Nursing BS
Program Purpose
Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations. American Nurses Association (2004). Nursing: Scope and Standards of Practice. Washington, DC: Nursebooks.
The College mission is "to develop professional nurses who promote health, care for the suffering, engage in the scholarship of the discipline, invite the Spirit into health and healing, and lead with faith and integrity." Referring to Jesus Christ as the Master Healer and following the theme,Learning the Healer's Art, the faculty recently reviewed and approved minor revisions to the College vision of "A community of scholars and educators engaged in the discovery and application of the Healer's art that promotes health and healing and enhances the discipline of nursing." College values are Accountability, Collaboration, Compassion, Innovation, Inspiration, Integrity, Learning, Service.
Several co-curricular activities support program goals and provide opportunities for active student engagement. The Student Nurses' Association is a formal organization affiliated with the Utah State and National Student Nurses Association, offering opportunities for leadership and socialization, engagement in [the discipline, exposure to future employment and graduate education possibilities, and community service projects. Students may also be inducted into Sigma Theta Tau, the International Nursing Honor Society and Phi Kappa Phi. In addition, students are involved in College development and community service projects, and student representatives are appointed to College councils.
Curricular Structure
The program goals and curricular structure of the undergraduate nursing program are derived from the University Mission and Aims, the College Mission, The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2021), the American Nurses Association ANA Standards, and the Utah Nurse Practice Act.
Following completion of pre-requisite courses, students apply to the nursing major. After acceptance into the undergraduate nursing program, students enroll in six semesters and one spring term of specialized nursing courses. Following is a brief general summary of the curricular structure.
- Nursing Semester I - Emphasis on health promotion and health maintenance; opportunity for specific exploration of the spiritual and religious concept of healing.
- Nursing 294 - Health Assessment and Promotion
- Nursing Semester II - Emphasis on fundamental nursing skills, therapeutic communication, care of older adults in residential and inpatient settings, principles of public health and community nursing, and scholarly inquiry.
- Nursing 295 - Nursing Fundamentals
- Nursing 296 - Community Health Nursing
- Nursing 291 - Nursing Care of Older Adults
- Nursing 292 - Clinical Practice Nursing Care of Older Adults
- Nursing 293 - Communication in Nursing
- Nursing Semester III - Focus on knowledge and skills to care for adult patients with acute and chronic illnesses; introduction to common drugs and their actions; nursing responsibilities.
- Nursing 300 - Pharmacology in Nursing
- Nursing 341 - Nursing Care of Adults with Acute and Chronic Illnesses
- Nursing 342 - Clinical Practice of Nursing Care of Adults with Acute and Chronic Illnesses
- Nursing 343 - Laboratory and Simulation Nursing Care of Adults with Acute and Chronic Illnesses
- Nursing 320 - Scholarly Inquiry in Nursing
- Nursing Semester IV - Clinical focus on care of individuals and families dealing with pregnancy, childbirth, and care of children, as well as advanced oral and written communication in the context of ethics in nursing.
- Nursing 339 - Ethics in Nursing
- Nursing 351 - Nursing Care of the Women and Newborns
- Nursing 352 - Clinical Practice Nursing Care of Women and Newborns
- Nursing 361 - Nursing Care of the Children and Families
- Nursing 362 - Clinical Practice Nursing Care of Children and Families
- Nursing 403- Didactic Public and Global Health
- Nursing Spring Term - Immersion in group activities related to community and global health, diversity and culture, and engagement in a clinical experiences in a variety of local, regional, and international cultural settings.
- Nursing 390R- Culture Prep II
- Nursing 390R- Special Topics (optional)
- Nursing 404 - Clinical Practice Public and Global Health Nursing
- Nursing Semester V - Focus on nursing interventions for individuals and families dealing with acute crisis in physical and/or mental health issues.
- Nursing 461 - Psychiatric and Mental Health Nursing
- Nursing 462 - Clinical Practice of Nursing Care in Psychiatric and Mental Health Nursing
- Nursing 471 - Nursing Care of Adults in Crisis
- Nursing 472 - Clinical Practice Nursing Care of Adults in Crisis
- Nursing 473 - Laboratory and Simulation of Nursing Care of Adults in Crisis
- Nursing Semester VI - Focus on synthesis, planning, delivering, managing, and leadership in complex patient care environments including advanced community concepts and experiences. This semester includes concentrated practice with a clinical mentor or preceptor; provides a professional foundation for life-long learning.
- Nursing 491 - Nursing Capstone
- Nursing 492 - Clinical Practice Capstone Nursing Care
- Nursing 390R--Employment strategies II
- Nursing 390 R-NCLEX prep
The MAP, Program Overview, Student Handbook, and Program Guide are all available by accessing the CON website and entering the student information through "Academics".
MAP- BS in Nursing for students enrolled in program prior to Fall 2007
MAP - BS in Nursing for students enrolled in program beginning Fall 2009
MAP - BS in Nursing for students enrolled in program beginning Fall 2010
Learning Outcomes
The following undergraduate nursing program outcomes are derived and informed by the University Mission and Aims, the Mission and Vision and Values of the College of Nursing and accrediting bodies,
1. Integration of Gospel ValuesIntegrate the principles of the Gospel of Jesus Christ as part of clinical judgment; caring holistically for diverse individuals, families, communities, and populations; personal health and well-being; and life-long learning.
Acquire liberal education that provides the cornerstone for the practice and education of baccalaureate prepared nurses.
Provide nursing care to patients, including individuals, families, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and addresses social determinants of health, health equity, and the increasing complexity of healthcare to advocate and optimize care for all patients.
Exemplify and advocate for the nursing profession using the values of faith in Christ, excellence, accountability, belonging, and Christlike service.
Communicate and collaborate among interdisciplinary healthcare professionals and community partners to foster team respect and trust, and deliver high quality patient-centered and population-based care.
Demonstrate clinical judgment, knowledge and skills in data management and patient care technology to guide quality patient-centered care.
Exhibit clinical judgment, knowledge and skills in leadership, quality improvement, and patient safety necessary to provide high-quality patient-centered and population-based health care.
Provide patient-centered and population-based care grounded in the translation of current evidence into nursing practice and reflective of sound clinical judgment linking theory, practice, and research.
Advocate for social justice, health promotion, and disease prevention across the lifespan for diverse individuals, families, communities, and populations to improve population health at all levels of healthcare.
Evaluate how healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in social determinants of health and professional nursing practice.
Evidence of Learning
Assessment tools of the undergraduate program are part of the formal evaluation plan of the entire College of Nursing. Program related assessment information is collected, evaluated, and kept by the College Evaluation Council, the Undergraduate Academic Affairs Council, the Associate Dean for Undergraduate Affairs, and faculty. Following is an outline of assessment tools used in the undergraduate nursing program:
Learning and Teaching Assessment and Improvement
Analysis, Evaluation, and Improvement Process
The College Evaluation Council, consisting of faculty and staff representatives of College programs, designs and implements the overall evaluation plan. At the course level, student performance data are gathered, analyzed, and appropriate changes implemented by faculty teaching teams in each course in ongoing meetings and at the end of each semester. Many faculty teams also do midterm evaluations for immediate response to student needs. The Undergraduate Curriculum Council reviews course proposals and syllabi for consistency in course content, student objectives, and outcomes.
Curriculum analysis, evaluation, and program improvement are major parts of the plan. The Undergraduate Curriculum Council, consisting of faculty representatives from each course and chaired by the Associate Dean for Undergraduate programs, meets at least monthly to review program quality. This effort includes review of data from assessment measures as well as ongoing faculty and student input. Each spring, all undergraduate faculty share oral course reports, which include evaluation and plans for course improvement for the coming year. Major course or program changes are recommended by the Undergraduate Academic Affairs Council to all faculty.