coordinator of health care, and member of the profession.

Provides and understanding of theory and practice in a variety of complementary health care modalities. Efficacy, cost, and ethics will be included.

Examination of the introductory marketing, human resource management, legal, tax, insurance, accounting and financing concepts applicable to the organization and management of profitable business ventures by self-employed health professional and health professional employed by a variety of organizations providing health care services.

This course provides the graduate nursing student advanced clinical pharmacological management skills in delivering health care to consumers. Course content addresses pharmacodynamic and pharmacokinetic properties of medications recommended or prescribed in primary and other health care settings; principles of appropriate medication selection and consumer monitoring; and prescriptive authority responsibilities. Case management studies incorporate theoretical knowledge with clinical situations to stimulate critical thinking skills. The course provides the student with information specific to all age groups, encompassing a life span approach.

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