| PROGRAM BREAKDOWN BY COURSE |
| COURSE NUMBER |
COURSE TITLE |
CREDIT HOURS |
| ESL 000 |
Pre-Basic
Pre-basic level is a blended course for students who have some degree of literacy in their native languages. This course is designed to provide students with a good foundation of basic vocabulary, language structures, work skills, and life skills, so they will be able to communicate and interact at work, at school, and in the community.
|
3.0 |
| ESL 001 |
Basic 1
Basic 1 level is a blended course for students who are ready to exit the Beginning ESL Literacy Level are able to, with prompting and support (including context, and visual aids), identify a few key words and phrases from read alouds, visual images, and oral presentations using a very limited set of strategies.
ELLs ready to exit this level can, with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words and phrases in simple oral presentations and read alouds about familiar topics, experiences, and events. They can recognize the meaning of some words learned through conversations, reading, and being read to.
|
3.0 |
| ESL 002 |
Basic 2
Basic 2 level is a blended course for students who are able to identify a few key words and phrases in oral communications and simple spoken and written texts using a very limited set of strategies. They can recognize the meaning of some words learned through conversations, reading, and being read to.
ELLs ready to exit this level are able to, with support, identify a point an author or a speaker makes. Relying heavily on context, questioning, and knowledge of morphology in their native language(s), ELLs ready to exit this level are able to recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in spoken and written texts about familiar topics, experiences, or events.
|
3.0 |
| ESL 003 |
Intermediate 1
Intermediate 2 level is a blended course for students who are able to identify the main topic in oral presentations and simple spoken and written texts and retell a few key details using an emerging set of strategies. ELLs ready to exit this level are able to, with support, identify the main argument an author or speaker makes. They can, with support, identify one reason an author or a speaker gives to support the argument.
ELLs ready to exit this level are able to determine the meaning of frequently occurring words, phrases, and expressions in spoken and written texts about familiar topics, experiences, or events.
|
3.0 |
| ESL 004 |
Intermediate 2
Intermediate 2 level is a blended course for students who are able to determine a central idea or theme in oral presentations and spoken and written texts, retell key details, answer questions about key details, explain how the theme is developed by specific details in texts, and summarize part of a text using a developing set of strategies.
ELLs ready to exit this level are able to, with support, explain the reasons an author or a speaker gives to support a claim and identify one or two reasons an author or a speaker gives to support the main point. Using context, questioning, and a developing knowledge of English and their native language(s)' morphology, ELLs ready to exit this level are able to determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in spoken and written texts about familiar topics, experiences, or events.
|
3.0 |
| ESL 005 |
Advanced 1
Advanced 2 level is a blended course for students who are able to determine a central idea or theme in oral presentations and spoken and written texts using an increasing range of strategies. They can analyze the development of the themes/ideas, cite specific details and evidence from texts to support the analysis, and summarize a text.
ELLs ready to exit this level are able to analyze the reasoning in persuasive spoken and written texts and determine whether the evidence is sufficient to support the claim. They can cite textual evidence to support the analysis. Using context, questioning, and an increasing knowledge of English morphology, ELLs ready to exit this level can determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events.
|
3.0 |
| ESL 006 |
Advanced 2
Advanced 2 level is a blended course for students who are able to determine central ideas or themes in oral presentations and spoken and written texts using a wide range of strategies. They can analyze the development of the themes/ideas, cite specific details and evidence from texts to support the analysis, and summarize a text.
ELLs ready to exit this level are able to analyze and evaluate the reasoning in persuasive spoken and written texts, determine whether the evidence is sufficient to support the claim, and cite specific textual evidence to thoroughly support the analysis. Using context, questioning, and consistent knowledge of English morphology, ELLs ready to exit this level are able to determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events.
|
3.0 |
| HUM 101 |
Human Anatomy And Physiology I
This course provides a comprehensive look at the human body’s structure and functions. Topics include organization of the body, characteristics of life, anatomical terminology, how the body maintains homeostasis, the relationship of chemistry to anatomy and physiology, and cell function and division. The skin, skeletal system, muscles, and nervous system are examined. Sensory organs and the endocrine system are also presented. Several diseases and disorders are discussed, and as well as the cause, detection, and treatment of them. Students will also perform and complete content complementary at home labs with accompanying assessments as a lab component to this course.
|
3.0 |
| MIC 101 |
Microbiology 1
This course is designed to teach microbiology as it applies to the health care field. We will study pathogenic microorganisms and their role in human disease, human immunology, symptoms and treatment of microbial infection, and preventative measures against microbial infection.
|
3.0 |
| ENG 101 |
English Composition*
In English Composition, students learn how to develop better writing skills by identifying and understanding the steps involved in the writing process-all in this one online English course. The English composition course examines five fundamental types of writing: compare and contrast, argumentative, persuasive, narrative, and descriptive. Lessons in this English course also highlight the importance of proper grammar, punctuation, and spelling, and explain effective research techniques, editing, and revision.
|
3.0 |
| PSY 100 |
Psychology
This course introduces nursing concepts related to psychiatric/mental health. The unique needs of clients with mental-health issues are explored. Building on the foundation of previous nursing courses and the nursing process, the student will examine client responses to stressors across the life span. Tasks of biological-behavioral concepts in psychiatric nursing care, and cultural impacts will be addressed.
|
3.0 |
| HUM 102 |
Human Anatomy and Physiology II
Building on Anatomy and Physiology I, this course examines major parts of the body and how they work independently as well as together. The reproductive system is discussed as well as stages of human development. Students learn about the lymphatic system and the three lines of defense the body has against pathogens. Also explained are the cardiovascular, digestive, respiratory, and urinary systems as well as nutrition, metabolism, body fluid balances, and aging.
|
3.0 |
| MAT 200 |
College Algebra*
This course includes the study of quadratic equations; rational exponents and their properties; radicals; rational expressions and equations; factoring (review); graphing linear and quadratic functions and interpreting graphs; solving systems of linear equations and inequalities; and applications.
|
3.0 |
| NUR 200 |
LifeSpan Development
This course focuses on lifespan and human development. It explores the life of a human being from the moment of conception throughout their lifespan as they grow up to be infants, toddlers, adolescents, adults and older adults.
Upon successful completion of this course, the student should be able to:
- To demonstrate knowledge and articulation of human development
- To demonstrate the knowledge and articulation of life formation
- To apply concepts in identification of normal physical, cognitive and psychosocial development during
- Early infancy
- Early childhood
- Puberty or Teen age
- Middle adulthood
- Older adults
- End of life
To demonstrate knowledge and articulation of recognizing clients or patients undergoing loss and the grieving process
|
3.0 |
| NCX 300 |
Understanding the NCLEX Exam
This course is designed to walk the student through the history, format, testing method and process of the NCLEX examination in order to empower them for this pinnacle event. We will cover the NCLEX survey, the NCLEX test plan, the ATI and how to enroll and confidently take the NCLEX-RN exam.
|
3.0 |
| CHE 100 |
Chemistry
The course introduces the core concepts of matter and energy, atomic structure, the periodic system, chemical bonding, nomenclature, stoichiometry, weight relationships, gases, solutions, chemical reactions, thermodynamics, equilibrium, acids, bases and buffers. The course includes a virtual laboratory component designed to complement lecture topics. The course content provides the foundation of general chemistry necessary for students who are interested in applying to health profession programs.
|
3.0 |
| NUT 100 |
Nutrition
This course aims to give a strong foundation on the fundamentals of nutrition to the nursing students. The course focuses on nutrition, healthcare promotion, maintenance, facilitate the healing process of a client or patient in a health care facility setting. Upon successful completion of this course, the student should be able to:
- To demonstrate the knowledge of fundamental of nutrition, maintenance of health through proper nutrition and assist in providing medical nutrition therapy.
- To demonstrate how to plan a diet § To describe the process of nutrition – digestion, absorption and metabolism
- To demonstrate knowledge of nutrition throughout life span
- To apply nutrition principles on patient care and education including the family and the caregiver & nursing on of pharmacology
|
3.0 |
| HUM 101 |
American Government
The American Government begins with the evolution of the social contract, U.S. political ideals and the 4 theories of power in America. Next comes the Constitution: how it was created, what it says, checks and balances and the importance of the Bill of Rights. You’ll explore Federalism and the balance between federal and state governments. Once you understand where our government comes from, you’ll move on to how it interacts with citizens: civil liberties, civil rights, public opinion and mass media, special interest groups, and the electoral process. You’ll examine the 3 branches of the federal government in depth: Legislative, Executive, and Judiciary, before ending with public policy and State and Local governments.
|
3.0 |
| ENG 102 |
Developmental Writing
Developmental Writing examines the fundamental process, theories, and methods that enhance a student's overall writing ability, and introduces strategies for writing within multiple disciplines and professions. You will draft and revise sentences, paragraphs, and essays, with the aim of achieving effective college-level writing skills. You will learn how to improve sentence structure and clarity using grammar, punctuation, and word choice. The course introduces proper research techniques, and various writing genres, including narration, as well as exploring the concepts of cause and effect, compare and contrast, definition, and argumentation.
|
3.0 |
| NUR 310 |
Health Assessment
This course provides the RN-BSN student with the opportunity to build on knowledge and skills of performing and documenting a comprehensive health assessment of diverse individuals across the life Form 302 (Summer 2012) Page 7 of 17 span. Critical analysis and synthesis of assessment findings will be emphasized to aid in clinical judgment and decision making for patient care.
|
3.0 |
| NUR 320 |
Pharmacology for Nurses
This course aims to give a strong foundation on the fundamentals of nutrition to the nursing students. The course focuses on nutrition, healthcare promotion, maintenance, facilitate the healing process of a client or patient in a health care facility setting. Upon successful completion of this course, the student should be able to:
- To demonstrate the knowledge of fundamental of nutrition, maintenance of health through proper nutrition and assist in providing medical nutrition therapy.
- To demonstrate how to plan a diet § To describe the process of nutrition – digestion, absorption and metabolism
- To demonstrate knowledge of nutrition throughout life span
- To apply nutrition principles on patient care and education including the family and the caregiver & nursing on of pharmacology
|
3.0 |
| NUR 330 |
Fundamentals of Nursing
The Fundamentals of Nursing course provides students with knowledge of theoretical knowledge and foundation concepts related to nursing practice. Students will be introduced to basics of health and wellness, medical terminology, med-math, and the nursing process. Students will have laboratory and clinical experiences to learn basic nursing skills and to socialize them to the culture of nursing.
|
3.0 |
| NUR 330C |
Fundamentals of Nursing Clinical
Students will have the opportunity to apply the evidence based knowledge gained in NUR 330 as basis for clinical reasoning and decision making as students develop their nursing skills in a clinical environment.
|
3.0 |
| HUC 101 |
Communications
This course introduces students to the theories and principles of speech communication from a wide range of perspectives. The evolution of communication theory is examined and foundational principles, such as the communication process, perception, verbal and nonverbal communication, and listening, are introduced. These principles are then applied to communication in interpersonal, small group, public, and organizational contexts. The dynamics of relationships, intercultural and gender communication issues, and conflict and negotiation are also explored, along with ethical issues inherent in the communication process. Discussions of current viewpoints related to interviewing, mass media, and new technologies present a contemporary view of the communication process.
|
3.0 |
| NUR 340 |
Medical Surgical Nursing
Medical-Surgical Nursing I focus on nursing practice with adults experiencing a wide range of acute and chronic alterations in health. Medical Surgical Nursing I is the first course of a 3 quarter sequence. Health promotion strategies and health care principles are examined with an emphasis on: fluid and electrolyte imbalances, acid-base imbalances; endocrine system disorders; musculoskeletal and neurological disorders; care of the patient with integumentary disorders and peri-operative care is addressed including: surgical procedures, pre-operative care, post-operative care, aseptic technique, and complications associated with surgery. Community resources are discussed.
|
3.0 |
| NUR 350 |
Pharmacology
This course will focus students' medical calculation and the concepts of pharmacology used to promote, support, and restore the health status of individuals. Course content will focus on the pharmacodynamics and the pharmacotherapeutics of a broad range of drugs and their biologic, psychosocial, and cultural role in health and illness
|
3.0 |
| NUR 340C |
Medical Surgical Nursing I Clinical
Students will have the opportunity to apply the evidence based knowledge gained in NUR 340 as basis for clinical reasoning and decision making as students develop their nursing skills in a clinical environment.
|
3.0 |
| NUR 360 |
Medical Surgical Nursing 2
This course focuses on concepts relating to care of the adult in the acute care setting with medical surgical problems. In addition, urgent and critical nursing care responses to symptomatology are addressed. Emphasis is on refining use of the nursing process to provide nursing care for individuals with specific health care needs/problems.
|
3.0 |
| NUR 360C |
Medical Surgical Nursing 2 Clinical
Students will have the opportunity to apply the evidence based knowledge gained in NUR 360 as a basis for clinical reasoning and decision making as students develop their nursing skills in a clinical environment.
|
3.0 |
| NUR 380 |
Medical Surgical Nursing 3
Medical-Surgical Nursing III is a 15-week course that is a continuation of Medical-Surgical Nursing II. Student Learning Outcomes are expanded upon in this course with emphasis on core competencies of managing care in emergent and acute care patients, clinical decision making, informatics, collaboration, teaching/learning, professional behavior, and legal/ethical aspects of care. Theory and clinical experiences are related to the course content
|
3.0 |
| NUR 380C |
Medical Surgical Nursing 3 Clinical
Students will have the opportunity to apply the evidence based knowledge gained in NUR 380 as a basis for clinical reasoning and decision making as students develop their nursing skills in a clinical environment.
|
3.0 |
| NUR 390 |
Informational Technology
This course is for RNs and provides an introduction to information and technology needed for the practice of nursing today. It will focus on providing material to enable nurses to be computer literate by exploring the use of emerging information sources and communication technology and their impact on healthcare. Emphasis will be placed on trends and issues in clinical technology. It will also examine key issues such as security and the use of databases.
|
3.0 |
| NUR 400 |
Cultural Competence in Healthcare US & Global
This course explores global and international dimensions of public health. Students consider epidemiological, political, behavioral, sociological, cultural, and medical aspects associated with variations in health and disease of individuals and populations. Coursework examines a range of public health issues for developing countries and for affluent industrialized societies, and population-based public health approaches used in solving global health issues are introduced. In addition, students will examine assumptions made about their cultural competency and how to work with populations who might share different values than their own.
|
3.0 |
| NUR 420 |
Nursing Care of Children - Pediatrics
Applying a family centered approach, this course focuses on health promotion, acute and chronic health conditions, and rehabilitative needs of children. Emphasis is placed on developmental, physiological, psychosocial, cultural, and spiritual care of the child within the family unit. Using the nursing process, strategies are formulated for promoting and maintaining optimal functioning of the child-family unit and for enhancing the strengths of the family unit. Clinical activities emphasize the application of theory to practice in a variety of communities and acute care settings
|
3.0 |
| NUR 420C |
Nursing Care of Children - Pediatrics Clinical
Students will have the opportunity to apply the evidence-based knowledge gained in NUR 340 as a basis for clinical reasoning and decision making as students develop their nursing skills in a clinical environment.
|
3.0 |
| NUR 430 |
Nursing Care of Women - OB/Women’s Health
Care of the Childbearing Family focuses on the concepts of patient-centered care, safety, genetics, health promotion, and professionalism in the care of women and newborns from conception to birth. Culturally sensitive nursing practice embodies the care of women, newborns, and families ranging from healthy to at-risk health states along the continuum of their growth and development. Evidence-based research is integrated into the plan of care, which extends to the community. Legal and ethical issues that relate to Form 302 (Summer 2012) Page 9 of 17 the care of the family are interwoven. Students demonstrate critical thinking and clinical reasoning skills with emphasis on communication and interprofessional collaboration as part of their clinical experience.
|
3.0 |
| NUR 430C |
Nursing Care of Women - OB/Women’s Health Clinical
Students will have the opportunity to apply the evidence-based knowledge gained in NUR 350 as a basis for clinical reasoning and decision making as students develop their nursing skills in a clinical environment.
|
3.0 |
| NUR 440 |
Psychiatric and Mental Health Nursing
This course is designed to introduce students to the basic concepts of psychiatric and mental health nursing. It provides an introduction to the assessment and treatment of patients with mental health challenges (vulnerable populations). Traditional psychotherapeutic and alternative healing methods are addressed. Continuing themes of growth and development across the lifespan including gerontology, safety, evidence-based practice, therapeutic communications, pharmacotherapeutics, client advocacy, teaching, and patient centered care are explored. Concepts related to social/ethical/legal considerations in relation to this vulnerable population are applied. Emphasis is placed on professionalism, communication, and personal self-awareness and self-growth as well as interprofessional collaboration and communication. Students have the opportunity to carry out the nursing process and develop beginning level clinical skills in individual and group counseling at a variety of mental health agencies and with a diverse group of psychiatric clients.
|
3.0 |
| NUR 440C |
Psychiatric and Mental Health Nursing Clinical
Students will have the opportunity to apply the evidence-based knowledge gained in NUR 370 as basis for clinical reasoning and decision making as students develop their nursing skills in a clinical environment
|
3.0 |
| NUR 450 |
Nursing Research for Evidence Based Practice
This course is for RNs and prepares nursing students to critically evaluate evidence developed through methodologies such as research and research protocols for its application to the practice of professional nursing. The course reviews levels of evidence and provides a foundational overview of quantitative and qualitative research methodologies. Ethical issues and policy agendas that influence research are considered throughout the course
|
3.0 |
| NUR 460 |
Leadership and Management of Nursing Practice
This course is for RNs and will focus on the professional nurse's role in applying theory and principles of leadership and management in organizations across the healthcare continuum. Focus will be placed on strategies necessary to function effectively in a changing healthcare system by exploring interrelated process of thinking systematically, developing reflective judgment, and exercising leadership. Strategies for managing the quality and cost of healthcare, as well as research utilization, are emphasized to promote effective practice.
|
3.0 |
| NUR 470 |
Concepts in Community Health Nursing
This course focuses on providing population-focused care. Community and family assessments identify the need for intervention strategies that support health promotion and disease/injury prevention while promoting optimal functioning of various populations. Nursing services/interventions are delivered based on this assessment with an emphasis on vulnerable populations and cultural variations in the community. Collaboration with community agencies/institutions and healthcare systems provide an opportunity to practice health promotion activities that address current or emergent health needs of specific populations. The development of community partnerships is a focus and encourages student engagement
|
3.0 |
| NUR 480 |
Transition to Professional Nursing
This clinically based immersion experience is focused on refining the knowledge, skills, and attitudes necessary to manage care as part of an interprofessional team within a healthcare system. Theoretical learning becomes reality as students are clinically immersed to make connections between the standard Form 302 (Summer 2012) Page 10 of 17 case or situation that is presented in the classroom or laboratory setting in the constantly shifting reality of actual patient care. The experience supports objectives identified in the Senior Synthesis Seminar. Students demonstrate and utilize evidence based research to support clinical judgment. The expectation is to analyze and reflect on experiences encountered during the clinical experience. Focus is on moving the student toward autonomous professional nursing practice within their clinical
|
3.0 |
| NUR 490 |
NCLEX Review
Review of concepts required for success at the licensure examination and entry into the practice of professional nursing. test plan, assessment of knowledge deficits, and remediation. NCLEX review sessions, one exam, with scheduled retesting options; students must demonstrate potential for success on NCLEX-RN
|
3.0 |
