{"id":859,"date":"2013-03-05T13:59:01","date_gmt":"2013-03-05T18:59:01","guid":{"rendered":"https:\/\/www.sunyit.edu\/apps\/catalog\/undergrad\/courses\/nursing\/"},"modified":"2020-04-28T10:33:26","modified_gmt":"2020-04-28T14:33:26","slug":"nursing","status":"publish","type":"page","link":"https:\/\/webapp.sunypoly.edu\/undergrad-catalog-2020-2021\/courses\/nursing\/","title":{"rendered":"Nursing"},"content":{"rendered":"

NUR 300 Role Transitions to Baccalaureate Nursing Education (2)<\/b><\/span><\/p>\n

The learner will be introduced to the role of the baccalaureate professional nurse.\u00a0 <\/span>Learners will maximize opportunities and benefits of obtaining a baccalaureate education.\u00a0 <\/span>Learners will explore the relationship of nursing literature and evidence based practice in professional nursing. Concepts covered will prepare the learner for increased success throughout the nursing program, as they engage in adult learning principles and active learning concepts.\u00a0 <\/span>The learner will critically reflect on their beginning transition into a baccalaureate prepared professional nurse, fully engaged in the educational process. <\/span><\/p>\n

NUR 313 Theoretical Bases for Professional Nursing Practice (4)<\/b><\/span><\/p>\n

A theoretical and empirical foundation within the discipline of nursing is essential to the formation of the professional nurse. Selected nursing theories and Standards of Practice, as described in the New York State Education Law and the American Nurses\u2019 Association (ANA) Standards of Professional Nursing Practice, are introduced to guide further development of professional nursing practice. Critical reflection, caring, principles of teaching\/learning, collaboration, role theory and development, and health and wellness are explored to develop the student\u2019s understanding of nursing. Reflection and articulation of values, ethics, and ideals within the profession and self are encouraged and described within personal philosophies of nursing.\u00a0<\/span><\/p>\n

NUR 314 Comprehensive Health Assessment (3)<\/b><\/span><\/p>\n

Assessment of individuals across the life span is addressed as they experience wellness and illness.\u00a0 <\/span>The focus is on the interrelatedness of all components of health assessment.\u00a0 <\/span>Apply the framework of selected nursing theories of a comprehensive assessment of the individual\u2019s health.\u00a0 <\/span>Health assessment skills are refined within the full scope of professional Nursing Practice.\u00a0 <\/span>Accountability and responsibility of the ethical nurse is emphasized.\u00a0 <\/span>Critical thinking skills are enhanced as the student develops a beginning level of competency in physical and psychological assessments within faculty supervised laboratory settings with well individuals.\u00a0 <\/span>Therapeutic communication skills are also facilitated throughout the obtainment of personal health data and the formulation of nursing diagnoses.\u00a0 <\/span>(Lab \u2013 3 hours per week) Prerequisite: NUR 300<\/span><\/p>\n

NUR 325 Epidemiology in Nursing (2)<\/b><\/span><\/p>\n

The concepts and methods of descriptive epidemiology are introduced and applied to health care delivery and professional nursing practice.\u00a0 <\/span>Patterns of acute and chronic disease occurrences and progression are studied.\u00a0 <\/span>The discovery of unusual disease patterns is also critically examined across culturally diverse communities.\u00a0 <\/span>Methods to uncover epidemiological causes, frequency, and the distribution of disease; and the critical appraisal of the literature and screening programs are explored to promote a theoretical and empirical foundation for practice.\u00a0 <\/span>The utilization of epidemiological information and evidenced-based data will be applied across populations to reduce risk, prevent disease, and optimize health among communities. Prerequisite: NUR 300.<\/span><\/p>\n

NUR 344 Ethical Issues in Nursing (2)<\/b><\/span><\/p>\n

Provides the professional nurse with information regarding ethical and legal issues that they may confront in a variety of health care settings. The student will explore and discuss ethical issues utilizing theoretical knowledge emanating from a variety of theorists. The ANA Code of Ethics will be introduced, discussed, and applied to health care scenarios. The professional nurse will critically examine ethical issues and their ramifications and thus learn the importance of collaboration in ethical situations. Several ethical decision making models will be presented and discussed to assist the student in clarifying their personal and professional roles. The professional nurse will develop skills essential for ethical decision making through exploration of these topics. Prerequisite: NUR 300. <\/span><\/p>\n

NUR 377 Introduction to Clinical Nursing Education (2)<\/b><\/span><\/p>\n

This introductory course will explore the functions of the clinical nurse educator.\u00a0 <\/span>This course will provide a practical approach to clinical nursing instruction.\u00a0 <\/span>Evidence-based clinical teaching methodologies will be explored, with emphasis on the process of educating a diverse nursing body.<\/span><\/p>\n

NUR 381 Nursing Education and Instruction for Long Term Care (2)<\/b><\/span><\/p>\n

Students will examine nurse educator competencies and apply principles of teaching and learning, adult learning theory, critical reflection, and active learning strategies to teach nurses and other health care personnel in clinical and classroom settings. A variety of informational sources such as lecture, discussions groups, and web enhanced instruction will be explored and related to personal experiences in service and academic learning environments. Research, literature, and case studies supporting these techniques with plans for assessment of learning outcomes will be explored throughout this course to enhance one\u2019s teaching practice. <\/span><\/p>\n

NUR 383 Palliative Care (2)<\/b><\/span><\/p>\n

In recognition of the universal need for humane end-of-life care, it is essential that nurses appreciate their unique opportunity and responsibility for insuring that individuals at the end of life experience a peaceful death.\u00a0 <\/span>Recognition of the limits and inappropriate use of technological resources and apprehensions of the public about suffering and expenses associated with dying contribute to a renewed interest in humane end-of-life care.\u00a0 <\/span>Precepts underlying palliative care principles are crucially examined and include the assumptions that individuals live until the moment of death; that care is sensitive to diversity, and gives attention to the physical, psychological, and spiritual concern of the patient and the patient\u2019s family.\u00a0 <\/span>By stimulating scholarly discourse on this important reality, this course serves as a catalyst for integrating palliative care into traditional models of care delivery.<\/span><\/p>\n

NUR 387 History of Nursing (2)<\/b><\/span><\/p>\n

Awareness of historical events in the discipline of nursing fosters socialization within the profession, facilitates comprehension of current nursing issues and prepares the nurse for future trends in the discipline. Critical reflection of the historical roots in nursing enhances the development of professional nursing roles. Exploration of nursing history promotes critical thinking skills and allows for understanding of the impact of historical events on practice today. <\/span><\/p>\n

NUR 388 Civility and Horizontal Violence (2)<\/b><\/span><\/p>\n

Violence between and among nurses is a behavioral interaction found within all types of workplace environments.\u00a0 <\/span>This course examines the nuances of horizontal violence among professionals within health care settings.\u00a0 <\/span>Emphasis on civility and preventing horizontal violence explored through effective communication strategies, anger management, and standards of professional behavior. <\/span><\/p>\n

NUR 389 Introduction to Integrative Nursing (3)<\/b><\/span><\/p>\n

Concepts of integrative or holistic nursing, as they apply to self-care and to client populations, are introduced in this course. Nursing theory in holistic practice is explored. The psychophysiology of mind-body healing is utilized as a basis for understanding nursing from a holistic perspective. A variety of complementary and alternative therapies (CAM) are investigated within the framework of evidence-based practice. <\/span><\/p>\n

NUR 390 Nursing Research (3)<\/b><\/span><\/p>\n

Professional standards of practice with the ethical obligation to safeguard human subjects impacts the professional nurses practice and participation in research activities.\u00a0 <\/span>Students learn to critically review qualitative and quantitative research designs and explore their relevance within culturally diverse populations.\u00a0 <\/span>The integration of knowledge from nursing, the arts, and sciences provides a basis for the development of critical reflection.\u00a0 <\/span>Students will apply critical reflection with peer collaboration to foster independent judgment and decision making in one\u2019s practice.\u00a0 <\/span>The student will identify innovative approaches to healthcare through research and evidence based practice.\u00a0 <\/span>Prerequisites: NUR 313 and STA 100.<\/span><\/p>\n

NUR 444 Transformational Nursing Leadership (4)<\/b><\/span><\/p>\n

The professional nurse functions in the role of transformational leader, manager, collaborator, teacher, counselor, innovator and advocate in the delivery of health care to the client.\u00a0 <\/span>This course focuses on developing the leadership and management function of the professional nurse through a synthesis of knowledge from the arts and sciences, previous nursing courses, and leadership and management theory.\u00a0 <\/span>Using selected nursing theories and relevant research findings, the student develops and refines the skills necessary to coordinate, manage, and deliver nursing care as a transformational leader. This course requires 45 clinical hours equivalent to 3 credits theory and 1 credit clinical\/45 hours of clinical experience. Pre-Req: NUR 313, Pre\/Co-Req: NUR 390 and COM 308<\/span><\/p>\n

NUR 455 Public Health Nursing Science I (4)<\/b><\/span><\/p>\n

The basic concepts of public and community health and their interrelationship with people, nursing, and the environment are examined.\u00a0 <\/span>Structure, function, and programs of the health care system are explored.\u00a0 <\/span>Critical reflection and research are used to assess and analyze culturally diverse populations and community resources as they impact health of populations at risk.\u00a0 <\/span>The concepts and methods of descriptive epidemiology are introduced and applied to health care delivery and professional nursing practice.\u00a0 <\/span>The professional role, ethics, and standards of public health theoretical frameworks.\u00a0 <\/span>Principles of teaching and learning, decision making, leadership, collaboration and management within the larger social system are analyzed for their impact on health care. Prerequisites: NUR 314, NUR 444. Pre\/Co-Requisite: BIO 250, BIO 350. Co-requisite: NUR 474.<\/span><\/p>\n

NUR 474 Public Health Nursing Science II (4)<\/b><\/span><\/p>\n

A 45 hour clinical that builds on nursing theory and aspects of clinical practice, the focus is on health teaching and health care opportunities in a variety of culturally diverse community settings.\u00a0 <\/span>Population based practice, health promotion and disease prevention is emphasized at individual, family, community and system level.\u00a0 <\/span>Nursing family systems, developmental, and caring theories are applied to public health nursing.\u00a0 <\/span>Incorporating a multifaceted approach, levels of prevention, communication skills, transcultural assessment, epidemiology, and public\/community health standards are examined and applied.\u00a0 <\/span>Opportunities for critical reflection, collaboration, professional growth, and lifelong learning are integrated within clinical experiences. Pre\/Co-requisites: NUR 455<\/span><\/p>\n

NUR 475 Public Health Nursing Science (6)<\/b><\/span><\/p>\n

The basic concepts of public and community health and their interrelationship with people, nursing, and the environment are examined. Structure, function, and programs of the health care system are explored. The professional role, and standards of public health nurses, as they provide care, in community based settings, are examined within nursing and public health theoretical frameworks. Principles of teaching and learning, decision making, leadership, collaboration and management within the larger social system are analyzed for their impact on health care. A 90-hour clinical that is based on population based practice, health promotion and disease prevention is emphasized at individual, family, community and systems level. The focus is on health teaching, health promotion and primary prevention and health care opportunities among populations at risk in a variety of culturally diverse community settings while incorporating a multifaceted approach, levels of prevention, communication skills, transcultural assessment, epidemiology, and public\/community health standards. Opportunities for critical reflection, collaboration, professional growth, and lifelong learning are integrated within clinical experiences. This course is 4 credits theory and 2 credits (90 clinical hours (90 clinical hours) Prerequisite: NIR 313, NUR 314, STA 100, ANT 303 or ANT 382 or equivalent, and Developmental Psychology. Co-requisite: BIO 350 and NUR 478.<\/span><\/p>\n

NUR 478 Care Management (3)<\/b><\/span><\/p>\n

Focuses on the elements of care management of individuals and families across the health care continuum. This course will expand upon the concepts of care transitions from hospital to the community setting with an emphasis on the challenges related to transitioning such as financial management, resource utilization, and overall care coordination. Students will engage in analytic discussions to further develop their understanding of family systems, systems of care, clinical practice and community nursing roles. Personal reflection on one\u2019s own practice in contemporary nursing will be included to allow the student to think holistically, ethically and morally as they grapple with the real-world challenges and contemporary care management issues in our healthcare environment.<\/span><\/p>\n

NUR 490 Culminating Seminar (3)<\/b><\/span><\/p>\n

The connections of nursing theory, research, and practice are the emphasis of this culminating experience.\u00a0 <\/span>Opportunity for collaboration with peers and faculty is provided as students develop and participate in research and scholarly activities.\u00a0 <\/span>Inquiry into scholarly works is explored to further enhance nursing knowledge, research utilization, and professional practice.\u00a0 <\/span>Personal values and beliefs are reexamined as the student describes one\u2019s transformed view of self and practice as a maturing professional in nursing.\u00a0 <\/span>Critical reflection of one\u2019s personal growth and commitment to ongoing professional development is examined within the context of achieving professional excellence.\u00a0 <\/span>(20 hour clinical experience) Prerequisite: NUR 478; Student must be within 4 credits of graduation at completion of Culminating Seminar.<\/span><\/p>\n

NUR 491 Independent Study (Variable 14)<\/b><\/span><\/p>\n

This is an independent study of selected contemporary problems within the nursing discipline.\u00a0 <\/span>The student is required to submit a written proposal which includes a description of the project, its duration, education goals, method of evaluation, and number of credits to be earned.\u00a0 <\/span>Prerequisites:\u00a0 <\/span>Matriculated students only, permission of instructor and dean of subject area.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

NUR 300 Role Transitions to Baccalaureate Nursing Education (2) The learner will be introduced to the role of the baccalaureate professional nurse.\u00a0 Learners will maximize opportunities and benefits of obtaining a baccalaureate education.\u00a0 Learners will explore the relationship of nursing literature and evidence based practice in professional nursing. Concepts covered will prepare the learner for […]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":818,"menu_order":45,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-859","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webapp.sunypoly.edu\/undergrad-catalog-2020-2021\/wp-json\/wp\/v2\/pages\/859","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webapp.sunypoly.edu\/undergrad-catalog-2020-2021\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webapp.sunypoly.edu\/undergrad-catalog-2020-2021\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webapp.sunypoly.edu\/undergrad-catalog-2020-2021\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/webapp.sunypoly.edu\/undergrad-catalog-2020-2021\/wp-json\/wp\/v2\/comments?post=859"}],"version-history":[{"count":6,"href":"https:\/\/webapp.sunypoly.edu\/undergrad-catalog-2020-2021\/wp-json\/wp\/v2\/pages\/859\/revisions"}],"predecessor-version":[{"id":7837,"href":"https:\/\/webapp.sunypoly.edu\/undergrad-catalog-2020-2021\/wp-json\/wp\/v2\/pages\/859\/revisions\/7837"}],"up":[{"embeddable":true,"href":"https:\/\/webapp.sunypoly.edu\/undergrad-catalog-2020-2021\/wp-json\/wp\/v2\/pages\/818"}],"wp:attachment":[{"href":"https:\/\/webapp.sunypoly.edu\/undergrad-catalog-2020-2021\/wp-json\/wp\/v2\/media?parent=859"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}