400
This course utilizes the nursing process as the framework for the management of pathophysiological problems in individuals across the lifespan with acute and chronic conditions. Assessment of physiological, psychological, sociocultural, and spiritual factors that influence existing or potential health conditions is considered including palliative care and end of life care. It includes the exploration of the role of the professional nurse in teaching and implementing health promotion & disease prevention for acute and chronic illnesses across the lifespan. Principles of excellent communication, team dynamics, quality improvement and safety will be integrated in the nursing simulation experience. The class will be comprised of both online and in-class lectures, as well as a nursing skills and simulation lab.
This course explores the relationship between management and leadership processes and practice as well as the issues which impact the delivery of health care. The student will consider and practice the skills needed by nurse managers and leaders to effectively assess, plan, design, staff, coordinate, direct, and evaluate the delivery of safe, quality patient centered health care. This course will also offer students the necessary career building skills to effectively identify and compete for professional career opportunities. These skills include but are not limited to job search strategies, resume writing and interviewing.
This course is the clinical experience accompanying
NU 404: Illness Across the Lifespan II. This course advances the student learning in the area of medical-surgical nursing and builds upon the clinical experience of
NU 305 to provide patient-centered care with an emphasis on the dignity and uniqueness of every person as a holistic being. Utilizing the nursing process to examine the human response to illness and integrate the principles of health promotion and disease prevention, the student will care for clients with complex health conditions in a variety of settings. The concepts of critical thinking, problem solving, decision-making, and priority setting are emphasized utilizing the nursing process as the foundation. Collaboration, communication, delegation, and patient teaching are incorporated into the holistic care of the client and family. The student will integrate the principles of excellent communication, evidence-based practice, quality improvement and safety while providing care as a member of the interdisciplinary team. Students will explore nursing roles in a variety of out-rotation clinical settings that may include surgical nursing, outpatient nursing, rural nursing and correctional nursing. There is an additional fee for this course.
The student will apply all previously gained knowledge from nursing course work to working with individuals, families, communities, and other aggregates. Public health nursing will be introduced as a blend between health promotion, disease prevention, health education, and population-based initiatives. The epidemiological process is introduced as the unifying concept for the wide range of programs and services found in community health. Beginning skills in assessing a community are integrated. Coordination with other disciplines to provide disease prevention, health promotion, and protection interventions is stressed. The impact of the external environment on the health of individuals, families, and aggregates is emphasized. Themes of social justice and care for vulnerable/marginalized populations will be integrated throughout. The student will also examine the role of the nurse as an advocate for health care policy to ensure the health of populations.
The student will apply all previously gained knowledge from course work toward the baccalaureate in nursing to working with individuals, families, and communities and other aggregates. The concept of community health nursing being a blend of nursing and public health science is central to the course. The epidemiological process is introduced as the unifying concept for the wide range of programs and services found in community health. The nursing process is applied in providing services to the community as client. Beginning skills in assessing a community are integrated. Coordination with other disciplines to provide disease prevention, health promotion, and protection interventions is stressed. The impact of the external environment on the health of individuals, families, and aggregates is emphasized. The student examines the role of the nurse as an advocate for health care policy to ensure the health of populations.
The Capstone Clinical and Seminar are designed to assist students in the integration of the competencies essential for the practice of professional nursing. During the semester, the student will progress from a structured supervised framework of practice to a general framework of supervision from the faculty and agency preceptors. The clinical site will be dependent upon the student's needs based upon the joint analysis of the student and faculty prior to the placement. There is an additional fee for this course.
Clinical application of pharmacology and
pharmacotherapeutics for common acute and chronic
disease conditions encountered in primary and
acute care settings. This course will build upon
the students' understanding of medication use and
administration. Drugs will be discussed according
to their classification and mechanism of action.
The course will focus on the basic drug
classification, concepts, and principles of
pharmacology with special consideration for the
nursing role in developing a comprehensive
approach to the clinical application of drug
therapy through the use of the nursing process.
Nursing implications relative to the utilization
of drug therapy are examined. Dosage calculations
will also be evaluated for competency. This course
is designed to allow the learner to apply
pharmacological principles and knowledge using a
variety of teaching strategies, including case
studies, review questions, and gamification.
This course is intended to assist the student's own preparation for their NCLEX-RN examination and a comprehensive review of the nursing content. Students will be expected to retain accountability and responsibility for their personal NCLEX preparation plan and for the completion of their preparation plan. The course will utilize online computerized resources, information from multiple published written NCLEX review resources, as well as NCLEX review video resources.
Independent study is open to junior and senior students only. At the time of application, a student must have earned a 3.0 cumulative grade point average. A student may register for no more than three (3) semester hours of independent study in any one term. In all cases, registration for independent study must be approved by the appropriate department chairperson and the Vice President for Academic Affairs.
Special Topics courses include ad-hoc courses on various selected topics that are not part of the regular curriculum, however they may still fulfill certain curricular requirements. Special topics courses are offered at the discretion of each department and will be published as part of the semester course schedule - view available sections for more information. Questions about special topics classes can be directed to the instructor or department chair.
The senior thesis is designed to encourage creative thinking and to stimulate individual research. A student may undertake a thesis in an area in which s/he has the necessary background. Ordinarily a thesis topic is chosen in the student's major or minor. It is also possible to choose an interdisciplinary topic. Interested students should decide upon a thesis topic as early as possible in the junior year so that adequate attention may be given to the project. In order to be eligible to apply to write a thesis, a student must have achieved a cumulative grade point average of at least 3.25 based upon all courses attempted at Carroll College. The thesis committee consists of a director and two readers. The thesis director is a full-time Carroll College faculty member from the student's major discipline or approved by the department chair of the student's major. At least one reader must be from outside the student's major. The thesis director and the appropriate department chair must approve all readers. The thesis committee should assist and mentor the student during the entire project. For any projects involving human participants, each student and his or her director must follow the guidelines published by the Institutional Review Board (IRB). Students must submit a copy of their IRB approval letter with their thesis application. As part of the IRB approval process, each student and his or her director must also complete training by the National Cancer Institute Protection of Human Participants. The thesis is typically to be completed for three (3) credits in the discipline that best matches the content of the thesis. Departments with a designated thesis research/writing course may award credits differently with approval of the Curriculum Committee. If the thesis credits exceed the full-time tuition credit limit for students, the charge for additional credits will be waived. Applications and further information are available in the Registrar's Office.