The purpose of this course is the acquisition of fundamental nursing skills and the application of the nursing process. Emphasis is given to health promotion in individuals throughout the lifespan. Professionalism, standards of practice, ethics, nursing theory, communication, and roles of the nurse will also be highlighted. Nursing skills will be mastered in the laboratory and implemented in the community clinical setting.
The purpose of this course is the acquisition of health assessment principles and techniques of the physical exam for the professional nurse. Focus is on the development and use of assessment skills as a basis for clinical decision-making along with proper documentation of assessment findings.
Applied Nutrition for Healthcare Professionals. This course is designed for students of the health care professions and covers the major classes of nutrients and their main functions, the role nutrition plays across the lifespan, the relationship between nutrition and disease, and nutritional therapies for diseases. The focus of this course is critically applying nutritional knowledge to personal, individual, and population health, including diverse and vulnerable people within various health care settings and the community. Students will examine community, national, and global nutritional issues with an emphasis on social, political, economic, and environmental factors.
This course introduces the student to family health nursing theory and nursing practice with emphasis on the childbearing family and well-child. Nursing care of the childbearing family from conception, to pregnancy, through childbirth and the postpartum period, including care of the newborn and pediatric client is presented within the context of a family-centered, developmental approach. The concepts of family structure, functions, values, culture, and spirituality are explored and applied to health promotion interventions for the childbearing family.
This course explores selected psychosocial concepts and theories basic to nursing practice. The use of self as a therapeutic agent is emphasized in the promotion of psychosocial health. Students develop strategies of intervention based on the nursing process, nursing theories and research. Clinical experience is provided within an inpatient psychiatric treatment facility.
This course is the foundation of medical-surgical nursing practice. Students will utilize 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. This course includes a weekly two hour and 50 minute laboratory experience where the students will apply the nursing process, teaching/learning process, and theoretical knowledge to practice performing nursing procedures that will be required of them at the 300-level of nursing. Student learning focuses on the mastery of core scientific principles that underlie all skills, thus preparing the student nurse to incorporate current and future technological skills into other nursing responsibilities, and apply skills in the diverse context of health care delivery. Principles of excellent communication, team dynamics, prioritization, quality improvement and safety will be integrated in the nursing simulation experience.
This course utilizes the framework of the program goal to provide patient-centered care with an emphasis on the dignity and uniqueness of every person as a holistic being. The student will utilize the application of the nursing process to examine the human response to illness and integrate the principles of health promotion and disease prevention, while providing nursing care to individuals throughout the lifespan. Under direct supervision, the student will embody the role of the professional nurse in caring for the individual patient and as a collaborator with the interdisciplinary team, patient and family while in a variety of clinical settings. Principles of excellent communication, evidence-based practice, quality improvement and safety are integrated into the clinical experience to support positive patient outcomes.
NU 307 is an introduction and exploration into the basic understanding of the processes of theory, research, database evaluation and evidence-based practice in nursing. We will focus on using EBP to provide the highest quality patient care as current and future nurses.
The study of underlying structural and functional changes in body physiology that result from disease or injury and result in alteration in total body function in individuals across the lifespan. The mechanisms and clinical manifestations associated with various diseases are explained according to body systems. The interrelationships of factors, such as genetics, genomics, physiologic, psychosocial, spiritual, and cultural that contribute to increased morbidity and disease are examined , as well as the integration of the principles of health promotion and disease prevention. Objective and subjective perspectives are studied that take into account the complex interactions among body, mind, and spirit. Basic pharmacological principles are studied to create an understanding of how drugs affect human beings across the lifespan. Application of the nursing process to drug therapy is identified. Specific categories of drugs and their therapeutic effects and potential toxicities are examined in conjunction with disease processes.
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 professional nurse in the 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, design, coordinate, direct and evaluate the delivery of quality patient-centered health care.
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 the unique role of the rural nurse while participating in a clinical experience in a rural setting. . Students will participate in a management learning experience to analyze the role of the professional nurse as a manager and leader in the healthcare system.
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 is 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 and availability of clinical sites.
This course is intended to assist the student's own preparation for their NCLEX-RN examination and is a comprehensive review of the nursing content and NCLEX-RN test-taking strategies. Students will be expected to retain accountability and responsibility for the development and completion of their own personal NCLEX-RN preparation plan, in collaboration with the instructor.. The course will utilize on-line NCLEX-RN review resources as well as written materials and lecture format.
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.
Senior Thesis (Effective August 1, 2016)
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 to be completed for three (3) credits in the discipline that best matches the content of the thesis. If the thesis credits exceed the credit limit, the charge for additional credits will be waived. Applications and further information are available in the Registrar's Office.