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University of New England (Nursing Program)

The University of New England, a recognized leader in the preparation of health care professionals, offers a continuum of nursing programs accredited by the National League for Nursing. The Department of Nursing and Health Services Management's nursing education program enables students to select a curriculum that meets their needs. The program is located at the Westbrook College Campus in Portland, Maine.


The mission of the Department of Nursing is to educate tomorrow’s nurses to be effective clinicians and leaders who strive to improve the health of all people. The baccalaureate level builds upon prior learning to prepare the graduate as a provider of care, educator to groups and communities, consumer of research and leader in the profession of nursing.


The philosophy of the Department of Nursing is consistent with the mission and goals of the University of New England and based on faculty-maintained values and beliefs.

Nursing - a caring art and science - encompasses the diagnosis and treatment of human responses to health and illness. The faculty believes that nursing not only involves using a problem-solving process to guide people in identifying their own health care needs but also involves supporting people in the decisions they make about their health.


The Baccalaureate Completion Program (RN-BSN) is an upper-level, transfer program in professional nursing designed to support working registered nurses who currently have a diploma or associate degree in attaining their baccalaureate degree in nursing.

The program represents an opportunity for RN students to broaden and enhance current knowledge and skills, acquire new knowledge in the theory and practice of nursing, increase career opportunities, and provide the credentials necessary for graduate education.

The program provides the student with both classroom and experiential learning opportunities and includes a balance between professional study and study in the arts and sciences. In keeping with the UNE philosophy of general education, which values ideas as well as skills, the BSN student is exposed to different ways of knowing through study of the social sciences, natural sciences, and humanities.

School name:University of New EnglandNursing Program
Address:11 Hills Beach Road
Zip & city:ME 04005 Maine

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Nursing Program Nursing School Location

Nursing Program Courses

This course is designed to introduce the novice-nursing student to the concepts and domains basic to nursing practice and to the role of the nurse as a member of the therapeutic team. Based on Patricia Benner's novice-to-expert conceptual nursing model of skill attainment, the student is guided in the domains of the helping role and the teaching and coaching function. Using Maslow's Hierarchy of Need Theory as a framework, the student will begin to develop the holistic assessment skills that are the basis of direct patient care. In addition, the skills required for novice level therapeutic intervention will be practiced in the learning laboratory where competency will be evaluated. These skills will then be applied and supervised by expert nursing faculty in structured client situations. The student will also begin to assess the health care system and explore the ethical and legal parameters of nursing practice.

This course further develops the student's knowledge of the profession of nursing and the concept of health care within the domains of the Helping Role and the Teaching-Coaching Function. The added domains of Diagnostic and Monitoring Function, and Administering and Monitoring Therapeutic Interventions and Regimens are the focus of this course. The student, while participating as a member of the therapeutic interdisciplinary team, begins to use the nursing process in assisting clients of varying ages with common health problems in meeting basic needs. Skill acquisition and practice will continue in the learning laboratory prior to application in the clinical setting. Elements of wellness, culture and diversity, family, nutrition, pharmacology, legal and ethical issues, communication, and critical thinking will be integrated with the concepts of health and human needs.

This course is designed to provide opportunities for growth in skills acquisition and situational understanding as the student, by caring for clients who have more complex physical problems, moves from novice toward the advanced beginner stage. Domains added to previous ones are: Effective Management of Rapidly Changing Situation, and Monitoring and Ensuring the Quality of Health Care Practices. Nursing skills continue to be learned in the nursing lab. Students apply the nursing process, critical thinking, and nursing skills as they participate as a member of the therapeutic interdisciplinary team to meet the nursing needs of clients in a variety of clinical settings. Elements of culture/diversity, family, community, health, critical thinking, nutrition, pharmacotherapy, legal/ethical aspects, communication, and client teaching within a changing health care system will be integrated.

This course challenges students to expand their ability to apply nursing process and learn new skills while participating and collaborating as a member of the interdisciplinary health care team. This section of the course is designed to introduce the students to the nursing care of women and their families undergoing life changes in the area of maternity nursing.

This course challenges students to expand their ability to apply nursing process and learn new skills while participating and collaborating as a member of the interdisciplinary health care team. This section of Nursing III is designed to introduce the students to the nursing care of mental health clients undergoing life changes throughout their life span in institutional and community settings. Students continue to develop the management skills, and ethical and legal insight needed for the care of individuals and families dealing with mental health issues.

This course challenges students to expand their ability to apply nursing process and learn new skills while participating and collaborating as a member of the interdisciplinary health care team. This section of Nursing III is designed to introduce the students to the nursing care of children and their families in institutional and community settings. Students continue to develop the management skills, and ethical and legal insight needed for the care of children and families with selected physical and psychosocial problems.

This seminar course facilitates the transition of the student from the role of advanced beginner as a new graduate, toward competent clinical practice as a registered nurse. The new knowledge presented focuses on Benner's domain of Organizational and Work-Role Competencies and addresses topics important to the nursing profession (i.e., transition to practice, cultural diversity, professional ethics, legal aspects, and the impact of technology on nursing). The seminar's format uses independent and interdependent study and active class participation to foster self and professional development and a commitment to lifelong learning. Students are actively prepared to take the National Licensure Examination in nursing and to enter professional practice.

This course is designed to introduce the student to Patricia Benner's "Novice to Expert" nursing model and give an overview of major nursing theories. The student is exposed to how nursing theories/ models function as a framework for nursing practice and nursing research.

This course is designed to assist students in acquiring increased skills in health assessment as a basis for collaborative nursing in the diagnostic and monitoring domain of nursing practice. The students become familiar with techniques of physical assessment and use appropriate terminology to describe assessment findings. Normal findings and changes are presented.

This course is designed to focus the student's understanding of the functional health of clients and families. It is taken concurrently with the Health Assessment course in order to validate functional health with physical findings to support a nursing diagnosis. The students are also sensitized to the attitudinal, physical and architectural barriers that our society places on persons with disabilities and chronic illness.

This course is designed to assist students in developing a plan of care for various families in crisis. Family Theory, crisis intervention and case management are covered. Classroom experiences focus on concepts relating to families in crisis as they present in various health care settings.

This course is designed to introduce the student to principles of teaching and learning within community health education. Theories and principles of adult education are covered, as well as strategies for teaching diverse groups of learners. Skills in presentation development, preparation, modular development and the use of multi media aids are covered.

An examination of the major components of contemporary health care delivery systems is undertaken in this course. The course analyzes the health services delivery system from both the micro and macro approaches, examining the financial, legal, health, economic, political, educational/training, human resource, administrative, and social implications of the system. The impact of policy and policy changes is studied.

A presentation of the theories of the interconnectedness of body, mind, spirit, the relationship of illness in the person and in society to this connectedness. The course reviews the varied definitions of health and past and current methods of healing illness. The course compares the current traditional Western model for health and healing with non-traditional and Eastern methods currently available in the United States.

This course will expand on basic developmental, psychological and psychiatric theories and concepts of mental health. A holistic behavioral health model will be used to explore the use of a variety of approaches; such as cognitive-behavioral, dialectical behavior and complementary and alternative therapies; for working with groups and families in non-acute, community settings. Cultural and ethical aspects, health promotion, and care provider roles and relationships will be investigated. Students will have the opportunity to focus on a chosen area of special interest.

Essential concepts of pharmacology are discussed. Specific classifications of medications are identified and organized according to body systems and their therapeutic use in treating common diseases. Benefits and limitations of pharmacotherapy are identified, as well as alternative methods for the management of chronic disease. Current pharmacology issues will be integrated throughout the course.

The course will include the studying and practicing of interpersonal communication skills, identifying power factors and assertive behavior, with the goal of increasing the student's level of self-esteem, on a personal and professional level, as well as improving his/her effective functioning under stressful conditions in the work environment.

This course is designed to provide students with the basic theory and critical thinking skills necessary to analyze critique and evaluate nursing research. Quantitative and qualitative methodologies are discussed. Exploration of related literature and completion of various aspects of the research process enhance the students understanding of the interrelationship between nursing research in the domains of Nursing practice. Completion of NSG 300-level courses required.

The concept of the community as a client is introduced in this course, with the nurse seen as accountable to society & having impact on other professions. Principles of public health, community health, societal health and public policy are the focus of the community-based didactic and clinical experience. Completion of 300-level courses, Minimum Grade: C required.

This capstone course offers students the opportunity to identify, explore, and develop their personal leadership/management potential. The major leadership and management theories are identified and applied. Didactic and clinical experiences focus on allocation of resources, communication, conflict resolution, delegation and the process of total quality management. The focus of clinical component is on the application of leadership/management theory and skills in various nursing practice settings.

This course is designed to introduce students to the knowledge and skills essential for providing clients and their families with quality care at the end of life. Topic areas include ethical/legal issues; cultural considerations; pain and symptom management; communication; grief, loss and bereavement; physical care and preparation for the time of death. The roles of nurses and interdisciplinary care providers are examined as critical participants in the achievement of quality end of life care. This course is also open to, and suggested for, non-nursing majors.

Using General Systems Theory, this course is designed to introduce the student to the role of the nurse in the peri-operative setting and to have the knowledge and skills necessary to knowledgeably begin a preceptored surgical unit orientation. Following the natural progression of the peri-operative event, the course will provide the theoretical and conceptual underpinnings relevant to the pre-op, intra-op, and post-op phases with greatest emphasis on the intra-op phase. Theoretical and practical application of the nurse's role through classroom discussion and, using an actual operating room setting, laboratory-learning activities. Areas of content include patient education, documentation, case management, ethical/legal considerations, safety, elements of professional practice, and technical aspects in the care of the surgical patient.

This course is designed to inform HCPs regarding the laws impacting the health care system. Case studies will be used to analyze the dynamics of the health care professional duties and responsibilities are they are shaped by legal rulings. Issues addressed will include, but not limited to, the anatomy of a medial malpractice lawsuit, advanced directives, informed consent, confidentiality, physician assisted suicide, euthanasia, reproductive rights and mental capacity. Cross-listed with IHH 423.

This course explores the roles of the case manager as a catalyst, problem solver, and educator in a variety of settings. The influence of insurance and health benefits plans will be discussed in light of legal and ethical responsibilities of the nurse manager. The case management procedures of communications, work process, integrated management and role of the nurse case manager in a variety consulting roles will be highlighted.


Other nursing schools in Maine

Saint Joseph's College of Maine (Deparment of Nursing)
We are part of a vital learning community, located in a scenic woodland along beautiful Lake Sebago. As a Catholic college sponsored by the Sisters of...
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University of Southern Maine (College of Nursing and Health Professions )
Ideally located in the southern end of the beautiful State of Maine, the University of Southern Maine (USM) College of Nursing and Health Professions ...
Address: 96 Falmouth Street, PO Box 9300