College of Nursing

https://nursing.creighton.edu/

Dean: Catherine Todero, PhD, RN, FAAN
Associate Dean for Academics, Assessment, and Accreditation: Mary Kunes-Connell, PhD, RN
Assistant Dean, Undergraduate Program: Julie Manz, PhD, RN

Mission Statement

The College of Nursing, founded in the principles of the Jesuit Catholic tradition, and honoring the Credo and Mission of the University, is committed to educating students to be innovative leaders in providing healthcare for individuals and populations.

Students will become creative scholars, reflective and compassionate practitioners, collaborative professionals, and global citizens through personal and professional formation anchored in social justice. Faculty create and share new knowledge to advance the discipline of nursing through teaching, service, research, and professional practice.

Statement of Goals

Creighton University offers a value centered education grounded in the Ignatian Values with emphasis on Cura Personalis, Finding God in all things, Faith and Justice, and Women and Men for and with others.

The College of Nursing provides opportunities and guidance for students to master the knowledge and skills necessary to become competent professional nurses and to develop their individual intellectual, spiritual, and physical potential. Qualities considered highly desirable for nursing are critical thinking skills; clinical reasoning and clinical judgment skills; sensitivity to the feelings, responses, and needs of others; professional communication skills; integrity; and a developed sense of values. The College believes that understanding and managing the care of clients can only be achieved by balancing the knowledge, skills, and values gained in the humanities, basic sciences, and nursing.

The Goals of the College of Nursing are to:

  1. Support development of caring professionals who are culturally sensitive and who respect the uniqueness and dignity of the client;
  2. Provide a value-centered educational environment conducive to meeting learning needs of diverse student populations;
  3. Promote critical thinking, professional competence, and accountability for the management of care to improve health outcomes;
  4. Foster a professional commitment for life-long learning and scientifically based practice.
  5. Promote a disposition toward service to others and engaged civic responsibility.
  6. Support the ability to communicate professionally and therapeutically using diverse modalities.

Baccalaureate Nursing Degree Offerings

The College of Nursing offers two tracks for undergraduate study leading to a Bachelor of Science in Nursing (BSN) degree: the Traditional Curriculum for qualified high school applicants and college transfer students and the Accelerated Bachelor of Science in Nursing (ABSN) for qualified persons with non-nursing baccalaureate or higher degrees. The College of Nursing also collaborates with Hastings College to offer a 3+1 dual degree program.

The BSN program is designed to prepare qualified graduates for generalist practice in acute care, community-based and other settings with diverse populations. The nursing curricula offer a prescribed sequence of courses and learning experiences that provide for the progressive development of knowledge and skills necessary for practice. Courses are sequential in nature and must be taken in the order identified. Upon completion of degree requirements in the Traditional and ABSN curricula, students are eligible to take the National Council of State Boards of Nursing (NCSBN) Registered Nurse (RN) licensure examination (NCLEX-RN). 

The baccalaureate degree program in nursing at Creighton University is accredited by the Commission on Collegiate Nursing Education (http://www.ccneaccreditation.org) . The baccalaureate program is approved by the Nebraska State Board of Nursing and the Arizona State Board of Nursing.

Baccalaureate Nursing Degree Program Outcomes

Nursing is an applied discipline devoted to achieving the outcomes of health promotion, protection, maintenance, and restoration for diverse populations in multiple settings. Nurses use theory and research from the health sciences, physical and social sciences and arts and humanities as the basis for managing the care of individuals, families, groups, and communities and populations from diverse cultures. Interprofessional collaboration among health disciplines in conjunction with clients enhances the delivery of safe health care as well as achievement of quality, cost effective outcomes. Students are prepared to practice as generalists in a variety of settings with diverse populations. Because of the College's belief that learning is a lifelong endeavor, completion of any BSN curriculum track provides a foundation for advanced study at the graduate level.

Completion of any of the two curriculum tracks prepares students to:

  1. Integrate respect for each person's dignity, worth, and spiritual uniqueness into professional practice;
  2. Synthesize knowledge from nursing and other disciplines to coordinate health care for and with diverse clients;
  3. Demonstrate clinical judgment and professional accountability that supports safe practice and quality client outcomes;
  4. Collaborate and communicate effectively as a leader and advocate using diverse modalities;
  5. Manage resources efficiently and effectively in the coordination and management of care;
  6. Incorporate deliberate reflection, self-awareness, and values consciousness into a process of personal and professional formation;
  7. Integrate professional, legal and ethical standards into nursing practice.

Courses

NUR 125. Professional Concepts I. 1 credit. SP

NUR 125 Professional Concepts I introduces concepts central to the role of the baccalaureate-prepared registered nurse. The course incorporates information related to current nursing practice roles including those of nursing students, nursing specialties, advanced practice nursing, and interprofessional roles. Students will be introduced to professional practice standards and the essential competencies associated with professional nursing. Students engage in initial personal and professional profile development in this course.

NUR 170. Caring for Yourself and Your Community. 3 credits. FA, SP

This course introduces students to personal wellness and concepts of public health. It incorporates information about physical, mental, and social well-being and the impact this information has for personal wellness and wellness of the community. Students will explore their own identity, relationships, stress and wellness, goal setting, and decision making. CO: COM 101.

NUR 199. Directed Study in Nursing. 0-3 credits. FA, SP, SU

This course would be offered for Accelerated and Traditional students experiencing a disruption in NUR course progression. This course would prepare students to demonstrate the foundational knowledge and skills necessary to safely advance in the program (exceptions: NUR courses accepted for transient study including NUR 200 and NUR 223 for Traditional students). (IC).

NUR 200. Statistical Reasoning. 3 credits. FA, SP

NUR 200 introduces nursing students to statistical reasoning using real data from healthcare related studies. The course will focus on the assumptions, and concepts behind common statistical techniques to give students a firm grasp of how and why statistics are used in healthcare. Each week will consist of both lecture and hands-on analysis using computer-based statistical tools. P: One Magis Core Mathematical Reasoning course.

NUR 223. Nutrition. 2 credits. FA

NUR 223 provides an overview of the principles and science of nutrition from a personal, consumer, prevention and medical nutrition therapy standpoint. P: So stdg.

NUR 227. Self-Care for Health Care. 1 credit.

NUR 227 will focus on the development and implementation of key exercises/skills and tools that can be learned within a one hour per week format aimed at equipping nursing students with the ability to improve self-awareness, learn to self-regulate thoughts and emotions, reduce stress, promote resiliency, and appreciate the importance of positive psychology constructs including compassion, gratitude, and support. Participants will engage in in-class exercises, dialogue, watch videos and receive handouts to assist their practice.

NUR 228. Lifespan Development. 3 credits. FA

This course is a broad overview of normal human development from the prenatal stage through older adulthood. Emphasis will be placed on understanding the individual in the context of the psychological, social, behavioral, cultural and spiritual environment. P: PSY 201; And one of: SOC 101, ANT 111, ANT 112, or ANT 113.

NUR 229. Foundational Concepts in Nursing & Health Assessment. 3 credits. SP, SU

NUR 229 focuses on the knowledge, principles, and skills necessary to assess the physical, psychosocial, and functional status of clients at various stages of lifespan development using a concept-based approach. Foundational nursing and interprofessional concepts, principles, and skills that promote quality and safety outcomes in health care management are addressed. Emphasis is placed on the nurse’s role in assessing, identifying, and describing expected findings and variances. Quality Safety Education for Nursing (QSEN), Interprofessional Education Collaborative (IPEC), Institute for Healthcare Improvement (IHI), and the Creighton Care Management Model are used to help students develop affective, cognitive, and psychomotor skills required to be effective members of the health care team. P: EXS 111, EXS 112, NUR 223, NUR 228, Department permission for summer; CO: NUR 230; P or CO: NUR 125.

NUR 230. Foundational Concepts in Nursing & Health Assessment Lab. 2 credits. SP, SU

NUR 230 Foundational Concepts & Health Assessment in Nursing Practicum provides opportunities for students to apply assessment, foundational nursing, and interprofessional concepts learned within co-requisite courses. Emphasis is placed on developing basic skills, techniques, and foundational nursing concepts necessary to conduct a comprehensive health assessment and provide safe, quality patient care. (60 lab hours). CO: NUR 229.

NUR 235. Foundations and Health Assessment Concepts. 2 credits. FA, SP

NUR 235 focuses on the knowledge, principles, and skills necessary to assess the physical, psychosocial, and functional status of clients at various stages of lifespan development using a concept-based approach. Foundational nursing and interprofessional concepts, principles, and skills that promote quality and safety outcomes in health care management are addressed. Emphasis is placed on the nurse’s role in assessing, identifying, and describing expected findings and variances. Quality Safety Education for Nursing (QSEN), Interprofessional Education Collaborative (IPEC), Institute for Healthcare Improvement (IHI), and the Creighton Care Management Model are used to help students develop affective, cognitive, and psychomotor skills required to be effective members of the health care team. P: Admission to ANC; Compliance Requirements completed; Co: NUR 236.

NUR 236. Foundations and Health Assessment Concepts Practicum. 1 credit. FA, SP

NUR 236 provides opportunities for students to apply assessment, foundational nursing, and interprofessional concepts learned within co-requisite courses. Emphasis is placed on developing basic skills, techniques, and foundational nursing concepts necessary to conduct a comprehensive health assessment and provide safe, quality patient care. (45 practicum hours). P: Admission to ANC; Compliance Requirements completed; CO: NUR 235.

NUR 243. Care Management Concepts I. 5 credits. FA, SP

NUR 243 introduces the use of the CUCON Care Management Model in promoting, protecting, restoring and maintaining health. Emphasis is placed on fundamental concepts and exemplars related to actual and potential health alterations across the lifespan and with diverse populations. P: NUR 235, NUR 236, NUR 250, NUR 341; CO: NUR 244; P or CO: NUR 258.

NUR 244. Care Management Concepts Practicum I. 5 credits. FA, SP

NUR 244 provides students the opportunity to apply the CUCON Care Management Model in promoting, protecting, restoring and maintaining health. Focus is on diverse populations across the lifespan with actual and potential health alterations. Proficiency with fundamental care management skills and technologies is acquired. Learning experiences will take place in a variety of acute, transitional, rehabilitation, long-term, and community-based settings. 225 practicum hours. P: NUR 235, NUR 236, NUR 250, NUR 341; CO: NUR 243; P or CO: NUR 258.

NUR 250. Human Pathophysiology Concepts. 3 credits. FA, SP

NUR 250 provides an overview of pathophysiological concepts across the lifespan. The course will define fundamental concepts, identify principles of health alterations, and provide an overview of common pathologies as well as the pathophysiological alterations related to body systems. It is designed for students with limited or no clinical experience. P: Admission to ANC; Compliance requirements completed. P or CO: NUR 235, NUR 236.

NUR 252. Human Pathophysiology. 3 credits. SP, SU

NUR 252 provides an overview and analysis of foundational human pathophysiological concepts and common health alterations/exemplars that occur across the lifespan. This course expands on knowledge gained from microbiology, anatomy and physiology, and chemistry. It is designed for students with limited or no clinical experience. P: EXS 111, EXS 112, CHM 111 or CHM 203/204, and MIC 141. P or CO: CHM 112 and CHM 113 OR CHM 203 and CHM 204. Department permission required for summer enrollees and non-nursing majors.

NUR 258. Population-Based Health I. 1 credit. FA, SP

NUR 258 focuses on nursing care of individuals, families, aggregates, communities, and populations. Principles and practices of public health are discussed. Emphasis is placed on assessing factors that influence the health of populations and the use of evidence-based practices in the delivery of health promotion and disease prevention interventions for diverse populations. The role of the nurse as advocate for social justice is explored. P: NUR 235, NUR 236, NUR 250, NUR 341.

NUR 312. Evidence Based Practice I. 3 credits. FA, SU

NUR 312 addresses the development of beginning level skills in research utilization and critiquing health care research for purposes of quality and quality improvement. Emphasis is placed on clinical decision-making based on evidence exploration and integration of current scientific evidence, use of clinical reasoning, identification of client preferences, and assessment of available resources. Focus is placed on the analysis and synthesis of evidence to evaluate health care outcomes and answer a clinical question relevant to nursing practice and client-centered care. P: NUR 243, NUR 244; P or CO: NUR 323.

NUR 323. Professional Concepts I: Leadership. 2 credits. FA, SU

NUR 323 introduces concepts central to the role of the baccalaureate-prepared registered nurse. Students will learn about nursing scope and standards of practice, interprofessional practice, nursing specialties, and essential leadership competencies. The course emphasizes concepts foundational to resource allocation and utilization in managing the delivery of care, and integrates these concepts in the context of leadership roles in care management, clinical outcome improvement, and interprofessional collaboration. P: NUR 243, NUR 244; CO: 312.

NUR 331. Nursing Pharmacology. 3 credits. FA

NUR 331 provides students with a foundation of pharmacology. The course addresses pharmacodynamics and pharmacokinetic properties, therapeutic uses, adverse effects, contraindications, and basic nursing considerations for selected drug classifications. This course is designed for students with limited or no clinical experience. P or CO: NUR 252.

NUR 338. Population-Based Health II. 1 credit. SP, SU

NUR 338 Population-Based Health builds upon concepts from NUR 258 to integrate theory, knowledge, and skills from nursing, social sciences, and public health in meeting the health needs of individuals and families. Assessment skills are broadened to include families and communities using population-based, prevention-focused approaches. Emphasis is placed on understanding determinants of health, communicable disease and evidence-based practice from a population perspective. Health-related public policy, Public Health and healthcare systems are explored. P: NUR 243, NUR 244, NUR 258, NUR 323.

NUR 339. Care Management Concepts I. 5 credits. FA

NUR 339 introduces the use of the CUCON Care Management Model in promoting, protecting, restoring and maintaining health. Emphasis is placed on fundamental concepts and exemplars related to actual and potential health alterations across the lifespan and with diverse populations. P: Ethics course, NUR 252, NUR 229, NUR 230; CO: NUR 342; P or CO: NUR 331 or Department consent.

NUR 341. Foundations of Pharmacology for Nursing. 3 credits. FA, SP

NUR 341 provides students with a foundation of pharmacology. The course addresses pharmacodynamics and pharmacokinetic properties, therapeutic uses, adverse effects, contraindications, and basic nursing considerations for selected drug classifications. This course is designed for students with limited or no clinical experience. P: Admission to Accelerated Nursing Program; P or CO: NUR 235, NUR 250.

NUR 342. Care Management Concepts Practicum I. 5 credits. FA

NUR 342 provides students the opportunity to apply the CUCON Care Management Model in promoting, protecting, restoring and maintaining health. Focus is on diverse populations across the lifespan with actual and potential health alterations. Proficiency with fundamental care management skills and technologies is acquired. Learning experiences will take place in a variety of acute, transitional, rehabilitation, long-term, and community-based settings. (225 practicum hours) CO: NUR 339.

NUR 343. Care Management Concepts II. 5 credits. SP, SU

NUR 343 focuses on applying the Care Management Model in promoting, protecting, restoring and maintaining health in clients with increased complexity. Emphasis is placed on concepts and exemplars that demonstrate common episodic and chronic disease trajectories affecting diverse populations across the lifespan. P: NUR 243, NUR 244, NUR 312, NUR 323; CO: NUR 344; P or CO: NUR 338.

NUR 344. Care Management Concepts Practicum II. 5 credits. SP, SU

NUR 344 is designed to apply the Care Management Model in promoting, protecting, restoring and maintaining health with increasing complexity. Focus is on diverse populations across the lifespan with common episodic and chronic disease trajectories. Proficiency in skills and technologies used in the care of clients with acute and chronic alterations in health is acquired. Learning experiences will take place in a variety of settings including, but not limited to hospitals, long-term care settings, behavioral health, and community-based settings. P: NUR 243, NUR 244, NUR 323; CO: NUR 343; P or CO: NUR 338.

NUR 346. Evidence-Based Practice I. 3 credits. FA

NUR 346 addresses the development of beginning level skills in research utilization and critiquing health care research for purposes of quality and quality improvement. Emphasis is placed on clinical decision-making based on evidence exploration and integration of current scientific evidence, use of clinical reasoning, identification of client preferences, and assessment of available resources. Focus is placed on the analysis and synthesis of evidence to evaluate health care outcomes and answer a clinical question relevant to nursing practice and client-centered care. P: NUR 200 or equivalent, Junior standing or department consent.

NUR 348. Care Management Concepts II. 5 credits. SP

NUR 348 focuses on applying the CUCON Care Management Model in promoting, protecting, restoring and maintaining health in clients with increased complexity. Emphasis is placed on concepts and exemplars that demonstrate common episodic and chronic disease trajectories affecting diverse populations across the lifespan. P: NUR 339, NUR 342, NUR 331, NUR 346; CO: NUR 349.

NUR 349. Care Management Concepts Practicum II. 5 credits. SP

NUR 349 gives students the opportunity to apply the CUCON Care Management Model in promoting, protecting, restoring and maintaining health with increasing complexity. Focus is on diverse populations across the lifespan with common episodic and chronic disease trajectories. Proficiency in skills and technologies used in the care of clients with acute and chronic alterations in health is acquired. Learning experiences will take place in a variety of settings including, but not limited to hospitals, long-term care settings, behavioral health, and community-based settings. (225 practicum hours) P: Oral Communication. CO: NUR 348.

NUR 357. Professional Concepts II. 2 credits. SP

NUR 357 introduces students to the concepts, principles, and practices of nursing leadership in complex organizations and systems. The course emphasizes concepts foundational to resource allocation and utilization in managing the delivery of care, and integrates these concepts in the context of leadership roles in care management, clinical outcome improvement, and interprofessional collaboration. Regulatory, financial, and healthcare policy influences on professional nursing practice will be introduced. Students engage in continued personal and professional profile development in this course. P: NUR 346.

NUR 366. Population Health I. 2 credits. SP

NUR 366 Population-Based Health I focuses on nursing care of individuals, families, aggregates, communities, and populations. Principles and practices of public health are discussed. Emphasis is placed on assessing factors that influence the health of populations and the use of evidence-based practices in the delivery of health promotion and disease prevention interventions for diverse populations. The role of the nurse as advocate for social justice is explored. P: NUR 346; Instructor consent for non-nursing majors.

NUR 415. Hunger & Health Care in Sub-Saharan Africa. 3 credits.

NUR 415 provides students with a theoretical basis and foundation for participation in a Faculty Led Program Abroad related to hunger and health care in Sub-Saharan, Africa. The course culminates in an immersion experience in Zambia, Africa. Topics include characteristics and challenges of Sub-Saharan African nations in fulfillment of the United Nations Sustainable Development goals, common health metrics for measurement of health, emerging infectious disease and controls, the environmental context of health, and health care access. The course will also cover factors leading to hunger and the consequences of malnutrition. P: To participate in this course, students are required to be working toward a health professions major or have a major in Medical Anthropology.

NUR 416. Care Management Concepts III. 5 credits. FA

NUR 416 focuses on applying the CUCON Care Management Model in promoting, protecting, restoring and maintaining health in clients with increasingly complex illness acuity and chronicity. Emphasis is placed on concepts and exemplars involving urgent or emergent, complex, and/or multi-system health alterations affecting diverse populations across the lifespan. P: NUR 348, NUR 349, NUR 357, Contemporary Composition; CO: NUR 417; P or CO: NUR 439.

NUR 417. Care Management Concepts Practicum III. 5 credits. FA

NUR 417 Practicum gives students the opportunity to apply the CUCON Care Management Model in promoting, protecting, restoring and maintaining health. Focus is on diverse populations across the lifespan with urgent or emergent, complex and/or multi-system health alterations. Proficiency with increasingly complex care management skills and technologies is acquired. Learning experiences will take place in a variety of settings including, but not limited to: acute and critical care areas, rehabilitation, and the community. (225 practicum hours). CO: NUR 416.

NUR 421. Professional Concepts II: Policy and Advocacy. 2 credits. SU

NUR 421 focuses on the nurse’s professional responsibility in advocating policies that promote access, affordability, equity, safety, and social justice for diverse populations. Advocacy, activism, and leadership will be applied across spheres of influence: workplace/workforce, professional associations and advocacy groups, government, and the community. Content focuses on reciprocal relationships among society, health care organizations, and the nursing profession. P: NUR 323, NUR 343, NUR 344.

NUR 436. Professional Concepts III: Transition to a Values-Based Profession. 2 credits. FA, SU

NUR 436 facilitates transition from the student role to a values-based professional nursing role. The content focuses on the reciprocal ethical relationships between society, health care organizations, and the nursing profession. This course provides opportunities for students to appraise how professional nurses can consistently demonstrate core values related to nursing, care management, and health care. Political, legal, economic, ethical, social, cultural, and technologic influences on health care, and professional nursing practice are addressed. P: NUR 421.

NUR 439. Population-Based Health Concepts II. 3 credits. FA

NUR 439 Population-Based Health II builds upon the concepts from NUR 366 to integrate theory, knowledge, and skills from nursing, social sciences, and public health in meeting the health needs of populations. Principles of epidemiology and demographic measurement of populations and groups are applied to examine the distributive factors of health needs in populations. The CUCON Care Management process and evidence-based community/population models serve as frameworks in learning community health program planning process. Emphasis is placed on the nurse’s role in community and systems level interventions, including advocacy, and social justice principles. P: NUR 366, NUR 346, NUR 348, NUR 349.

NUR 443. Care Management Concepts III. 5 credits. FA, SP

NUR 443 focuses on applying the CUCON Care Management Model in promoting, protecting, restoring and maintaining health in clients with increasingly complex illness acuity and chronicity. Emphasis is placed on concepts and exemplars involving urgent or emergent, complex, and/or multi-system health alterations affecting diverse populations across the lifespan. P: NUR 343, NUR 344, NUR 338; CO: NUR 444, P or CO: NUR 480.

NUR 444. Care Management Concepts III Practicum. 5 credits. FA, SP

NUR 444 is designed to apply the CUCON Care Management Model in promoting, protecting, restoring and maintaining health. Focus is on diverse populations across the lifespan with urgent or emergent, complex and/or multi-system health alterations. Proficiency with increasingly complex care management skills and technologies is acquired. Learning experiences will take place in a variety of settings including, but not limited to: acute and critical care areas, rehabilitation, and the community. 225 practicum hours. P: NUR 343, NUR 344, NUR 338; CO: NUR 443; P or CO: NUR 480.

NUR 450. Evidence-Based Practice II. 1 credit. FA, SU

NUR 450 provides students the opportunity to utilize research to support quality improvement initiatives and evidence-based practice. Students are given the opportunity to develop and disseminate a proposal for a quality improvement project. P: NUR 312, NUR 443, NUR 444; CO: NUR 489; P or CO: NUR 436.

NUR 475. Professional Concepts III. 3 credits. SP

NUR 475 Professional Concepts III focuses on the nurse’s professional identity, including the nursing responsibility in advocating policies that promote access, affordability, equity, and social justice for diverse populations. Advocacy, activism, and leadership will be applied across spheres of influence: workplace/workforce, professional associations and advocacy groups, government, and the community. Content focuses on reciprocal relationships among society, health care organizations and the nursing profession. P: NUR 357, NUR 416, NUR 417, NUR 439, NUR 476.

NUR 476. Applied Nursing Ethics. 3 credits. FA

NUR 476 identifies ethical issues in health care and distinguishes carefully among salient features of these problems' moral, social, legal, and political dimensions. Emphasis is placed on development of skill in conceptual analysis, critical thinking, moral reasoning, argumentation, and developing an ability to consider and articulate objections to a range of views. P: Ethics course, NUR 339, NUR 342 or Department consent.

NUR 477. Evidence-Based Practice II. 2 credits. SP

NUR 477 The Evidence-Based Practice II course provides students the opportunity to utilize research to support quality improvement initiatives and evidence-based practice. Students are given the opportunity to develop and disseminate a proposal for a quality improvement project. P: NUR 346; CO: NUR 483; P or CO: NUR 475.

NUR 480. Population-Based Health III. 1 credit.

NUR 480 builds upon the concepts from NUR 338 to apply theory, knowledge, and skills from nursing, social sciences, and public health in meeting the health needs of populations. Principles of epidemiology and demographic measurement of populations and groups are applied to examine the distributive factors of health needs in populations. The Care Management process and evidence-based community/population models serve as frameworks in learning community health program planning process. Emphasis is placed on the nurse’s role in community and systems level interventions. P: NUR 343, NUR 344, NUR 338.

NUR 483. Capstone Practicum. 7 credits. SP

NUR 483 Capstone Practicum provides students with opportunities to synthesize professional nursing concepts and skills in a selected clinical setting and in simulated care scenarios with a focus on care management and clinical outcome improvement. The course emphasizes developing sound clinical decision-making skills and working effectively with the interprofessional team. Emphasis is also placed on transition to professional practice and NCLEX -RN exam preparation. (315 practicum hours). P: NUR 416, NUR 417, NUR 476; CO: NUR 477; P or CO: NUR 475.

NUR 488. Directed Independent Study. 0.5-3 credits.

Supervised study related to specific areas of nursing concern. Learning experiences include directed readings, seminar, presentations, classroom activities, and other assignments designed to enhance the students' knowledge and skill base in care management of diverse populations. This course will be graded with a letter grade (A-F).

NUR 489. Capstone Practicum. 6 credits. FA, SU

NUR 489 synthesizes professional nursing concepts and skills in a selected clinical setting and in simulated care scenarios with a focus on care management and clinical outcome improvement. The course emphasizes developing sound clinical decision-making skills and working effectively with the interprofessional team. Emphasis is also placed on transition to professional practice and NCLEX-RN exam preparation. 270 practicum hours. P: NUR 443, NUR 444; CO: NUR 450; P or CO: NUR 436.

NUR 495. Directed Independent Study. 0.5-3 credits.

Supervised study related to specific areas of nursing concern. Learning experiences include directed readings, seminar, presentations, practicum experiences and other activities designed to enhance the students' knowledge and skill base in care management of diverse populations. This course will be graded as "Satisfactory/Unsatisfactory".

NUR 561. Definitions of Health - Implications for Care: Austria, Hungary and the United States. 3 credits.

NUR 561 explores different understandings of health and how these influence perceptions of care and policies pertaining to public health and health care. Students will compare and contrast their own understandings, perceptions, and knowledge about health care and public health in the U.S. with those of diverse groups encountered during a two-week program in Austria and Hungary, providing them with a unique opportunity to explore innovative thoughts and approaches for public health and health care in the United States. P: Junior or Senior standing.

Faculty

Professors: Mary Kunes-Connell, Joan M. Lappe, Ann Laughlin, Lorraine B. Rubarth

Associate Professors: Amy Abbott, Susan C. Connelly, Cynthia Hadenfeldt, Lindsay M. Iverson, Amanda Kirkpatrick, Julie Manz, Kandis L. McCafferty, Lorraine M. Rusch, Anne M. Schoening, Ann Seckman, Nancy Shirley, Martha Todd

Assistant Professors: Marilee Aufdenkamp, Sarah Ball, Sara Banzhaf, Trisha Beiermann, Aimee Burch, Catherine A. Carrico, Rebecca A. Davis, Elizabeth Flott, JoAnne Genua, Joely Goodman, Chelsea Hamzhie, Jacqueline Hanks, Jennifer Jessen, Echo Koehler, Dana Koziol, Shelly Luger, Margo Minnich, Cindy Selig, Ronnie Sheridan, Crystal Weikel, Jacqueline Williams

Instructors: Stephanie L. Allen, Pamela Bales, Jamie Barnes, Christine Bentzinger, Kat Hirsch, Keshia Kotula, Lucas Manning, James Neely, LeaAnn Palmer, Meredith Smith, Patricia Timmons, Whitney Van De Graaff, Elissa Ver Hey, Christine Young

Adjunct Assistant Professors: Anna Nolette, Misty Schwartz