 APPENDIX-B HISTORY OF THE COLLEGE OF NURSING MISSION, PHILOSOPHY, AND GOALS CURRICULUM FOR THE COLLEGE OF NURSING INTRODUCTION This appendix includes the History of the College of Nursing and the Curriculum of the College of Nursing. The student is expected to review these two documents to become informed about the college. The history of the college gives a short narrative that will inform the student about the development of the college of nursing. A historical view of the college will assist the student in understanding the academic direction that the college is taking. The college to follow the direction that the university has endeavored to follow the guidelines of the university recognizing the “Morrill Act” of Congress (1862). The Morrill Act provides for Land Grant Colleges. The state “pledges itself to endow, support, and maintain one university with emphasis on teaching ‘agricultural and mechanic arts,’ including ‘scientific and classical studies,’ in order to promote a liberal and practical education in the ‘pursuits and professions in life.” * The student is encourage to read more about this act and the mission of the university in the University Bulletin. The college of nursing has used the “Purposes of SDSU” to interpret the curriculum that will meet the needs for education of baccalaureate prepared nurses in the state of South Dakota and surrounding areas. *Interpreted from the South Dakota State University 1999-2000 Bulletin, page 6.
The College of Nursing offers an undergraduate
program that prepares graduates to think critically, utilize mathematical
concepts and informational technology, understand and appreciated other
cultural traditions, comprehend political, social, and economic issues,
appreciate the fine arts and humanities, and understand the nature of human
values and utilize the concepts from the behavioral and biological sciences.
The foundation of these objectives are met within a broad liberal education
and applied within a professional education college housed within the university
structure. See “Undergraduate Nursing Curriculum Plan.” in Student
Handbook. The expected outcomes for graduates from the undergraduate
program are written as End-of-Program objectives and reflect the core competencies
recommended in the Essentials of Baccalaureate Education for Professional
Nursing Practice (AACN, 1998) document. It is the belief of the faculty
that expected outcomes are sequentially built and concepts progress from
simple to complex. Each semester prepares the student to deepen and
broaden perspectives based on the curriculum core concepts.
End-of-Program Objective I: At the end of the nursing program, the student
will synthesize knowledge, skills and attitudes acquired in the humanities
and natural and behavioral sciences in the practice of nursing.
End-of-Program Objective
II:
End-of-Program Objective
III:
End-of-Program Objective IV: At the end of the nursing program, the student
will used scientific process for the development implementation and evaluation
of research-based therapeutic interventions.
End-of-Program Objective V: At the end of the program, the student will
provide professional nursing care to clients across the developmental levels
in a variety of settings.
The sub concepts are based on the definition of the concept and concepts identified, by the Undergraduate Nursing Curriculum Committee and Faculty as important in The Essentials (AACN, 1998) document. Listed below are the core curriculum concepts with identified sub concepts. See attached Undergraduate Curriculum Framework-Concept Graph, Levels of Human Experience. Metaparadiagm and Conceptual Framework Concept Grid, and Glossary of Terms to help you with understanding the Conceptual Framework. The major concepts and sub concepts are: Health (Progressive Concept)
Environment (Progressive Concept)
Client (Progressive Concept)
Nurse (Transverse Concept)
Critical Thinking (Pervasive Concept)
Communication (Pervasive Concepts)
Therapeutic Interventions (Pervasive Concept)
Semester Course Overviews for Basic Program Each semester course objectives were developed based on the College of Nursing End-of-Program objectives. The semester objectives were also developed to be sequential; therefore moving students in increasing content and process complexity from the preceding semester to the subsequent semester. The College of Nursing Conceptual Framework is in italic. This will help you understand what are the major emphasis areas for the semester in which you are enrolled. 1. Semester I, Basic Undergraduate Program The concept, Health, in the first semester of the nursing major is directed toward a state of wellness and health promotion. Wellness is a perceived balanced state, which include the dimension of spirit, physical, intellectual, social , occupation, and emotion. The courses N265, Health Assessment and Interventions and N280, Promotion introduces beginning assessment skills and interventions using systematic data collection about health and wellness. Students also complete the course N280, Professional Communication that concentrates on knowledge and skills needed by nurses for therapeutic communication with clients. Emphasis is on the role of nurse as provider of care, particularly, care directed to simple health assessment and health promotion teaching as a therapeutic intervention with individual clients. Clinical field experiences can take place in community settings, retirement centers, long term care facilities, and hospitals. Environmental influences focus on both individual internal and external stressors. With respect to the Level of Human Experience, students take N323, Pathophysiology in order to integrate previous learning form courses in the biological sciences that focus on cells, organs, and body systems; and, to prepare for more complex health and disease conditions in subsequent semesters. Critical thinking is introduced as a concept that assists students on how to understand a reasoned argument. The Core Professional Value, Human Dignity, is introduced in the course N264, Professional Perspective I. 2. Semester II, Basic Undergraduate Program The concept, Health, in the second semester of the nursing major, is directed toward individuals and families who are well or well at-risk. Well-at-risk implies a potential for alteration in health related to genetic, biophysical, environmental or lifestyle factors. Students taking courses N320, Family as Client: Emerging and Developing and N330, Family Health Environment Across the Lifespan explore the nurse=s role, provider, in promoting and maintaining individual and family health. The Level of Human Experience is focused on the person and the family, while still considering the internal influences of cell, organ, and body systems on states of wellness, health promotion and disease prevention. In this semester, students practice in a variety of settings and are introduced to the beginning concepts of public health nursing. Students care for individuals and families in the areas of maternal-child nursing, pediatrics, and gerontological nursing. Students also begin to administer medication to clients. Critical thinking skills focus on integration of research into reasoned arguments for the purpose of planning and providing nursing care. The nursing role, member of the profession and the Core Professional Value of integrity are introduced in N304, Professional Perspective II. Therapeutic interventions focus on technical physical care and health promotion teaching. Assessment incorporates both risk assessment and specialized assessment of school-age children, neonates, post-partum mothers, elderly clients, and individuals experiencing various developmental difficulties. 3. Semester III, Basic Undergraduate Program The concept, Health, in the third semester of the nursing major, is directed to individuals and families who are experiencing moderately compromised health and disease states. Therapeutic interventions continue to focus on technical physical care with beginning practice of mental health skills, in which students implement therapeutic communication. Level of Human Experiences remains focused on cell, organ, body system, person, and family with increasing complexity. In the courses N370, Acute Health Care I and N375, Chronic Health Care I students provide care for clients who are experiencing acute and/or chronic health conditions. Clients are individuals and families across developmental levels and the lifespan in areas of pediatrics, adult medical-surgical, and adolescent and adult behavioral health. Critical thinking skills focus on both understanding and greater integration of research into the planning, implementing, and evaluation of nursing care. Students are exposed to concept mapping, in addition to nursing process, and as a method of Assessment. The Core Professional Value, autonomy, is the focus in the course N364, Professional Perspective III. 4. Semester IV, Basic Undergraduate Program The concept, Health, in the fourth semester of the nursing major, is directed to individuals and families who are experiencing severely compromised health and disease states, as well as persons nearing end-of-life. Students take the courses N410, Acute Health Care II and N420, Chronic Health Care II, which are extensions of the courses N370 and N375 taken in the previous semester. Therapeutic interventions focus on physical, psychological, and social interventions to: (1) eases the stress caused by illness, (2) reduce risk, (3) prevent disease, and (4) promote health. Clinical facilities during this semester are similar to those in Semester III, however, clients are more critically ill and therefore need more clinical resources. Students expand their basic pediatric experience to that of chronically ill children in a residential care center and critically ill neonates in an acute care neonatal intensive care unit. Adult medical-surgical nursing focus on multisystem disease states (e.g. cancer) and how nurses manage and coordinate care in an interdisciplinary manner. Students care for clients with severe mental health conditions who are discharged from acute care facilities and in need of coordinated outpatient services. Levels of Human Experience focuses on person, family, and community. Students are incorporating more community health principles this semester with the clinical experiences expanding to home health, hospice care, and community agencies serving clients with behavioral health conditions. The focus of communication, as a concept, is on group therapeutic communication skills. The client, while individual and family remaining as the primary foci, now involves a deeper involvement with community. This is appropriate with the expansion of the concept, Environment, to that of political. The role of nursing as manager, designer, coordinator of care becomes a greater focus during the 4th semester. Students are introduced to case management principles while continuing to use nursing process, concept mapping, and critical paths as a way of assessing, managing, and evaluating client care. Critical thinking is directed toward student's learning to produce and defend and reasoned argument. In the course, N404, Professional Perspectives IV, the Core Professional Value introduced to students is altruism. 5. Semester V, Basic Undergraduate Program The concept, Health, in the fifth semester
is directed to individuals living in societies/populations who are experiencing
complex health conditions. In the course, N475, Community as Client, communities
are assessed with respect to needs of persons and groups living in a global
health care system in which integration of therapeutic care strategies
is required for successful outcomes. Students are introduced to the principles
of delegation skills and have an opportunity to implement this set of skills
in the practice setting as part of their N491, Directed Studies in nursing
course. Students are required to use reasoned arguments in all aspects
of assessing, planning, implementing and evaluating care. The nursing role
emphasis this semester is member of the profession, while continuing to
practice the roles of provider and manager, coordinator, designer. In the
course, N464, Professional Perspective V, the core value emphasized is
social justice.
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