In the tradition of the College of Saint Elizabeth (CSE), the nursing program is committed to educating registered nurses to become leaders prepared to care for others through scholarship and critical inquiry. The nursing program fosters the development of leadership in students in a spirit of service and social responsibility to others. The nursing program prepares nurses to promote, maintain and restore health to patients in a variety of settings. The nursing program prepares students for continued lifelong learning.
The Program is designed to enable students to study on a part-time basis. Full-time study is available depending upon individual academic needs.
In addition to the classes on campus at the College of Saint Elizabeth, the program is offered at several off campus sites:
Most courses are generally scheduled in seven week sessions, and classes meet just once a week. Accelerated format requires independent work outside of class (Integrated Learning). Clinical work supplements class time and is selected by students in collaboration with supportive faculty to meet their educational and professional needs. Ordinarily a candidate for a degree must attend the College of Saint Elizabeth for the equivalent of three years of study. All of the nursing courses can be taken through part-time study and most are offered in an accelerated format.
The Nursing Program is accredited by the New Jersey Board of Nursing (124 Halsey Street, Newark, NJ 07102, 973-504-6430 and the Accreditation Commission for Education in Nursing, Inc. 3343 Peachtree Road, Suite 850, Atlanta, GA 30326, 404-975-5000.
Flowing from the mission of the College of Saint Elizabeth, the mission of the Nursing Program is to be a community of learning in the Catholic liberal arts tradition for registered nurses of diverse ages, backgrounds, and cultures. The Program is committed to scholarship and critical inquiry. It strives to foster just and ethical relations and the promotion of nurses as full partners in the health care delivery system and society. The Nursing Program promotes a caring, personal environment where students learn by example as well as by participation to develop their leadership abilities in a spirit of service and social responsibility to others. Within this environment, students become sensitive and responsive to local and global health care concerns.
Graduates of the undergraduate RN-BSN program in nursing are prepared to:
Graduates of the graduate MSN nurses are prepared to be socialized into the educator role in which they will:
Our graduates are prepared as professional nurse generalists and leaders at the baccalaureate level providing a solid foundation for graduate study in nursing. Many of our graduates go on to receive their Master's Degree in nursing or related fields and others continue on for their doctorate. Our graduates have gone on to receive higher degrees from such places as:
And can continue their graduate studies in nursing education at CSE. Many of our graduates have gone on for their graduate degree and have returned to teach at CSE as adjunct professors.
Students enrolled prior to 2013 should consult previous college catalogs for plan of study, course descriptions and graduation requirements.
Requirements for a Bachelor of Science in Nursing for students admitted 2013 forward:
*This course has a prerequisite of MATH 119
Total: 28 credits
Lower Division Requirements
Total: 14 credits
Total credits required for graduation: 120 credits
Comprehensive Capstone Experience
Satisfactory attainment of the outcomes of each academic program is a degree requirement at the College of Saint Elizabeth. Nursing students meet this requirement by passing the comprehensive capstone experience and through meeting the requirements for NURS420 Strategies for Leadership and Management in Professional Nursing Practice.
The Capstone Project provides the senior baccalaureate nursing student the opportunity to integrate concepts learned in previous courses in the design of a culminating interdisciplinary change project in a clinical setting of their choice. Students work individually or in small groups, collaborating with members of the health team to identify an opportunity for improvement in their healthcare organization. After completion of an organizational assessment, a thorough review of the literature and collection of evidence-based data, the student participates in the development and implementation of a systematic strategy for improvement and change. An oral and a poster presentation of the process of change, its results, and a self-assessment of the role as a leader, advocate and change agent is presented at the end of the semester to the college faculty, organization staff, and students. This project is used for the comprehensive exam.
The Master of Science in Nursing Program consists of 37 credits of required coursework. The program features a multidisciplinary core with advanced study in nursing education and two clinical practicum courses.
Level I: Core Courses
Level II: Theory and Clinical Role Courses
Level III: Role Synthesis Courses
Approved Nursing Elective Courses
Total: 37 credits
Prior to beginning the required bridge courses students must meet the following additional requirements:
Note: Successful completion means a grade of B in the course (or by special permission)
Required MSN Bridge Courses
Note: Graduate courses listed below may be taken following the completion of all admission requirements including the two bridge courses
Upon satisfactory completion of admission requirements, including the required bridge courses, students enter the MSN Nursing Education Program
The course focuses on the theories, concepts, values, trends and behaviors for transitioning to the role of professional nurse. Political, economic, ethical and social trends affecting nursing in the health care system are explored. Issues in professional nursing practice and education are examined. Professional identity and empowerment are identified supported by a philosophy of nursing that guides the practice of nursing.
Students work with families in a variety of developmental stages and lifestyles to understand family culture, ethnicity and spirituality. Political, ethical and environmental issues are explored. The Neuman Systems Model, family theory and nursing process guide problem-solving and mutual decision making strategies. Students collaborate with other health professionals in the roles of family advocate and change agent to assist families in accessing health services and meeting health goals. Lecture: 21?2 hours; clinical laboratory includes a variety of settings and independent clinical work: 3 hours, Integrated Learning Assignment, Prerequisite: NURS 305, Pre/Corequisites: NURS 311.
This course focuses on the inter/intraprofessional collaborative communication methods and abilities that supports the growth and development of the transitioning professional nurse. Students will engage in the process of scholarly writing, use of technology for research and presentation skills for effective communication in healthcare.
The course focuses on theory and practice of holistic assessment and health appraisal of the client across the life span that builds upon the previous learned assessment skills of the registered nurse. The nursing process provides the framework for developing assessment skills in the physical, psycho-social, developmental, and cultural-spiritual areas.
The course focuses on developing the skills and techniques for the promotion of healthy behaviors. Teaching skills and behavioral change is emphasized. Students will apply teaching learning theories for the promotion of health and disease prevention. Concepts related to identifying stressors, prevention and health promotion for client education is stressed and nursing research utilized.
The course focuses on understanding of research as it applies to nursing practice. Students will examine the knowledge that guides nursing interventions and critique published research reports. The importance of reviewing the nursing literature in order to maintain currency in practice and to identify best evidence that supports nursing practice will be addressed. Ethical issues as they relate to research, theory and practice will be discussed. Prerequisite: MATH 119 Elementary Statistics
The course focuses on primary, secondary and tertiary prevention within a community that emphasizes community as client.. Application of the nursing process to individuals, families, groups utilizing systems theory and group dynamics within a variety of community settings. Epidemiology, health promotion, prevention, and restoration for clients of diverse populations are emphasized. The influence of culture, economics, politics, environments, and ethics as they impact community health nursing practice are explored. The role of RN as coordinator of care is emphasized. Students will identify, plan and implement a health promotion project using evidence based practice and collaboration with community members for a selected population.
This study abroad program is for the student interested in increasing their understanding of population focused nursing from a global perspective. Application of the nursing process to determine current and potential community health issues incorporates utilizing systems theory and group dynamics. Epidemiology, health promotion, prevention, and restoration for clients of diverse populations are emphasized. The influence of culture, economics, politics, environments, and ethics as they impact community health nursing practice are explored throughout the course. The role of RN as coordinator of care is emphasized. Students will identify, plan and implement a health promotion project using evidence based practice and collaboration with community members for a selected population.
Utilizing the Neuman Systems Model, students focus on the study of intra-, inter-, and extra-personal factors and stressors affecting the health of population groups and communities. Concepts of epidemiology are explored, as well as problems related to the delivery and distribution of health care services. Ethical, legal, socio-political, and economic perspectives of public health measures and the current health care delivery structure are analyzed. Emphasis is placed on the role of the nursing profession in meeting the needs of specific population groups and in developing more effective health care delivery systems. Working in small groups students will select a target population and design a community health project. Integrated learning assignment required in all accelerated format courses. Lecture: 2 1/2 hours per week; clinical laboratory component includes a variety of settings and independent clinical work: 3 hours. Prerequisites: NURS 311, NURS 315. Pre or corequisite: NURS 313.
The course focuses on exploring organizational strategies, leadership theories, decision making and accountability in health care. Principles of management and responsibilities for needed change in nursing practice within the complex health care delivery system are emphasized. Influences of regulatory, legislative, and organizational policies related to the quality and safety of nursing practice environments will be examined. Clinical practice experience includes a change project in a selected clinical agency based on synthesis of knowledge derived from theory and research. Students share practice experience in a formal seminar setting. As the capstone course the student is able to synthesize the knowledge and skills learned in the nursing program and will demonstrate competencies consistent with program outcomes and to refine their professional nursing practice. Prerequisites: Senior Status and completion of all core requirements.
The emergence of new health care systems, the shift from a service orientation to a business orientation and redesign of the workplace directly affects how nurses manage. In this course students explore the roles and functions of nurses in management in a variety of healthcare settings. Application of evidence-based research to improve nursing management practices is explored. Management skills such as effective communication, delegation, conflict resolution, performance appraisal and team building are examined. Integrated learning assignment required in all accelerated format courses. Lecture: 3 1/2. Non-traditional schedule. Prerequisites: NURS 301, NURS 305, NURS 311, NURS 313.
Students function as change agents in an organizational health setting to influence client care, advocate for clients and professional nursing practice. Each student selects a health care organization that serves clients from a variety of developmental stages, levels of wellness, socio-cultural backgrounds, spiritual, and health care needs. The student incorporates selected knowledge from the arts, humanities, sciences, and nursing to address the organization's ability to meet the health care concerns of these clients. Students use the Betty Neuman Health Care Systems Model, organizational dynamics, ethical and professional standards to systematically collect data, and identify strengths and areas of concern of the health care system. Strategies for intervening will be selected and implemented in collaboration with the health care team. Critical thinking, review of the literature, and research findings are used throughout the change project. An evaluation plan will be developed to monitor the outcome. The students will analyze their role as change agent, advocate, and leader. Professional growth and accountability for nursing practice within society is emphasized. The student formally presents the change project to the academic community. Full semester. Lecture: 3 hours; clinical laboratory 6 hours. Prerequisites: NURS 313, NURS 315, NURS 411, or NURS 419. Pre-corequisite: NURS 421.
Topics of interest that are identified by faculty which reflects the current and future needs of the nursing profession. Topics will be determined by department faculty and will vary from semester to semester. Students can take up to 6 credits of nursing electives to meet program requirements. Students are not able to repeat the same courses for credit.
This course focuses on the professional development of nurses and issues facing contemporary nursing practice. Students have the opportunity to explore and demonstrate knowledge of a topic of their choice and interest in consultation with and supervision of a nursing faculty that is not covered in required courses. Students who choose the professional seminar will demonstrate the completion of an agreed upon proposal that broadens the professional foundation of the student. This course can count as meeting of program electives and not intended to replace required nursing program courses. Permission of Program Chair.
Open to students at the discretion of department faculty members. The course allows the student to pursue further study in a particular area of interest in nursing. Individualized objectives are determined by the student in consultation with a faculty advisor.
This course establishes a foundation for scholarly inquiry. The analysis and development of nursing science and the interdependent relationship of theory, research and practice are explored in depth. Students learn to critique, evaluate and use a variety of theories relevant to nursing practice and education.
This course analyzes quantitative and qualitative research methods and provides the knowledge and skill competencies needed to critically interpret and utilize research findings for evidence-based practice. Students design a research study in a specific area of interest.
The characteristics of leaders and leadership, differences between leaders and managers and moral leadership are analyzed. Emphasis is on nurse educators in the political arena, as change agents in academic and other health care settings, and as shapers of the future. Ethical and legal aspects of a nursing educator will be examined. Students will investigate skills needed to function as leaders in the academic nursing role in higher education or staff development relative to program administration, student issues, program requirements, and faculty expectations. This course provides knowledge and skill to effectively manage change,empower others, and influence political processes. There is a focus on organizational process, including the associated management of conflict, change, and control of risk within a political context.
This course explores the impact of alternative health care practices on the educational needs of consumers. Popular non-traditional treatments are explored including herbal therapeutics, homeopathy, nutritional supplementation, and mind-body modalities. Emphasis is placed on the development of instructional materials integrating traditional treatments and natural therapies.
This course examines development and analysis methods by exploring concepts important to expanding the knowledge base of nursing science and clinical practice. Some key concepts for nursing include healthy lifestyle, self-care, holism, risk reduction, and maximizing quality of life, chronicity, stress, adaptation, depression, anxiety, and grief. Students select one concept and complete a concept analysis during NURS 625 and examine that concept in a specific client group during the practicum experience in
This course is designed as a field experience in concept development. Students identify how a concept, previously analyzed in NURS 625, is represented in a particular client/client group. Students measure, evaluate and apply the concept to nursing practice with their selected client group.
This course examines theories, concepts and processes of curriculum/program development and evaluation. Curriculum design is considered in light of new delivery technology and today?s emphasis on accountability in education, continuous quality improvement, benchmarking and learning organizations.
This course examines the concepts of evaluation, measurement, and testing in nursing education. It provides a framework for evaluating students and other learners. Learner assessment, item development and analysis, test construction, objective vs. subjective assessment and legal and ethical issues in learner assessment are included.
This course examines the multifaceted role of nurse educator in both academic and healthcare settings. Analysis of teaching/ learning theories, characteristics of the learner and diverse learner populations are addressed. Strategies for promoting interactive learning and various instructional technologies for delivering content are explored.
Operationalization of the role of the nurse educator in an academic, clinical or community setting. In consultation with the instructor students select an appropriate practicum setting to meet their individual needs.
Students produce a major scholarly work of publishable quality reflecting a synthesis of knowledge acquired throughout the program of study. Students participate in a formal presentation of their work to peers and faculty during a graduate seminar day at the College.
This course introduces the student to the use of simulation as a teaching strategy in nursing education.The components of a nursing education simulation framework will be discussed. Based on this framework, the student will develop a clinical scenario using a simulation design template.The student will be introduced to the use of high-fidelity human patient simulators and the technologies that support the use of simulations.
Independent study, research or practice in areas relative to the field of Nursing.