NURSING
(NU) {NURS}
L/L 040. Principles of General and
Organic Chemistry. (A) Lafferty-Della
Valle. 3 h. lect. 3 h. lab. Lab
fee $100. Also offered in Summer
Session I.
Concepts of General Chemistry basic to the understanding of
the health related sciences. Principles
of atomic structure, chemical bonding, chemical
and nuclear reactions, acids, bases, and
chemical equilibria will be included. Fundamentals
of Organic nomenclature and a survey of the
physical, chemical and biological properties
of the main organic functional groups.
041. An Introduction to Organic
Chemistry, Biological Chemistry and Molecular
Genetics. (L) Lafferty-Della Valle. Prerequisite(s):
NURS 040, CHEM 001, or CHEM 101. Also offered
in Summer Session II.
Concepts of organic chemistry and biochemistry basic to the
understanding of the fundamental processes
of living organisms.
Fundamentals of nomenclature and the physical,
chemical and biological activities of functional
organic groups, structural and functional relationships
of the major biomolecules, interrelationships
of the various metabolic pathways and basics
of molecular biology will be included.
L/L 042. (BIOL042, BIOL175) Introduction
to Microbiology and Human Biochemistry.
(B) May be counted as a General Requirement
Course in Living World. Class of 2009 & prior
only. Lafferty / Pohlschr_der. Prerequisite(s):
CHEM 101, CHEM 053, CHEM 102, CHEM 054
or NURS 040. 3 h. lect. 4 h. lab. 1
h. rec. Lab fee $100.
This lecture and laboratory course covers concepts of Cellular
Biochemistry, Microbiology and Molecular
Genetics basic to an understanding of the
fundamental processes of living organisms. The
organization and characteristics of prokaryotic
and eukaryotic cells, structural and functional
relationships of the major biomolecules,
interrelationships of the various metabolic
pathways, basics of molecular genetics and
immunology.
L/R 050. Introduction to Nursing. (A) Cuellar; Abraham; Lake; D'Antonio.
0.5 course units.
Introduction to the roles of the professional nurse.
Content includes overview of health care delivery
systems and nursing's multiple roles in
those systems; history of nursing; preparation
for roles assumed by professional nurses;
and the philosophy of this School of Nursing. Emphasis
will be placed on assistingstudents to
understand the nature of nurses' work and
their contributions to promoting and maintaining
the health status of individuals and groups.
L/R 051. Human Development. (B) Hutchinson.
This course provides an overview of human development across
the lifespan. Phases of the life span covered
include: the prenatal period, infancy, early
childhood, middle and late childhood, adolescence,
young adulthood, middle adulthood, and late
adulthood. Development is examined
from a variety of theoretical perspectives
including biological, psychoanalytic, cognitive,
behavioral, and systems. The leading
models of development are critiqued and the
unique perspectives and biases that are inherent
in any given view are addressed. Cross-cultural
perspectives and contemporary issues in lifespan
human development, especially those related
to health, are emphasized.
054. Principles of Human Nutrition.
(C) Compher;
Bergen; Volpe. Prerequisite(s): NURS 040
or CHEM 101.
Essentials of normal nutrition and its relationship to the
health of individuals and families. These
concepts serve as a basis for the development
of an understanding of therapeutic application
of dietary principles and the nurse's role
and responsibility in this facet of patient
care.
SM 098. Sexual Health Promotion
& Risk Reduction in West Philadelphia: A Seminar on Urban Campus/Community
Norms. (B) Jemmot.
Prerequisite(s): Junior or Senior academic standing.
This course is a unique combination of hands-on research,
teaching, and serviceto the West Philadelphia
community. Students research sexual
risk behaviors and risk reduction for HIV
and FSTI's in the West Philadelphia community,
both on and off Penn's campus, and make concrete
recommendations for interventions to promote
sexual health & reduce risks for infection
based on their findings.
104. Concepts in Nursing: Healthy
Life Styles I. (A) Riegel;
Quigley. Prerequisite(s): NURS 040, 042,
051, 054 or by permission. Corequisite(s):
NURS 131. Also offered in Summer Session.
This introductory clinical course deals with health promotion
and disease prevention with healthy and at-risk
individuals in the community. Students
will address the theoretical component of
the course in weekly seminars. The
clinical component focuses on the communication
techniques and basic clinical skills and
technologies used to assess health status,
promote health and prevent illness. Students
then integrate theoretical concepts and clinical
skills and apply them in a variety of community
settings, focusing on health promotion and
disease prevention with healthy and at-risk
individuals.
L/R 106. Concepts in Nursing: Healthy
Life Styles II. (B) Sullivan-Marx;
Quigley. Prerequisite(s): NURS 54, 104,
131, or by Permission. Corequisite(s):
NURS 132. Also offered in Summer Session.
This course focuses on health promotion and disease prevention
across the health-illness continuum for healthy
and at risk individuals in the community.
Students build on their previously mastered
communication techniques and clinical skills
to develop comprehensive assessment skills
and to define needs among specific at risk
groups in a family and community context.
In weekly seminars,
students integrate theories of behavior and
health, epidemiologic principles, clinical
decision making, and critical thinking skills.
Theories are applied utilizing case studies
and data sources to develop health promotion
and disease prevention strategies. A
key component of the course is the development
of communication and physical assessment skills
and specified clinical techniques. The
influence of gender, life span, culture, race,
and ethnicity on health promotion and disease
prevention is specifically addressed throughout
the course.
112. Nutrition: Science &
Applications. (C) Williams,
J.; Griehs; Makris; Compher. For Non-Nursing
Majors.
An overview of the scientific foundations of nutrition. The
focus is on the functions, food sources and
metabolism of carbohydrate,fat, protein,
vitamins and minerals. Effects of deficiency
and excess are discussed and dietary recommendations
for disease prevention are emphasized. Current
issues and controversies are highlighted.
Students will analyze their own dietary intakes
and develop plans for future actions.
L/L 131. Human Anatomy and Physiology
- Part A. (A) Scanga.
Prerequisite(s): NURS 40, NURS 41 or NURS
42. 4 h. lec. 2 h. lab. $100 lab
fee.
The structural and functional organization of the human organism
is presented, along with the fundamentals
of developmental anatomy and embryology.
Histologic and gross anatomical features
of selected organ systems are related to
the physiologic and biochemical mechanisms
which enable the human body to maintain homeostasis
in an ever-changing environment.
L/L 132. Human Anatomy and Physiology
- Part B. (B) Scanga.
Prerequisite(s): NURS 40, (41 or 42), 131.
4 h. lec. 2 h. lab. $100 lab
fee.
The structural and functional organization of the human organism
is presented, along with the fundementals
of developmental anatomy and embtyology.
Histologic and gross anatomical features
of each organ system are related to the physiologic
and biochemical mechanisms which enable the
human body to maintain homeostasis in an
ever-changing environment. Basic concepts
of pathophysiology are introduced and applied
to certain clinical disorders.
L/L 210. Nursing of the Childbearing
Family: Theory/Clinical. (C) Guidera. Prerequisite(s): NURS 104, 106, 131, 132.
Course content is based on a family centered approach in which
the needs of the family members during various
phases of the childbearing process are considered. The
student is provided with a theory base necessary
for the care of women, families, and their
newborns. This theory base is organized
according to the concepts of the person or
family, environment, health and nursing and
their relation to each other during childbearing. Using
the nursing process, nursing strategies are
developed for maintaining family members
individually, for promoting optimal physiological
and psychological functioning, and enhancing
strengths within the family members and within
the family unit.
Clinical experiences
provide opportunities for application and
integration of the theory base with parents
and newborns. The student participates
in clinical experiences in a variety of settings
including acute care facilities, the community,
and the Instructional Technology Center (ITC). The
student will care for families with both
simple and complex needs in all phases of
the childbearing cycle. During this
course, the student will assist in managing
the care of families during the antepartum,
intrapartum, postpartum, and neonatal periods.
L/L 220. Nursing of Children: Theory/Clinical.
(C) Vito.
Prerequisite(s): NURS 104, 106, 131, 132.
Using developmental and systems frameworks and a family centered
approach, the health and illness needs of
children from birth through adolescence,
and the related needs of their caregivers
are addressed. The student is provided
with a theory base, as well as opportunities
for providing care to children with acute
and chronic health problems, and their families. Using
critical thinking, including the nursing
process, strategies are developed for optimizing
health; maintaining individuality; promoting
optimal developmental, physiological, and
psychological functioning; and, for enhancing
strengths within the family unit.
There are three
primary foci for this course: taking care
of sick children and families, child development,
and professionalism.
230. Introduction to Statistics.
(A) Tulman;
Pinto-Martin.
Application of statistical methods to health care data. Descriptive
statistics, including correlation and simple
linear regression. Models that underlie
inference will be examined, including laws
of probability and probability distributions
for dichotomous and continuous data. Confidence
intervals for percentages and means and testing
hypotheses using normal and chi square distributions.
L/L 240. Nursing Care of Young and
Middle Aged Adult: Theory/Clinical. (C) Walsh-Brennan. Prerequisite(s): NURS 104, 106, 131, 132.
The four central themes of nursing (person, environment, health
and nursing) will form the basis for an exploration
of the health and illness related issues
facing young and middle aged adults. A
functional status conceptual framework encompassing
a biopsychosocial approach to nursing practice
will be used. The course will present
a comprehensive overview of functional status
impairments, developmental concerns, assessment
parameters, common health problems, treatment
modalities, nutritional interventions, nursing
care strategies, resources and barriers to
treatment, psychosocial needs as well as
ethical and cultural considerations.
Clinical application of content covered will
occur in an acute care hospital setting.
Students will care
for young and middle aged adults recovering
from illness and injury and participate in
one observational experience which may include
the operating room/post-anesthesia care unit,
pain experience team, hemodialysis, transplant
team, HIV outpatient experience or ostomy
experience.
242. Concepts of Pharmacology
& Therapeutics. (A) Boullata. Prerequisite(s): NURS 40, (41 or 42), 131, 132.
Essential concepts of pharmacology and pharmacodynamics are
reviewed for the major drug classes. The
biochemical and physiological effects of
drugs are related to their therapeutic and
toxicologic effects.
260. Research Methodology. (B) Tulman; Lake. Prerequisite(s): NURS
230.
Focus of the course is on critiquing and using clinical nursing
research in practice. Experimental
and non-experimental research designs, sampling
procedures including human subjects considerations,
data collection methods, and interpretation
of results will be discussed in the context
of research utilization.
L/L 270. Nursing Care of the Older
Adult: Theory/Clinical. (C) Zurakowski. Prerequisite(s): NURS 104, 106, 131, 132.
This course is an overview that integrates selected theoretical
information into research-based nursing care
of the older adult. The overview includes
principles of gerontological care; specialized
ns; assessment of the older adult; effects
of physiological aging changes on health
and illness; psychosocial problems associated
with aging, with special attention to family
issues; pharmacological, nutritional, and
ethical considerations; and the settings
where older persons are the recipients of
care. The clinical application takes
place in an acute care setting and emphasizes
transitional care for older adults across
the health care continuum.
299. Independent Study in Nursing.
(C) Prerequisite(s):
Permission of instructor and NURS 106.
An opportunity to develop and implement an individual plan
of study under faculty guidance.
313. (NURS513) Obesity and Society.
(A) Compher.
This course will examine obesity from scientific, cultural,
psychological, and economic perspectives. The
complex matrix of factors that contribute
to obesity and established treatment options
will be explored.
316. (NURS516) International Nutrition:
Political Economy of World Hunger. (B) Chrzan. Prerequisite(s): Junior-year
or higher; at least one background course
in nutrition, anthropology, sociology or
economics.
A detailed consideration of the nature, consequences, and
causes of hunger and undernutrition internationally. Approaches
are explored to bringing about change, and
to formulating and implementing policies
and programs at international, national,
and local levels, designed to alleviate hunger
and under-nutrition.
SM 318. (GSOC318, HSOC341) Race, Gender,
Class and the History of American Health
Care. (A) Fairman. For Benjamin Franklin Scholars & Nursing
Honors Students.
This multidisciplinary course surveys the history of American
health care through the multiple perspectives
of race, gender, and class, and grounds the
discussions in contemporary health issues. It
emphasizes the links between the past and
present, using not only primary documents
but materials from disciplines such as literature,
art, sociology, and feminist studies that
relate both closely and tangentially to the
health professions and health care issues. Discussions
will surround gender, class-based, ethnic,
and racial ideas about the construction of
disease, health and illness; the development
of health care institutions; the interplay
between religion and science; the experiences
of patients and providers; and the response
to disasters and epidemics.
Skills for document
analysis and critique are built into the
course as is the contextual foundation for
understanding the history of health care.
321. Psychiatric Mental Health
Nursing: Theory. (A) Kurlowicz;
Evans; Wall; D'Antonio. Prerequisite(s):
NURS 210, 220, 240, 270. Corequisite(s):
NURS 322. Also Offered in Summer I.
This course examines limitations in psychosocial functioning
of individuals and families that are due
to psychiatric disorders.
Content focuses on the biobehavioral basis
of psychiatric disorders, as well as the psychosocial,
developmental, and physiological needs of individuals
and their families. Care of individuals having
acute episodes and chronic problems are discussed.
322. Psychiatric Mental Health
Nursing: Clinical. (A) Kurlowicz;
Evans; Wall; D'Antonio; Philmon. Prerequisite(s):
NURS 210, 220, 240, 270. Corequisite(s):
NURS 321. 0.5 c.u. Also offered in
Summer I.
Clinical experience provides opportunities for application
of theories and principles to persons with
psychiatric disorders and their families. Student
clinical experiences occur primarily in acute
care settings with optional experiences in
a variety of primary care, acute, and long-term
care settings.
SM 323. Pathophysiology for Clinical Practice. (M) Tkacs. Prerequisite(s): NURS 131,
132. This course uses group discussion of
case studies to review common pathophysiological
processes involving the major organ systems. Students
are encouraged to draw on their knowledge
of biochemistry ad metabolism, nutrition,
anatomy, physiology, and microbiology as
this knowledge is applied to complex disease
processes. This integrated approach
to understanding disease mechanisms will
increase the student's ability to critically
evaluate cases encountered in clinical course
work and plan appropriate responses to improve
outcomes.
330. Theoretical Foundations of
Health Care Ethics. (C) Distribution Course in Society. Class of 2009 & prior only. Perlman;
Ulrich.
The theoretical foundations of health care ethics including
definitions of ethics, history of bioethics
and nursing ethics, and the influence of
religion, psychology of moral development
and philosophy in the development of ethical
theory. Nursing code of ethics, changing
ideas in ethics, and discussion of the developing
profession of nursing are included.
331. (NURS531) Forensic Mental
Health. (A) Brown,
K.; Burgess; Akiyama.
Forensic mental health is the interface between the law and
mental health. This course examines the components
of human behavior that bring people into
a judicial setting. Content will cover:
criminal personalities, forensic interview,
and the role of forensic psychiatry.
Domestic violence offenders, sex offenders,
stalkers, gang members, and offenders who commit
homicide will be discussed. Definitions
and dynamics of criminal motherhood and the
psychodynamics of violent juvenile offenders
will be presented. Use of the internet
by offenders will also be discussed. This
course also offers a field experience in which
student's interview incarcerated individuals.
332. (NURS534) Forensic Science
I. (B) Brown,
K.; Burgess; Akiyama.
This course discusses the interface of law and science. Forensic
science is theapplication of scientific principles
in the legal arena. This course examines
the contribution of forensic science to criminal
and civil investigation. Crime sceanalysis
is accomplished via disciplines within forensic
science. The role of tmedical examiner,
the structure and function of crime laboratories,
death investigation and the role of health
care personnel in forensic cases is discused.
333. (NURS533) Victimology. (C) Brown, K.; Burgess; Akiyama. Summer
Session I.
This course examines the wide range of victimization experiences
from the perspective of the victim, their
families and society. Crimes to be
studied include workplace violence, corporate
crime, robbery, burglary, assault, rape,
stalking, domestic violence, homicide, suicide,
elderly abuse and child sexual abuse and
exploitation. The role of the medical
examiner, health care providers and the FBI
as they relate to victims of crime will be
discussed. Emphasis will be given to exploring
the elements of each crime and response patterns
to victimizations. Services available
to victims of crime will be discussed.
336. (NURS536) Current Topics in
Pain. (A) Polomano.
Prerequisite(s): Junior or senior status
in the nursing curriculum or by permission
of the instructor.
This course focuses on biopsychosocial aspects of the pain
experience and interpatient differences and
how these form the basis for understanding
pain perception, physiological and behavioral
reactions and response to pain interventions. Content
includes an integrated overview of the neurobiology
of pain, measurement pain, pharmacological
and nonpharmacological approaches for acute
and chronic pain syndromes, health policy
and care delivery models for improving pain
assessment and management. Peripheral
processing, neuroanatomical pathways and
central integrating mechanisms involved in
nociception and pain are examined. The
roles of individual biochemical mediators,
neurotransmitters and neuromodulators are
examined and linked to theeffectiveness of
pharmacological and alternative methods for
pain control. The challenges of pain assessment
and pain management in special clinical populations
are considered. Relevant topics of
special interest to course participants will
be introduced for class discussion in the
form of student presentations.
337. (NURS537) Foundations in Patient
Safety. (A) Barnsteiner;
Burke, K.
This course is designed to provide the student with a comprehensive
multidisciplinary background in the science
of patient safety. Historical perspectives,
current understandings related to error management,
and directions in health policy and research
will be covered.
SM 338. (GSOC338, HSOC338, NURS638,
NURS838) "Sweet Little Old Ladies
and Sandwiched Daughters": Social
Images and Issues in our Aging Society.
(B) Kagan. Third or fourth year undergraduate students
in any major BFS, JWS, and NUHP students.
This course is an intensive and focused introduction to social
gerontology as a trans-disciplinary lens
through which to examine aspects of social
structure, actions, and consequences in an
aging society. A variety of sources
are employed to introduce students from any
field focused on human behavior and interaction
to classical notions of social gerontology
and current scholarly inquiry in gerontology. Field
work in the tradition of thickdescription
creates a mechanism to engage students in
newly gerontological understandings of their
life worlds and daily interactions. Weekly
field work, observing aspects of age and
representations of aging and being old in
every day experiences forms, is juxtaposed
against close critical readings of classical
works in social gerontology and current research
literature as well as viewings of film and
readings of popular literature as the basis
for student analysis. Student participation
in the seminar demands careful scrutiny and
critical synthesis of disparate intellectual,
cultural, and social perspectives using readings
and field work and creation of oral and written
arguments that extend understandings of the
issues at hand in new and substantive ways. Emphasis
is placed on analysis of field work and literature
through a series of media reports and a final
term paper.
Creative approaches
to identifying literature, analyzing field
work and representing critique are encouraged.
SM 339. (GSOC339, HSOC339)
"Aging, Beauty, and Sexuality": Psychological Gerontology in the
21st Century. (B) Kagan.
Third or fourth year undergraduate students in any major BFS, JWS, and NUHP
students.
This honors course examines the psychological gerontology
of advancing age and identity in the 21st
century. Examination emphasizes gendered
notions of beauty and sexuality in ageing
and the life span to foster discourse around
historical notions and images of beauty and
ugliness in late life in contrast to contemporary
messages of attractiveness and age represented
by both women and men. The course is
designed to create intellectual foundations
as place from which to critique socially
mediated and personally conveyed images and
messages from a variety of media and their
influence on intrapersonal and interpersonal
constructions and social processes.
Contemporary and historical ideas encompassing
stereotypical and idealized views of the older
person are employed to reflect dialogue around
readings and field work.
Classical and contemporary
scholarship from gerontology, anthropology,
biomedicine and surgery, nursing, and marketing
among other disciplines as well as select
lay literature are critiqued and compared
with interpretation of field work to build
understandings of diverse individual, familial,
and cultural impressions of aging and identity. Skills
for participant observer field work in the
tradition of thick description are built
to allow reflection and analysis of discourse
about aging, beauty, sexuality, and other
relevant aspects of human identity.
340. Nursing in the Community:
Theory. (A) McCauley,
L.; Lewis, L. Prerequisite(s): NURS 210,
220, 240, 270, 321, 322. Corequisite(s):
NURS 341. Also offered in Summer II.
This course will provide an introduction to community health
nursing in the context of the public health
paradigm. Through a series of lectures
and discussions, students will identify applications
of the public health paradigm to community-based
nursing practice with individuals, families,
and populations. Topics include the
history of public health, the core public
health sciences, environmental and occupational
health, oral health, global health and the
social determinants of health, health promotion,
as well as prevention and intervention approaches
to chronic and infectious diseases and injuries.
341. Nursing in the Community:
Clinical. (A) Schumacher;
Cotroneo. Prerequisite(s): NURS 210, 220,
240, 270, 321, 322. Corequisite(s): NURS
340. .5 c.u. Summer II.
Clinical practice promotes synthesis of community health nursing
theory through provision of nursing care
to clients in community settings. Implementation
and evaluation of nursing care is emphasized
for clients in the community with common
functional and physiological problems.
Synthesize public
health strategies through clinical practice
in community settings focusing on health
promotion, disease prevention and care for
clients, families and communities across
the lifespan.
356. Case Study: Culture of Birth.
(B) McCool.
Prerequisite(s): NURS 210, 220 or Permission
of Instructors.
This course will explore the cultural context of birth and
the activities of women and professionals
and/or attendants in meeting the health care
needs of pregnant women. The history
of caring for women at birth, international
health care, cultural mores/societal values,
place of birth, psychosocial factors, ethical
decision-making and the role of technology
are content areas that will be discussed.
359. (NURS559) Case Study: Quality
Care Challenges in an Evolving Health Care
Market. (B) Jones, Carol. Prerequisite(s): NURS
104, 106.
Quality care is an issue for consumers, providers, purchasers,
and policy makers. This case study
examines the multiple challenges that surround
the quality of health care in the evolving
United States health care marketplace. Through
classroom discussion and special project
experience, the student will become familiar
with the concept of health care quality and
approaches to the measurement and management
of quality.
Using Donabedian's construct of structure,
process and outcomes, strategies to improve
quality while containing or reducing costs
are reviewed, including the contributions of
clinical practice guidelines. The evolving
dominant structures for providing health care
services, managed care and integrated delivery
systems, and their approaches to quality management
and reporting will be explored.
360. Case Study: Nursing Practice
with HIV+ Patients. (A) Vincent. Prerequisite(s): NURS 104, 106.
This course is directed at the need to increase nursing majors
knowledge and clinical expertice in the care
of persons with HIV/AIDS. Hands on
clinical practice with nurses who are AIDS
experts will be combined with seminars that
provide epidemiologic, clinical assessment,
infection control, symptom management, patient
teaching, psychosocial, ethical, cultural,
political, and policy information.
361. Case Study: Breast Feeding
& Human Lactation. (A) Spatz. Prerequisite(s): NURS 104, 106.
Human milk is recognized universally as the optimal diet for
newborn infants. The health benefits of breastfeeding
are so significant that a National Health
Objective set forth by the Surgeon General
of the United States for the year 2010 is
to increase the proportion of mothers who
breastfeed their babies in the postpartum
period. Through classroom and clinical
experiences, this course will provide an
in depth examination of the anatomy and physiology
of lactation, essential aspects of establishing
and maintaining lactation, and the nurses'
role in counseling the breastfeeding family.
Emphasis will be placed on current research
findings in the content area.
362. (NURS562) Case Study: Use
of Complementary and Alternative Medicine
(CAM). (B) Cuellar. Prerequisite(s): NURS 104;
NURS 106.
This course will examine the use of complementary and alternative
medicine (CAM) in health promotion and disease
prevention, as well as in acute and chronic
health conditions, through evidence-based
research and practice. Implications of CAM
on culture, health disparities, society,
economics, safety, legal, ethical, and health
policy issues will be explored and discussed.
363. Case Study: Aggressive Behavior
in Healthcare: Assessment Prevention and
Treatment. (B) Coleman. Prerequisite(s): NURS 104,
106.
The escalating incidence and prevalence of aggression in the
health care setting requires that providers
acquire a new set of pragmatic competencies
for managing its complex sequelae. This
course presents theoretical frameworks for
understanding, predicting, preventing and
responding to aggressive behaviors across
the life span. Historical, bio-behavioral,
social, and cultural explanations for aggression
will be synthesized and analyzed within the
context of multiple points of entry into
the health care system across clinical settings. Personal
self-awareness, debriefing, and stress management
techniques exemplify techniques to prevent
untoward consequences in providers. This
course also uses exemplars and a range of
experiential learning strategies, including
skill development, situation analysis, concept
mapping, unfolding case studies and cooperative
learning, to examine the assessment, prevention,
treatment, and response to aggressive behavior
in patients and management of its consequences
in self and others.
364. Case Study: Cancer. (B) Hollis. Prerequisite(s): NURS 104,
106.
This elective case study offers students the opportunity to
learn about the etiology, diagnosis, and
management of cancer across the lifespan. Building
on existing clinical knowledge and skills,
students will explore cancer care from the
perspectives of prevention, early detection,
treatment, survivorship, and death. Observational
clinical experiences and selected case studies
will enhance students' understanding of patients'
and families' cancer experience.
365. Case Study: Case Analysis
in Clinical Nutrition. (B) Williams, J. Prerequisite(s): NURS 104, 106.
This course is designed for present and future nurse professionals
who wish to increase their knowledge of nutrition
and expertise and application of knowledge
to achieve optimal health of clients and
themselves. Principles of medical nutrition
therapy in health care delivery are emphasized
in periods of physiologic stress and metabolic
alterations. Individual nutrient requirements
are considered from pathophysiologic and
iatrogenic influences on nutritional status.
Nutritional considerations for disease states
will be explored through epidemiological, prevalence,
incidence, treatment and research data.
Understanding application of medical nutrition
therapy are included through case analysis
and field experiences
366. (NURS566) Case Study: Living
with Dementia. (M) Strumpf;
Kagan; Cotter. Prerequisite(s): NURS 104,
106 or Permission from Instructor.
Living with Dementia provides a two fold experience: guided
observation of an individual with dementia
and a seminar series on dementia - neuropathology,
assessment, care and treatment. Students
will interact with a person with AD and his/her
caregiver. The goal is to understand
the demented individual's functional abilities
and impact of environment on performance
and behavior. A further goal is to
develop an appreciation of the primary caregiver's
role and the strengths and limitations of
community support systems. Each team
of two to three will be assigned a family
unit for study. In so far as possible,
teams will be interdisciplinary.
367. (NURS557) Case Study: Palliative
Care. (A) Strumpf;
Reifsnyder; Vito. Prerequisite(s): NURS
104, NURS 106. for Graduate Students and
Junior and Senior Undergraduate Nursing
Students (with Course Faculty Permission).
The overarching framework for the study of psychosocial and
spiritual concerns in this course is respect
for and understanding of the patient's and
family's unique beliefs, values, preferences,
and choices.
The course will examine patient and family
perspectives as well as health care system
variables and societal issues that affect the
organization and delivery of care during advanced
illness and at the end of life. Students
will engage in critical analysis of the evidence
base concerning psychosocial and spiritual
concerns and barriers to and opportunities
for improving end of life care across the diverse
settings in which health care is delivered. The
historical, social, cultural, policy, economic,
legal and ethical trends will be explored.
Students will critique and propose innovative
approaches to affecting sustainable organizational
improvements in palliative and end of life
care.
368. (NURS550) Case Study: Home
Health Care. (A) Doyle.
Prerequisite(s): NURS 104, NURS 106.
This course examines the major aspects of home-based care
across patients' life spans from acute to
long term care. New trends, advances,
and issues in home management of complex
conditions, innovative delivery systems and
legal, ethical and policy consideration will
be explored.
L/R 370. Advanced Clinical Practicum
in Nursing: Theory. (C) Clarke; Sochalski. Prerequisite(s): NURS 321, 322, 340, 341. Corequisite(s):
NURS 371.
This final clinical nursing course focuses on the integration
and synthesis of scientific knowledge with
clinical nursing practice and the development
of the professional nursing role. Building
on content from prior courses, students will
develop an understanding of management of
patient care from the perspective of the
individual client and family to groups of
clients and eventually to management of health
care systems. Principles of leadership,
accountability and change will be integrated
throughout. The process of transition
from the student role to that of the professional
nurse will be facilitated through discussion
of organizational systems, professional issues,
mechanisms for evaluation of care and the
role of the nurse as patient advocate and
change agent.
Students will select
from several practice options for the clinical
content of the course. Clinical seminar
content will build on core content and will
provide an exposure to advanced nursing concepts
within the area of specialty practice. Application
of conceptual models to clinical practice
will be discussed and nursing research will
be integrated throughout the course.
371. Advanced Clinical Practice:
Clinical. (C) Clarke;
Sochalski; Rogers; Staff. Prerequisite(s):
NURS 321, 322, 340, 341. Corequisite(s):
NURS 370.
This final clinical nursing course focuses on the integration
and synthesis of scientific knowledge with
clinical nursing practice and the development
of the professional nursing role. Students
select from a variety of options a primary,
secondary or tertiary care setting in which
to practice. Students will examine
nursing care planning and delivery from the
standpoint of at least one conceptual model. They
will increase their skills in patient assessment,
planning, and providing the full range of
direct and indirect nursing care and evaluating
the outcome of care. To the extent
that it is possible within the clinical agency,
they will provide care in more than one patient
care delivery setting, to identify how nursing
care requirements changes as the acuity or
the site of care delivery changes. Principles
of leadership, accountability and change
will be applied to clinical practice as the
student begins to operationalize the professional
nursing role. Emphasis will be placed
on the nurse as a knowledgeable provider
of health care who is both a change agent
and client advocate.
375. Nutrition Throughout The Life
Cycle. (A) Berman-Levine.
Prerequisite(s): NURS 54, or NURS 112,
comparable nutrition course, or approved
introductory course.
Understanding and meeting nutritional needs from conception
through adulthood will be addressed. Nutrition-related
concerns at each stage of the lifecycle,
including impact of lifestyle, education,
economics and food behavior will be explored.
376. Issues in Nutrition, Exercise,
and Fitness. (A) Volpe. Prerequisite(s): NURS 54 or NURS 112.
An examination of the scientific basis for the relationship
between nutrition, exercise and fitness. The
principles of exercise science and their
interaction with nutrition are explored in
depth. The physiological and biochemical
effects of training are examined in relation
to sports performance and prevention of the
chronic diseases prevalent in developed countries.
385. Senior Inquiry. (C) Naylor. Prerequisite(s): NURS 321,
322, 340, 341, or Permission of Advisor and
Instructor.
Provides the senior nursing student the opportunity to explore,
analyze, and formulate implications of the
research and related literature on a selected
topic under the guidance of a faculty advisor. A
detailed scholarly paper in APA format will
be written by the student.
399. Faculty Directed Research Practicum. (C) Prerequisite(s): Permission of instructor
and completion of a research course (NURS
260 or NURS 637).
SM 400. (GAFL474) Advances In Health
Systems Research And Analysis. (B) Sochalski; Clarke. by Permission Only.
Capstone Course for NURS/WH Joint Degree Students.
500. (PUBH502) Introduction to
Principles and Methods of Epidemiology.
(B) Pinto-Martin. Prerequisite(s): Elementary statistics.
This course provides an introduction to epidemiologic methods
and overview of the role of epidemiology
in studies of disease etiology and in the
planning, delivery and evaluation of health
services. The population-based approach to
the collection and analysis of health data
will be emphasized throughout the course.
Through textbook reading, problems sets,
class discussion and review of the recent
literature, students will become acquainted
with the basic designs of epidemiologic studies
in theory and in practice. Students will
develop the basic skills necessary to use
epidemiologic knowledge and methods as the
basis for scientific public health practice.
501. Advanced Health Communications:
I. (A) Buchheit.
Advanced Health Communication: I provides foundation training
in academic skills and in those linguistic
features of English which are relevant to
those skills. The course focuses on
reading strategies, academic writing conventions,
discussion skills, and critical thinking.
In addition to these academic skills, the participants
work on general English pronunciation, accurate
grammar, and vocabulary.
502. Advanced Health Communications:
II. (B) Buchheit.
Advanced Health Communication: II continues the work in Academic
English started in Advanced Health Communication:
I. In addition, the course provides
more intensive training in the overall intelligibility
needed to participate effectively in classes
and in clinical settings. The focus
is on accurate speech production, understanding
different dialects and varieties of English,
and understanding the way English is used
in various social and professional settings.
L/R 503. Human Sexuality and Health.
(B) Guidera;
Villari; McCann. Junior and Senior undergraduates. Open
to all graduate students.
Emphasizes the theories of sexual development and sexual behavior
within the continuum of health and disease. Common
sexual practices of people are studied in
relation to life-style and/or situational
life crisis. Contemporary issues in sexuality
and health will be examined.
504. Advanced Health Communications:
III. (A) Buchheit.
Advanced Health Communications: III focuses on the language
used by patients and caregivers in clinical
context, including receiving and giving information
and building relationships. Work on
accurate pronunciation is continued, and
there is an increased focus on colloquial
vocabulary. Participants look at the
ways that culture is reflected in concepts
of health, treatment, and healing, and they
build skills in 'reading' both language-based
and social-based clues to attitude and belief.
505. Culture and the
"Isms" in Health Care. (B) Watts.
This course provides a forum for examining the multidimensional
issues of culture and the "isms" related
to delivery of health care. It utilizes
selected conceptual/theoretical formulations
about culture, cultural sensitivity, cultural
competency, health beliefs, and health behaviors
as a basis for discussions. The course
focuses on disparities in health care with
specific emphasis on diverse cultural issues
related to ethnicity, race, gender and sexuality,
age, body habitus, class, spirituality, professional
practice, and workforce issues. The
specific aims of the course are to provide
the opportunity for students to explore the
concerns of the individual individual as
a member of a cultural group or groups and
apply principles for the provision of culturally
competent health care.
508. Applied Pharmacology in Nursing
Practice. (C) Boullata.
Prerequisite(s): NURS 605 or NURS 607.
Principles of clinical pharmacology are applied to the nursing
care of family members. Proper prescribing
and monitoring procedures for the various
drug regimens used to treat various disease
states are reviewed. Problems inherent
in self-medication, overuse and abuse of
drugs are also considered.
509. The Medically Fragile Child.
(L) Barnsteiner;
Howe. Summer Session II.
This course is designed to assist prospective practitioners
develop advanced skills in identifying the
needs and interventions for medically fragile
neonataes, children and their families.
511. Loss, Grief and Bereavement.
(L) Gillis-Donavan.
Summer Session II.
Loss, grief and bereavement are pervasive aspects of the human
experience. The content of this course provides
a basis both for personal development and
professional growth. Through a series
of seminars, key issues surrounding loss,
death, dying, grief and bereavement will
be examined.
513. (NURS313) Obesity and Society.
(A) Compher.
Prerequisite(s): Undegraduates by permission
of instructor.
This course will examine obesity from scientific, cultural,
psychological, and economic perspectives. The
complex matrix of factors that contribute
to obesity and established treatment options
will be explored.
516. (NURS316) International Nutrition:
Political Economy of World Hunger. (B) Chrzan. Graduate Students Only.
A detailed consideration of the nature, consequences, and
causes of hunger and undernutrition internationally. Approaches
are explored to bringing about change, and
to formulating and implementing policies
and programs at international, national,
and local levels, designed to alleviate hunger
and under-nutrition.
517. Advanced Nutrition and Metabolism.
(B) Compher;
Bloedon. Prerequisite(s): Nurs 54 or Nurs
112 (Students with extensive background
in life sciences by permission of faculty).
Essentials of nutritional biochemistry from the molecular
level to the level of the whole human organism. Nutrient
functions and inter-relationshps are explored
with attention to the association between
nutrients and disease risk. Topics include
energy metabolism and regulation of fat storage,
new functions of vitamins and minerals, gene
nutrient interactions and current research
topics.
518. (GSOC518) Nursing, Health
and Illness in the U.S., 1860-1985. (B) Distribution Course in Hist & Tradition. Class of 2009
& prior only. Fairman; Wall.
This courses uses nursing's history as a framework for analyzing
