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Walsh University (Nursing Program)

Welcome to the Walsh University Division of Nursing. We espouse excellence in nursing education and practice. This manual contains current information, policies, and procedures developed to ensure your success as a member of the Division. Since Nursing is an art and a science, it is expected that your association with the Division is built upon mutual professional and personal growth and teamwork.


The mission of the Walsh University Division of Nursing is to provide excellence in nursing education grounded in human experience. The Division of Nursing prepares the graduate to practice nursing within the framework of Judeo-Christian values promoting health in diverse communities.

We, the Nursing faculty of Walsh University, affirm the philosophy and mission of this institution with its Judeo-Christian traditions. We believe that the Division of Nursing is an integral part of Walsh University and that the liberal arts education orientation of the University enhances nursing education.

We believe the nurse is an open, complex system who is in constant interaction with an everchanging environment. The goal of the nurse is to engage the client in a therapeutic relationship. Guided by the methodology of nursing process, the nurse assists the client in promoting, maintaining, restoring, and reorganizing health or supporting death with dignity. Accountability and responsibility, critical thinking, communication, science and liberal arts knowledge, and therapeutic nursing intervention form the foundation of nursing practice.

We believe the primary focus of the nurse is the client. The client may be an individual, family, or community. We view the client as a unique, complex, open system, with biological, psychosocial, cultural, and spiritual subsystems. We believe the client possesses the freedom and responsibility to think, to choose, and to act.

We view the client as constantly interacting with an ever-changing environment throughout the life span to achieve homeostasis. We believe that the environment includes both the internal and external milieu and that homeostasis is the complex, dynamic process of adaptation to maintain health. Alteration of health or illness occurs when homeostasis is disrupted. We believe the client exists on a continuum of health from conception to death.

We believe that the process of education provides an environment that stimulates the learner to think critically, communicate effectively, and act compassionately, responsibly, and maturely as a contributing member of the profession and society. We believe that nursing education belongs in an institution of higher learning where students are integrated into academic life and have the opportunity to participate in campus activities. Education in an institution of higher learning provides general and professional experiences that facilitate an understanding and respect of people, cultures, and environments. Nursing education provides the basis for life-long learning.

Learning involves the acquisition of knowledge, skills, interests, and values resulting in changes in behavior. The faculty espouses the following principles of learning: (1) learning is influenced by past experiences, values, and skills; (2) the student is responsible for learning and assuming an active role in the process; (3) a climate of trust and mutual respect enhances learning; (4) learning develops critical thinking processes; (5) learning is facilitated by activities that promote application of concepts and provide the learner with opportunities for success; and (6) learning is a life-long process.

The faculty believes that the graduate has an academic background in the sciences and liberal arts. The graduate is able to incorporate values into nursing practice and is accountable to the client, the profession, and other health care professionals and to self. The graduate has a foundation for continuing education and higher education. The graduate is able to apply the nursing process while giving care to diverse clients in health care settings. The baccalaureate degree graduate applies knowledge from the sciences and liberal arts to the practice of nursing. Further, the Baccalaureate graduate assumes current and evolving nursing roles in community health, research, and leadership to promote the practice of nursing and the advancement of health care.


The goal of the Walsh University Baccalaureate of Science in Nursing curricula is to prepare a graduate who is responsible and accountable for the application of critical thinking, communication principles, science and liberal arts knowledge, and therapeutic nursing intervention with diverse clients in an evolving health care system. The graduate is able to function in the role of caregiver, manager and coordinator of care, and leader. The four-year pre-licensure curriculum prepares the graduate to become licensed as a registered nurse. The curriculum for the registered nurse meets the adult-learner needs of the student who acquired fundamental nursing education in a diploma or associate degree program. The graduate of the BSN Program is accountable and responsible for competent nursing practice and has the foundation for life-long learning.

Baccalaureate of Science Degree in Nursing Program; Characteristics of the Graduate
Upon completion of the Baccalaureate of Science in Nursing Program the graduate is able to:
1. integrate critical thinking principles with the application of nursing process when applying knowledge and skills of therapeutic nursing intervention with diverse clients in an evolving health care system.
2. utilize communication skills at all levels of interaction within diverse health care systems.
3. synthesize knowledge of science and liberal arts within the practice of nursing.
4. accept increasing accountability and responsibility for community, research, and leadership roles in nursing
5. participate in continuing professional development and nursing education at the graduate level.


The Walsh University Bachelor of Science in Nursing degree is designed to prepare the student to assume the professional role of the registered nurse. The degree is built upon a strong scientific and liberal arts core curriculum. The mission of the Walsh University Division of Nursing is to provide excellence in nursing education grounded in human experience. The Division prepares the graduate to practice nursing within the framework of Judeo-Christian values which promote health within diverse communities.

The Bachelor of Science-Four Year Pre-licensure option is designed to prepare the graduate to become licensed as a registered nurse. The curriculum prepares student to function in the role of caregiver, coordinator, manager and leader in a variety of settings with diverse client populations. Graduates from the program will be eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN).

The Bachelor of Science in Nursing RN-BSN option is designed to meet the career development needs of registered nurses who are graduates of associate degree or diploma programs. The program of study builds upon the educational foundation and work/life experiences of the nurse. The program design offers flexibility for the adult learner and can be accomplished on a part-time or full-time basis.

Walsh University Division of Nursing is accredited by the National League for Nursing Accrediting Commission (NLNAC).

School name:Walsh UniversityNursing Program
Address:2020 East Maple Street NW
Zip & city:OH 44720 Ohio
Phone:(330) 490-7251

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Nursing Program Nursing School Location

Nursing Program Courses

Introduces the student to the professional role of the nurse and provides the opportunity to explore the realities of the profession as a career choice. The major concepts of nurse, client, environment, and health will be defined in order to provide the foundation for their operationalization in the curriculum.

The history of nursing and associated political and socioeconomic factors that have influenced the evolution of the profession and the scope of nursing practice are examined. Theories of nursing are explored along with theories from the sciences and liberal arts that guide nursing practice. Critical thinking and the nursing process are investigated as methodologies for providing and evaluating therapeutic nursing intervention.

The techniques and processes for the collection of biological, psychosocial, spiritual, and cultural data that form the foundation for therapeutic nursing intervention are studied and practiced. Principles of communication and critical thinking are explored as they apply to the effective collection and analysis of the patient information. Clinical application takes place in the nursing laboratory and health care facilities.

Provides the student with a sound basis for the clinical application of pharmacology. Pharmaceutics, pharmacokinetics, and pharmacodynamics with the implications for the nurse and the client are studied. This course includes an introduction to the major classifications and the associated prototype drugs. The students apply mathematical concepts to the calculation of drug dosages.

Assessment and analysis of the health status of older adults is learned as the basis for planning, implementing, and evaluating nursing care. Gerontological theories and their integration with nursing care are examined. Clinical application of theory takes place in the nursing laboratory where the student learns and practices basic nursing skills and then applied in a variety of health care settings with older adults.

The focus of this course is therapeutic nursing intervention with clients of all ages at varying points on the mental health continuum. The application of mental health concepts to nursing practice is stressed as well as collaboration and communication as means of meeting the client’s needs and fostering a therapeutic environment. Clinical application takes place in a variety of mental health settings.

The student examines the biological, psychosocial, cultural, and spiritual responses to acute illness by the client and the client’s family and their implications for nursing practice. More advanced medical and surgical nursing skills are practiced in the nursing laboratory and applied with learned theory in a variety of health care settings.

The student explores therapeutic nursing intervention with families who are in varying stages of growth and development including childbearing and child-rearing families. Men’s and women’s health issues are examined as well as health needs of infants and children. Diverse clinical settings will be used for clinical application of theory.

An introduction to the research process as it applies to the practice of nursing. The steps of the research process are identified, discussed, and developed into a proposal. The role of the nurse as a consumer of research is examined and includes the critique of published nursing research. Ethical implications of conducting, publishing, and utilizing research are investigated.

Cultural values, socioeconomic conditions, and political factors are examined in relation to healthrelated behaviors of communities at the local, state, national, and international level. The student will appraise the health status, resources, and needs of at-risk aggregates that are currently underserved in the community as the basis for planning, implementing and evaluating a health promotion project.

The changing environment of the health care delivery system is explored including the redesign, restructuring, and re-engineering of the system. Organizational principles including fiscal management, staffing patterns, motivation, delegation, informatics, and quality review are examined and practiced in a variety of clinical settings. Change theory, organizational theory, and conflict resolu tion are addressed to facilitate decision-making and problem-solving.

This course is designed to introduce the senior nursing student to critical care concepts and advanced technical skills in order to provide therapeutic nursing interventions for critically ill clients across the lifespan. Critical thinking skills are refined as the student applies nursing theory with clients experiencing complex, multisystem health concerns. Ethical and end-of-life issues unique to the critical care environment are explored.

Current ethical, legal, and health care issues that are pertinent to the practicing professional are addressed. A portfolio that highlights the student’s past and present academic and work achievements is developed by the student. The student’s current philosophy of nursing and resumé, as well as projected long and short term professional goals are developed and included in the portfolio. The student investigates the licensure process and preparation strategies for the National Council Licensure Examination for the Registered Nurse (NCLEX–RN).

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