Nursing

This course provides a foundation for understanding terminology used by health care providers. The course is designed so students can easily apply and process the language of medicine correctly in the health care setting. (Also taught as ALHE 112).

This course is designed to introduce the LVN to the core concepts of the Nursing Program including philosophy, conceptual model, program mission and outcomes, nursing values, and professionalism. Students will have the opportunity to explore personal and professional values which have an impact on the process of transitioning into BS Nursing roles.

This course is designed to provide structured learning experiences to enable the student to perform focused health histories, basic general examinations, and focused assessments of body systems. Teaching/learning approaches include lecture, demonstration and practice of assessment skills, written examinations and competency testing. 3 Theory

This course is designed to introduce fundamental concepts of nursing with emphasis on patient safety and quality care. The student acquires basic nursing skills to implement nursing care for adult patients. Course content includes the implementation of effective communication skills with patients and nursing staff, recognition of professional role of the Christian nurse, and application of the nursing process to meet basic human needs. 4 Theory 2 Clinical/Lab

This course is designed to examine the process of physical, psychological, spiritual, and sociocultural aspects of aging. The focus is on the unique health and nursing needs of older adults in providing patient-centered care. Emphasis will be on supporting healthy aging and wellness, health promotion, and disease/disability prevention based on current evidence-based practices.

This course is designed to provide basic concepts to gain understanding of the pathophysiology of common diseases. Physiological changes from pathophysiological processes are explored within the framework of body systems. Alterations resulting from normal aging and some diseases common to children are also integrated into this course. 3 Theory

This course is designed to provide opportunities for the LVN to BS Nursing students to apply the nursing process in providing evidence-based interventions to individuals with common nursing care needs in acute care settings. Emphasis is on health promotion, risk reduction, disease prevention, and intervention to patients with acute health problems. Concepts of nutrition, communication, diversity, spirituality, gerontology, and pharmacology are integrated throughout the course. 3 Theory

The student will apply the nursing process in providing evidence-based interventions to individuals with common nursing care needs in acute care settings. Emphasis is on health promotion, risk reduction, disease prevention and intervention to patients with acute health problems. Concepts of nutrition, communication human diversity, spirituality, gerontology and pharmacology are integrated throughout the course. 3 Theory, 2 Clinical/ Lab

This course is designed to introduce the nursing student to the pharmacodynamic, pharmacokinetic, and pharmacotherapeutic aspects of nursing. The course will focus on the indications for, applications of, and identification of basic principles, of major drug classifications associated with the treatment of various illnesses. 3 Theory

This course applies the nursing process to the nursing of children and their families with continued emphasis on growth and development, prevention, and treatment of illness in the hospital and community. Complex health problems of children are examined including congenital and acquired conditions. 3 Theory, 1 Clinical/Lab 

This course has an emphasis on developing beginning competencies in appraising research for the purpose of constructing a scientific knowledge base for nursing practice. The process of developing clinical questions for evidence-based practice is examined and an evidence-based project is implemented.

The student will build on concepts introduced in Fundamentals, Medical/Surgical Nursing I, Physical Assessment, Pathophysiology, and Pharmacology. Application of the nursing process and standards of medical and surgical nursing will be integrated into theory and practice.  Emphasis is on care of patients with acute health care problems requiring individualized care and learning needs. The student will apply professional roles in the provision of care within progressively complex situations. 3 Theory 2 Clinical/Lab

This course focuses on emergency preparedness and disaster management. Emphasis is on completing requirements to become a Disaster Health Services responder of the American Red Cross. Additional content includes first responder principles for administering aid for victims of disaster-related incidents, including civilian response to active threats. Experiential learning activities will be utilized to enhance the application of course content (Also taught as ALHE 410).

The student will build on concepts introduced in prior Medical/Surgical courses. Further application of the nursing process will be integrated into theory and practice. Content is selected to increase breadth and depth in advanced medical/surgical nursing. Technical skills will be developed focusing on acutely ill patients including critical care. Application of professional roles in the provision of care in progressively complex situations. Concepts of whole-person wellness, clinical judgment, evidence-based practice, patient-centered care, safety, clinical reasoning, and team/ collaboration will be applied. 3 Theory, 1 Clinical/Lab

This course is designed for the student to learn and demonstrate evidence-based, patient-centered psychiatric care for adults and adolescents in a variety of mental health settings. Opportunities are provided for students to increase competencies in clinical reasoning, building therapeutic relationships, interprofessional collaborative communication, professional self-awareness, and legal-ethical issues patient care and patient safety in mental health nursing. 3 Theory 1 Clinical/Lab

This course builds on the concepts of previous nursing courses with emphasis on utilizing the nursing process in dealing with women’s health, maternity and the newborn. Students will explore the concepts of health promotion, disease prevention, and alterations in health-related to women and the newborn. Emphasis is on whole-person care of childbearing families.

3 Theory  1 Clinical/Lab

The student will build on concepts introduced in previous nursing courses. The course will integrate standards of Medical-Surgical nursing, and the American Association of Critical Care Nurses (AACN). Content is selected to increase breadth and depth in medical surgical nursing with integration of community and mental health concepts. Concepts of case management will be integrated into classroom exercises. 2 Theory

This course is designed to provide students with the opportunity to integrate professional nursing concepts and exemplars within professional nursing roles. Current leadership, management, and professional development principles are examined as related to the profession of nursing. Students will engage in activities that contribute to the development of leadership competencies.

This course is designed to provide an introduction to population health. Emphasis is placed on whole-person wellness, the determinants of health, and interprofessional collaboration. Content includes clinical reasoning as it relates to the identification of client and population risk, risk reduction, disease prevention, and health promotion in a variety of settings across the lifespan. Students will participate in community-based healthcare sites to acquire clinical hours. 2 Theory, 1 Clinical/lLab

 This course must be taken during the final semester of the BS Nursing program. Professional nursing concepts and care skills are integrated through an 84-hour clinical preceptorship in an affiliated healthcare facility. Students' clinical learning is facilitated through preparatory work, daily review of their progress with their preceptor, debriefings with peers, and a performance evaluation. The theory portion of the course consists of structured preparation for NCLEX through robust testing, remediation, and group and individual coaching.  2 Theory, 2 Clinical/Lab

This course focuses the R.N.-B.S. student on integration of new knowledge gained in R.N.-B.S. courses with career-related clinical practice. A portfolio is developed demonstrating application of knowledge from at least three (3) R.N.-B.S. courses to professional nursing practice. 3 Credits (2 Theory, 1 Clinical). 

This course focuses on the R.N.-B.S. student on the integration of new knowledge gained in R.N.-B.S. courses with career-related clinical practice. A portfolio is developed demonstrating continued growth beyond NURS 460 in the application of knowledge to professional nursing practice. 3 Credits (2 Theory, 1 Clinical). 

Subject of study is selected in conference between student and faculty member. Course requirements may consist of independent study, precepted clinical experiences and/or research. Content and behavioral objectives must be approved. Student must submit a signed Independent Class form, available on the SWAU website, to the Vice President for Academic Administration. Request must be approved and submitted to the Records Office by the last day to add a class. May be repeated.

Provides academic departments an opportunity to offer courses in specialized or experimental areas, either lower or upper division, not listed in the undergraduate Bulletin. May be repeated for a total of 3 credits.

This course explores professional values in the context of nursing practice. This exploration focuses on critical elements necessary for a culture of excellence in nursing care delivery. Emphasis is on the use of evidence-based professional concepts in support of health promotion and wholistic nursing practice. Must be taken as a first course in the RN to BS program sequence.

Online only.

This course is designed to enhance the RN to BS student’s ability to perform comprehensive and focused health assessments relevant to the client’ healthcare needs. Emphasis is on the professional nurse’s role in assessment for health promotion, illness and injury prevention, and mitigation of acute and chronic healthcare concerns.

Online only.

This course explores the process of aging from a whole-person perspective, including consideration of the older adults’ unique physical, mental, spiritual, and sociocultural needs. This exploration considers political, legal, social, economic, ethical, and end-of-life influences. Emphasis is on the application of evidence-based practice concepts that support individualized healthy aging.

Online only.

This course emphasizes the development of beginning competencies in appraising research for the purpose of constructing a scientific knowledge base for nursing practice. The process of developing clinically-based questions for evidence-based practice is examined and an evidence-based project is implemented.

Online only.

This course provides an in-depth discussion of the integration of the principles of pharmacology with pathophysiologic conditions. Emphasis is on the role of the professional nurse in administering, monitoring, and evaluating the therapeutic efficacy of pharmacologic agents in selected pathological processes.

Online Only

This course integrates leadership and management theories and concepts relevant to a Christian perspective on professional nursing, considering legal, ethical, moral, and sociocultural factors influencing healthcare practice. Focus is on topics germane to professional responsibilities in unit, organization, community, and societal settings.

Online Only

This course provides an overview of the policy and economic factors affecting healthcare delivery. Emphasis is on awareness of healthcare disparities, and the role of professional nurses in influencing policy decisions at local, state, regional, and national levels.

Online Only

This course introduces population health concepts. Emphasis is on health promotion, risk reduction, and disease prevention in the context of whole-person wellness. Interprofessional collaboration and focus on the social and environmental determinants of health provide the framework for addressing community-level assessment and intervention applications. Students will participate in a service-oriented community project with health care providers.

2 Theory, 1 Clinical/Lab

Online Only