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Vanderbilt University (School of Nursing)




High-quality programs for every interest. Stellar faculty who also practice in their fields. Clinical experiences second to none. Active engagement with world-renowned experts and health care resources. Research and scholarly activity that are leading the nursing discipline forward with evidence-based education and patient care.

It’s no wonder Vanderbilt School of Nursing is ranked in the “Top 20” by U.S. News & World Report.

Ask students what makes our School of Nursing special, and you’re likely to get additional insights. Some say it’s the exposure you get to vast diversity of thought and experience, among both our faculty and our students. Our School of Nursing is a place where a variety of practice specialties, entry options, clinical experiences, degree programs, research initiatives, and people with many ideas, perspectives, and background create the learning environment.

Others say it’s our commitment to embracing change and using technology and advanced nursing informatics to deliver superior teaching and patient care. Some really like the beauty of the Vanderbilt campus, while many thrive on the health care hub that surrounds us and all that Nashville has to offer. One distinction most will agree on is our unique ability to bridge tradition and innovation in new ways – always pushing the envelope of care but never forgetting the patient at the center. It’s a unique combination that will better prepare you for practice…today and always.

Vanderbilt University School of Nursing was one of the first schools to place nurse practitioners and advanced practice nurses in collaborative practices with physicians and within agencies. Vanderbilt also offers multiple entry options into the School of Nursing, including the “bridge” program that has served as a model for schools around the country and a fast-track MSN-PhD entry option. Vanderbilt is a leader in technological innovation with our state-of-the-art nursing informatics lab, application of evolving technologies such as patient simulators in the classroom and PDAs at patients’ bedsides. Vanderbilt School of Nursing maintains an extensive nurse-faculty practice network within the community and has collaborative nursing programs with entities around the world.

What’s more, Vanderbilt University Medical Center is ranked among the foremost in the country. And, located a little more than a mile from downtown, Vanderbilt’s campus is known for natural beauty that’s nestled in the midst of a bustling, cosmopolitan city.

ACADEMIC PROGRAMS/SPECIALTIES

Master of Science in Nursing (MSN)

Vanderbilt is preparing advanced practice nurses to play a vital role in providing access to health care for people everywhere. We offer an accelerated course of study, multiple entry options, programs for nurses and non-nurses and many opportunities to study without relocating. Choose the advanced practice specialty that suits your interests.

PhD in Nursing Science

This program prepares scholars for research and teaching careers in major universities.

Doctor of Nursing Practice (DNP)

Built upon the MSN degree, this program provides an alternative to a research-focused doctorate with education in evidence-based practice, quality improvement and systems thinking.

Post-Master's Certificates

These are available in various specialty areas for the nurse practitioner (acute care, adult, family, neonatal, pediatric, psychiatric-mental health, and women’s health) and in informatics, health systems management, and nurse-midwifery.

Postdoctoral Program

Our two-year program lets fellows extend knowledge in their research areas, conduct successful interdisciplinary research projects, enhance writing and communication skills and establish new peer networks. [Postdoctoral Programs]

Continuing Education

Vanderbilt is committed to lifelong learning – offering continuing nursing education courses throughout each year.

Center for Research Development and Scholarship (CRDS)

This center investigates issues of importance to national health care, targeting such vulnerable and at-risk populations as women, children, the elderly and individuals with developmental and behavioral disorders.

Special Students (non-degree seeking)

Applicants for admission who are not seeking a degree at Vanderbilt School of Nursing but who wish to enroll for graduate credit are allowed to register as “special students.” A maximum of seven credit hours can be taken as a special student.



School name:Vanderbilt UniversitySchool of Nursing
Address:461 21st Avenue South, Godchaux Hall 207
Zip & city:TN 37240 Tennessee
Phone:615.322.3800
Web:http://www.nursing.vanderbilt.edu/#
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School of Nursing Courses


FOUNDATIONS OF PROFESSIONAL NURSING I
This course is the first of a two course sequence addressing professional nursing. This course introduces the student to professional nursing. Historical beginnings, the organization and structure of the professional identity, and role development are explored. Building on this content, students are introduced to theories and models relevant to nursing. Using critical thinking, students will be introduced to clinical decision-making strategies, theory development and research methods. With guidance, students will analyze and synthesize information from a variety of sources related to professional nursing.

PROFESSIONAL NURSING SEMINAR
This course addresses the role of the professional nurse. The student will have the opportunity to explore the dimensions and responsibilities of the professional nursing role by applying legal/ethical concepts and critical thinking skills to selected case studies involving patients in a variety of settings.

FOUNDATIONS OF PROFESSIONAL NURSING II
This course is the second of a two course sequence addressing professional nursing. The student in this course will identify, evaluate, and engage the various steps of scholarly inquiry in order to address research problems related to professional nursing practice. Students also will explore the theoretical and research foundations for knowledge development in nursing.

CONCEPTUAL BASIS FOR NURSING PRACTICE
This course focuses on identification of the unique strengths/perceptions of each RN student and a development of an individualized plan for learning. The course assists RN students in identifying and developing strategies to foster critical thinking, lifelong learning, and nursing practice role development. Theory development and research are introduced as processes essential to the organization and development of nursing knowledge. Limited to RN students. Fall.

NURSING PRACTICE SEMINAR
This course addresses selected topics foundational to the nursing practice role. The RN student will have the opportunity to explore models of nursing practice, credentialing, certification, mentors, collaborative practice, and professional ethics.

POPULATION-BASED HEALTH CARE
This course provides the student with an opportunity to explore population-based health care principles of prevention, health maintenance and health promotion within the context of Healthy People 2010. Notably, the course will focus on how these principles are used to increase healthy lifespan, decrease discrepancies in health status and health outcomes for different populations and assure access to preventive services for all. It emphasizes epidemiologic principles and population based holistic health promotion/disease prevention as an integral part of populations at risk for illness, disability, or premature death. Further, the course explores population-based care models and environments in which health care is delivered: community agencies, neighborhoods/communities, schools, the family, and the workplace. Legislation and policy implications for primary, secondary, and tertiary care will be discussed.

HEALTH CARE SYSTEMS: MICRO ISSUES
This course addresses health care systems and their related issues. Course content focuses on leadership and decision making theory, team building, communication and managerial skills. The course also provides information on contemporary trends in the organization and delivery of health care to individuals, families and populations. This course also provides an introduction to health care ethical, legal and policy issues. Quality Improvement will also be addressed in this course.

HEALTH CARE SYSTEMS: MACRO ISSUES
The course content provides information on contemporary trends in the organization and delivery of health care to individuals, families and populations. The impact of managed care and financial pressures on health care providers is discussed along with outcomes management, informatics, financial management, and economic principles pertinent to the delivery of health care services.

HUMAN EXPERIENCE OF HEALTH AND ILLNESS ACROSS THE LIFESPAN I
This is the first of three didactic courses examining the human experience of health and illness across the lifespan from infancy through senescence. The framework incorporates the following concepts and their influence on health and the response to illness: growth and development, gender, lifestyle, value systems, spirituality, ethnicity, environment, and psychosocial, economic, and cultural issues. The impact of these factors on individuals, families, and aggregates/ populations/communities will be explored. Basic concepts/knowledge of selected interventions will be introduced, i.e. pharmacologic, perioperative, and mental health. Selected health problems involving the cardiovascular, respiratory, integumentary, and endocrine systems will be presented; the epidemiology, pathophysiology, medical management (pharmacologic, non-pharmacologic, and surgical), and nursing management will be addressed. Health promotion, including primary, secondary, and tertiary, anticipatory guidance, and patient education will be discussed.

HUMAN EXPERIENCE OF HEALTH AND ILLNESS ACROSS THE LIFESPAN II
This is the second of three didactic courses examining the human experience of health and illness across the lifespan— from infancy through senescence, including the childbearing cycle. The framework incorporates the following concepts and their influence on health and response to illness; growth and development, mental health, gender, lifestyle, value systems, spirituality, ethnicity, environment, and psychosocial, economic, and cultural issues. The impact of these factors on individuals, families, and aggregates will be explored. Basic concepts/knowledge of selected interventions will be introduced. Selected health problems involving the neurologic (including selected mental health disorders with appropriate treatment modalities and settings), muscular/ skeletal, gastrointestinal, sensory (ear, eye, nose), and reproductive (including maternity focus) systems will be presented. The epidemiology, pathophysiology, medical management (nonpharmacologic, and surgical), and nursing management will be addressed. Health promotion, including primary, secondary, and tertiary, anticipatory guidance, and patient education will be discussed.

HUMAN EXPERIENCE OF HEALTH AND ILLNESS ACROSS THE LIFESPAN III
This is the third of three didactic courses examining the human experience of health and illness across the lifespan—from infancy through senescence, including the childbearing cycle—with an emphasis on increasingly complex and/or chronic health problems. The course provides the student with the theoretical basis to apply principles of chronic illness, including assessment and intervention skills, to at risk populations.

FUNDAMENTALS OF CLINICAL PRACTICE
This course is the first of a sequence of three clinical practice courses designed to provide the student with the opportunity to learn and practice the skills of assessment, patient care and care planning in a didactic classroom setting and a simulated laboratory and then in a clinical area for a variety of client populations across the life span (newborn, pediatric, adolescent, adult, older adult, and childbearing families). A variety of health care settings will be utilized for practice. At the end of the course, the student, with maximum faculty assistance and guidance, will be able to analyze data, develop a basic plan of care, safely and accurately implement selected basic nursing interventions, and evaluate the plan's effectiveness.

INTEGRATION OF THEORETICAL AND CLINICAL ASPECTS OF NURSING I
This course is the second of a sequence of three clinical practice courses. It is designed to provide the student with the opportunity to integrate theory and practice the skills of assessment, patient care, and care planning in a clinical area for diverse client populations across the life span (newborn, pediatric, adolescent, adult, older adult, and child-bearing families). A variety of health care settings will be utilized for practice. At the end of the course, the student with moderate faculty assistance and guidance will be able to analyze data, develop a basic plan of care, safely and accurately implement selected nursing interventions, and evaluate the plan's effectiveness for physiologic and psychosocial health needs.

INTEGRATION OF THEORETICAL AND CLINICAL ASPECTS OF NURSING II
This course is the final rotation of the second in the sequence of three clinical practice courses. This course is designed to provide the student with the opportunity to learn and practice the skills of assessment, patient care, and care planning in a clinical area for diverse client populations across the life span (newborn, pediatric, adolescent, adult, older adult, and child-bearing families). A variety of health care settings will be utilized for practice. At the end of the course, the student with moderate faculty assistance and guidance will be able to analyze data, develop a basic plan of care, safely and accurately implement selected nursing interventions, and evaluate the plan's effectiveness for physiologic and psychosocial health needs of the complex clients, their families, and the health needs of a community.

INTEGRATION OF THEORETICAL AND CLINICAL ASPECTS OF NURSING III
This course is the third of a sequence of three clinical practice courses. This course is designed to provide the student with the opportunity to learn and practice the skills of assessment, patient care, and care planning in a clinical area for diverse client populations across the life span (newborn, pediatric, adolescent, adult, older adult, and child-bearing families). A variety of health care settings will be utilized for practice. At the end of the course, the student with minimum faculty assistance and guidance will be able to analyze data, develop a basic plan of care, safely and accurately implement selected nursing interventions, and evaluate the plan's effectiveness for physiologic and psychosocial health needs of the complex clients, their families, and the health needs of a community.

BASIC HEALTH ASSESSMENT
This course is designed to provide the RN student the opportunity to learn and practice the skills of assessment in a classroom, laboratory setting, and then in a clinical area for a variety of client populations across the life span. The student's specialty population will be considered in the choice of health care setting utilized for practice.

INTEGRATION OF THEORETICAL AND CLINICAL ASPECTS OF NURSING
This course is an introduction to the scope and practice of family and community health nursing. It emphasizes, through didactic and community practice, the promotion and maintenance of the health of diverse populations across the lifespan. The epidemiological process and the nursing process serve as the organizing framework for didactic content and clinical interventions to support family and community health. Social, cultural, economic, environmental, and ethical issues related to specific populations will be explored. Limited to RN students.

BASIC PHARMACOLOGY
This course presents an introduction to pharmacologic knowledge, the clinical indications for drug use as a treatment modality, and the role of the nurse in drug therapy. The course will present content on the prototype drug from major drug classifications that serve as a framework for continued self-study of new drug information. Emphasis will be on the drug classifications and their respective prototype drug(s) that are more commonly encountered in drug therapy.

STRATEGIES FOR IMPROVING SELF-CARE
This course builds on the knowledge of the improvement process, motivation and teaching/learning theories. The course addresses the processes necessary to change individual self-care behaviors. The student applies concepts of change, motivation, learning, and continuous improvement, to selected case studies.

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