Curriculum

The total program of The Western Pennsylvania Hospital School of Nursing is 2 years (22 calendar months in length), including recess periods.

The first year of the program consists of three sequential foundational nursing courses, an adult medical-surgical nursing course, and related liberal arts and science courses.

The second year of the program includes one adult medical-surgical nursing course, one family health nursing course, a community nursing course, a nursing management course, and related liberal arts courses.

The required college courses are taught at The Western Pennsylvania Hospital School of Nursing; however, students may elect to take them at another college or university provided that they are approved by the School of Nursing faculty and scheduling coincides with the concurrent nursing course timeframe(s).

Curriculum objectives identify the competencies expected of The Western Pennsylvania Hospital School of Nursing graduate.

The maximum instructor/student ratio for clinical experience is 1:10. The ratio may be lower for selected experiences.  No monetary compensation is given for School clinical experience.

Registration for nursing courses is required during the first week of each term.

Curriculum Plan

* Note: The credits assigned to the nursing courses do not reflect college credit. They are used in calculating the students' cumulative grade point average.

Curriculum Progression

All nursing courses must be completed satisfactorily in sequential order (courses numbered 100 before 200, etc.).

Courses 101, 102, and 103 must be taken in sequence.

Courses 201 and 202 are interrotational.

Courses 301 and 302 are interrotational.

Course 401 is taken only after completion of all other nursing courses.

Course Descriptions

First Year - Fall Term

Anatomy and Physiology I
(BIOL 258)(3 credits)*
Analyzes the normal structure of the human body and how it functions. Focuses on the reproductive, skeletal, muscular, nervous and endocrine systems and their interrelationships.

Logic I - Critical Thinking
(PHIL 111)(3 credits)*
Develops students' skills in analyzing arguments.  Examines forms of faulty reasoning and evaluates criteria for the evaluation of arguments.

Foundations for Nursing I
(NSG 101) Assessment Across the Lifespan (8:8:160)**
This course is the first in a series of three courses that form a foundation for the practice of professional nursing. The focus of this course is on the acquisition of knowledge and skills needed to assess the basic healthcare needs of the individual client. Interviewing, communication skills, and physical examination skills are the primary tools used in the collection of data. Health patterns are the basis for assessment of clients in various age groups and developmental levels in a variety of practice settings. Critical thinking skills are utilized in the data collection process. Concepts related to the nurse's role in disease prevention and health promotion are introduced to achieve the goal of promoting healthy lifestyles of individuals. Holism is introduced and includes the concepts of health, human needs theory (Maslow) and developmental theories (Erikson, Piaget). The concept of accountability is introduced in relation to both personal and professional responsibilities. A basic introduction to various types of healthcare systems as they relate to the three levels of prevention is provided. Clinical experience emphasizes the practice of assessment skills and basic nursing skills in both practice and clinical simulation settings.

First Year - Winter Term

General Psychology
(PSY 211)(3 credits)*
Introduces the general subject matter of psychology as a science and its major findings.  Emphasizes genetics, development, learning and motivation, emotions, sensation and perception, personality and abnormal adjustment, and other social behavior.

Foundations for Nursing II
(NSG 102) Analysis of Health Problems (8:8:160)**
As the second of three foundational courses in nursing, this course focuses on the application of the nursing process and critical thinking skills to solve problems and make decisions related to individual client healthcare needs. A holistic approach is used to design a therapeutic plan of care for the client. Emphasis is on the professional nurse's role in assisting clients to manage common health problems such as fluid and electrolyte imbalance, problems with oxygenation, and altered nutritional states. Lifespan considerations are included as skills are taught. Standards of care for professional nursing practice and a model for ethical decision making are introduced. The roles of interdisciplinary team members are examined.   Communication that reflects empathy and caring is promoted through the analysis of nurse-client interactions.  A health promotion model is used to analyze the extent to which an individual client engages in healthcare activities. The teaching-learning process is introduced as an intervention to enhance health promotion with the client. Clinical activities emphasize the development of technical nursing skills as well as application of the nursing process to problems of an individual client.

First Year - Spring Term

Nutrition
(CHEM 205)(3 credits)*
Introduces the basic principles of human nutrition.  Explores the structure of proteins, fats, carbohydrates, vitamins, and minerals and their role in metabolism.  Analyzes nutritional needs of various age groups, nutrition and disease, and recent research in nutritional problems.

Foundations for Nursing III
(NSG 103) Common Adult Medical-Surgical Problems (8:8:160)**
The focus of the third nursing course is on common medical-surgical problems encountered by adult clients. Pathophysiology of health problems is introduced in this course.  A holistic approach serves as the framework to focus on identification of the client's health potential.  Care mapping is introduced to promote critical thinking and assist students in recognizing the interrelatedness of client problems.  Clinical judgment is used by the student to care for the client requiring treatment for alterations in health. Levels of prevention are discussed with each specific health problem. The student is expected to utilize communication skills to facilitate health promotion activities such as client education. Time management principles are introduced as a means of organizing health care. The clinical component includes experiences in acute care settings providing an opportunity for the student to assess, diagnose, plan, implement, and evaluate care. A perioperative experience is included.

First Year - Summer Term

Acute Health Alterations of the Adult
(NSG 201)(8:16:240)**
The focus of this course is on clinical judgment with the adult client faced with acute complex medical-surgical and psychiatric health alterations. A holistic approach to client care is emphasized as crisis theory is applied in clinical situations. All levels of prevention are included with primary and secondary prevention activities receiving emphasis. Communication principles focus on assisting the client to cope with acute crisis situations. Legal/ethical issues are explored as they relate to managing acute medical-surgical and psychiatric crises. Prioritization skills are further developed as the impact of crisis situations is examined. Clinical experiences reflect the acute complex needs of clients in critical care and psychiatric-mental health units. An Advanced Cardiac Life Support (ACLS) course is provided in the final week of the term.

OR

Chronic Health Alterations of the Adult
(NSG 202)(8:16:240)**
This course introduces concepts and principles of rehabilitation.  Tertiary prevention measures are stressed throughout the course.  The client's lifestyle and potential for rehabilitation are analyzed using principles of holistic care.  Nursing care decisions relate to promoting health in adult clients who have chronic complex medical-surgical health alterations.   The implications of the client's level of adherence are examined as they relate to health maintenance. Communication within the nurse-client relationship focuses on assisting the client to cope with lifestyle changes resulting from chronic illness. The concept of the interdisciplinary team approach to health care is explored. Legal/ethical issues related to chronic medical-surgical situations and quality-of-life issues are presented. Tertiary prevention measures are stressed throughout the course. Principles of case management are introduced. The clinical component includes providing care for clients with chronic complex health concerns. Students have experiences in clinical settings that include: medical, surgical, oncology, and Alzheimer units and a rehabilitation center.

Second Year - Fall Term

Chronic Health Alterations of the Adult
(NSG 202)(8:16:240)**
This course introduces concepts and principles of rehabilitation.  Tertiary prevention measures are stressed throughout the course.  The client's lifestyle and potential for rehabilitation are analyzed using principles of holistic care.  Nursing care decisions relate to promoting health in adult clients who have chronic complex medical-surgical health alterations.   The implications of the client's level of adherence are examined as they relate to health maintenance.  Communication within the nurse-client relationship focuses on assisting the client to cope with lifestyle changes resulting from chronic illness.  The concept of the interdisciplinary team approach to health care is explored. Legal/ethical issues related to chronic medical-surgical situations and quality-of-life issues are presented. Tertiary prevention measures are stressed throughout the course.  Principles of case management are introduced.  The clinical component includes providing care for clients with chronic complex health concerns.  Students have experiences in clinical settings that include: medical, surgical, oncology, and Alzheimer units and a rehabilitation center.

OR

Acute Health Alterations of the Adult
(NSG 201)(8:16:240)**
The focus of this course is on clinical judgment with the adult client faced with acute complex medical-surgical and psychiatric health alterations. A holistic approach to client care is emphasized as crisis theory is applied in clinical situations. All levels of prevention are included with primary and secondary prevention activities receiving emphasis. Communication principles focus on assisting the client to cope with acute crisis situations. Legal/ethical issues are explored as they relate to managing acute medical-surgical and psychiatric crises. Prioritization skills are further developed as the impact of crisis situations is examined. Clinical experiences reflect the acute complex needs of clients in critical care and psychiatric-mental health units. An Advanced Cardiac Life Support (ACLS) course is provided in the final week of the term.

Second Year - Winter Term

Health and the Childbearing Family
(NSG 301)(8:16:240)**
The focus of this course is on health and the developing family. A major emphasis in the course is the analysis of the reciprocal relationship between the family and the developing individual. The roles of family members are analyzed in relation to structure and function of various types of families. Clinical judgment relates to implementing the nursing process for the childbearing family and includes all phases of perinatal care and care of the developing child from infancy to adolescence. Principles of holistic care are applied to analyze the impact of the family on the developing individual. Change theory is used to describe the effects of change on the individuals and family as it develops. Health education receives major emphasis as a tool in promoting health of the family at all levels of prevention. Communication skills are developed as the student interacts with the individual and family members in various stages of development. The role of the nurse in responding to legal/ethical issues related to the childbearing family is explored. The labor and delivery unit, family centered care (mother-baby) unit, neonatal intensive care unit, clinics, physician offices, and pediatric units serve as the clinical sites for providing student exposure to health care needs of developing families.

OR

Health of Aggregates in the Community
(NSG 302)(8:16:240)**
The focus of this course is on health promotion of various aggregates within the community. Decision-making is emphasized in promoting health of specific groups, particularly children, adolescents, young adults, and the elderly in the community. Some specific aggregates whose healthcare needs are discussed include: school children, occupational groups, the homeless, and a variety of cultural and socioeconomic groups. The concept of holism is applied through the study of concepts related to community health, health of specific aggregates, and ultimately the individual. All levels of prevention are discussed with emphasis on primary prevention. Communication skills emphasize group dynamics and group process. The course emphasizes professional accountability and responsibility for community health. The role of the community health nurse in meeting healthcare needs of aggregates is introduced. Management concepts relate to the issues of access and availability of healthcare resources and the economics of health care. The clinical experiences in this course provide the student exposure to multiple and varied community agencies that address the needs of specific aggregates within the community.

Second Year - Spring Term

Ethics
(PHIL 212)(3 credits)*
Introduces students to theoretical ethics and the consequences these theories have both personally and for public policy.  Examines controversial moral issues.

Health of Aggregates in the Community
(NSG 302)(8:16:240)**
The focus of this course is on health promotion of various aggregates within the community. Decision-making is emphasized in promoting health of specific groups, particularly children, adolescents, young adults, and the elderly in the community. Some specific aggregates whose healthcare needs are discussed include: school children, occupational groups, the homeless, and a variety of cultural and socioeconomic groups. The concept of holism is applied through the study of concepts related to community health, health of specific aggregates, and ultimately the individual. All levels of prevention are discussed with emphasis on primary prevention. Communication skills emphasize group dynamics and group process. The course emphasizes professional accountability and responsibility for community health. The role of the community health nurse in meeting healthcare needs of aggregates is introduced. Management concepts relate to the issues of access and availability of healthcare resources and the economics of health care. The clinical experiences in this course provide the student exposure to multiple and varied community agencies that address the needs of specific aggregates within the community.

OR

Health and the Childbearing Family
(NSG 301)(8:16:240)**
The focus of this course is on health and the developing family. A major emphasis in the course is the abalysis of the reciprocol relationship between the family and the developing individual. The roles of family members are analyzed in relation to structure and function of various types of families. Clinical judgment relates to implementing the nursing process for the childbearing family and includes all phases of perinatal care and care of the developing child from infancy to adolescence. Principles of holistic care are applied to analyze the impact of the family on the developing individual. Change theory is used to describe the effects of change on the individuals and family as it develops. Health education receives major emphasis as a tool in promoting health of the family at all levels of prevention. Communication skills are developed as the student interacts with the individual and family members in various stages of development. The role of the nurse in responding to legal/ethical issues related to the childbearing family is explored. The labor and delivery unit, family centered care (mother-baby) unit, neonatal intensive care unit, clinics, physician offices, and pediatric units serve as the clinical sites for providing student exposure to health care needs of developing families.

Second Year - Summer Term

Health Care Management
(NSG 401)(3:24:270)**
The focus of this course is on the transition of the student to the role of the graduate nurse in meeting healthcare needs of clients. This course is a synthesis of the major concepts taught in the curriculum. The role of the professional nurse as a care manager is emphasized. Principles of management are presented by comparing and contrasting systems of healthcare delivery. Clinical judgment skills relate to prioritizing, delegating, and organizing care for groups of clients. Communication skills emphasize the collaborative nature of working with healthcare team members. Accountability is expanded to reflect the increase in independence. The politics of healthcare systems and ways a nurse can effect change in organizations is discussed. Evaluation processes for enhancing quality of care are taught and include peer review and quality improvement programs. Current societal healthcare issues are explored. Clinical activities involve management experiences in acute and chronic care settings, including an individualized preceptorship.

* Course description is quoted from the Clarion University of Pennsylvania Undergraduate Catalogue. Courses are taught by Clarion University faculty at The Western Pennsylvania Hospital School of Nursing.

** Figures in parentheses represent: theory hours/week: clinical laboratory hours/week: total course hours.