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Villa Julie College - Nursing Program




At Villa Julie, we believe there is more than one way to build a career in nursing. Whether you are a recent high school graduate, a registered nurse in pursuit of your bachelor's degree, or somewhere in between, we offer flexible programs that fit the needs of our diverse group of students.

The Nursing Division offers three options for obtaining a bachelor's degree:
1. Traditional Full-Time Option. This option is designed for students entering directly from high school, who want to become registered nurses. Nursing courses are sequenced over four years. Transfer students are also accepted into this option.
2. Evening/Weekend Option. This option is for the student who has a bachelor's degree in another another field and/or for students who have successfully completed the necessary prerequisites to enter the nursing program. This is a rigorous course of study designed for adult students.
3. RN to BS Option. This is an accelerated program of study for registered nurses with a diploma or an associate's degree education wishing to earn a bachelor's degree in nursing.

NURSING PROGRAM OBJECTIVES

The VJC Nursing program has five overall objectives that identify the expected outcomes for our graduates. Program objectives are delineated into distinct levels, which determine course content and appropriate progression to more complex learning within the nursing program.

Program Objective 1: Integrates the philosophy of the nursing program with respect to person, health, environment, and nursing through relationships with clients/patients, other students, faculty, and health care colleagues.

Program Objective 2: Demonstrates professional values and behaviors consistent with nursing roles of communicator, partner, and integrator of care.

Program Objective 3: Uses critical thinking skills of sound reasoning, independent thinking, and creativity in the phases of the nursing process to provide care based on theory and research for clients/patients.

Program Objective 4: Applies theory-based decision making in the delivery of safe and competent nursing care to individuals, families, and groups in diverse setting and across the life span, encompassing health promotion, health maintenance, and health restoration.

Program Objective 5: Integrates communication theories in interpersonal and therapeutic relationships through the appropriate use of verbal, nonverbal, written, and information technology skills in professional nursing practice.

NURSING DEPARTMENT PHILOSOPHY

The Villa Julie College Nursing Program, as an integral part of its parent institution, is dedicated to the pursuit of higher learning grounded in the arts, sciences, and humanities. The philosophy and curricular focus of the VJC Nursing Program emphasizes the ethic of care, critical thinking, and a spirit of inquiry in education, practice, service, and research.

The nursing faculty believes nursing is a professional discipline with academic and practice dimensions. The nursing faculty values scholarship and academic integrity and seeks to foster professional involvement and life-long learning in students and graduates. The essence of nursing is grounded in the meaning of caring. The nursing faculty believes that caring exists in authentic relationships through which all persons are respected and nurtured. Within these co-created relationships, caring opens the possibility of transformation, inviting growth, healing, and wholeness of persons, families, and communities. In the reflective practice of nursing and nursing education, a caring environment affirms diversity in ways of being and ways of knowing.

NURSING: TRADITIONAL FULL-TIME OPTION

Students selecting this plan of study participate in full-time collegiate study with a balance of nursing courses and liberal arts/science courses that support their learning. Important features of the traditional program are the strong clinical experience and the fact that nursing courses begin in the first semester. Like all of the nursing programs at Villa Julie, the Traditional Full-Time Option provides opportunities for students to deal with real life issues in the world of health care. The goal of the program is to prepare nurses to meet the challenges of the nursing profession in the 21st century.

Why choose VJC's Traditional Nursing Option?
* Nursing courses begin in the first year of the program and are integrated with liberal arts and science courses.
* In the second year, students study nursing fundamentals and physical assessment, providing direct patient care.
* During the junior year, students have the opportunity to learn about and provide care for diverse patients from birth through old age.
* As seniors, VJC Nursing majors care for vulnerable populations in the community and practice in complex health care settings.



School name:Villa Julie College - Nursing Program
Address:1525 Greenspring Valley Road
Zip & city:MD 21153-0641 Washington
Phone:443-334-2319
Web:http://www.vjc.edu/academics/nursing/index.asp
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Villa Julie College - Nursing Program Courses


INTRODUCTION TO PROFESSIONAL NURSING
Provides an introduction to the nursing profession. The meaning of caring is explored as the foundation of professional nursing practice. Emphasis is given to explorations of self as learner/teacher, caregiver, and collaborator. Aspects of professional nursing are examined including philosophical beliefs, the development of nursing theory, and the historical evolution of nursing as a profession. Legal and ethical concerns of professional nursing practice are considered as well as the impact of social, cultural, and technological influences on health care.

COMMUNICATION AND THE NURSING PROCESS
Introduces the student to basic concepts related to nursing theory and practice: person, health, environment, and nursing. The Villa Julie College nursing philosophy and organizing framework are presented as foundational to the nursing process. The personal, social, and physical dimensions of the person are explored in relation to health and wellness. Therapeutic communication skills and interviewing techniques are applied with one select client in the community as students utilize the nursing process to complete a comprehensive data collection.

FOUNDATIONS OF PROFESSIONAL NURSING PRACTICE I
Prepares the student to provide direct patient care at a foundational level with emphasis on teaching/learning and health promotion across the adult lifespan. Basic psychomotor skills are practiced in a laboratory setting; health promotion activities are practiced via the construction and implementation of a teaching plan to adult learners. Health screening and promotion activities are practiced in community- based settings. The nursing process guides care decisions.

PHYSICAL ASSESSMENT
Examines data collection and physical assessment skills across the lifespan. Emphasis is placed on clinical application in the Clinical Skills Lab.

FOUNDATIONS OF PROFESSIONAL NURSING PRACTICE II
Relates fundamental nursing concepts to psychomotor skills and techniques of nursing practice necessary for the care of diverse populations. Emphasis is placed on the nursing process, clinical decision-making, and dosage calculation. The clinical component includes experience in the Clinical Skills Lab as well as an inpatient setting.

PHARMACOLOGY IN NURSING
Incorporates the basic principles of pharmacokinetics and pharmacodynamics with the nursing process. Drug standards, terminology, and legal considerations for diverse populations are presented. Current information on each drug classification is included, with a strong emphasis on nursing implications and patient education.

RESEARCH PROCESS IN PROFESSIONAL NURSING
Introduces students to the research process in nursing. Methods of gathering, analyzing and interpreting data commonly used in nursing research are discussed. The focus of this course is the critical evaluation of nursing research studies and the utilization of research findings.

MEDICAL-SURGICAL NURSING
Provides the opportunity to explore nursing care as it is provided to adults; the focus of care is on the individual with medical/surgical problems. Classroom and clinical settings are utilized to explore the meaning of caring for adults in both inpatient and outpatient environments. Knowledge of pathophysiology, pharmacology, and current nursing research are incorporated into the planning of nursing care. Written assignments, classroom interactions, and clinical experiences allow the student to develop meaningful ways of providing care.

PSYCHIATRIC NURSING
Provides opportunities to understand and care with persons who are experiencing major psychiatric and mental health problems. Through directed readings, narrative writing, classroom conversations, and engagement with patients in clinical settings, students explore the lived experiences of persons with psychiatric illnesses, allowing for a focus on ways of being with patients that integrates knowledge of psychobiology, pharmacology, and thoughtful, competent, caring nursing practice.

CARE OF CHILDBEARING FAMILY
Examines concepts of maternal and neonatal health. The obstetrical health/illness continuum is explored from a developmental perspective in the classroom and in a variety of inpatient, outpatient, and community settings. Nursing research and current health issues, ethical dilemmas, and trends pertinent to this clinical practice are examined.

CARE OF CHILDREN AND FAMILIES
Provides the opportunity to apply the nursing process to children and their families utilizing a developmental perspective in the classroom and clinical setting. The meaning of caring for children and their families is explored throughout the pediatric health/illness continuum in a variety of inpatient and outpatient settings. Allows the student to explore the meaning of caring for children through explorations of self as caregiver through the use of autobiography and story. Nursing research and current health issues, ethical dilemmas, and trends pertinent to this clinical practice are examined.

PHYSICAL ASSESSMENT & PATHOPHYSIOLOGY
Explores the role of the nurse in physical assessment and data collection utilizing an organizing framework. Gaining competence in the application of assessment skills and interviewing prepares the registered nurse for enhanced clinical practice. Physical examination across the life span and with diverse populations is included, as well as application of knowledge within the context of pathophysiological conditions. Includes thirty hours of web-based instruction and fifteen hours of laboratory experience.

NURSING RESEARCH FOR RNS
Introduces registered nurse students to the research process in nursing. Methods of gathering, analyzing, and interpreting data commonly used in nursing research are discussed. The focus of this course is the critical evaluation of nursing research studies and the utilization of research findings. This course is taught on the web.

INFORMATION TECHNOLOGY IN NURSING & HEALTH CARE
Presents nursing informatics as a combination of computer science, information science, and nursing science. Nursing informatics assists in the management and processing of nursing data, information, and knowledge in the practice of nursing and delivery of health care. This course addresses how technology shapes nursing practice, nursing education, and access to health care information and examines informatics as an area of nursing specialization.

VULNERABLE POPULATIONS IN THE COMMUNITY
Provides an opportunity to apply the nursing process to vulnerable populations in the community. Specific theoretical perspective and unique nursing roles within each specialty in community health will be explored. The course includes community assessment and planning, economic issues in health care, epidemiology, environmental health, health promotion, bioterrorism, and global health. Learning experiences occur in the classroom and in a variety of community settings such as schools, occupational health centers and community-based clinics.

THE GERONTOLOGICAL CLIENT IN COMMUNITY
Focuses on the gerontological client in the community. Specific theoretical perspectives are applied to the unique characteristics of this client. Content centers on theories of aging, age related changes, and the nursing care specific to the needs of this client. In addition, economic issues, care giving, legal issues and current research in gerontology are discussed. Learning experiences occur in the classroom and in a variety of gerontology clinical settings including freestanding clinics, home care, adult day care centers and assistive living centers.

COMPLEX MEDICAL/SURGICAL NURSING
Focuses upon individuals and groups of clients experiencing complex medical-surgical problems which require skilled and sophisticated nursing care. Student learning opportunities will occur in the classroom and in selected complex care clinical environments. Student learning experiences include guided and independent application of the nursing process as applied to adult clients with diverse belief systems and cultural backgrounds. Faculty-directed clinical practices focus upon the integration of nursing knowledge and refinement of medical-surgical nursing skills, with incorporation of leadership experiences and research activities.

PROFESSIONAL SEMINAR I
Introduces the registered nurse student new to baccalaureate nursing education to the Villa Julie College Nursing Program. Includes discussion of the philosophy and organizing framework, application of the nursing process in diverse settings, principles of health promotion, expansion of nursing roles, aspects of critical thinking, perspectives from nurse theorists, utilization of therapeutic communication, features of managed care, elements of health teaching, development and evaluation of learning goals, discourse on professional values, and descriptive situations regarding clinical updates. Learning activities include web-based interaction and an independent learning component.

NURSING LEADERSHIP FOR RNS
Provides opportunities for registered nurse students to explore a variety of topics essential to facilitation of nursing leadership in health care environments. Nurses learn about theories of organizational behavior, leadership, and management. Dialogue centers on topics of group facilitation, delegation, motivation, collaboration, team building, empowerment, conflict management, and negotiation as experienced in the context of nursing practice.

PROFESSIONAL SEMINAR II
Explores the process of empowerment and self-actualization in the nursing profession. During the first segment of the course, the focus is on the nurse as a professional. The second segment examines the context of professional nursing practice, the health care delivery system. The remaining segment provides opportunities to explore professional activism within nursing organizations and state/federal governmental agencies. Thirty hours of theory/lecture/ discussion, twenty hours of web-based interaction, and twenty five hours of independent study and project research.

HEALTH IN THE COMMUNITY
An intensive immersion in community-focused health care for the registered nurse student. The first portion of the course explores nursing care provided to groups within the community setting, based on nursing research and using the nursing process, community assessment, goal setting, and community planning. The second portion of the course includes concepts associated with epidemiology, informatics, economics, environmental health, health promotion, vulnerable populations, and global health. Theoretical concepts will be applied in a mentored clinical experience; the setting will be selected under the guidance of the faculty and will be one where public or community health concerns can be identified and where nursing roles are present. Learning activities will occur in the classroom setting, online, and through facilitated clinical practice.

LEADERSHIP PRACTICUM CONTEMPORARY NURSING PRACTICE
This seminar course is designed to provide students with the opportunity to explore a variety of experiences essential to the transition from nursing student to nursing professional: leadership behaviors, independent clinical practice, and nursing research. Provides a forum for dialogue, reflection on clinical care, and analysis of experiential learning.

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