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Western Michigan University (Bronson School of Nursing)




The WMU Bronson School of Nursing, located within the College of Health and Human Services at Western Michigan University, offers a Bachelor of Science in Nursing (BSN) degree with a major in nursing. The prelicensure track provides the nursing degree for individuals who are entering the nursing profession, while the Registered Nurse (RN) progression track offers an avenue to the BSN degree for the licensed nurse who graduated from a diploma or associate degree program in nursing.

The WMU Bronson School of Nursing undergraduate curricula are designed to prepare nurse generalists who comprehend the discipline and the profession of nursing and who are competent to provide, coordinate, and evaluate patient care in the multiple social contexts in which health care is delivered. The graduate of the program is prepared to provide nursing care to individuals, groups, and communities.

The graduate program offers the Master of Science in Nursing (MSN). Graduates of the master's program will assume leadership and advanced professional roles in nursing education and clinical management.

MISSION

In harmony with Western Michigan University's and the College of Health and Human Services' mission statements, the Bronson School of Nursing is dedicated to meeting the holistic care needs of diverse individuals, groups, and communities at local, state, national, and global levels, through teaching, scholarly inquiry, and service with the community. The WMU Bronson School of Nursing is committed to educating professional nurses who provide competent, relationship-centered care, actively participate in the development and application of research, and assume leadership roles in evolving health care contexts.

PHILOSOPHY

Beliefs about Teaching and Learning

We believe that nursing students are adult learners, responsible for assessing their own learning needs, for seeking and using educational opportunities, and for preparing themselves to engage in a lifelong pursuit of learning and self-development.

We believe that faculty are responsible for facilitating learning through creation of an environment that fosters thoughtful exchange of ideas, critical thinking, guided experience with new concepts and skills, and opportunities for self-development.
Beliefs about the Practice of Nursing

We believe that the practice of nursing includes a broad range of activities, including direct patient care, research, administration, education, and setting the health policy agenda.

We believe that nursing practice is evidenced based (standards of practice) in order to provide the highest quality of care possible.

We believe that nursing care is holistic, respecting the spiritual, cultural, physiological, and psychosocial dimensions of each client.

We believe that nursing services should add value to the lives of clients without unnecessary cost.

We believe that nursing care is relationship-centered and values diversity. Beliefs about the Profession of Nursing.

We believe that nursing is grounded in the ethical codes of the profession.

We value the autonomy of nursing as a discipline, including setting standards of practice, codes of moral behavior, and guidelines for educational programs.

We believe that nursing has a social contract with the community that is responsive to the needs of the community and based on partnerships that work together to make the community healthier.

Beliefs about Graduate Education in Nursing

Faculty in the WMU Bronson School of Nursing believe that graduate education builds upon the foundation provided at the undergraduate level. Graduate education is characterized by increased depth and breadth of knowledge necessary for the practice of advanced professional nursing. The WMU Nursing Faculty believe that the master's level of nursing education should result in the degree, Masters of Science in Nursing (MSN). The MSN reflects nursing as a discipline with substantive content and knowledge.

OBJECTIVES

At the end of the WMU Bronson School of Nursing program, the learner will be able to:
1. Provide holistic, caring, and culturally sensitive nursing care for communities, groups, and individuals;
2. Develop community health partnerships with clients and other health providers in order to shape health policy, promote health, and prevent disease;
3. Analyze and apply nursing research and scholarly inquiry to inform professional practice;
4. Accept responsibility and accountability for behavior consistent with the profession's code of ethics and standards of professional practice;
5. Employ critical thinking to guide professional practice; and
6. Utilize effective human and technological communication in professional practice in order to enhance the health and well being of diverse individuals, families, and communities.

BACHELOR OF SCIENCE PROGRAMS

Traditional

This degree is designed for traditional students who are going to college for the first time or for non-traditional students transferring from another major or another college or university. After you receive your B.S.N. in Nursing degree, you will be prepared to take the NCLEX exam, the licensing exam for RNs.

RN Completion

This program is designed for Registered Nurses who have graduated from an associate or diploma program who want a Bachelor of Science in Nursing degree.



School name:Western Michigan UniversityBronson School of Nursing
Address:1903 W Michigan Ave
Zip & city:MI 49008-5345 Michigan
Phone:(269) 387-8150
Web:http://www.wmich.edu/hhs/nursing/
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Bronson School of Nursing Nursing School Location







Bronson School of Nursing Courses


INTRODUCTION TO THE PROFESSION OF NURSING
This course will introduce students to the health care system and nursing's role and responsibilities within the system. Students will explore the nursing code of ethics, licensure issues, and the functions and purposes of nursing's national and international organizations.

NURSES' ROLE IN PRIMARY HEALTH CARE I
Students will be introduced to the concept of Primary Health Care as defined by the World Health Organization. The primary focus will be on nursing process, health assessment, healthy communication, and caring. Nursing practice will involve groups and individuals across the life span who are experiencing common health problems.

NURSES' ROLE IN PRIMARY HEALTH CAREII
A continuation of NUR 202, concepts of partnership, data sources, holism, and common illnesses/health issues will be introduced. Nursing practice will focus on clients who are experiencing developmental transitions as they relate to health status.

FOUNDATIONS OF NURSING AND CRITICAL THINKING
During this course the student is socialized to the profession of nursing, including roles, responsibilities and dispositions. Topics covered are values, legal implications, standards and codes that inform nursing practice. Theoretical foundations of the nursing process are introduced. Health and illness systems are expanded upon.

NURSING THERAPEUTICS
This course will introduce the beginning nursing student to principles and languages of common nursing interventions and actions in the care of the individual in a modularized format. Communication in nursing with written, oral, and therapeutic components, as well as use of medical terminology will be covered.

HEALTH ASSESSMENT THROUGHOUT THE LIFESPAN
This course introduces the nursing student to the concepts and skills related to health assessment. It is designed to provide the student with an overview of the knowledge and skills needed to assess the health status of the individual from infancy through old age. Emphasis is placed on the assessment of physical, developmental, psychosocial, cultural, and spiritual dimensions of the individual.

CONCEPTS OF HEALTH AND WELLNESS IN NURSING PRACTICE
This course focuses on the foundations critical to working with clients in all settings. Community focus will begin with community assessment and an emphasis on determining a diagnosis related to a specific community group. Students will learn the nurse's and the community's role in promoting health and preventing illness of its various populations. Students will be introduced to epidemiology, culture, and biostatistics as they begin to understand how the social context and demographics affect health and illness patterns. Health People 2010 will guide the student's introduction to health promotion. The concepts of relationship-centered care and holistic nursing standards and practices will be applied.

WELLNESS CARE OF THE ELDER
This course focuses on the care of the well and ill elder. Specifically, the course will provide students with the understanding of the physical, mental, emotional, spiritual, and cultural needs of the elder from 65 until death. Variations in the roles and abilities of elders in the various stages of elder care will be explored. End-of-life and hospice care concepts will be introduced. Students will begin their nursing practice with elders in nursing homes, assisted living and community settings. They will learn concepts of grief and loss as they relate to this age group. They will also address the ramifications of aging in societal and global contexts.

NURSES' ROLE IN FACILITATING HEALTH AND SELF-CARE I
In the first semester of this two-semester sequence, students will focus on concepts of teaching and learning, self-care, wellness, multi-culturalism, and family and group care. Students will be paired with a child rearing/bearing family that they will follow throughout the remainder of their program.

NURSES' ROLE IN FACILITATING HEALTH AND SELF-CARE II
In this second semester of a two-course sequence, students will focus on the concepts of health care systems, nursing as a profession, nursing case management, collaboration, and negotiation and research. Nursing practice will be provided in settings such as Housing and Urban Development (HUD) housing units, group homes and half-way houses, and senior centers. This course is approved as a writing-intensive course which may fulfill the baccalaureate-level writing requirement of the student's curriculum (i.e., prelicensure track).

NURSES' ROLE IN FACILITATING HEALTH AND SELF-CARE (RN)
This course places major emphasis on the concept of forming partnerships that facilitate health in families, populations, and communities. The laboratory component of this course will include comprehensive physical assessment of children and adults, information technology, group dynamics, and counseling techniques. This course is approved as a writing-intensive course which may fulfill the baccalaureate-level writing requirement of the student's curriculum (i.e., RN progression track).

WELLNESS AND HEALTH PROMOTION OF FAMILIES
The concepts of health promotion and wellness are applied to childbearing and childrearing families. Reproductive health, family health, health and wellness during the childbearing cycle and health and wellness in childhood and adolescence are the foci of this course. Clinical practice experiences will include setting with healthy childbearing and childrearing families.

CARE OF FAMILIES WITH ALTERATIONS IN HEALTH STATUS
Care of Families and Children with Alterations in Health Status is the complementary course to NUR 320: Wellness and Health Promotion of Families. This course examines the common childhood disease states in common complications of pregnancy. The effects of these conditions will be examined in the context of the family. Clinical practice experiences will include settings with childbearing and childrearing families.

HEALTH CARE ETHICS
This course is a didactic course that introduces students to principles and issues underlying and surrounding health care ethics. Content includes basic ethical theories, values, moral development, moral reasoning, and day-to-day ethical concerns. These concerns include, but are not limited to, genetics, end-of-life care and decision-making, moral reasoning, moral principles, research ethics, the interface between law and ethics, patient decision-making, rights, duties and obligations of the professional nurse and other health workers, professional codes and standards, and allocation of scarce resources. The course offers the learner an opportunity to develop, implement, and evaluate a variety of approaches to ethical concerns of the 21st century.

NURSING THERAPEUTICS II
This course addresses advance concepts in nursing therapeutics and their application to the care of individuals with alterations in health status. Content includes advanced therapeutic nursing interventions including complementary modalities.

CARE OF ADULTS WITH ALTERATIONS IN HEALTH STATUS
This course introduces the learner to medical surgical nursing of adults with a focus on common illnesses within a culturally divers global and societal context. Holistic nursing interventions and actions and building relationships are included. Concepts related to nutrition, pharmacology, and pathophysiology as they relate to common illnesses will be included. Nursing practice experiences will be primarily in area hospitals and related settings.

NURSING RESEARCH
This course is designed to provide a foundation for the use of research findings as a basis for practice. The course focuses on nursing research as it relates to the theoretical foundations of the discipline of nursing and to the development of a scientific basis for nursing practice. It prepares the learner to understand the language of science and the processes of scholarly inquiry. It also prepares the learner to read, interpret and evaluate selected nursing studies and appropriately determine the clinical relevance of study findings and their implications for practice. The primary goals of the course are to explore the impact of research upon the profession of nursing, and to examine the research process as it relates to the practice of nursing.

INFORMATICS FOR HEALTH PROFESSIONALS
This course is designed to familiarize the undergraduate health professional student with the present and potential impact of health care informatics on nursing and other allied health disciplines. It will also address how informatics tools and systems can assist in providing solutions to health care provider education and practice. An emphasis is placed upon the provider's role as a leader and advocate for change in this rapidly emerging field.

FOUNDATIONS OF PROFESSIONAL NURSING
This transition course introduces the associate degree or diploma nurse to professional nursing. Topics will include role transition associated with being a returning student; self care using holistic modalities; introduction to professional writing; introduction to "community as client" and community assessment; family theories and family as client, professional growth and development; introduction to relationship centered care; history of the nursing profession, including nursing theories; and principles of adult learning. The practice component of the course focuses on community and family assessments and applying principles of adult learning through the development of a teaching/learning plan for a select group or population.

NURSES' ROLE IN PREVENTION, TREATMENT, AND CONTROL OF HEALTH PROBLEMS I
This first course in a two-course sequence places major emphasis on the concepts of chronicity, nursing research, and at-risk populations. In the first semester the specific content will include: crisis interventions and mental health concepts with adolescents and young adults; the investigation of relationships between socio-economic status and the health of a community; and the use of automated data bases for epidemiologic and outcome assessment purposes. Clinical experiences will be provided in planned parenthood, government and private community-based health care agencies, the University health center, and mental health hospitals.

NURSES' ROLE IN PREVENTION, TREATMENT, AND CONTROL OF HEALTH PROBLEMS II
This is the second course in a sequence of courses. The course content will focus on the etiology and control of major health problems; conflict resolution; organization, leadership and management; and nursing research. Nursing practice will be designed to continue the development of case management skills with groups and individuals in community and institutional settings.

NURSES' ROLE IN PREVENTION, TREATMENT, AND CONTROL OF HEALTH PROBLEMS (RN)
Course content will focus on the etiology and control of major health problems, conflict resolution, organization and leadership management, and nursing research. Nursing practice will be designed to continue the development of case management skills with groups and individuals in community and institutional settings.

PSYCH-MENTAL HEALTH NURSING
This course focuses on the care of patients and families who experience acute and chronic psychiatric disorders. Students will focus on the mutuality level of relationship centered care. Specifically, the course will emphasize cultivating caring relationships; respecting patient's dignity, integrity, and self determination; encouraging patient's autonomy and self help potential; and creating collaborative relationships between patient/practitioner and practitioner/practitioner. Specific content will include crises intervention, group dynamics, therapeutic communication, and the dynamics of dysfunctional families. In addition, nursing interventions for the current diagnostic categories of adult psychiatric illnesses such as addictions, thought disorders, personality disorders, anxiety and mood disorders, violence disorders, and post partum psychosis (DSM IV-TR) will be examined. Nursing practice experiences will focus on the development of case management and interdisciplinary team skills with groups/families and individuals in settings such as psychiatric-mental health inpatient and partial hospitalisation agencies, day care programs, and tertiary psychiatric care centers.

NURSING CARE OF PATIENTS WITH COMPLEX CONDITIONS
This course examines the nursing care needs of patients of all ages with complex/co-morbid or critical conditions. Students will be given opportunities to expand their clinical judgment through the selection of holistic nursing therapies used in conjunction with traditional medical and nursing interventions in the care of patients who are ill. Opportunities to promote health and wellness will be provided. Advance assessment skills and physiologically based therapies will be taught and practiced in a variety of complex clinical settings.

SPECIAL TOPICS IN NURSING
Emerging trends and issues in nursing are a reflection of the health care environment as it evolves. Each semester this course will focus on one of these issues or trends. This course may be repeated for credit.

POPULATION-BASED NURSING
This course focuses on at-risk/vulnerable populations with emphasis on primary, secondary and tertiary prevention in the community. Students will focus on the mutuality level of relationship-centered care by cultivating caring relationships with teams and other practitioners and valuing diversity. Students will use epidemiology (biostatistics) to examine significant disease trends and to ascertain significant disparities of care between various groups. Health policies, health economics, models of health care delivery and their effects on the delivery of community health services will be examined from a global perspective. Nursing practice sites will include public health agencies, community nursing agencies, hospice, palliative care sites, and rehabilitation agencies. Students will focus on health education/aggregate care in each site, with particular attention to Healthy People 2010 objectives. The professional nurse's role in influencing health policy, health care, telehealth, health law, public policy, and the health of a community will be examined.

NURSING LEADERSHIP & MANAGEMENT
This course introduces the leadership roles and management functions expected of a beginning professional nurse within the structure of an organization. Students learn basic organizational assessment, leadership, and health care management from the perspectives of voluntary agencies, health care provider organizations, and service delivery. Topics for discussion include principles of delegation, conflict resolution, peer review and evaluation, changes theories, measurement of quality of care, and professional model of nursing care.

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