200

This course is designed to focus on family-centered care to meet the needs of the childbearing family. Role changes for parents and the relationships among family members and the newborn are discussed. Clinical settings provide an opportunity to integrate and correlate theory and the core competencies of the Institute of Medicine (IOM) and Quality and Safety Education for Nurses (QSEN) by caring for mothers and newborns. Emphasis is placed on the concept of cultural competence in assessment and nursing care of the family for mothers and newborns. Essential concepts include prioritization, communication, providing patient education and facilitating continuity of care following discharge.

This hybrid course facilitates the students’ transition from the role of the Licensed Practical Nurse to the role of the Registered Nurse and provides an introduction to culturally competent nursing care. Students explore concepts of health care coordination and management, time management, cultural diversity, ethical-legal issues, and clinical judgment to provide safe nursing care. Emphasis is placed on nursing diagnosis formulation and care plan development. An overview of nursing theorists and case studies are used to expand student knowledge and understanding of cultural concepts. Students engage in a cultural self-assessment to enhance their ability in providing nursing care to patients from diverse cultures and backgrounds.

This course introduces students to health assessment and health promotion. Students develop the health assessment skills necessary for professional nursing practice.  Preparation of these skills is performed intensely in the nursing skills laboratory utilizing hands-on practice and case studies. Weekly readings allow the student to synthesize theory and practice. Health promotion and disease prevention strategies are analyzed for use with various populations. Barriers to health communication are explored and students examine the issues that affect health behaviors. The concept of cultural competence is integrated into an assessment of the patient to promote an understanding of cultural beliefs and practices related to perceptions of health and illness. Documentation in the electronic medical record is integrated into the weekly practice sessions.  The course culminates with student demonstration to perform a head-to-toe assessment for competency validation.

This course is designed to focus on family-centered care to meet the needs of the child rearing family. Relationships among family members, children, and adolescents are discussed. Clinical settings provide an opportunity to integrate and correlate theory and the Institute of Medicine’s (IOM) and Quality and Safety Education for Nurses (QSEN) core competencies by caring for children with health problems from infancy through adolescence. The concept of cultural competence in assessment and nursing care interventions of the family is emphasized for the development of children. Essential concepts include prioritization, communication, providing patient education and facilitating continuity of care following discharge.  Students are expected to successfully complete the NYS approved Child Abuse and Maltreatment program.

This blended/hybrid course presents concepts of pharmacology, with emphasis on pharmacodynamics and nursing implications of drug administration. Major drug classifications and prototype drugs are explored. Emphasis is placed upon nursing responsibilities and the Institute of Medicine's (IOM) and Quality and Safety Education for Nurses (QSEN) core competencies related to administration, evaluation, client education and application of these principles in a safe and therapeutic manner in the clinical setting. Different modalities of pharmaceutical administration are re-visited and discussed.  The concept of cultural competence is integrated into the health teaching of medication administration that is congruent with the patient practices, cultural values, and beliefs.

This course is designed to focus upon the foundation of psychosocial nursing and the application of psychotherapeutic nursing interventions within the psychiatric milieu. Increased understanding of self and communication skills are encouraged in order for students to become caring members of the interprofessional health care team. The Institute of Medicine’s (IOM) and Quality and Safety Education for Nurses (QSEN) core competencies related to patient-centered care provide the basis for delivery of safe nursing care. Students incorporate the nursing process to facilitate therapeutic communication and psychobiological interventions utilizing teaching plans and concept maps.  Emphasis is placed upon culturally competent nursing care and its importance in health promotion and treatment of psychiatric illness.

This course is designed to focus on the nursing care delivery for adult clients living with medical-surgical chronic illnesses.  Each body system is presented with an evidence-based approach for students to gain knowledge and skills in providing appropriate nursing interventions.  Emphasis is placed upon nursing responsibilities and the Institute of Medicine’s (IOM) and Quality and Safety Education for Nurses (QSEN) core competencies related to patient-centered care, communication with interprofessional teams, and the use of informatics in health care. The concept of cultural competence is presented with its application to providing nursing care in congruence with the culture, religion, and spiritual beliefs of adults with chronic medical illness. Implementation of nursing procedures, nursing care maps, critical elements and clinical expectations using the nursing skills lab, simulation, and the acute care setting as a forum for practice is included. The nursing laboratory is used to facilitate the transfer of knowledge from the classroom to the clinical setting. Essential concepts include prioritization, communication, providing patient education, and facilitating continuity of care following discharge.

This course is designed to focus on the nursing care delivery for adult clients who experience acute medical-surgical illnesses.  Knowledge is built upon concepts presented in Health Alteration I for students to gain an advanced level of understanding in providing evidence-based nursing care to improve patient outcomes. Students continue to utilize all skills and the Institute of Medicine’s (IOM) and Quality and Safety Education for Nurses (QSEN) core competencies necessary to fully implement the nursing process with a culturally congruent and holistic approach for diverse client populations. Participation in interprofessional teams is emphasized to address the healthcare needs of clients and their families during acute episodes of illness and in preparation for transition in levels of care.  Clinical nursing experiences are provided to assist students in applying nursing theory and clinical judgment in the acute care setting.

This course introduces students to the trends of social, political, legal, economic, ideological, cultural, and spiritual influences on decision-making in the health care delivery system. Identification of theories of power, influence, empowerment, leadership, change and communication provides students with a background to assume a position of professional self-advocate and client advocate with a sense of professional responsibility and accountability. Emphasis is placed on the Institute of Medicine's (IOM) and Quality and Safety Education for Nurses (QSEN) core competencies, related to the application of the nursing process, as a basis for critical thinking. A clinical leadership component is provided correlate clinical management skills and decision making with current trends in professional nursing practice.