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University of Wyoming (School of Nursing)




The mission of the Fay W. Whitney School of Nursing (FWWSON) is to promote excellence in professional nursing for diverse populations, with an emphasis in rural health, through education, scholarship, outreach, and service. The FWWSON has a rich history providing professional nursing education since 1951. Over the years, we have emphasized rural health and rural nursing, and have endeavored to meet the needs of students across the state and region through our innovative outreach efforts.

We have many excellent educational programs (click HERE to go to our program listing for both the undergraduate program tracks and the graduate program options). We have three different tracks to the Bachelor’s of Science in Nursing, including our traditional Basic BSN track for those with a high school degree, our RN-BSN track for RNs with associate degrees who would like to have a bachelor’s degree, and our accelerated BSN track, for students with bachelor’s degrees in disciplines outside of nursing. We have also several master’s degree options: psychiatric mental health nurse practitioner, family nurse practitioner and nursing educator.

Small classes allow faculty to know students as individuals and students are viewed as a partner in the teaching/learning process. The new Health Sciences Center has state-of-the-art classrooms and simulation facilities that nursing students use as they develop the knowledge and skills to be outstanding practitioners. The College of Health Sciences also provides an interprofessional environment, where students and faculty can work collaboratively across a number of disciplines, including social work, pharmacy and medicine. Our outreach efforts are significant and, through advanced telecommunications, our campus is the entire state, serving communities across Wyoming and beyond with premier professional nursing education programs.

In addition to our educational mission, the faculty of FWWSON engage in research that helps to meet state and regional health care needs. Through our scholarship we are working to better understand the experience of health and health care and how nursing can partner with clients to maintain and enhance health. A fundamental aspect of professional nursing practice is being able to critique and use the ever growing amount of research in health care. Consequently, students are introduced to evidence-based practice and have the opportunity to work closely with faculty on their research through the Nightingale Center for Nursing Scholarship.

Finally, outreach and service are a critical part of our mission. Our faculty partner with hospitals, nursing homes, clinics and schools across the state and region in order to create the best experiences for students as they develop as professional nurses. In addition, our faculty are involved in helping to shape nursing and the health care system through their own faculty practices and the translation of research and theory into practice.

The FWWSON has an atmosphere that is friendly, scholarly, professional and forward-minded. Join an exciting and dynamic community where active learning and teaching-student partnerships, scholarly practice, interprofessional education and practice, and rural health care are valued.

MISSION STATEMENT

The Fay W. Whitney School of Nursing will promote excellence in professional nursing for diverse populations, with an emphasis in rural health, through education, scholarship, outreach, and service.

PHILOSOPHY

The mission of the university is to provide teaching, scholarship, and outreach programs.1 Graduate programs will be recognized for excellence in a discipline and will contribute to the state’s and nation’s cultural, scientific, social and economic needs.2 The State of Wyoming is culturally, occupationally, and geographically rural in nature with a low population density and great expanses between communities. The nature of the state poses special problems for the delivery of health care and mandates preparation of professional nurses to meet the identified needs of the state as well as those of society by providing programs for professional nursing at both the undergraduate and graduate level. Because this is the only University in the State, the faculty believe it is important to make these educational programs accessible to students through outreach.

The faculty believe that the clients of the professional nurse are individuals, families, groups, or communities. Clients are diverse open systems composed of physiological, psychological, spiritual, developmental, and sociocultural dimensions and are in continual interaction with the environment. The faculty view environment as dynamic, diverse, and includes all the conditions and influences that affect or surround clients throughout the life span.

The human health experience is the dynamic interaction between the client and the environment. Health is an outcome at a particular point in time during this interaction. Because clients are unique, the human health experience must be individually interpreted and evaluated according to situations and conditions that are affecting them. The clients have the right to self-determination throughout this experience.

Nursing is the diagnosis and treatment of responses to the human health experience. The nursing process is systematic and is implemented through a collaborative nurse-client relationship involving interpersonal communication and shared responsibility. The process is characterized by mutual respect and values individual differences.

The practice of nursing includes promotion/protection of health, acute care and rehabilitation. The faculty believe that professional nurses function in the roles of carer/helper, counselor, and advocate; consumer of research; and leader within their scope of practice. The professional nurse demonstrates caring/helping and counseling through assistive, supportive, and facilitative actions that are responsive to the needs of others. As an advocate, the nurse acts on behalf of clients and protects their rights. Research links the science and practice of nursing. The role of consumer of research is demonstrated by participating in, valuing, and using research findings to improve practice and to modify care based on a changing and expanding body of knowledge. Leadership is demonstrated through shared, planned change, delivering high quality care, evaluation care outcomes, and improving care through designing, managing, and coordinating care using delegation, supervision, and evaluation of personnel. Leaders manage information within interdisciplinary health care teams and participate in political and regulatory processes to shape the health care delivery system.

University students are individuals who come with learning preferences, different experiences, varied goals, and therefore, have unique learning needs. The primary faculty responsibility is to empower students to become self-directed learners. Active learning is a teaching/learning partnership. The faculty recognize that learning is a lifelong process and that undergraduate education is the beginning of the progression from novice to expert nurse. The baccalaureate program prepares the student to enter professional nursing practice as a beginning provider of nursing care in a variety of settings, cultivates a commitment to professional development, and provides the foundation for graduate study.

In accord with the Graduate School of the University, the faculty believe that graduate education endeavors to:
* Prepare scholars with current knowledge and skills together with independence and creativity.
* Prepare professionals for leadership in their respective fields.
* Encourage diversity in our mission by involving all persons from Wyoming, the nation and internationally in these advanced educational opportunities.2

The faculty believe that there are geographic, occupational and cultural differences between urban and rural clients and that these differences include variations in health illness and appropriate nursing care. The graduate program is designed to address the health and nursing care needs of rural clients. It is expected that nurses who graduate from this program will have advanced knowledge and practice in the specialized area of rural health nursing. They should be able to adapt existing research findings as well as participate in direct knowledge development. Through the use of leadership skills, the advanced practice nurse will apply research and new knowledge to the design, implementation, and evaluation of innovative nursing care and/or nursing education.

Graduate nursing students should investigate the usefulness of a variety of theories and operationalize them in practice. Faculty believe students should be encouraged to be critical, inquiring and independent in seeking their own direction in the acquisition of new knowledge. The role of the faculty then is to assist the students in the development of a consistent and coherent program of study to facilitate their learning, and to serve as a resource by modeling scholarship and excellence in nursing. The graduate program is designed to prepare students as rural health nursing specialists with preparation for advance practice roles and at the same time to pursue further graduate study.



School name:University of WyomingSchool of Nursing
Address:1000 E. University Avenue, Dept. 3065
Zip & city:WY 82071 Wyoming
Phone:(307) 766-4291
Web:http://uwadmnweb.uwyo.edu/nursing/
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School of Nursing Nursing School Location







School of Nursing Courses


ORIENTATION TO NURSING AND UNIVERSITY LIFE
Research in retention of college students indicates that a course for entering first-year students, which promotes successful transition to the university, is a significant factor in increased retention. Provides students with academic and personal strategies for successful transition through a variety of learning activities. Introduces students to professional role of the nurse.

FUNDAMENTALS OF AGING AND HUMAN DEVELOPMENT
Discusses aging as lifelong process, involving interrelationships of the individual and his or her environment. Includes future demographic trends, family health care, social policy and mass media.

WOMEN AND AGING
Focuses on women and the aging process with emphasis given to both the problems and promises of aging. Topics to be explored within a multicultural, sociological framework include the definition of self, relationships, community, health and health care, work and service, retirement, economic realities and new perspectives on aging.

MEDICAL TERMINOLOGY
Introduces medical terminology. Includes word structure of medical-surgical terms, body parts and organs, body systems and commonly used medical abbreviations.

DEVELOPMENTAL INFLUENCES ON HEALTH
Explores interaction between development and health. Discusses human development of physiological, psychological, cognitive and sociocultural dimensions across the lifespan. Identifies selected theories associated development over the lifespan and implications for health care. Provides foundation for more in-depth consideration of developmental factors related to health maintenance and human potential.

INTRODUCTION TO HIGHER EDUCATION IN NURSING
Expands the nurses understanding of the nursing profession by enhancing critical thinking skills and reinforcing the importance of life-long learning. Focus is on information literacy, theory and research, legal/ethical practice, and written and on-line communication.

CULTURAL DIVERSITY IN FAMILY HEALTH CARE
Concepts of cultural heritage, history, diversity, health, illness, and family theories are applied to nursing assessment and care of the family as client. contemporary issues of immigration and poverty, the effect of culture, social class, religion/spirituality, family form, family development stage and situational factors on family as client are studied.

HEALTH ASSESSMENT OF INDIVIDUALS ACROSS THE LIFE SPAN
Assesses physiological, psychological, sociocultural and developmental variables of individual client system across the lifespan. Normal variations and potential problems of human health experiences are identified using critical thinking. History taking and documentation of analytic finds are developed.

HEALTH ASSESSMENT LAB
Develops assessment skills of physical, psychological, sociocultural, spiritual and developmental dimensions of the human health experience. Normal variations and potential problems of human health experiences are identified using critical thinking. History taking and documentation skills are developed. Offered S/U only.

PROFESSIONAL ROLES: CARER/HELPER, COUNSELOR AND ADVOCATE
Introduces students to core concepts and processes related to professional nursing practice with a special focus on the roles of carer/helper, counselor, and advocate. Mutuality of the nurse-client relationship, therapeutic communication, and social advocacy are applied to the human health experience.

HEALTH PSYCHOLOGY
Provides overview of growing partnership between psychology and health care, including history of psychology in health care; theoretical foundations of health and illness; intervention and research techniques; stress and high risk behaviors (e.g., substance abuse, eating behaviors, AIDs); psychology's contribution to improving outcomes and quality of life in chronic and life-threatening behaviors.

NURSING THERAPEUTICS: ACUTE CARE I
Use of nursing process in nursing care to clients across the life span experiencing acute alterations in human experience. Focus is on physiological, psychological, spiritual, developmental, and sociocultural dimensions. Process skills of critical thinking, communication, teaching, collaboration, change strategies, and self-development and professional role of care giver/helper, counselor, and advocate are integrated.

NURSING PRACTICUM: ACUTE CARE
Application of nursing process in variety of settings with clients across the life span experiencing acute alterations. Focus on the physiological, psychological, spiritual, developmental and sociocultural dimensions. Process skilss of critical thinking, communication, teaching, collaboration, change strategies, and self-development and professional role of carer/helper, counselor, and advocate are integrated. Offered S/U only.

NURSING THERAPEUTICS: HEALTH PROMOTION
Integrating nursing roles, this course prepares students to use the nursing process to promote or protect the health of clients across the lifespan. The focus is on the physiological, psychological, spiritual, developmental, and sociocultural dimensions of clients or client groups. Also, this course meets the requirements for the Physical Activity and Health (P) component of the USP.

NURSING PRACTICUM: HEALTH PROMOTION
Applies nursing process to promote or protect health across the lifespan. Focus is on physiological, psychological, spiritual, developmental, and sociocultural dimensions. Process skills of critical thinking, communication, teaching, collaboration, change strategies, and self-development, and the professional role of carer/helper, counselor, and advocate are integrated.

NURSING FUNDAMENTALS
Focuses on providing the student with concepts and demonstrations of basic care and comfort; technical skills; use of equipment; asepsis and infection control; medication administration; nurse and client safety; client rights and dignity. Allows the student to gain confidence and competency in performing motor skills; critical thinking; communication; self-development.

FOUNDATIONAL LABORATORY
Using system analysis, students assess all dimensions of individual clients across life span. Concepts and demonstration of basic care/comfort; technical skills; use of equipment; asepsis/infection control; medication administration; nurse/client safety; client rights and dignity. Allows the student to gain confidence and competency in performing motor skills; critical thinking; communication; self-development.

INTRODUCTION TO PROFESSIONAL NURSING
Introduces students to the core concepts of professional nursing practice. Nursing process, domains of nursing practice, health policy, evidence-based practice, legal and professional standards will be assimilated into nursing practice from discussion, role playing and case studies. Contemporary nursing issues and situational factors will be examined.

HEALTH ASSESSMENT AND PROMOTION
Using system analysis, students assess the physiological, psychological, spiritual, socio-cultural, developmental variables of individual clients across the life span. Nursing process and evidence-based nursing practice are used to promote/protect health of clients through health promotion, risk reduction, disease prevention of the client/client systems. Process skills and professional roles are integrated.

NURSING CARE IN ACUTE AND CHRONIC ILLNESS
Use of the nursing process and evidence-based nursing practice with adults experiencing acute and chronic physical and psychiatric health alterations; progressing to the provision of nursing care for clients experiencing complex acute and chronic alterations. Focus is on physiological, psychological, spiritual, developmental and socio-cultural dimensions of adult clients.

NURSING CARE IN ACUTE AND CHRONIC ILLNESS LABORATORY
Application of nursing process and evidence-based nursing practice with adults experiencing acute and chronic physical health alterations; progressing to the provision of nursing care for clients experiencing complex acute and chronic alterations. Focus is on physiological, spiritual, developmental and socio-cultural dimensions of adult clients.

NURSING EXTERNSHIP
Allows students to obtain college credit for nursing experience gained in an approved setting. Increases application of nursing theory, knowledge of a health care agency, interpersonal working relationships, technical skills and organization of time in providing nursing care.

NURSING THERAPEUTICS: CHRONICITY/REHABILITATION
Use of nursing process with clients across the lifespan experiencing chronic/rehabilitation needs. Focus on physiological, psychological, spiritual, developmental, and sociocultural dimensions. Process skills of critical thinking, communication, teaching, collaboration, change strategies, and self-development and the professional role of carer/helper, counselor, and advocate are integrated.

PROFESSIONAL ROLES: RESEARCHER
The development of the role of the nurse as a consumer of research. In this role, the student applies scientific methods and health information literacy skills to make critical judgments about improving practice and modifying nursing care.

NURSING PRACTICUM: CHRONICITY/REHABILITATION
Apply nursing process with clients experiencing chronic/rehabilitation needs. Focus on physiological, psychological, spiritual, developmental, and sociocultural dimensions. Process skills of critical thinking, communication, teaching, collaboration, change strategies, and self-development, and professional role of carer/helper, counselor, and advocate are integrated.

COMMUNITY HEALTH
Collaborates with health care teams in empowering groups, aggregates and communities. Content includes epidemiology, community assessment and planning, organization and delivery of health care services and health care policy.

PROFESSIONAL ROLES: LEADER
The role of leader in nursing practice is developed through the integration of leadership, management, and organizational theories. Emphasis is placed on the nurse as health care provider and manager of care facilitating planned change in clients and/or environments.

HEALTH MANAGEMENT ISSUES IN EARLY EDUCATION
Provides the student the opportunity to examine the implications of a child’s health status on his/her personal, educational, social and cognitive development. Provides personnel working closely with the young child with disabilities and his/her family an understanding of the issues related to health concerns and a framework for intervention planning. Special emphasis is placed on concerns specific to the child in a day care, preschool or other school setting.

NURSING THERAPEUTICS: ACUTE CARE II
Continues to use the nursing process for provision of nursing care to clients across the life span experiencing complex acute alterations in the human experience. The focus continues to be on the dimensions of the client; process skills and professional roles of carer/helper, counselor, and advocate; consumer of research; and leadership.

COMMUNITY NURSING CARE OF VULNERABLE POPULATIONS
Synthesizes past learning to develop increasingly independent nursing practice with vulnerable populations in community settings. Focus is on the vulnerability conveyed by factors of aging and illness such as psychiatric illness. Core public health functions of community assessment, essential health services, disaster preparedness and health policy development/global health care are emphasized.

COMMUNITY NURSING CARE OF VULNERABLE POPULATIONS PRACTICUM
Application of the nursing process in caring for vulnerable populations in the community. Apply the core public health functions of community assessment, assurance of essential health services, and health policy development. Emphasis is on using demographic and epidemiological data to plan population-based nursing interventions.

NURSING CARE OF THE YOUNG FAMILY
Utilizes nursing process to assess, promote, and protect the health of young families as client. Focus is human sexuality and reproduction, family planning, pregnancy stages, neonatal, pediatrics. Growth and development, health promotion, disease prevention, family dynamics are included. Evidence-based nursing guides practice to promote a healthy family and family system.

NURSING CARE OF THE YOUNG FAMILY PRACTICUM
Applies and synthesizes nursing process to assess, promote, and protect the health of young families as clients. Focus is human sexuality and reproduction, family planning, pregnancy stages, neonatal, pediatrics. Growth and development, health promotion, disease prevention, family dynamics are included. Evidence-based nursing guides practice to promote a health family/family system.

INDEPENDENT STUDY IN NURSING
Provides students with opportunity to investigate a problem in nursing care not considered in required nursing courses or to explore in more depth an area considered in one of required nursing courses. Area of study and requirements for earning credit are determined in consultation with nursing faculty member. Prerequisite: senior standing in nursing or consent of instructor.

PROFESSIONAL RESIDENCY
Provides opportunities to utilize and synthesize core concepts of professional nursing. Intensive clinical experience allowing students to become socialized into health care delivery system; gain in autonomy/confidence in performing skills; practice critical thinking in making ethical clinical decisions; develop leadership pin providing and coordinating evidence-based nursing care.

NURSING INTEGRATION
Focus of course is the integration of all previously learned concepts. The student will continue to develop the role of consumer of research and incorporate leadership and management skills as a member of the profession. Emphasis is placed on global health care, information and health care technologies and social justice.

SPECIAL TOPICS IN NURSING
Provides offerings in selected nursing topics on concepts, theories or practices as related to specified areas in nursing.

SENIOR RESIDENCY
A capstone clinical course to utilize and synthesize basic concepts of professional nursing. Socializes students into a health-care delivery system. Learning experiences allow students to gain confidence; practice critical thinking, leadership and ethical decision making in clinical situations. Individual needs and preferences are taken into consideration with student placements.

WOMEN, WAR AND HEALTH
Focuses on the physical and psychological health of women and children as influenced by war. Beginning with an examination of feminist theory related to sexism, war and peace politics; the course then examines effects of living in war zones or conditions of threatened war. The socioeconomic consequences of military spending, including health care delivery problems, are evaluated.

GENDER, WOMEN, AND HEALTH
Focuses on issues of gender, women and health, including the effects of gender bias in medical research and health care practices and policies. Health care issues of specific concern to women, both nationally and internationally will be examined.

WOMEN'S BODIES, WOMEN'S MINDS
Explores women's physiologic and psychologic development and the influences of patriarchal society upon the interpretation of what constitutes normalcy across the female life cycle. Analyzes historical, cultural and contemporary attitudes of the health care system and women's perspectives on menstruation, childbearing, breastfeeding and menopause.

NURSING ETHICS
Acquaint the undergraduate or graduate nursing student with basic bioethical theory and issues that arise throughout the human lifespan. Includes use of community and professional resources to facilitate decision making where bioethical issues are encountered in nursing practice.

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