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Virginia Commonwealth University (School of Nursing)




The VCU School of Nursing has a long and proud heritage. Our lineage stems from a hospital school founded in the 1890's, making us one of the oldest schools in the nation.

Paradoxically, we are very young in terms of being part of a major research university. In 1993, we celebrated both the centennial year of the founding of the program that ultimately became MCV (Virginia Hospital Training School) and our 25th year as a school of VCU. VCU was created by the merger of the Medical College of Virginia and the Richmond Professional Institute.

VCU has the only comprehensive health sciences center in the Commonwealth of Virginia. We are located in Richmond, the state capital, only 93 miles from Washington, DC, the nation's capital.

MISSION STATEMENT

The mission of the School of Nursing at Virginia Commonwealth University is to integrate knowledge development, knowledge transmission and knowledge application to advance nursing and health of society consistent with the purposes of a public, urban, research extensive health sciences university

The faculty accomplish the School's mission as a community of scholars who:
* Conduct programs of research and creative scholarship to generate nursing knowledge and disseminate that knowledge through presentations and publications;
* Design and implement nursing education programs from baccalaureate entry through doctorate, to prepare graduates for diverse practices, scholarship, research, and service and leadership in these areas;
* Serve individuals, families, communities, organizations/associations, and society through application of nursing knowledge; and
* Influence nursing and health care in the local, regional, national and international arenas

The Administrative Professionals accomplish the school’s mission as a community of professionals who:

* Facilitate teaching, research and service work of the School
* Create an environment and develop systems that contribute to effective functioning of the School;
* Serve as effective liaisons between School of Nursing and its constituencies;
* Foster and participate in a lifelong learning environment; and
* Model respectful, collaborative, interpersonal relationships.

TRADITIONAL BS PROGRAM

Virginia Commonwealth University School of Nursing offers three tracks within the undergraduate program. The tracks are...

* The Traditional Undergraduate Program
* The Accelerated BS Program
* The RN-BS Weekend Program

The Traditional Undergraduate Program and Accelerated BS Program are designed to provide a basic nursing education curriculum to individuals who are seeking their first degree in nursing. Graduates of this program are eligible for licensure as a Registered Nurse upon completion of the Traditional Undergraduate Program and Accelerated BS Program. The RN - BS Weekend program is designed for Registered Nurses with a diploma or Associate's degree in nursing who are now returning to school to obtain a Bachelor of Science degree. The degree awarded in all tracks is the Bachelor of Science with a major in nursing.

TRADITIONAL UNDERGRADUATE PROGRAM

Building on a strong liberal arts background, the traditional undergraduate program combines intense classroom study with clinical experiences at the Medical College of Virginia Hospitals and other local health care facilities. The program is designed to develop the nursing knowledge and skills students will need to begin a professional practice. The nursing curriculum is a four-year major leading to a Bachelor of Science with a major in nursing. Graduates of this program are eligible to take the NCLEX-RN examination for RN licensure. Students can be accepted into the Traditional Program as freshman or sophomores.



School name:Virginia Commonwealth UniversitySchool of Nursing
Address:1100 East Leigh Street
Zip & city:VA 23219 Virginia
Phone:804 828-5171
Web:http://www.nursing.vcu.edu/
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School of Nursing Courses


INTRODUCTION TO NURSING
Introduces future nurses to the process and practice of nursing in the modern health care environment. Interaction with staff nurses in multiple practice environments illuminates “real world” nursing in the “ideal” learning environment. Combines discussions and field experiences.

INTRODUCTION TO NURSING AND OTHER HEALTH CARE CAREERS
Introduces the student to the impact of nursing on health care. Provides an overview of health care careers with special emphasis on nursing. Investigates the preparation, role and contributions of a variety of nursing and other health care careers.

CONCEPTS OF NURSING
Provides a foundation for all clinical nursing courses. Content focuses on nursing as a profession and discipline. Nursing, health, persons and environment are organizing concepts. Course activities are structured to establish effective professional behaviors and learning strategies useful across one’s professional career.

HEALTH ASSESSMENT FOR NURSING PRACTICE
Provides the student with the knowledge and skills necessary to enact the first phase of the nursing process, assessment, or the collection of patient specific data and the formulation of a patient database as the foundation of the care planning process. Demonstrates specific techniques of patient inter-view and physical examination skills. Focuses on the healthy adult client. Introduces students to a variety of assessment framework to be used with a diversity of patient populations in acute care, ambulatory and community settings.

HEALTH ASSESSMENT FOR NURSING PRACTICE
Provides the student with the knowledge and skills necessary to enact the first phase of the nursing process, assessment, or the collection of patient specific data and the formulation of a patient database as the foundation of the care planning process. Demonstrates specific techniques of patient inter-view and physical examination skills. Focuses on the healthy adult client. Introduces students to a variety of assessment framework to be used with a diversity of patient populations in acute care, ambulatory and community settings.

DYNAMICS OF PROFESSIONAL NURSING PRACTICE
Provides a transition from the student’s initial education into the baccalaureate program. Expands knowledge of concepts and theories of nursing practice using a process aimed at evaluating and validating clinical practice in the student’s work setting. Introduces information technology in modern health care and academic environments.

KNOWLEDGE VALIDATION BY PORTFOLIO
Culminates in submission of a portfolio for validation of course-specific knowledge and evaluation for full or partial credit. Involves self-assessment of prior learning for RN. Requires correlation of experiential and theoretical knowledge with objectives of selected nursing courses.

NURSING OF ADULTS I
Focuses on the client with acute and chronic physical illnesses that have relatively stable trajectories. Examines principles of rehabilitation and concepts relevant to the care of the elderly. Provides theoretical foundations for nursing management and relates therapeutic regimens. Develops clinical decision-making and selected specialized technical skills in the provision of care to adults in a variety of settings including specialty areas such as the operating room.

NURSING OF WOMEN
Examines the health needs of women across the lifespan with an emphasis on the health needs of the childbearing family. Applies nursing process, theory and research with an emphasis on the development of critical thinking skills in the diagnosis and treatment of human responses to health needs of women, neonates and families. Practices clinical skills and applies theoretical knowledge in selected ambulatory care settings for women's health and post discharge care, and hospital settings for antenatal, intrapartum, post partum and neonatal experiences.

NURSING CARE OF CHILDREN
Examines the health needs of children with-in the context of the family system, environment, develop-mental capability, stress, and adaptation. Focuses on application of the nursing process, development of communication skills, and critical thinking when giving nursing care to well and ill children. Reinforces current theory and research on children and their families in clinical experiences. Reinforces standards of care for both well and ill children and their families.

PSYCHIATRIC MENTAL HEALTH NURSING
Provides knowledge and learning experiences in accordance with ANA Scope and Standards for Psychiatric Mental Health Nursing to assist students in understanding actual and potential psychiatric illnesses and mental health problems in individuals, families, and communities. Examines theoretical, empirical, and practical knowledge applied to the prevention and treatment of common psychiatric and mental health conditions encountered in basic nursing practice. Emphasizes core dimensions of professional practice including therapeutic communication and ethical and legal principles. Provides students with an integrative perspective from which to incorporate various forms of knowledge into practice.

NURSING OF SCIENCE I
Integrates the foundations of nursing diagnoses and interventions derived from pathophysiology, biochemistry, and pharmacology for selected human systems (cardiovascular and respiratory).

NURSING SCIENCE II
Integrates the foundations of nursing diagnoses and interventions derived from pathophysiology, biochemistry, and pharmacology for selected human systems.

PRINCIPLES OF RESEARCH IN NURSING PRACTICE
This overview course will: introduce nursing research (its history, its relevance to nursing practice, the role of nurses in research based on educational preparation), provide an overview of important research concepts (e.g., sources of knowledge, general types of research and research paradigms, scientific integrity, human subjects protection, research design, reliability and validity, research control, probability, principles of measurement, credibility, applicability), and focus on developing skills related to identifying, locating, reading, summarizing and critiquing research articles and evidence based guidelines.

JUNIOR SYNTHESIS COURSE
Facilitates the synthesis and integration of the nursing curriculum from its conception through the junior year of study. Provides opportunities for students to integrate knowledge from prior coursework, apply it to clinical experiences and analyze this synthesis. Prepares students for the transition into their senior year.

NURSING INTERNSHIP
Provides combination supervised clinical experience and paid work experience in selected settings of the VCU Medical Center. Many of these settings are not available in traditional curriculum. Introduces students to the work life of a nurse.

NURSING IN LONG TERM CARE
Focuses on the care management of patients across the life span who require long term care. Integrates pathophysiologic presentation of selected chronic, long-term conditions with psychophysiologic aspects of patient care, including pharmacologic and non-pharmacologic treatments. Includes interdisciplinary management of the disease process and the patient, family, and community response. Addresses financial impact, health care delivery systems, and health policy implications. Incorporates long term therapeutic regimens into the illness trajectory.

COMMUNITY HEALTH NURSING
Builds on knowledge and practice skills from prior nursing education and develops nursing competencies for care of communities and targeted populations based on the core functions of public health. Concentrates on an epidemiological approach to population-focused nursing through community assessment, evaluation of the effects of contemporary issues, and health policy on the public's health. Directs service-learning projects to prevent disease and promote and preserve the health of populations at risk.

NURSING OF ADULTS II
Focuses on the client in acute phases of physical illnesses and with complicated multi-system health problems. Provides theoretical foundations for nursing management and related therapeutic regimens. Focuses on the development and application of clinical decision making in the provision of care to acutely ill adults in a variety of settings.

CRITICAL CARE NURSING I
Focuses on nursing care of the critically ill adult with health care needs in the following systems: cardiovascular, endocrine, pulmonary, immunology and hematology. Focuses on the development and application of clinical decision making in the provision of care to critically ill or injured adults in a variety of settings.

CRITICAL CARE NURSING TECHNOLOGIES
Focuses on critical care technologies that are commonly used in care of the critically ill. Course content will include the theoretical principles on which the selected technologies are based as well as discussions of the practical use and troubleshooting of the technologies presented.

CRITICAL CARE NURSING II
Focuses on nursing care of the critically ill adult with health care needs in the following systems: neurology, gastrointestinal, and renal. Focuses on the development and application of clinical decision making in the provision of care to critically ill or injured adults in a variety of settings.

CRITICAL CARE NURSING PRACTICUM
Focuses on the client in the critical phase of physical illness with complicated multisystem health problems. It provides an opportunity for practice in a critical care area.

EVIDENCE-BASED PRACTICE IN NURSING
Focuses on skills required to enact evidence-based practice over one's professional life. Formally introduces models for evidence-based practice (EBP), reviews change theories useful to initiate EBP, and identifies individual and organizational resources needed for EBP. Final competency related to knowledge of current evidence guiding selected aspects of nursing practice is documented.

PROFESSIONAL TRANSITIONS
Focuses on the development of the second-degree student as a professional nurse within the context of prior education. Analyzes social forces, issues and trends that have shaped the profession.

LEADERSHIP AND MANAGEMENT IN HEALTH CARE
Integrates principles of leadership and management to prepare students for the management, coordination, and implementation of safe and ethical patient care in contemporary health care delivery systems. Focuses on the development of nursing as a profession and on the nurse as a professional.

NURSING LEADERSHIP & MANAGEMENT PRACTICUM
Provide opportunities to apply management principles to nursing practice in a variety of settings and specialty areas.

ADVANCED LEADERSHIP PRACTICUM
Provides an opportunity for preceptorship with a nurse who is leading the profession. Leadership may be in service, education, health policy or research and is not defined by position but by its influence in the discipline. The student will directly observe what the leader does to plan and deliver effective innovation and analyze the effectiveness. The student will also evaluate herself/himself for leadership potential and construct a personal leadership development plan. This course is not appropriate for students wishing to study organizational management.

ELECTIVE STUDY
Independent study projects planned to meet the learning objectives of the student. Elective Study is designed to allow students to pursue an area of interest. This study can be clinical, theoretical, or clinical and theoretical in nature. The course facilitator will assign the student to a faculty member who has expertise in the topic area the student has chosen. The student with the guidance of the faculty member will develop the objectives for the experiences, methods to meet these objectives, and the time frame within which the assignments are to be completed.

SENIOR SYNTHESIS
Designed as a culminating experience to be taken during the last semester of the undergraduate program, this course prepares students for transition into professional practice. Provides opportunities to demonstrate higher level cognitive processes that include synthesis of knowledge and skills from all previous coursework and clinical experiences. Documents consistent enactment of professional practice and demonstrated competency in standards of care, professionalism, and safe and legal practice.

SPECIALTY CLINICAL PRACTICE
Advances professional nursing clinical competence using a faculty-student-preceptor mentorship model in a student selected area of specialty clinical nursing practice.

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