University of Rio Grande (Holzer School of Nursing)

The mission of the School of Nursing is to provide students with the knowledge and skills necessary to meet the challenges and opportunities encountered in the nursing profession. Recent emphasis on promotion of health, prevention of illness, as well as advances in caring for the ill, have opened new areas of employment and have created added responsibilities for practicing nurses. The School of Nursing introduces students to many opportunities for development of individual interests in varied health care settings. Today’s nurse may work in a hospital, a nursing home, a clinic, industry, the community, or physician’s office, as well as the Armed Forces.

Within these settings, there is ample opportunity to care for persons with varied age groups in various medical, surgical, maternal-newborn, pediatric, and mental health needs. Nursing today offers a wide range of possibilities for the nurse to develop and progress. The School of Nursing provides a foundation for life-long learning and professional development and offers degree programs leading to an Associate of Applied Science Degree in Nursing Technology, as well as the Bachelor of Science in Nursing Degree designed specifically for registered nurses.

The program of learning of the RN-BSN Program is consistent with the Philosophy and Mission of the University of Rio Grande and the Holzer School of Nursing. Through didactic academic courses and clinical rotations, each student is expected to develop knowledge and competency in critical thinking and effective decisionmaking, use the nursing process in applying and evaluating nursing care for clients through the life cycle, and use basic research to explore issues in providing nursing care.

As adult learners, students are expected to bring a unique set of life and educational experiences, values, beliefs, attitudes, expectations, and goals to the learning environment. As a result, the faculty expect that the student will be an active partner with faculty in creating a learning atmosphere that stimulates individual creativity, critical thinking, and intellectual curiosity.

NURSING PROGRAMS: RN-BSN

The RN-BSN Program is designed as a Bachelor of Science in Nursing Degree Program for Registered Nurses who have completed a State Board of Nursing approved pre-licensure R.N. associate degree or diploma in nursing program. The increased diversity and complexity of health care settings have created a need for nurses who have the ability to respond critically and analytically to the pressures in ever-changing economic, social, political, and scientific environments. Registered nurses can acquire these skills in the Program, while building upon their previous education and experience in nursing. Baccalaureate education prepares professional nurses as generalists in clinical practice settings, building on a foundation of knowledge in the sciences, humanities and related areas, integrated with nursing knowledge.

Clinical experiences will occur in a wide variety of acute and long term health care agencies and community settings serving diverse populations where role development, decision making, health status evaluation, and scholarship are emphasized.

MISSION

The Program of Learning of the RN-BSN Program is consistent with the Philosophy and Mission of the University of Rio Grande and the Holzer School of Nursing. Through didactic academic courses and clinical rotations, each student is expected to develop knowledge and competency in critical thinking and effective decision making, use the nursing process in applying and evaluating nursing care for clients through the life cycle, and use basic research to explore issues in providing nursing care.

The Holzer School of Nursing Faculty view the concept of caring as the basic core of life. Since the Nursing Faculty view caring as the center or core of the intersection among client, nursing, health, environment, and the teaching-learning process, the Mission of the School of Nursing is to matriculate graduates who will provide holistic and humanistic nursing care.

As adult learners, students are expected to bring a unique set of life and educational experiences, values, beliefs, attitudes, expectations, and goals to the learning environment. As a result, the faculty expect that the student will be an active partner with faculty in creating a learning atmosphere that stimulates individual creativity, critical thinking, and intellectual curiosity.

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Holzer School of Nursing Location

Holzer School of Nursing Courses

TRENDS I
This course introduces the nursing student to the Philosophy and Conceptual Framework of the University of Rio Grande-Holzer School of Nursing, ANA Code of Ethics, and ANA Standards of Clinical Nursing Practice as a foundation for the practice of nursing. Additional topics discussed are: continued lifelong learning; role of the nurse throughout history; and educational processes for nurses in the United States. One hour class.

NURSING I
The theory content of this course introduces the nursing student to the roles of the associate degree registered nurse and the standards of clinical nursing practice. Critical to this discussion is the introduction of basic human needs, growth and developmental theories, client rights, communication, nursing process, and nursing skills necessary for the delivery of health care. The clinical component of this course utilizes health care delivery settings in both acute and extended care to provide the student an opportunity to use the nursing process to provide basic nursing care to adult clients. Three hours class, six hours lab. Course fee required.

NURSING II
The theory content of this course introduces the nursing student to function in the role of the associate degree registered nurse in providing nursing care to adult clients in acute care settings; and childbearing clients and neonates in maternal family settings. Critical to this discussion is the introduction of teaching-learning. Further developed are effective communication skills; the use of the nursing process to plan, implement, and evaluate nursing care; and the use of growth and developmental theories to identify various stages of the life cycle with emphasis on the neonate. The clinical component of this course utilizes: (1) acute care and ambulatory health care delivery settings to provide nursing care to adult clients undergoing surgical interventions; and (2) maternal family settings to provide nursing care to the childbearing clients and the neonate. Four hours class, six hours lab. Course fee required.

PHARMACOLOGY MATH
This course introduces the nursing student to math skills necessary for medication dosage calculation. Concepts discussed are: legal/ethical accountability related to medication administration; and use of the nursing process in medication administration. Upon completion of the course, the student demonstrates proficiency in medication dosage calculation. One hour class.

NURSING TECHNOLOGY AND RESOURCE STRATEGIES
This course provides tips, resources, and information to help students succeed in nursing school. Learning styles, time management, study and test-taking skills, medical terminology, and stress management are just a few of the topics that will be investigated. Students will identify resources in the school of nursing and on-campus that can assist with their success in the program. Nursing students will be introduced to the hands-on use of computers in healthcare settings. Students will explore the use of computers to effectively communicate and collaborate with members of the multidisciplinary healthcare team. Emphasis is placed on the importance of life-long learning, resources that aid the teaching-learning process, and the responsibility and accountability for maintaining confidentiality of client information. F

NURSING SCIENCE TRANSITION COURSE
The content of this course builds upon the knowledge related to biological sciences learned in their Licensed Practical Nurse (LPN) or Licensed Vocational Nurse (LVN) educational process. This knowledge is necessary to provide a foundation for understanding disease processes discussed in future nursing courses. Content includes topics related to homeostasis; health promotion, maintenance, and restoration; microbiology, anatomy; physiology; body systems, and immunology principles. Nine hours class. Course fee required.

NURSING THEORY TRANSITION COURSE
The content of this theory course builds upon the nursing theory that the students received in their LPN/LVN educational process. Students are introduced to the Philosophy and Conceptual Framework of the University of Rio Grande-Holzer School of Nursing as well as ANA Standards of Clinical Nursing Practice and ANA Code of Ethics. Nursing process, the eight basic human needs, growth and developmental theories, principles of teaching-learning, and effective communication skills are presented. Also discussed is the role of the associate degree registered nurse to critically think, communicate, and provide safe effective nursing care to clients experiencing needs related to fluid and electrolyte balance; acid-base balance; the renal system; the integumentary system; and the sensory perceptual systems. Nine hours class.

NURSING III
The theory content of this course introduces the nursing student to function in the role of the associate degree registered nurse in providing nursing care to adult clients in acute care settings experiencing needs related to fluid and electrolyte balance; acid-base balance; the renal system; the integumentary system; and the sensory perceptual systems. Growth and developmental concepts are further discussed with emphasis on infants and children. The nursing process, communication and collaboration skills, use of technology, teaching-learning, and legal/ethical principles of nursing practice are continued. The clinical component of this course utilizes: (1) acute care health care delivery settings to provide nursing care to adult clients; and (2) community settings to provide interactions with children. Four and one-half hours class, nine hours lab. Course fee required.

NURSING IV
The theory content of this course introduces the nursing student to function in the role of the associate degree registered nurse in providing nursing care in mental health care settings to adults experiencing emotional health care needs. Growth and developmental concepts are further discussed with emphasis on the adolescent. The nursing process, therapeutic communication and collaboration skills, use of technology, teachinglearning, and legal/ethical principles of nursing practice are continued. The clinical component of this course utilizes mental health care settings to provide nursing care to adult clients. Two hours class, six hours lab. Course fee required.

NURSING V
The theory content of this course introduces the nursing student to function in the role of the associate degree registered nurse in providing nursing care to children, adolescents, and adult clients experiencing needs related to the respiratory system; the gastrointestinal system; the cardiovascular system; and the reproductive system. Growth and developmental concepts are further discussed with emphasis on the young and middle-aged adult. The nursing process, communication and collaboration skills, use of technology, teachinglearning, and legal/ethical principles of nursing practice are continued. The clinical component of this course utilizes acute health care delivery settings to provide nursing care to children, adolescents, and adult clients. Five hours class, six hours clinical. Course fee required.

TRENDS II
This course provides an overview to assist the student in the transition to the role of the registered nurse. Current health care trends and issues and their implications for members of the multidisciplinary health care team are explored. Additional topics discussed are: continued lifelong learning related to professional development and educational requirements to maintain licensure as a registered nurse; an overview of professional organizations that represent the nursing profession; the role of State Boards of Nursing; and an introduction of the American political process related to healthcare and the role of the nurse as an informed constituent. One hour class.

NURSING VI
The theory content of this course focuses on the role of the associate degree registered nurse as communicator, provider, and manager of safe effective care to clients experiencing needs related to the immune system; the endocrine system; the nervous system; the musculoskeletal system; and neoplastic disorders. The student nurse is introduced to the role of the registered nurse providing nursing care to critically ill clients. Growth and developmental concepts are further discussed with an emphasis on older adults. The nursing process, communication and collaboration skills, use of technology, teaching-learning, and legal/ethical principles of nursing practice are continued. The clinical component utilizes acute care, including critical care areas to provide the student the opportunity to assist clients in promoting, restoring, and maintaining health. Students are provided with an introduction to the role of the community health nurse. Clinical assignments are selected to assist the student with the role transition from student to registered nurse. Clinically, the student functions as a: a) provider of care for small groups of clients; b) team leader; c) team member; and d) preceptee with an experienced registered nurse. Six hours class, fifteen hours lab. Course fee required.

SELECTED TOPICS IN NURSING
A study of topics not included in current nursing course offering or topics of more in-depth study than covered in current nursing courses. The format may be independent of directed studies, a research paper, a community activity or project, a scheduled class, or a seminar. The course may be repeated for credit upon change of the course topic. The topic/project may be selected by a group of students and/or the nursing instructor. Course fee required.

ST: MEDICAL SURGICAL NURSING I
The theory content of this course focuses on the role of the associate degree registered nurse as communicator, provider, and manager of safe effective care to clients experiencing needs related to the immune system; the endocrine system; and neoplastic disorders. The student nurse is introduced to the role of the registered nurse leading and providing nursing care to humans whose illness is more complex in nature. Growth and developmental concepts are further discussed with an emphasis on older adults. The nursing process, communication and collaboration skills, use of technology, teaching-learning, and legal/ethical principles of nursing practice are continued. The clinical component utilizes an acute care setting, to provide the student the opportunity to assist clients in promoting, restoring, and maintaining health. Clinical assignments are selected to assist the student to begin to explore the characteristics and responsibilities of leadership. The student further explores the transition from a student nurse to the role of the nurse through opportunities to plan and provide nursing care for small groups of clients. Four hours class, six hours lab. Course fee required.

ST: MEDICAL SURGICAL NURSING II
The theory content of this course focuses on the role of the associate degree registered nurse as communicator, provider, and manager of safe effective care to clients experiencing needs related to the nervous system, musculoskeletal system, leadership and management, and critical care areas to provide the student the opportunity to assist clients in promoting, restoring, and maintaining health. Students are provided with an introduction to the role of the community health nurse. Clinical assignments are selected to assist the student with the role transition from student to registered nurse. Clinically, the student functions as a: a) provider of care for small groups of clients; b) team leader; c) team member; and d) preceptee with an experienced registered nurse. Two hours class, nine hours lab. Course fee required.

CONCEPTS OF PROFESSIONAL NURSING
This transition course focuses on an introduction to the Philosophy and Conceptual Framework of the University of Rio Grande-Holzer School of Nursing, the health care delivery system, and the clinical decision-making process (nursing process). Emphasis is placed on transition to the professional nursing role in the care of self, individuals, families, groups, and communities. An introduction to nursing theorists, philosophies, theories, and frameworks is also presented. Note: The National League for Nursing (NLN) RN-Mobility Profile II (Books One, Two, and Three) Exam is given during this course and is required of all students. Three hours class. Course fee required.

CLINICAL DECISION MAKING
This course is designed to provide the BSN student with the skills to perform a complete holistic health assessment and to plan nursing care for the individual. Through comprehensive assessment the student will identify stressors in the environment, as well as cultural influences. Specific attention is given to the development of skill used for comprehensive history taking and physical examination. Emphasis is on the assessment of the individual with appropriate analysis and interpretation of the data collected from individual families and groups. Stress concepts, theories, and models, as well as stress management are discussed. The aging process and common health alterations are discussed. Concepts introduced relate to physiologic, psychologic, and social issues pertinent to the aging population that relate to health care practices. These concepts are used to choose implementation strategies and to evaluate nursing care. Five hours class, nine hours lab. Course fee required.

HEALTHCARE ETHICS
The focus of this course is to assist the student to develop sensitivity to ethical areas in nursing practice. The student will examine his/her own values and clients’ values in order to provide appropriate nursing care. Understanding of how values influence decisions about health care will be discussed. Future moral problems that nurses are likely to face are introduced. The influence of values and moral frameworks on the ethical dimension of nursing practice and on the nurse’s role as a client advocate is also explored. F

ISSUES IN NURSING PRACTICE I
The focus of this course is to assist the BSN student to understand health care delivery where he/she practices and to develop an awareness of issues that affect clients in common practice settings. Students will develop strategies for change to improve such situations. Major issues to be presented include: Multi-cultural Diversity, Stress and Health, Primary, Secondary, and Tertiary Care, Technology and Practice, Health, Abuse, Aging, and Change Theory. Four hours class.

NURSING LEADERSHIP AND NURSING IN THE COMMUNITY
This course serves as the capstone course and focuses on the role of the nurse in the delivery of nursing care to the community, which is viewed as a unit. The professional leadership role to synthesize major curriculum concepts is explored and developed. Health care needs, delivery patterns, services, and resources are identified and analyzed. The community is assessed in relation to cultural and environmental influences, such as epidemiology, substance abuse, and violent behavioral patterns. A family theory perspective is used to identify such concepts as family communication patterns, types of families, loss, grief, and family violence. Strategies to assist families and the community are discussed. Students discuss and define various roles within leadership, such as manager, teacher, participant in care delivery, and change agent. Major topics of discussion include: leadership styles, group dynamics, collaborative practice, organizational structure, management processes, management styles, and change. Structured and unstructured health care environments are utilized to provide clinical experience for students with individuals, families, groups, and communities. SP

NURSING RESEARCH
This course provides basic content in the role and the use of nursing research in day-to-day practice settings. The steps of the research process are presented, as well as major research approaches. Students study and critique selected examples of nursing research. Retrieval of library information is reviewed. Utilization of computerized statistical packages is introduced. Students design a small investigative study, which has implications for nursing. Three hours class.

ISSUES IN NURSING PRACTICE II
This course is to be taken simultaneously with Nursing Leadership and Nursing in the Community and integrates all issues presented in previous current nursing issues course. Discussion revolves around how nurses can positively influence health care. Major issues to be presented include: impact of research on nursing practice and theory; political strategies to change health care; governmental issues related to health care; funding for health care, identification of stakeholders, and nursing consortiums. Student factors related to safety, effectiveness, cost, and impact on practice in the planning and delivery of nursing services will also be discussed (ANA Standard 14). SP

TRANSCULTURAL NURSING
The focus of this course is to provide the student with tools for effective delivery of health care for people of different cultures. The student will develop an awareness of the influence of economic, political, and social factors on access to health care of selected cultural groups. F NUR 48801-03 Selected Topics in Nursing. A study of topics not included in current nursing course offerings or topics of more in-depth study than covered in current nursing courses. The format may be independent or directed studies, a research project, a community activity or project, a scheduled class or seminar. The course may be repeated for credit upon change of the course topic. The topic or project may be selected by a group of students and/or the nursing instructor.

Other nursing schools in New Jersey

University of Medicine and Dentistry of New Jersey (School of Nursing) The University of Medicine and Dentistry of New Jersey-School of Nursing (UMDNJ-SN), established as academic programs in 1990, and reorganized as UMDN... Address: 65 Bergen Street, Room 1126

South Orange (College of Nursing) HISTORY In 1937, the first nursing courses were offered establishing of the School of Nursing Education, within the Urban Division of Seton Hall Co... Address: 400 South Orange Avenue

Seton Hall University (College of Nursing) The College of Nursing offers programs of study leading to the BSN, MSN, and MA degrees. Also, in collaboration with the Stillman School of Business, ... Address: 400 South Orange Avenue

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