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University of Pittsburgh Medical Center (Shadyside School of Nursing)

UPMC Shadyside is a 486-bed tertiary care hospital that has been serving the residents of Pittsburgh and the tristate area since 1866. UPMC Shadyside offers primary medical care; physician and nursing education; and a broad range of specialties that include cardiology, oncology, orthopaedics, geriatrics, obstetrics and gynecology, vascular medicine, endocrinology, and more.

UPMC Shadyside's medical staff includes more than 600 primary care physicians and specialists, many of whom have offices at the hospital and throughout the community.

UPMC Shadyside is dedicated to improving the quality of life and state of health of the residents of Pittsburgh and the tristate area. By providing a continuum of high-quality primary and specialized medical care, UPMC Shadyside works closely with physicians and other health care organizations to continue its tradition of innovation, caring, and respect for the dignity and unique needs of the individual.

UPMC Shadyside supports excellence in its patient care and teaching programs, state-of-the-art medical technology, and research.

UPMC Shadyside offers affordable, cost-effective, convenient, and accessible care regardless of ability to pay.

To build on a tradition of innovation and caring by developing a broad continuum of high-quality, cost-effective health services for the community.

The shared values of UPMC Shadyside serve as the foundation for continuing efforts to achieve the UPMC Shadyside vision. Our values guide and direct our behaviors so that we maintain internal consistency in our decision making, achieve clarity in our daily work, and fulfill our mission.

The values we have identified as important to our overall success are:
* Compassion — We have the ability to place ourselves in the position of others to better recognize their needs and care for them as we would wish to receive care.
* Integrity — We can function best if we have earned the respect of our co-workers, patients, and their families.
* Courage — We have the confidence to express ourselves honestly when others disagree and proceed to overcome challenges.
* Initiative — We are individually responsible for our collective success.
* Teamwork — We succeed because of the contributions of many people.
* Partnership — Working with physicians, health care organizations, and community agencies, we seek to improve the health of our community.

The School of Nursing is an integral part of the Division of Patient Care Services of UPMC Presbyterian-Shadyside. The faculty of the School of Nursing and the students participating in the program support the mission of the hospital and the philosophy of the Patient Care Services Division, that patients have unique values, needs, goals, and capabilities for health. Further, the faculty believes that education for nursing is best accomplished in an academic and clinical setting which is dedicated to the pursuit of excellence in professional nursing and which is demonstrated by evidence-based practice and utilized in the delivery of quality care to individuals, families and the community. These beliefs serve as basis for the interpretation of the concepts that follow.
Humankind is envisioned individually and collectively as a creative, unique, self-determined, holistic being whose inherent nature is good. Humankind is conceived as an open system in a dynamic interaction with the internal and external environment directed by individualized values and beliefs.
The environment is viewed as an aggregate of constantly changing physical, psychosocial, and cultural conditions. In this multidimensional climate of interrelated events, there is a reciprocal exchange between man or woman and the environment determining the formation, survival and quality of life of the individual, the family, and the community. Through planned collaborative alliances, the nurse becomes a purposeful agent to influence the quality of individual interactions with the environment.
Health is a constantly changing phenomenon. It is based on an individual’s perception of one’s state of health and quality of life at any given time. This self-perception is influenced by one’s history, culture, heritage, family, and the environment at large. Health care choices are influenced by relationships with family, significant others, health care professionals, an assimilation of cultural values, expectations, and the reality of resources.
Nursing is a science based caring profession that facilitates health and healing through services offered to others by the establishment of relationships purposefully focused toward health. These relationships are characterized by the establishment of trust, meaningful communications, and an attitude of nonjudgmental caring and respect of dignity and uniqueness of the individual.

Sharing activities of the nurse-client process are: identification of needs and goals, negotiation of goals, decision making, planning, implementation, and evaluation. The process of critical thinking enables nurses to match priority client needs with available resources in an efficient and effective manner. This results in attainment of targeted goals: quality patient care, patient satisfaction, caregiver satisfaction that ultimately supports the growth of professional nursing and the environments in which evidence-based nursing is practiced.

The faculty believes the school has a primary responsibility to each student to provide accurate and valid information by way of a current and relevant curriculum that meets or exceed standards of professional regulatory agencies. The faculty accepts accountability for providing students with a variety of theoretical and clinical learning experiences, which are fair, individualized, equitable and which foster critical thinking.

Through the provision of a creative learning environment, faculty and students mutually engage in a relationship, which acknowledges individual student rights and assets. This educational climate is built upon a foundation of mutual respect, values and goals. Core values are focused on open, honest, collaborative relationships. Core goals are process and outcome oriented, supported by quality educational standards and policies. Process outcomes are evidenced by successful completion of course objectives and are reflected in the ultimate achievement of program objectives.

Learning is a transformational process wherein students and faculty collaborate to reach greater levels of understanding of knowledge, skills and attitudes. The faculty-student relationship is enhanced when accountability and expected outcomes are clear. The faculty strives to provide an environment that encourages active participation of students and that facilitates growth and leadership. Further, the faculty believes that education is best accomplished by providing students with accurate and reliable information, opportunities for individualized learning experiences and guidance and direction to supportive resources. In the faculty-student partnership, the student assumes accountability for behaviors, which contribute to the achievement of expected outcomes. Students are supported and guided by faculty to become collaborative participants in learning. Through negotiation with faculty for individualized learning options, students are stimulated and empowered to achieve course and program goals, and ultimately to embody behaviors that perpetuate commitment to lifelong learning.

Characteristics of the Graduate
The uniqueness of UPMC Shadyside School of Nursing lies in its ability to prepare a graduate capable of practicing nursing in the complex current and emerging health care environments of the future. This is accomplished by the development of knowledge, skills, and attitudes that enable a practitioner to thrive in the midst of changing health care practices. These learned attributes, such as hardiness, negotiated care, patient advocacy, transformational leadership, and critical thinking, are hallmarks of The Transformational Model, a unique and visionary model for nursing practice at UPMC Presbyterian-Shadyside.

* Provide educational opportunities for all persons who demonstrate academic and clinical ability and interest in nursing to complete a program of study leading to a diploma in nursing.
* Provide an environment supportive of the learning needs of a diverse student body.
* Prepare graduates who are capable of practicing professional nursing, at a beginning level, with individuals, families and groups in a variety of settings.

School name:University of Pittsburgh Medical CenterShadyside School of Nursing
Address:5230 Centre Ave., 5900 Baum Blvd.
Zip & city:PA 15232 Pennsylvania

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Shadyside School of Nursing Nursing School Location

Shadyside School of Nursing Courses

Professional Nursing Communication, Nursing 100, takes the student through a variety of essential components for developing professional communication skills. The learning process is the first element introduced, and assists the student to identify their learning style and needs as well as the styles of others. This will prepare them to attend to their own learning, and to function in their role as a teacher for health care consumers. The student will also explore concepts of communication in situations of learning, with faculty, peers, clients, and other health care providers.
Professional role relationships are explored, with emphasis on the critical role of the nurse in the multidisciplinary treatment team approach to providing care.
Practical components of professional health care communication are opportunities to learn and apply medical terminology, and the essential ability to read and interpret patient information within the health care system.
The components, skills and influencing factors of therapeutic communication in professional practice are learned, and how these become important aspects of the nursing process.
Critical thinking skills are enhanced through integration of therapeutic communication with patient education, and assisting patients through the problem solving process.
Introduction to Professional Nursing, Nursing 101, introduces students to the foundational components of professional nursing practice. Essential to this development is an understanding of the environment of health care today, which is covered through discussion of health care structure and organization, as well as the specific organization of nursing practice within that environment.
Discussion of professional nursing practice incorporates history, professional standards and organizations, scope and settings of practice, and educational requirements. Included in this discussion are the responsibilities, accountability, and legal standards established to provide safe practice to the care of health care consumers.
An essential foundation for nursing practice is the ability to apply critical thinking skills to the central curriculum focus of the Nursing Process as a concept of organizing and providing patient care. These two elements are given particular emphasis in order to provide students with a strong basis of providing competent patient care witht he outcome of becoming a beginning practitioner.
The remaining section of the course introduces students to concepts of health, illness, prevention, and acquiring assessment skills as the first essential step of the process.

This course focuses on using critical thinking as a foundation for the nursing process. Through the establishment of a therapeutic nurse-client relationship, the student becomes proficient in nursing assessment and physical examination of the individual. Utilizing critical thinking skills, the student analyzes data and implements professional nursing practice strategies to develop a plan of care based on individual patient needs and priorities. Evaluation activities encompass desired patient outcomes, as well as student self-evaluation of progress in the course. Included is nursing process in the perioperative period.

This course is designed to provide students with a foundation of pharmacological concepts important to the safe administration of drug therapy as a part of patient care. This course emphasizes the mechanism of drug action, the subsequent effects of pharmacotherapy on the body, the nurse’s responsibility for safe administration of drugs, and observations of the effects on the client. Drug administration is taught as an application of the nursing process in order to emphasize the degree of critical thinking and professional nurse accountability associated with drug therapy. In addition, major classifications of drugs are addressed. A series of competency-based skill labs are designed to enable students to master essential aspects of medications.

This course focuses on nursing care of the adult client experiencing acute and chronic health alterations in acute care settings. Utilizing the nursing process as a unifying framework, students establish relationships with clients purposefully focused to making health care choices. In collaboration with other health care disciplines, the student shares accountability for activities directed at attainment of negotiated goals. This course emphasizes the nursing care of clients experiencing health alterations of: cardiovascular, respiratory, reticuloendothelial, hepatic, and immune disorders.

This course focuses on nursing care of the adult client experiencing acute and chronic health alterations in acute care settings. Utilizing the nursing process as a unifying framework, students establish relationships with clients purposefully focused to making health care choices. In collaboration with other health care disciplines, the student shares accountability for activities directed at attainment of negotiated goals. This course emphasizes the nursing care of clients experiencing health alterations of: nervous/sensory, musculoskeletal, gastrointestinal, endocrine/metabolic, and reproductive systems.

This course focuses on the nursing care of the older adult with an emphasis on a holistic approach to promoting wellness. Tthe nursing process is directed toward maximizing the quality of life of the older adult in a variety of settings. Students are guided to greater levels of understanding of their attitudes and perceptions of the dimensions of aging.

This course encompasses nursing care and the promotion of growth and development of children and childbearing families. Emphasis is placed on the health promotional aspects of nursing care. Focus is on the needs of the young families in various life stages: perinatal through adolescence. The impact of acute and chronic diseases is explored from a holistic perspective utilizing a family-centered approach. Students provide collaborative nursing care in both community and acute care settings. Additionally, students will explore culturally appropriate nursing strategies to influence health.

This course focuses on analyzing the relationship between the nurse and the psychiatric patient, as well as disorders identified by the American Psychiatric Association, by examining communication techniques, integrating developmental theories and identifying behavioral patterns. The nursing process is used to interpret feelings, cultivate individual strength, co-create coping abilities, and instill faith and hope. The impact of the psychiatric illness on the family is explored from a holistic perspective. Through the art and science of nursing, the student and the patient gain a higher degree of harmony and health potential. The clinical practicum is offered in an acute psychiatric facility and in community settings.

This Complex Health Nursing course focuses on nursing care of seriously ill clients and families in the acute/critical care settings. Evolving from observer to participant, students implement the nursing process with an emphasis on assessment techniques, priority setting and collaboration with other health care providers and families. The autonomous scope of nursing practice in both settings is compared and contrasted.

This final course in the program facilitates a transition into the professional nursing role. Through precepted clinical experiences, students are paired with RN preceptors gradually increasing responsibility and accountability for nursing care for groups of patients. Additionally, nursing conceptual frameworks supportive of new graduates’ transition to the workforce will be examined. Theory related to patient care management, nursing leadership principles and care delivery to groups of patients will be presented. Collaboration and professional communication will be emphasized.

This final course in the program is designed as an equivalent alternative to N400 to a select group of students. The clinical experience will alternate between a UPMC Pittsburgh site and the UPMC and ISMETT collaboration site in Palermo, Sicily. The course facilitates a transition into the professional nursing role and provides exposure to the culture and health care delivery in a foreign country. Through precepted clinical experiences at a UPMC Pittsburgh site, students are paired with RN preceptors gradually increasing responsibility and accountability for nursing care for groups of patients. Through clinical observations with an English speaking Italian nurse at ISMETT, students compare health care delivery and culture in Sicily with the United States. Theory related to care management, nursing leadership principles and care delivery to groups of patients will be presented. Collaboration, professional communication, and cultural diversity will be emphasized.

This course prepares the student to take the NCLEX exam through a variety individual and group strategies.

Study of the structure and function of human cells, tissue, organs and systems. Clinical applications of anatomy and physiology will also be considered. Three hours of lecture and two hours of laboratory each week for two terms

The study of fundamental characteristics of bacteria and related microorganisms, including taxonomy, physiology, and distribution. Three hours lecture and one two-hour laboratory period weekly.

An introduction to the science of nutrition. Consideration is given to nutrients, their composition, functions, and sources. Human physiology, including digestion, metabolism, and excretion is covered, along with special nutritional needs throughout the life cycle. Integrated with this basic information are special topics pertaining to diets, organic foods, preservatives, pesticides, world hunger, and other current concerns.

An introduction to critical thinking, induction, deduction, and contemporary symbolic logic including argument symbolization, proof construction, and truth tables.

Physical, cognitive, social, and emotional development is studied throughout the life span. Major theories of development are discussed. Applications and examples are presented from applied contexts. Special needs of individuals at various stages throughout the life span are addressed.

This course will examine the impact of culture on health care services and delivery in the United States. The influence of cultural difference on patient/provider interactions will be considered within the cultural competency model. The context of health and illness for groups including African-American, Asian-Americans, and Latin-Americans will be included.

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