Introduction to Nursing
Introduction to Nursing is the first course in the curriculum. This course introduces the student to the theoretical framework and concepts basic to nursing as a caring profession. Students are introduced to basic study skills that will enable them to become self-directed and begin the process of critical thinking. The concept of the nurse as a professional is introduced. The roles of communicator, educator, advocate, caregiver, and decision maker in various settings are discussed. Within each of these roles, emphasis is placed on health promotion through the use of therapeutic communication and the teaching-learning process. Introductory concepts related to infection control, patient care environment, and patient hygiene are presented. Also, nutrition, safety, promotion of rest, and theories of stress are introduced. The students learn to perform basic assessment using a holistic approach. The clinical experience directly promotes the correlation of theory to practice and enhances student learning through hands-on application of theoretical concepts in a long-term care and clinical setting.

Adult and Gerontology
Adult and Gerontological Nursing is the second course in the curriculum. Self-directed learning is promoted as critical thinking skills are strengthened. The student builds upon the basic concepts learned in the Introduction to Nursing Course, as they begin to apply the nursing process and Watson’s Theory of Caring. Physical assessment of the client population consisting of the young adult through the older adult is integrated with the theoretical basis of Growth and Development. Students begin to recognize the difference between normal and abnormal assessment data, through the process of critical thinking. The concepts of pain, comfort, homeostasis, medication administration, health promotion and health teaching are introduced. Learning focuses on care of the young adult, middle aged adult and elderly clients as students examine physical and psychosocial differences to individualize care. The clinical experience provides the opportunity to assess, plan, implement and evaluate care for the adult and elderly client in acute care and community environments.

Medical-Surgical Nursing
The Medical-Surgical Nursing Course is the final nursing course in the first year. This course builds on the basic concepts of care, communication, medication administration and basic assessment skills provided during the Introduction to Nursing course and the Adult and Gerontological Nursing course. Emphasis is placed on the study of Carative Factors as described by Watson requiring advanced nursing skills and knowledge. Medical-Surgical Nursing explores the human responses to illness and its meaning to the individual throughout the health/illness continuum. Environmental, Community and Culture factors are explored as they impact the health/illness continuum. In addition, emphasis is placed on the importance of the nurse’s role in providing patient teaching/education as it impacts health and wellness, empowering the patient to manage their health. The clinical experience provides the student the opportunity to further develop clinical competence and nursing knowledge as it applies in a variety of settings. The student is exposed to the concept of participating in the interdisciplinary team collaboration process for providing optimal patient care. The Nursing Process is utilized as the focal point for critical thinking and decision making behaviors. In addition to classroom theory and clinical experiences, students are encouraged to embrace self-directed learning for promoting professional and personal growth.

Advanced Medical-Surgical
Advanced Medical-Surgical Nursing is one of three rotating courses in the second year before progressing to Community Health Nursing.  The focus of this course is to employ critical thinking skills in the holistic, acute care nursing management of adult clients with complex, multi-system interrelated medical-surgical problems. The student gains more proficiency with the nursing process, complex nursing skills, and therapeutic nursing interventions, thereby expanding upon principles learned in the first year courses.  Prioritization to meet the acute health care needs of clients and families is stressed.  Watson’s Caring Theory is utilized as a basis for communication in various acute or crisis situations for clients and their families and in the teaching-learning process at all levels of prevention. Students care for clients and families at various stages of the health maintenance/illness continuum in acute care and community settings. The nurse as a coordinator of the interdisciplinary team is emphasized. Legal-ethical issues that relate to quality of life and end-of-life are analyzed in relation to nursing care management for clients of all cultural backgrounds.  Students are accountable for self-direction to accomplish professional and personal learning requirements and goals.  

Developing Family
Nursing of the Developing Family is one of three rotating courses in the second year before progressing to Community Health Nursing.  This course focuses on the optimal health of the developing family.  Jean Watson’s Caring Theory is the unifying framework integrated throughout the course.  The nursing process and culturally appropriate nursing strategies are utilized to meet the individualized needs of the developing family.  Principles of holistic care are applied to analyze changing family dynamics.  Clinical judgment relates to health promotion activities for the childbearing family and includes all phases of perinatal care and care of the developing child from infancy to adolescence.  Major emphasis is placed on health education as a tool in promoting health of the family at all levels of prevention.  Communication and critical thinking skills are employed as the student interacts with family members in various stages of development.  The role of the nurse is responding to legal/ethical issues related to the childbearing family is analyzed.  Clinical experiences provide opportunities for interdisciplinary, collaborative nursing care in both community and acute care settings. Students are accountable for self-direction to accomplish professional and personal learning requirements and goals.

Mental Health
Mental Health Nursing course is one of three rotating courses in the second year before progressing to Community Health Nursing.  It focuses on holistic concepts related to Jean Watson’s Theory of Caring and the mental health - mental illness continuum. This course deals primarily with the client’s thoughts, feelings and behaviors.  The development of effective interpersonal relationships is emphasized as being essential to all nursing practice.  The course consistently emphasizes therapeutic communication techniques.  Ample opportunity is provided for students to critique therapeutic nurse-client relationships. The students analyze and evaluate the dynamics of the clients and one’s own behavior.  Emphasis is placed on understanding and accepting one’s self. Students collaborate with the interdisciplinary team members in providing holistic care to clients.  Teaching/learning experiences in nurse-client relationships and therapeutic nursing interventions with acute and chronically mentally ill clients are provided in acute care, long term care and community environments. Clinical experiences provide the opportunity to relate the nursing process and critical thinking skills to the health promotion of clients, families, and groups. The transfer and application of mental health nursing concepts to other areas of nursing practice are expected. Students are accountable for self-direction to accomplish professional and personal learning requirements and goals.

Community Health
Community Health Nursing precedes the final course in the program.  This course focuses on the health promotion needs of the community as a client.  Students incorporate Watson’s Caring theory for all clients across the life span.  The nursing process and critical thinking skills direct holistic, therapeutic nursing interventions through the three levels of prevention (primary, secondary, and tertiary) for all individuals, families, groups and communities.  The students create health teaching strategies based upon community health needs. As the students develop health teaching plans to meet health promotion needs or address community health problems, students integrate therapeutic communication skills while providing culturally sensitive care.  Students learn how to assess a community, analyze its strengths and weaknesses, and plan interventions to improve wellness.  Clinical experiences occur in acute care and various community environments. The student begins to assimilate the roles of the community-based nurse as advocate, communicator, and educator. The student incorporates self-direction for the accountability to achieve learning requirements and goals in addition to addressing health promotion concerns with various individuals in the community.

NCLEX
The focus of the Preparing for the National Council of Licensing Examination (NCLEX) course is to ready the student for the national licensing examination. The course will include background on the NCLEX and strategies for taking standardized tests. The student will be given a standardized RN predictor exam to assess their strengths and weaknesses. The student will develop and implement a study plan to remediate their weaknesses. The student will be self directed in this process and guided by faculty. The course is pass/fail.

Nursing Nutrition
This course will include the fundamentals of nutrition including nutrition in wellness, disease prevention, and disease treatment. Digestion, absorption, macronutrients, vitamins, minerals, and calorie requirements will be discussed. The role of nutrition throughout the lifespan in children, adults, pregnancy, and older adults will be examined.

Nursing Leadership
Nursing leadership is the final course of the program, which emphasizes the principles and philosophies of leadership and management as they apply to the care of the client. The student compares and contrasts various nursing theories to Watson’s model of caring. Content focuses on learning which will bridge the gap between nursing education and nursing practice. Challenges facing the nurse in today’s world are discussed including: health promotion, clinical practice, education, legal/ethical, labor and legislative issues. The transition from student to graduate professional nurse is facilitated as theoretical knowledge is integrated in the clinical setting under the direction of a preceptor. The student uses critical thinking and communication skills to incorporate the nursing process when prioritizing holistic care for a group of clients in a variety of settings. The student synthesizes the concept of teaching/learning, ethical/legal issues, leadership styles, delegation and professional roles in the transition from novice to graduate nurse. The student will incorporate accountability and responsibility for clinical practice and for life-long learning.