Nursing

Requirements for a Bachelor of Science in Nursing

• NURS301 Professional Practice of Nursing I (3)
• NURS303 Holistic Health Assessment with Individuals (3)
• NURS304 Physiology of Human Responses in Health and Illness (3)
  (replaces BIO Pathophysiology)
• NURS305 Nursing Roles and Interventions (3)
• NURS311 Nursing Research (3)
• NURS313 Nursing Process with Clients in Groups (3)
• NURS315 Nursing Process with Family Systems (3)
• NURS411 International Nursing (3) or
• NURS419 Nursing Process in the Community (3)
• NURS421 Professional Practice of Nursing II (3)
• NURS423 Strategies of Professional Practice (5)

Total: 32

Lower Division Requirements

1. Thirty-four credits are awarded to graduates of diploma programs.
2. All nursing credits are transferred from Associate Degree in Nursing programs.
3. All nurses educated in a foreign country must have their education evaluated by the World Education Services or the Commission on Graduates of Foreign Nursing Schools for transfer of credits.

Related Requirements

• ENG225 Research Writing for Nurses (3)
• PHIL331 Ethics in Health Care (3)
• MATH119 Elementary Statistics (3)
• THEO--- Theology one course (4)

Chemistry, Physics and Nutrition (7 or 8)

• CHEM121 Introductory Chemistry and Lab

AND ONE of the following:

• CHEM123 & CHEM123L Introductory Organic Chemistry and Lab, or
• CHEM115 & CHEM115L Introduction to General and Organic Chemistry Labe, or
• CHEM201 & CHEM201L Introductory Biochemistry and Lab, or
• PHYS149 General Physics or an introductory physics course with Lab, or
• FN201 Introductory Nutrition

Total:  20 or 21 credits

 

General Education Requirements

• ENG111 English Composition (4)
• SOC101 Introduction to Sociology (4)
• PSY101 General Psychology I (3), or
• PSY103 General Psychology II (3)
• PSY191 Developmental Psychology: The Human Life Span (preferred) (3)
• BIO-- Anatomy and Physiology (8)
• BIO209 Microbiology (3)

Political Science (3)

• PS205 American Politics and Government, or
• PS101 Principles of Political Science, or
• PS221 Law and Contemporary American Society, or
• PS241 Public Administration

Total Credits Required for Graduation: 128 credits

 

Capstone Experience

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 oral comprehensive exam mid-semester.
 

Comprehensive Examination

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 comprehensive examinations and through completion of the course requirements for NURS 423 Strategies of Professional Practice.

There are two components of the Comprehensive Examination in the Nursing Program: written and oral. The written component of this examination is a self reflection consisting of a review of all of the completed assignments in their individual portfolio in relation to the expected outcomes of the Nursing Program. Each student will analyze her/his professional development fostered through the nursing curriculum. The student’s attainment of each outcome of the Program will be the prism through which each written assignment will be self-evaluated. The oral comprehensive exam is based on their capstone project.

Requirements for the Bridge to the MSN for the RN with a Non-Nursing Bachelor's Degree

• NURS440 Transitional Issues in the Professional Practice of Nursing (3)
• NURS405 Strategies of Professional Nursing Practice in Community/Public Health (5)

Upon satisfactory completion of admission requirements, including the required bridge courses, students enter the MSN Nursing Education Program.

 

 

Requirements for a Master of Science in Nursing

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

• GST605 Graduate Writing Seminar (3)
• NURS610 Theoretical Foundations for Advanced Nursing Practice (3)
• NURS615 Nursing Research: Analysis & Design (3)
• MC616 Ethical Issues in Human Service Leadership (3)
• NURS620 Nurse Educator as Leader (3)
• Graduate Nursing Electives: One 2-credit graduate elective is required in the program. Students may select NURS623, NURS665 or another graduate elective with approval.
• NURS623 Integrative Health Teaching
• NURS665 Simulation in Nursing Education

 

Level II: Theory and Clinical Role Courses

• NURS625 Analysis of Concepts in Advanced Nursing Practice (3)
• NURS630 Application of Clinical Interventions in Advanced Nursing Practice (3)
• NURS635 Curriculum/Program Development & Evaluation (3)
• NURS640 Assessment, Measurement & Evaluation (3)
• NURS645 Pedagogical Strategies in Nursing Education (3)

 

Level III:  Role Synthesis Courses

• NURS650 Seminar and Practicum in Teaching (3)
• NURS660 Guided Study and Seminar in Nursing Education (2)

Requirements for the Post Master of Science in Nurse Education Certificate 

 

Requirements for a Post Master’s Certificate in Nursing Education     

 

Admissions Requirements: MSN – in major other than nurse educator role

Total: 12 credits

Course Listing

Course level: | 300 | 400 | 600

NURS-301

Professional Practice of Nursing I

Credit Hours: 3

Students examine the professional practice of nursing through the study of historical, socio-cultural, economic, political, and ethical factors affecting the health care delivery system and the profession of nursing. The nursing process is explored using the Betty Neuman Health Care System Model, and professional nursing standards. Critical thinking skills are fostered through the formulation of nursing diagnosis and care plans. Students explore the interrelationship between professional practice standards, a code of ethics, and the application of research findings in clinical practice to the nature of nursing as a profession. A particular focus is placed on the nursing roles of change agent, client advocate, and advocate for the profession. The uses of computer search engines, such as CINAHL, and Proquest, APA format and Turnitin are introduced. Integrated learning assignment required in all accelerated format courses. Lecture: 31?2 hours.

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NURS-302

Professional Nursing Transition

Credit Hours: 1

Students examine the theory of nursing using the Betty Neuman Health Care System Model, and professional nursing standards. Critical thinking skills are fostered through the formulation of nursing diagnoses, outcomes, and interventions, using a nursing model and professional nursing standards. A particular focus is placed on nursing ethics and on the nursing roles of change agent, client advocate, and advocate for the profession. The uses of computer search engines, such as CINAHL, and Proquest,APA format and Turnitin are introduced. Integrated learning assignment required in all accelerated format courses. Lecture: 1 1/2 hour. (In lieu of NURS 301 by special permission).

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NURS-303

Holistic Health Assessment w/ Individual

Credit Hours: 3

Students develop and apply cognitive, interpersonal and psychomotor skills of holistic health assessment with healthy clients of varying ages. Emphasis is placed on data collection for health assessments of individuals at various stages of the life cycle. The data examined include physiological, psychological, socio-cultural, developmental and spiritual factors that influence the intra-, inter- and extra personal components of the client system. Cultural variations are explored. Differences between normal and abnormal assessment findings are examined. Integrated learning assignment required in all accelerated format courses. Lecture: 2 1/2 hours; Clinical Laboratory includes a variety of settings and independent clinical work: 3 hours.

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NURS-303L

Lab:Holistic Hlth

Credit Hours: 0

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NURS-304

Phys of Human Response in Health Issues

Credit Hours: 3

Builds on students' previous work in the biological sciences, social sciences and the humanities. Students will examine the relationship between knowledge and practice with an emphasis on understanding normal and abnormal human responses to health and illness. Particular emphasis is placed on exploring normal physiology, relational anatomy and on understanding the physiology underlying illness and injury in the human body. The pathophysiology of common acute and chronic conditions found in the population is a focus. Integrated learning assignment required in all accelerated format courses. Lecture: 3 1/2 hours.

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NURS-305

Nursing Roles & Interventions

Credit Hours: 3

Using the Betty Neuman Systems Model, students adapt and evaluate their geriatric assessment skills, stress management strategies, therapeutic communication skills, care planning, and client teaching with an older adult. Using the Betty Neuman Health Care Systems Model, professional nursing standards, and the particular roles of client advocate and change agent, students evaluate the quality of interventions used by nurses in primary, secondary, and tertiary settings with individual clients. Issues surrounding the use of delegation, holistic interventions, pain management strategies, spiritual approaches, culturally competent care, therapeutic communication, and end of life care are explored. Integrated learning assignment required in all accelerated format courses. Lecture: 21?2 hours; clinical laboratory includes a variety of settings and independent clinical work: 3 hours. Prerequisite: NURS 301.

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NURS-305L

Lab:Nursing Roles

Credit Hours: 0

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NURS-311

Nursing Research

Credit Hours: 3

Students read, interpret, and evaluate nursing research for the purpose of appropriately using scientific findings in nursing practice. Ethical considerations in all aspects of the research process are emphasized. The research tradition in nursing is examined with an emphasis on current research priorities such as Evidenced Based Practice and future trends. Students gain additional computer skills in the use of the research process. Integrated learning assignment required in all accelerated format courses. Lecture: 3 1/2 hours. Perquisites: MATH 119 and NURS 301 or corequisite, or with faculty approval.

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NURS-313

Nursing Process with Clients in Groups

Credit Hours: 3

Students explore the Betty Neuman Health Care System Model, basic theories of group functioning, and current literature, including structure, development, leadership, membership, roles and communication patterns. In keeping with the focus on the nurse's roles as change agent and advocate for the profession, students explore the dynamics of change and advocacy as they relate to group forces. Ethical issues are examined. Students observe small groups of clients of various ages, levels of wellness, and cultural/ethnic backgrounds throughout the semester and have opportunities for group leadership. Students critically analyze the group structure, process, membership roles, and communication. Integrated learning assignment required in all accelerated format courses. Lecture: 2 1/2 hours; clinical laboratory includes a variety of settings and independent clinical work: 3 hours. Prerequisite: NURS 305.

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NURS-313L

Lab:Nurs Proc Groups

Credit Hours: 0

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NURS-315

Nursing Process with Family Systems

Credit Hours: 3

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.

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NURS-315L

Lab:Nurs Proc w/ Fam

Credit Hours: 0

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NURS-411

International Nursing - Study Abroad

Credit Hours: 3

Course will provide an intensive introduction into the health care system and role of the nurse in a specified foreign country. Students will accompany faculty members and observe/participate in planned clinical experiences, tailored to the needs of the students. Utilizing the Neuman Systems Model, the student will focus on the intra-, inter-, and extra- personal factors and stressors affecting the health of communities and population groups in the specified country. Students will compare and contrast the health care system and nursing in the United States with their experiences abroad. Many cultural events and occasions are provided to ensure sensitivity to the culture. Differences in culture that affect health care are explored. Course can be elected to replace NURS 305, 313, 315 or 419 with permission of the professor with assignments designed to meet replaced course expectations. Course includes a variety of settings and independent clinical work.

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NURS-419

Nursing Process in the Community

Credit Hours: 3

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.

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NURS-419L

Lab:Nurs Proc Comm

Credit Hours: 0

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NURS-421

Professional Practice of Nursing II

Credit Hours: 3

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.

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NURS-423

Strategies of Professional Practice

Credit Hours: 5

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.

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NURS-423L

Lab:Strat Prof Prac

Credit Hours: 0

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NURS-450

Transitional Issues Prof PracticeNursing

Credit Hours: 3

The analysis and development of contemporary issues in nursing science and the interdependent relationship of theory, research and practice are explored in depth. Students examine the professional practice of nursing through the study of Betty Neuman's Health Care System Theory in relation to historical, socio-cultural, economic, political, and ethical factors affecting the health care delivery system and the profession of nursing. Leadership and management theory and concepts are explored. Students learn the communication skills needed to work productively within inter-professional teams in various healthcare settings. Application of evidence-based research to improve nursing leadership, management and practices is explored. Pre-requisites: Students must meet all admission and additional requirements for acceptance into the MSN Bridge Program prior to beginning this course.

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NURS-455

Strat Prof Nursing CommunityPublic Hlth

Credit Hours: 5

Students examine the health status of populations and aggregates utilizing the principles of Community/Public Health nursing and the Betty Neuman Health Care Systems Model. Epidemiology, ethical principles, advocacy, public policy analysis and cultural awareness strategies are utilized to gain perspective on the needs of small groups of vulnerable populations as well as the global community at large. Students gain an understanding of the varied roles of nurses in the community environment and the particular need for the professional nurse to be involved in the decision making process regarding utilization of healthcare system dollars. In the clinical component students work in groups and perform a community assessment to determine current and potential community health status, find and analyze appropriate data, utilize evidence based practice and collaborate with community members to develop and lead a quality improvement change project. Pre-requisite NURS 450 Transitional Issues

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NURS-491

Independent Study

Credit Hours: 3

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.

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NURS-610

Theoretical Found for Adv Nursing Pract

Credit Hours: 3

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.

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NURS-615

Nursing Research

Credit Hours: 3

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.

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NURS-620

Nurse Educator as Leader

Credit Hours: 3

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.

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NURS-623

Intgrtive Hlth Teach

Credit Hours: 2

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.

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NURS-625

Clinical Concepts Advanced Nursing Pract

Credit Hours: 3

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

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NURS-630

Apps of Concepts in Advanced Nurs Practi

Credit Hours: 3

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.

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NURS-635

CurriculumProgramDevelopment&Eval

Credit Hours: 3

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.

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NURS-640

Assessment Measurement & Evaluation

Credit Hours: 3

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.

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NURS-645

Pedagogical Strategies Nursing Education

Credit Hours: 3

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.

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NURS-650

Seminar & Practicum In Teaching

Credit Hours: 3

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.

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NURS-660

Guided Study & Seminar In Nursing Ed

Credit Hours: 2

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.

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NURS-665

Simulation In Nursing Education

Credit Hours: 2

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.

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Students participate in a variety of clinical settings in hospitals and other health care agencies throughout the nursing program.

Students are encouraged to participate in an international educational experience in England or Italy or a service project experience in the Dominican Republic. These trips are offered and arranged on a yearly basis by the Nursing Program. Students are accompanied by Nursing Program faculty and the course work from these experiences may be substituted for some of the course work in the Nursing Program.

Students are encouraged to present their projects at the Eastern Nursing Research Conference or at Research Day.

In addition, students are encouraged to participate in the New Jersey State Nursing Association, the Minority Nurse Leadership Institute, the Hispanic Nurse Association, the Philippine Nurse Association, Chi Eta Phi, and the Northern New Jersey Black Nurse Association.

Students are invited to join the CSE nursing organization, Nursing Network. This organization is open to all students in the nursing program. This organization functions to provide programs and other activities that are of interest to students and that enhance their educational experience.

The Nursing Department is chartered into Sigma Theta Tau, Mu Theta-at-Large Chapter of the International Honor Society of Nursing which recognizes superior achievement in nursing. Students in the top third of their class with a GPA of 3.0 are considered for membership.