COLLEGE OF LIBERAL ARTS

DEPARTMENT OF NURSING

Chair: Ruth A. Wittmann-Price
Faculty: T. Aniello, Brogdon, Estes, Gittings, Grubbs, Hucks, L. Kennedy, Lufkin, McMahon, Muller, Smeltzer, Thompson, Westphal, Wittmann-Price
Student Services: Lauren A. Karelitz

MISSION STATEMENT

The FMU Department of Nursing prepares graduates to function competently as caring professional nurses in a variety of healthcare settings.  The program endeavors to inculcate in students the value of lifelong learning.  The program prepares students to apply for graduate study.

PROGRAM DESCRIPTION

The Department of Nursing offers an upper division generic baccalaureate degree in nursing and the RN to BSN program.  These programs prepare graduates to function competently as beginning practitioners in a variety of healthcare settings.  The department places high value on knowledge, skills and caring in nursing practice. Clinical experiences are designed to afford students opportunities to apply knowledge gained in the classroom as well as in the skills laboratory. Lifelong learning as a basis for personal and professional growth is emphasized.  Graduates of the program are prepared to enter a number of career paths in nursing as well as to enter graduate study. The program is accredited by the National League for Nursing Accrediting Commission, Inc.

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BACHELOR OF SCIENCE IN NURSING (B.S.N.)

The Department of Nursing offers a Bachelor of Science in Nursing degree. This type of program is often called the 2 + 2 program because applicants must complete 63 semester hours of lower division coursework which includes general education and prerequisites prior to enrollment in the nursing curriculum. These 63 semester hours include general education requirements and other required courses specific to the B.S.N. degree. A grade of C or better must be achieved in all of the courses making up these 63 hours. The student must also maintain an overall 3.0 grade point average or better on a 4 point scale for this same list of courses. The student must also demonstrate strong academic performance in the core science courses as shown by maintaining a 2.6 grade point average or better on a 4 point scale. The science courses considered core are Biology 105, Biology 205, Human Anatomy, Biology 311, Microbiology, Biology 406 or 410 (Physiology course), Chemistry 101 and Chemistry 102. The qualified student must then apply and be accepted by the Department of Nursing in order to enroll in nursing courses.

Prerequisite courses taken at approved schools may be accepted for transfer if the course meets the content requirements and a grade of C or better is earned. Prerequisite coursework is listed under "Curriculum Lower Division" Plan of Study and again at the end of this section, following the listing of courses. All prerequisite work must be completed before entering the B.S.N. program.

General Education and Required Courses
The following is the list of required courses for students applying to the generic program who do not have a bachelor's degree:

ADMISSION REQUIREMENTS FOR THE UPPER DIVISION B.S.N. DEGREE PROGRAM

Applications to the Department of Nursing for admission to the B.S.N. program may be made during the sophomore year.  To be eligible to apply for admission a student must:

1. Complete 63 hours of required courses and general education.
2. Have a overall grade point average of 3.0 or better with a minimum of a C in all general education and required courses.
3. Have an overall grade point average of 2.6 or better in core science courses.
4. Meet the SAT or converted ACT requirements for admission to FMU.

For spring 2011 admission, application deadline is November 1, 2010. Fall 2011 applications must be received by April 1, 2011. Applications may be obtained by contacting the Department of Nursing. Admission to the Upper Division nursing program is competitive and cannot be guaranteed. The number of students accepted is determined by the availability of clinical placements and faculty for clinical supervision.

After admission to nursing, students complete an additional 61 semester hours of Upper Division course work and demonstrate competency in math skills and calculation of medication dosages by taking a medication mathematics test. If a student scores less than 90% on this test, the student will be required to complete remediation. A new test will be given and if the student does not achieve 90% on the repeat medication mathematics test, the student must withdraw from all nursing courses. The student may apply later for readmission to the program.

Graduates of the Bachelor of Science in Nursing degree program are eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The NCLEX-RN measures competencies required for safe practice as an entry level registered nurse. The courses in the B.S.N. program prepare graduate for the NCLEX-RN.

Nursing program graduates are required to apply for approval from the Carolina Board of Nursing to take the NCLEX-RN to become licensed as a registered nurse. Success on the NCLEX-RN must be achieved to receive a license. Graduation from the nursing program is not a guarantee of approval from the South Carolina Board of Nursing to take the licensing examination.

Each student admitted to the upper division program will receive a copy of the FMU Nursing Student Handbook. Student should consult the handbook for information on academic policies and procedures specific to the Department of Nursing.

DISMISSAL FROM THE PROGRAM

Failure to achieve a minimum grade of C in two nursing courses results in dismissal from the nursing program. A student who has been dismissed may appeal the dismissal. The policy and procedure for appeal can be obtained from the Department of Nursing.

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NURSING CURRICULUM LOWER DIVISION

*Students who do not have the math skills to take Chemistry in the first semester of their freshman year should consider attending summer school to improve their math skills before enrolling in Chemistry 101.

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NURSING CURRICULUM UPPER DIVISION

¹ Clinical Component: All students enrolled in clinical courses are required to submit proof of American Heart Association - Basic Life Support: Health Care Provider certification which covers the life span, infant to adult. All students are also required to provide the immunization records, including hepatitis B or a signed declination form; a proof of health insurance coverage; and submit to a background check and drug test. All of these things must be completed prior to a student enrolling in clinical courses.

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NURSING COURSES (NURS)

Upper Division B.S.N. degree program

NURS 301 Health Assessment (4:3-3) (Prerequisite or corequisite: NURS 303 and 305. Corequisite: NURS 309). Skills to conduct a comprehensive health assessment of individuals are learned and practiced. The major focus is on assessment of the healthy adult client, with inclusion of common variations. Assessment of children and the elderly is also addressed. Communication skills, physical assessment skills, and use of the functional health pattern assessment tool are emphasized. Students analyze assessment data for common risk factors and identify strategies for health promotion. Beginning professional nursing behaviors are learned and practiced. Strategies for performing health assessment of the family are discussed.

NURS 303 Professional Nursing and Nursing Practice (2) This course is designed to cover the past, present, and future of professional nursing. An emphasis is placed on discussion of professional values and philosophies, core competencies and knowledge needed for professional practice, the socialization and role development of the professional nurse, and the legal and ethical aspects of nursing practice. Contemporary nursing and healthcare issues are addressed.

NURS 305 Nursing Pharmacology (3) (Corequisites: 301, 303, 309) This course presents a conceptual approach to basic pharmacology with emphasis on the study of broad groups of drugs and the nursing implications related to each group. Students have the opportunity to apply knowledge of pharmacology to the care of individuals in a variety of clinical situations.

NURS 306 Nursing Research in Practice (3) (Prerequisite: 303. Corequisite: NURS 307 or 310 is strongly recommended) The course examines the steps of the research process, and provides the student with the basic skills and knowledge to evaluate research. Emphasis is on the review and critique of published nursing research with consideration of the utilization of research findings in clinical practice. Ethical considerations in nursing research are addressed.

NURS 307 Psychiatric and Mental Health Nursing (5:3-6) (Prerequisites: 301, 303, 305, 309. Corequisites: 306 and 310 are strongly recommended) This course utilizes the nursing process to address the nursing care needs of individuals who have psychiatric and mental health disorders. Predisposing biological, psychological, and sociocultural factors contributing to the development and continuation of these disorders are examined. Precipitating stressors, coping resources and coping mechanisms are evaluated in relation to an individual's pattern of response. Nursing interventions for these disorders based on the crisis, acute, maintenance, and health promotion stages of treatment are analyzed. The impact of psychiatric illness on the family and other social systems is also explored. Foundational elements of the course include the therapeutic use of self, effective communication skills, critical thinking, and evidence-based practice.

NURS 309 Fundamentals (6:3-9) (Prerequisites: or Corequisite 301, 303, and 305) This course is the first of four sequential courses to introduce students to the role of critical thinking and the nursing process as a mechanism to synthesize knowledge and master basic nursing skills needed to promote, maintain and restore health in hospitalized patients. The course will integrate the nursing process, principles of communication, decision-making, and basic nursing skills necessary for applying pathophysiological concepts, health assessment and nutritional data to the experience of health and illness of patients across the life span with diverse ethnic, cultural and geographical backgrounds. Clinical experience incudes but is not limited to acute inpatient settings and nursing centers for the geriatric population. Learning activities are designed to facilitate transition into the role and responsibilities of the professional nurse.

NURS 310 Adult Health I (6:3-9)(Prerequisites:301, 303, 305, and 309. Corequisites: 306, 307). This is the second of four sequential courses to introduce students to the role of critical thinking and the nursing process as a mechanism to synthesize knowledge needed to promote, maintain and restore health in hospitalized patients with alteration in neurosensory, respiratory, acid base imbalances, musculoskeletal, cellular proliferation, immunity, and hematological systems. This course will integrate the nursing process, principles of communication, decision-making, and basic nursing skill necessary for applying pathophysiology concepts, health assessment and nutritional data to the experience of health and illness of patients across the life span with diverse ethnic, cultural and geographic backgrounds. Clinical experience includes but is not limited to acute impatient settings and community based health care centers. Learning activities are designed to facilitate transition into the role and responsibilities of the professional nurse.

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NURS 401 Nursing Care of Children and their Families (5:3-6) (Prerequisites: Completion of all 300-level courses; corequisite: None) This course is designed to focus on children as unique individuals with different capacities and vulnerabilities according to developmental level and health status. Children have the potential for a variety of responses in health and illness situations. Children's abilities to respond to changes in health status are examined within the context of their environment with an emphasis on the family. Nursing interventions that promote, maintain, or restore health and optimal functioning are explored in relation to children and their families. Clinical experiences focus on nursing care of children and families in health care settings.

NURS 402 Population Focused Nursing (5:3-6) (Prerequisites: Completion of all 300-level courses; 401, 403, and 407; corequisite: None) This course is designed to develop students' knowledge and skills in applying health promotion and disease prevention frameworks, nursing and public health concepts, epidemiology, and environmental health issues in working with populations in the community. Emphasis is placed on community assessment strategies, community partnerships, the design, implementation, and evaluation of interventions for health promotion and/or disease prevention, and health policy implications. Content and practicum experiences are based on Healthy People 2010, ANA Scope and Standards of Public Health Nursing, and ACHNE Essentials of Baccalaureate Education for Community Health Nursing. Clinical experiences will include the application of theory in the development of a community population health project with a specific population in a community setting, as well as a variety of experiences in clinics and home health agencies.

NURS 403 Women's Health Nursing (5:3-6) (Prerequisite: Completion of all 300 level courses). The course covers the health care needs of the woman from menarche to menopause, with specific focus on pregnancy and childbearing. Nursing's role in promoting health and fostering positive parenting is presented. Clinical experiences focus on care of the childbearing woman and newborn in a variety of settings

NURS 404 Health Care Systems and Policy (2) (Prerequisite: Completion of all 300 level courses, 401, 403 and 407. Corequisites: None) This course focuses on health policy and issues that affect consumers of health care and nursing practice. The organization of the American health care system and the policy making process are explored and the legal, political, economic, social and environmental influences are analyzed.

NURS 405 Leadership and Management in Nursing (2) (Prerequisite: Completion of all 300 level courses, 401, 403, and 407). This course provides the student with the opportunity to explore the leadership behaviors and organizational structures that enhance the delivery of client care. Management techniques and nursing care decisions are examined by incorporating knowledge of various health care organizations and financing of health care delivery systems. Emphasis is on organizational roles, legal responsibilities and implications for professional nursing practice.

NURS 407 Adult Health II (6: 3-9) (Prerequisites: Completion of all 300-level courses. Corequisites: None.) This is the third of four sequential courses to introduce students to the role of critical thinking and the nursing process as a mechanism to synthesize knowledge needed to promote, maintain and restore health in hospitalized patients with alterations in advanced fluid and electrolyte imbalances/burns, neurological, gu/renal, gastrointestinal, metabolic and endocrine systems. This course will integrate the nursing process, principles of communication, decision-making, and nursing skills necessary for applying pathophysiology concepts, health assessment and nutritional data to the experience of health and illness of patients across the life span with diverse ethnic, cultural and geographic background.Clinical experience includes but is not limited to acute inpatient settings and community based health care centers. Learning activities are designed to facilitate transition into the role and responsibilities of the professional nurse.

NURS 408 Adult Health III and Nursing Knowledge: Synthesis Practicum (7:3-12) (Prerequisites: Completion of all 300 level-courses, 401, 403 and 407. Prerequisites or corequisites: 402, 404, 405).This is the fourth of four sequential courses to introduce students to the role of critical thinking and the nursing process as a mechanism to synthesize knowledge. This course focus is to provide the student opportunities to explore advanced concepts, bioterrorism, and disaster preparedness and experience the roles of the nurse as provider of care for multiple patients across the life span in acute care/critical care settings,as well as a coordinator of care; applying the nursing process, principles of communication, decision-making, nursing skills, and pathophysiology concepts, health assessment and nutritional data. Critical thinking skills are applied,with an emphasis on continuity of care, effective communication with diverse patients and disciplines, and collaboration with interdisciplinary team members to provide a comprehensive plan of care for optimal patient outcomes. Learning activities are designed to facilitate transition into the role and responsibilities of the professional nurse.

NURS 445 Guided Nursing Elective (3), (2), or (1) (Permission of the department chair) This course provides students with an opportunity to exercise initiative, independence, and creativity in pursuing an area of interest in nursing. The learning goals, proposed schedule, site and the method of evaluation, as well as the preceptor, are chosen by the student with the approval of the instructor. Students may not use an NCLEX Review as a Guided Nursing Elective. A maximum of four credit hours may be earned toward graduation.

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R.N.-B.S.N. PLAN OF STUDY

¹ Credit by examination is available; advanced placement examinations may be taken one time.
² Independent Clinical component

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R.N.-B.S.N. DEGREE PROGRAM

The R.N.-B.S.N. program is for registered nurses with an associate degree or diploma in nursing seeking a Bachelor of Science in Nursing degree. This option is available based on enrollment of sufficient numbers of students to fill a class.

The R.N.-B.S.N. program assists registered nurses to gain new knowledge regarding roles and responsibilities of the professional nurse in a rapidly changing health care environment, and to build on their previous education. Graduates are prepared to apply for advanced degree programs. Learning focuses on enhancement of critical thinking, scientific bases for decision making, and development of leadership qualities and skills. Faculty members strive to maximize each student's potential for professional development.  The program may be completed on a part-time basis, but all upper division work must be completed within five years.

Admission Requirements for R.N.-B.S.N. Degree Program

The primary factor considered for admission to the Department of Nursing is the applicant's previous overall academic success.  The Department of Nursing seeks to assure diversity among its applicants and student body. Prior nursing experience and a commitment to health care is also valued. To be considered for admission, applicants should have a minimum grade point average of 3.0 (on a 4.0 scale) with a minimum of a C in all courses taken. A completed application file includes 1) acceptance to the University, 2) three professional references (preferably instructors and employers), 3) a copy of the current RN license.

Applications are available by calling the Department of Nursing at 843-661-1690.

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NURSING COURSES (NRN)

R.N.-B.S.N. Track

NURS 302 Principles of Pathophysiology (3) This course examines the physiologic mechanisms underlying selected alterations in health that occur throughout the life cycle. Relationships between physiologic responses and environmental influences are explored as these factors interact adversely on body system functioning. Coping and adaptation, as normal human responses to potential or actual health problems, are emphasized as well as selected diseases, evaluation, and treatment processes.

NRN 320 Geriatric Nursing (3). Designed to develop the RN's knowledge and skills in applying concepts of aging which include physical, psychological, socio-cultural and spiritual variables. The impact of the aging population on the health care system will be applied to nursing practice with the older adult client.

NRN 332 Professional Nursing and Nursing Practice (3) Explores the past, present, and future of professional nursing. Emphasis is placed on critical thinking and lifelong learning, professional values and philosophies, socialization and role development of the professional nurse, and the legal and ethical aspects of nursing practice.

NRN 333 Health Assessment and Promotion in Nursing Practice (4:3-2) (Prerequisites or Corequisites: NURS 302, NRN 332). Provides the RN the opportunity to refine and validate therapeutic nursing skills and interventions necessary to provide culturally sensitive physical assessment, health promotion and health protection services to clients across the lifespan. Additionally, the RN will learn to develop client focused nursing care plans and teaching plans based on appropriate nursing diagnosis and using evidence based interventions. Emphasis is placed on communication, teaching-learning, critical thinking, diagnostic skills in relation to clinical decision-making, and the delivery of evidence-based nursing care.

NRN 334 Nursing Research in Practice (3) (Prerequisites: NURS 302, NRN 332) Examines the steps of the research process, and provides the RN with the basic skills and knowledge to evaluate research. Emphasis is on the review and critique of published nursing research with consideration of the utilization of research findings to develop evidence based nursing practice. Ethical considerations in research are addressed.

NRN 445 Population Focused Nursing Care (6:4-6) (Prerequisites: NURS 302, NRN 332, 333; Prerequisite or Corequisite: 334). Designed to develop the RN’s knowledge and skills in applying health promotion and disease prevention frameworks, nursing and public health concepts, epidemiology, and environmental health issues with populations in the community. Content and clinical experiences are based on Healthy People 2010, ANA Scope and Standards of Public Health Nursing, and ACHNE Essentials of Baccalaureate Education for Community Health Nursing. Precepted clinical experiences, as part of an individualized learning agreement, will include the application of theory incompleting a community assessment, and the development of a community care plan and teaching project for a specific population within the community. Emphasis is placed on public health as a health partner, community assessment strategies, community partnerships, the design, implementation and evaluation of interventions for health promotion and /or disease prevention, social justice, and health policy implications.

NRN 446 Cultural Care in Nursing Practice Elective (3) (Prerequisites or Corequisites: NURS 302, NRN 332). NRN 446 offers the RN an opportunity to explore the cultures of a variety of populations. The course is designed to provide the practicing nurse with tools to effectively deliver healthcare to people of different cultures. Emphasis is placed on cultural communication, assessment, and evidence based practice related to cultural care.

NRN 447 Leadership and Management in Nursing (6:4-2) (Prerequisites: NURS 302, NRN 332, 333, 334, 445). Offers the RN the opportunity to explore the organizational structures, management roles and leadership behaviors within healthcare systems. Systems theory is utilized, and relevant issues such as employee management, budgeting, communications, inter-professional teamwork, quality improvement, and ethical decision making within institutions are addressed. An increased emphasis is placed on group process and change theory. Precepted clinical experiences will include the application of theory and evidence based practices, and nursing management and leadership roles within healthcare agencies. Emphasis is on organizations as systems, leadership roles, legal responsibilities and implications for professional nursing practice.

NRN 448 Nursing’s Role in Policy Development (3) (Prerequisites: NURS 302, NRN 332, 333, 334, 445. Corequisite NRN 447). NRN 448 offers the RN the opportunity to define health care policy and explore how the political system operates. Disparity in care and social inequity for vulnerable populations such as the uninsured, elderly, medically handicapped and terminally ill are discussed. Current health care issues such as staffing shortages and the impact on quality of care are analyzed. Funding of American health care system, both private and public, is evaluated. Comparisons are made to other industrialized nations’ health care systems. Value systems are analyzed as they impact health care reform. Emphasis is placed on nursing’s role as a change agent in the political arena.

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