RN-BSN Curriculum

Courses

  • NUR 318 Adult Development, Life Planning, and Research Writing (3)
  • NUR 321 Professionalism and Professional Values (3)
  • NUR 452 Evidence Based Practice I a, b, c (3)
  • NUR 453 Evidence Based Practice II a, b, c (3)
  • NUR 341 Patient Centered Care I (3)
  • NUR 422 Spiritual Dimensions of Healthcare (3)
  • IDS 300 Biblical Perspectives (3)
  • NUR 442 Patient Centered Care II (3)NUR 360 Information Management/Patient Care Technologies (3)
  • NUR 344 Clinical Prevention/Population Health (3)
  • NUR 434 Quality Leadership (3)
  • IDS 400 Values: Personal and Social (3)
  • NUR 494 Capstone Project (2)

Course Descriptions

NUR 318 Adult Development, Life Planning, and Research Writing (3)
In this first course, the student will explore elements of his or her personal and professional life journey and how this affects readiness for returning to college as a working adult. This exploration includes examining the student’s learning style and personality preferences as well as reflecting on major life tasks and identification of key tasks yet to be accomplished. In addition, the student will begin to understand the unique challenges that an adult faces when returning to school and the importance of time management. Integrated writing assignments will assist the student in developing practical skills such as using online library services; assessing writing, grammar, and mechanics; and beginning to master APA formatting and style along with the necessary critical thinking and writing skills essential to the successful college experience. The student will begin to develop his or her electronic portfolio.

NUR 321 Professionalism and Professional Values (3)
This course further develops and strengthens core professional values by emphasizing the pursuit of practice excellence.  The ANA Standards & Scope of Nursing Practice and Ethical Code for Nurses are examined as well as professional associations and practice regulating bodies. The course explores the role of nursing theory to guide practice.  The formal literature review process and the value of evidenced-based practice (EBP) are introduced.  E-portfolios are introduced as a method of documenting academic progress and professional development.  The course provides foundational professional concepts in legal, ethical, and patient-centered care in preparation for future courses across the educational continuum and roles in advanced practice nursing.

NUR 341 Patient Centered Care I (3)   This course has a gerontology focus that utilizes the principles and techniques of holistic nursing assessment and care planning guided by evidence-based interventions and nursing theory.  How an aging population affects the health care system and nursing practice are explored.  Nursing assessment incorporates review of systems, health promotion, preventative care need, and palliative care planning.

NUR 452 Evidence Based Practice I (3)

Three (1) credit components will be taken concurrently with carousel courses.

  1. These one-credit component/modules are designed to guide the baccalaureate student to identify practice issues, appraise and integrate evidence, and evaluate outcomes.  The e-portfolio is used as a tool to document competencies, track academic progression through the six EBP components, and document academic preparation as students navigate the Capstone project.
  2. The student will learn the value of evidence-based practice (EBP), the use of EBP to support quality and safety measures in practice, and models for applying evidence to clinical practice. The concept of the Senior Project is introduced. Student’s identify educational need in practice or a patient safety issue and then search the databases to begin a literature review to gather evidence to support that issue for their Senior Project. Students learn the basic steps of the Excel spreadsheet to document their ongoing literature review.
  3. The student is introduced to the basic elements and concepts of statistics and the use of statistical data in nursing research studies.  The student’s continue to define their chosen practice or educational topic for the Senior Project and continue the literature review.  Excel instruction progresses during this component to build on the skills obtained in the first component.
  4. The student learns the value of research, implications for practice, and the steps of the research process. Ethical issues and the advocacy role of the nurse in protecting the rights of human subjects are recognized.  Students learn how bias can influence the design and the implications are explored. The course stimulates critical thinking through locating, evaluating, and critiquing research studies and provides the opportunity to develop a practicum proposal based on scientific research and evidence-based practice. The literature review process continues throughout the course with a written proposal for the Senior Project submitted at the end of Component 452.c.

NUR 453 Evidence Based Practice II (3)

Three (1) credit components will be taken concurrently with carousel courses.

  1. After reviewing the basic elements and concepts of the research process including levels of measurement, measurement tools, data presentation and descriptive statistics.
  2. Students learn to use Excel for statistical equations in preparation for the utilization of nursing research and using data to make evidence-based changes in practice.  Integration of the most widely used statistical methods and the use of Excel promotes deeper understanding within the context of health care research and evidence based nursing practice.
  3. Additional concepts of statistical analysis and major epidemiological study designs are explored.  Statistical concepts are applied to evidence based nursing practice.

NUR 422 Spiritual Dimensions of Healthcare (2)   
This course examines the increasing emphasis on spiritual well-being and healing environments as elements of health care. Techniques and emphases are examined from a Christian perspective.

IDS 300 Biblical Perspectives (3)    
As a Christian liberal arts university, Spring Arbor University is committed to nurturing an appreciation for the resources of the Scriptures for creative personal faith and human life in the modern world. This course is designed to foster knowledge and understanding of the literature and history of the Bible and integration of faith, living, and learning.

NUR 442 Patient Centered Care II (3)
Evidence-based health techniques for disease prevention, health promotion, and self-management of chronic conditions are investigated.  Younger adult assessment and health history interview techniques are explored.  The assessment findings are used to formulate a holistic, culturally sensitive health promotion plan and apply a theorist as a basis for care. The course focuses on effective communication in facilitating client movement toward health and wellness.

NUR 360 Information Management/Patient Care Technologies: (3)    
This course emphasizes the use of technology and information systems for clinical decision-making. Students learn the skills necessary to use information management and patient care technologies to deliver safe and effective care. The course explores quality improvement- information systems that monitor patient outcomes and required regulatory reporting.  Ethical and legal issues related to the use of IT, including copyright, privacy, and confidentiality issues are investigated.

IDS 400 Values: Personal and Social (3)
This is a capstone course in which the student formulates a philosophy of life providing the base for such concerns as professional ethics, accountability in government and nursing practice, respect for human rights, and a responsible lifestyle in our contemporary world.   Ethical theories and personal values are examined through readings, analysis of issues and classroom discussion.

NUR 344 Clinical Prevention/ Population Health (3)  
The course discusses theory and concepts of community/public/global health including health care systems in transition, health policy, and epidemiology.  The Public Health/Community Health Nurse’s (PH/CHN) role as partner with the community in health promotion, disease and injury prevention, and population health are applied to patient scenarios.  Students utilize teaching, learning, and behavioral change theories and concepts do plan care.

NUR 434 Quality Leadership (3)
This course focuses on the professional nurse’s role in applying the principles of leadership and management to navigate systems in health care organizations across the continuum of care. The course explores the nurse leader’s role in quality and safety, the regulatory environment, policy, and advocacy for EBP. The course provides opportunities to improve critical reasoning, interdisciplinary communication techniques, and conflict resolution.  Change management and conflict resolution theories are utilized in practice situations.

NUR 494 Senior Project (2)   
This course provides the student with the practical experience of applying and integrating the concepts and theories learned so far in the program to a setting (community or clinical).  Students assess and identify a patient safety or care process problem, a practice discrepancy, or an educational need supported by research through a comprehensive literature review. Using the nursing process, student’s design and implement their project and the BSN portion of the program culminates with a project presentation to faculty, peers, and interested parties.