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Westminster College (Undergraduate Nursing Program)

The Westminster College Nursing program is known for its excellence. Students earn a Bachelor of Science in Nursing (BSN) degree. Students at our Utah nursing school include undergraduates, transfer students, licensed practical nurses and those seeking a second degree apply to the program. What they all have in common is a desire to enter a dynamic profession that is exciting and touches people at the most important times in their lives. Nurses make a difference - every day.

As a community of exemplary learners, The Health Sciences division of the School has grown to include the only Master’s of Science in Nurse Anesthesia program in the Intermountain West and we are in the planning phase for a Master’s Degree in Public Health, with a Certificate in Public Health option. The new Master’s Degree and/or Certificate in Public Health will be delivered using an executive model based on adult learning principles, with classes taught on weekends every three weeks. Computer-enhanced course work will enable the program to be flexible and user-friendly. Field practicum experiences will enable the student to explore the job market and access employment opportunities as they serve in public health provider roles within an identified community.

During the next academic year, we will host a distinguished resident in nursing, Lois Ryan Allen, Ph.D., R.N. Dr. Ryan teaches at Widner University in Pennsylvania. Dr. Ryan will be speaking to faculty and students on test taking strategies and test development. We are looking forward to an informative and fun three day experience as Dr. Ryan shares her expertise related to test-taking strategies and test development with faculty and students.

The new state-of-the-art educational facilities have proven to truly enhance learning experiences for students in the School of Nursing and Health Sciences. Opportunities in the adult and pediatric computerized human simulator laboratories, the computer laboratory, mock hospital nursing skills and health assessment laboratories, and the media-rich classrooms have brought the process of teaching nursing At Westminster into the 21st century. Creating teaching/learning laboratories to reflect real-world work environments has been one of the most exciting aspects of program development.

A wide range of facilities that support the health and wellness of students, staff, and faculty are located on the two floors below the School of Nursing and Health Sciences in the Health and Wellness Building on the beautiful main campus. These areas provide a pool, running track, two gyms, basketball and racquet ball courts, cardiac workout, weight training, and aerobics facilities.

In addition to providing a baccalaureate nursing education, which prepares graduates for licensure as a professional registered nurse, the School of Nursing offers a Master of Science Degree or certification as a family nurse practitioner or Master of Science in Nursing Education. The Master’s in Nursing Education provides two tracks and two tiers. One track for those nurses focused on staff development and one track for those interested in higher education. Also, the first five courses in the program provide an opt-out option for those who wish to earn a Certificate in Nursing Education.

The School of Nursing and Health Sciences consists of qualified, experienced, motivated and caring faculty who truly support student achievement. Nursing and health science programming is fluid and has the capacity to change with the demands of today's health care system. In addition, there are educational nursing student exchange opportunities to Thailand along with interdisciplinary national and international opportunities through participation in May Term travel learning experiences.


The faculty at Westminster College School of Nursing function under a philosophy that provides learning opportunities for individuals preparing to engage in the art and science of nursing. We have programs at multiple levels of practice including the BSN professional level and the MSN advanced level for family nurse practitioner and nurse educator. We are committed to excellence in teaching through the creation of an active learning environment that promotes inclusiveness and respect for diversity. We feel a deep sense of responsibility to build a foundation of knowledge and develop skills that will prepare students to function as competent nurses in a variety of environmental settings.

We are seeking to help students prepare to become critical thinkers through critical examination of alternatives. We integrate liberal education, theory, research and practice through collaborative learning methods. We encourage teamwork. We enhance self-confidence through positive reinforcement of well-performed clinical skills. We foster leadership development and strive to develop learners with an increased sense of social responsibility and a global consciousness. We continually assess and evaluate student performance and achievement of programmatic and college-wide goals and objectives.

We have adopted Patricia Benner’s model of “Novice to Expert” as the conceptual framework for our nursing programs at Westminster College. Within this framework, we define the themes of nursing, person, health and environment. This model, with its domains of practice and proficiency progression is woven throughout the fiber of the nursing courses.


The primary goal of the undergraduate nursing program is to prepare professional nurse generalists whose liberal arts and professional education enables them to meet the health care needs of society and to continue life-long personal and professional development. To this end, the program offers a major in nursing leading to a Bachelor of Science degree. The program is designed to accommodate beginning undergraduate students, transfer students, students seeking a second degree, and licensed practical nurses. Graduates of the program are eligible to take the national licensing examination for Registered Nurses (NCLEX-RN).

The nursing curriculum is designed with the premise that to be excellent practitioners, students must be able to think critically, communicate effectively, understand their own values, and be sensitive to the values of others. In addition, they must have a thorough understanding of the theoretical, empirical, and practical knowledge related to the profession of nursing.


The undergraduate nursing program is structured so that graduates of the program will be able to:

1. Provide professional nursing care based on knowledge derived from theory and research.
2. Synthesize the theoretical and empirical knowledge from nursing, life, physical and social sciences, and the arts and humanities in the domains of professional nursing practice.
3. Apply the nursing process to provide nursing care for individuals, families, groups, and communities in a variety of health care settings.
4. Accept responsibility and accountability for the effectiveness of their own nursing practice.
5. Influence the quality of nursing and health care within practice settings through the use of leadership skills, management concepts, and knowledge of the political system.
6. Evaluate research to determine the applicability of research findings in the domains of professional nursing practice.
7. Collaborate with other health care providers and members of the general public in promoting the health and well being of people throughout the life cycle.
8. Incorporate professional values with the ethical, moral, and legal aspects in the domains of professional nursing practice.
9. Recognize the health needs of today’s society and function in a changing health care delivery system.
10. Apply critical thinking skills in personal and professional transitional situations.

School name:Westminster CollegeUndergraduate Nursing Program
Address:1840 south 1300 east
Zip & city:84105 Utah
Phone:(801) 832-2168

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Undergraduate Nursing Program Nursing School Location

Undergraduate Nursing Program Courses

An introductory study of nutritional principles applicable to people throughout the life span, in both health and illness. Students learn about nutritional assessment and the impact of personal and sociocultural factors on nutritional status. Dietary implications during critical developmental periods and pathologic conditions are discussed. Students analyze their own diets, discuss and experience therapeutic diets, and explore the process of making lifestyle changes related to nutrition.

Introduces the student to the psychologic and physiologic effects of the major therapeutic pharmaceutical agents using a pathophysiologic approach. Nurses’ responsibilities, including evaluation of the client’s responses and appropriate nursing interventions, are discussed.

Provides students with knowledge of pathophysiologic processes and environmental factors that influence or alter an individual’s health.

Special topics and workshops. May be repeated for credit.

Focuses on the nursing assessment of the health status of adolescent and adult clients. In the classroom setting students apply theoretical principles to case studies of patients. In the college skills lab, students gain novice health assessment skills, including history taking and physical examination. They learn to collect and analyze data, identify nursing diagnoses, and document findings using a body systems approach.

An introduction to the organizing framework of the curriculum and to the principles of the beginning clinical skills within the domains of nursing practice. The course focuses on providing students with the conceptual basis for understanding the client’s interaction with the environment, functional health patterns, the nursing process, and the roles and responsibilities of the professional nurse. Students use the nursing process with individual clients in hospital or residential-care settings, with emphasis on beginning clinical and communication skills, assessment of functional health patterns, care plans, and nursing diagnosis.

Provides students with the conceptual basis for applying knowledge from anatomy, physiology, pathophysiology, pharmacology, nutrition, health assessment, and nursing fundamentals in the use of the nursing process to safely care for clients in acute care settings. Students use the nursing process to provide nursing care to adult clients in acute care settings at the level of advanced beginner as defined by Benner. The course also focuses on roles and responsibilities of the professional nurse and the mental, emotional, social, and environmental factors that alter the client’s health.

Focuses on the physical, mental, emotional, social, and spiritual aspects of aging, and the teaching/coaching role of the professional nurse in health maintenance and promotion. The student performs diagnostic and monitoring functions through assessing the health patterns and the environmental factors impacting the community-dwelling older adult client. Community resources available for providing health care services will also be identified.

Designed to provide students with the conceptual basis for understanding health and alterations in the health of the childbearing family. The course focuses on the role of the professional nurse in the assessment and management of the physiological status and the mental, emotional, social, and environmental adjustments of the mother-baby dyad and the family unit. Emphasis is placed on using the nursing process to provide nursing care for the childbearing family and its individual members in a variety of clinical settings.

This course is designed to provide students with the conceptual basis for understanding health and alterations in the health of children and the roles and responsibilities of the professional nurse. The course focuses on normal growth and development, physical assessment, and care of the child from birth through adolescence. Emphasis is placed on using the nursing process to provide nursing care to the child and family in a variety of clinical settings. Ethical and legal concepts related to child health nursing within the domains of nursing practice are addressed.

Provides students with the conceptual basis for understanding nursing theory and the research process. Broad exposure to nursing theorists with a specific focus on the nursing theory of Patricia Benner. Students critique nursing research reports and begin to evaluate research findings for application to nursing practice.

A tutorial-based course used only for student-initiated proposals for intensive individual study of topics not otherwise offered in the Nursing Program.

Provides students with the conceptual basis for understanding multiple and complex alterations in health and the roles and responsibilities of the professional nurse to individuals and families in high acuity settings at the level of advanced beginner as defined by Benner. The student uses the nursing process to provide nursing care to clients in a highly technical environment and functions in a collaborative relationship as a member of the health care team. The course affords a high level of critical thinking and independent decision making.

Provides students with the conceptual basis for effective management and an increased understanding of mental health within a biopsychosocial context. This course focuses on work roles, competencies of the professional psychiatric nurse, and the administration and monitoring of therapeutic communications in nurse-client relationships. Conceptual models of psychiatric nursing provide a framework to ensure the quality of mental health care as the student uses the nursing process to provide psychiatric nursing interventions. Prerequisite: completion of all junior year nursing courses.

This comprehensive course focuses on community health nursing concepts and the domains of professional nursing practice as a basis toward achievement of optimal health for families and communities. Emphasis is placed on community assessment, family assessment, health promotion, and planning for the health of communities, families, and individuals across the life span. Principles of epidemiology are utilized. The interaction of the environment and changing health care delivery systems in relation to the health needs and services in the community are analyzed. Evidence-Based Practice relevant to community health nursing is applied in the community settings.

A capstone course provides students an opportunity to synthesize all previous course work and clinical experiences to facilitate evidence-based professional nursing. Role transition into the domains of nursing practice is analyzed. This course integrates the nursing process with the concepts of leadership, organizational theory, group dynamics, power, problem-solving, change, conflict, and legal/ethical aspects of practice. The role of nursing in monitoring and ensuring the quality of health care practices is examined. This course emphasizes that all nurses are leaders to clients, families, team members and the public; leadership concepts are utilized at every level of care delivery. In this course, students will analyze organizational and work-role competencies.

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