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Washburn University (School of Nursing)

We have an outstanding nursing program and are pleased to share with you the exciting possibilities within the nursing career. The baccalaureate nursing program was founded in 1974 by our first dean, Dr. Alice Adam. Known for providing the highest quality nursing education, the School of Nursing emphasizes the study of the individual, the family, and the community in relation to health care needs. More than 2,000 students have studied nursing within the theoretical framework of the Science of Unitary Human Beings, developed by Martha E. Rogers.

The School of Nursing is meeting the challenge of preparing students for increasingly technological and community-based health care systems. Our BSN graduates are successful upon graduation, making a difference every day as clinical nurse leaders. Our baccalaureate degree program offers diverse clinical experiences in a wide variety of health care settings, including our new Mobile Health Clinic. Senior students nearing graduation can obtain specialized clinical and leadership experiences in an area of choice. Students will complete a Washburn Transformational Experience in community service, creative and scholarly activity, international study, or leadership while completing their undergraduate studies.

Washburn University and the School of Nursing are committed to providing an interdisciplinary education with a global healthcare perspective. Students traveled this past year to Savonlinna, Finland and Belfast, Northern Ireland where they participated in community health and mental health nursing experiences. This year we hosted international faculty visitors from Finland, Ireland, China and Hungary with many of the students benefiting from presentations about healthcare in these countries. The School of Nursing will continue to build on our established international connections to establish new international learning opportunities for our students.

We are proud of our educational programs for registered nurses, licensed practical nurses, and paramedics seeking completion of a baccalaureate degree. The School of Nursing has established a new Master of Science in Nursing (MSN) program. The MSN curriculum includes courses provided in online and onsite formats to meet the needs of working nurses. Students may enroll in one of four specializations: adult nurse practitioner, family nurse practitioner, administrative leadership and public health. A 12 credit-hour Graduate Certificate in Education program is offeredassist previously prepared MSN graduates and current MSN students to become clinical educators and nursing faculty.

Technology continues to be a priority for our school. Our state-of-the-science Learning Center is a vital resource for our students. We use a variety of simulation technology to expand students’ opportunities for clinical learning. Our faculty serve as leaders in developing simulation competencies across the state. Our Mobile Health Clinic has provided health education and screening services to more than 800 individuals this year, including those who lack access to needed services.

It is an exciting time to pursue or expand a nursing career. Our graduates are making a difference at a time when our society needs more nurses. Welcome – the Washburn University School of Nursing is ready to assist you in meeting your goals!


Washburn University School of Nursing emphasizes excellence in teaching that prepares students to value life-long learning as professional nurses.

Washburn nursing graduates collaborate with communities applying ethical leadership, critical thinking, and technological skills to design caring innovative health solutions for diverse populations.


The baccalaureate nursing program was established at Washburn University in the Fall of 1974. The program had an initial enrollment of 55 students, and was the outgrowth of a strong community interest in baccalaureate nursing education and a local and statewide need for more nurses.

In 1982, the program was granted status as a School of Nursing through an act of the Legislature. Dr. Alice Adam Young became the first Dean of the School of Nursing. The School of Nursing moved into new facilities in the Petro Allied Health Center in Fall of 1983.

The Washburn University baccalaureate nursing program was the first baccalaureate program in nursing in the City of Topeka and Shawnee County.

A unique feature of the Washburn University nursing program was the development of the curriculum around a theoretical framework. The Rogerian Conceptual System, the Science of Unitary Human Beings, was selected as the organizing framework for the original curriculum. Refinements in the Washburn curricular applications of the works of Martha E. Rogers have continued over time and have reflected the ongoing Rogerian refinements in the Science of Unitary Human Beings. The School of Nursing has become a national model in the use of the Rogerian theoretical framework.

Since its inception, the school has graduated nearly 2100 BSN nurses.


The nursing faculty believe that each human being is a unitary, living open system and is continually engaged in a mutual dynamic process with the environment. Individuals are unique, have inherent worth, and strive to maintain system integrity while progressing through the life process from conception through death. Individuals form families and communities, which are also open systems engaged in mutual dynamic process with the environment.

Nursing is a health profession which is concerned with promoting the quality of life in individuals, families, and communities. The deliberative and creative use of knowledge for the betterment of human beings is expressed in the science and art of nursing. The nurse, and integral part of the client's environment, is responsible for assisting the client in recognizing and coping with health needs throughout the life process. Through application of the nursing process, the nurse functions as a provider of care, a designer/ manager/coordinator of care, and as a member of the profession (AACN, 1986/ Aug 1998)*.

Professional education in nursing, which is an integral part of higher education, begins at the baccalaureate level. The purpose of professional nursing education is to provide the knowledge base and skills necessary for the student learner to become a professional practitioner of nursing. General education in the humanities and in the natural and social sciences provides a broad foundation for understanding and augmenting nursing theory and facilitates the development and integration of the nursing student as a professional person.

Learning is a complex, mutual process of growth and development identified by changes in the behavior of the learner. Each student is unique in life experiences, motivation for learning, and scholastic aptitude. The role of the nurse educator is to facilitate the learning process. The student is responsible for learning.

The philosophy and purposes of the School of Nursing are consistent with the mission of Washburn University. The School of Nursing is a major academic unit within the University and is responsible for determining its own professional curriculum and instruction. The richness of resources within the university and the community provide the opportunities for faculty and students to make significant contributions to health care delivery in a changing, multicultural society.


The Bachelor of Science Degree in Nursing offers a curriculum designed to prepare women and men as professional nurses. The focus of this professional program is the study of the individual and family life process from conception through aging. The nursing curriculum builds upon and augments courses in the natural sciences, social sciences and humanities. The program is four academic years in length.

Graduates are prepared to function as generalists in nursing and assume entry-level positions. They assume responsibility with individuals and families in maintaining and promoting health and in caring for people with acute and chronic illness.

Upon successful completion of the nursing program, the graduate applies to the State Board of Nursing to write the national licensing examination (NCLEX) to be licensed as a registered nurse.

School name:Washburn UniversitySchool of Nursing
Address:1700 SW College Ave.
Zip & city:KS 66621-1117 Kansas
Phone:(785) 670-1525

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School of Nursing Nursing School Location

School of Nursing Courses

Principles of normal nutrition with emphasis on nutrient interrelationships, dietary assessment, and nutritional needs through the life cycle.

This course is designed to provide the student with the theory, rationale, and procedure for performing the skills needed for entry level practice. It is also designed to introduce the student to the utilization of standard problem solving, critical thinking, sound judgment, and selected communication skills in the clinical setting.

Basic skills necessary for assessing the total health status of the adult and child. The course is designed to involve the student in theoretical concepts of health assessments and skill oriented exercises ranging from practice in basic interviewing and history-taking to skills in physical examination.

This course will explore the relationship between health and illness and the impact on the family unit. The intent of this course is to familiarize the student with family nursing concepts that will facilitate assessment of the family and aid understanding of family health. Traditional, as well as contemporary social issues, will be discussed as they relate to family health throughout the life span.

Introduction to the basic concepts of professional nursing practice. An overview of the development of nursing in the United States, roles and responsibilities of the nurse in contemporary society, the changing health care system and legal aspects of nursing. The Science of Unitary Human Beings is used as the theoretical basis of nursing practice to assist the student to explore concepts of health, illness and human development.

Introduces relationships between normal human body physiology and the alterations that disease can cause. Builds on the learner’s background from normal Anatomy, Physiology, and Biology. Discusses impact of disruptive mechanisms on cell adaptability, immunity and inflammation, the stress response, pain, sleep, oxygenation, and hormonal and neural regulation. Introduces ways in which cellular and body functions are affected by medication. General classes of medications are discussed in relation to the appropriate physiologic concept.

This course is the first clinical course. Students will care for select clients in community extended-care agencies in the area. Development of a plan of care for each assigned client is based on a problem-solving approach as faculty guide students in their use of critical thinking, priority setting, and ethical decision-making. Students also have their first experiences in the administration of oral and selected topical medications.

This course is designed to build upon learning from the concepts introduced in Technologies I. Emphasis is placed upon theory, rationale, and procedures for performing skills, and introduction of technologies needed for entry level into Nursing of Children and Childbearing Families and Adult Medical/Surgical Nursing.

This course builds on the basic disruptive mechanisms/concepts and their impact on the human system and the basic understanding of pharmacodynamics introduced in Fundamental Pathophysiology/Pharmacology. This course focuses on in-depth learning of the disruptive mechanisms on the human systems. Specific diseases, the manifestations, the related laboratory and diagnostic tests, and the medications used to manage these diseases are discussed in this course.

Basic theory and concepts related to family development, the maternity cycle and care of the newborn.

This course is designed to consider the nursing care of individuals on a continuum related to childbearing, evolving through the maternity cycle and care of the neonate. The student will apply the basic concepts in caring for childbearing families. The student’s knowledge and understanding of the family and how it is affected during the reproductive experiences is approached in terms of basic health needs--physical, psychosocial, and socio-cultural. The student will be exposed to concepts and techniques used in childbirth preparation classes. Throughout the childbearing experience, the student will provide nursing care to clients during pregnancy, labor/delivery, and postpartum.

Basic theory and concepts of children and adolescents in varying stages of health in a variety of settings.

This clinical laboratory experience allows students to provide care for children in the hospital and community settings. Implementation of the nursing process provides students an opportunity to identify needs and assist families in problem solving.

This course is designed to build upon learning in previous nursing courses with an emphasis on the aging phase of the life process. Assimilation of intellectual, interpersonal and technological skills is stressed in caring for adults in varying stages of health in a variety of settings.

Clinical practicum for nursing in the life process of adulthood and aging. Integration of nursing science into the problem solving process and extension of intellectual, interpersonal and clinical skills in the nursing care of older adults, in varying stages of health, in the acute care setting.

This course is designed to build upon learning from the two previous Technology courses. Emphasis is placed upon theory, rationale, and procedures for performing advanced skills used in specialized settings, for example, critical care/emergency units.

This course is designed to study theory and concepts related to nursing care of adult individuals, families and groups with varying health-illness needs in a variety of settings. Emphasis is placed on integrating knowledge obtained from natural and social sciences, health assessment, pathophysiology, pharmacology and therapeutic nursing interventions to provide holistic health care.

Scientific methodology and the research process with emphasis on the contribution to nursing practice. Elements of investigator’s design and ethical considerations. Analysis and critique of nursing research studies.

Clinical practicum in adult nursing builds on skills the students learn and practice in previous and current courses. Students design, implement, and evaluate care of individual patients and their families in various health care settings.

The course will explore leadership, management and professional nursing issues. Opportunity is provided for students to utilize critical thinking skills to investigate a wide range of contemporary health care issues and trends and to prepare the graduate for the management and leadership responsibilities of the professional nurse.

Introduction to basic tenets of public health theory and epidemiology. Analyzes facts and beliefs about health, global health care services and health care delivery systems related to community/public health. Examines social, cultural, historical, professional and legislative issues and complex community systems and strategies for intervention.

A population-focused clinical course using public health science emphasizing an epidemiologic approach in community health assessment and program planning, implementation and evaluation to meet the health care needs of high-risk aggregates. The focus is on providing culturally relevant care, addressing levels of prevention, identifying and reducing health risks and improving the health of aggregate groups and populations.

A three hour didactic course focusing on Mental Health Nursing Across the life span. Basic theories and concepts related to the dysfunctional patterning of children, adolescents, adults and older adults as well as individuals, groups and families. The emphasis will be on the varying health-illness needs of clients and the role of the psychiatric-mental health nurse in mental health settings.

Clinical practicum in psychiatric mental health nursing. Application of the nursing process and knowledge of dysfunctional patterning. Operationalizing theoretical base and communication skills in meeting the varying health-illness needs of clients in mental health settings. Implementation of preventive, supportive and restorative measures.

The final upper division course in which the student integrates all previous theoretical and clinical learning in a time compressed manner at the end of the last semester. Experiences will be provided in a variety of clinical settings and specialty areas. Each student will work with a registered nurse preceptor to consolidate clinical skills, practice coordination and delegation of care, and continue to develop leadership qualities.

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Address: 1500 SW 10th St.