Second Degree BSN Program

Second Degree BSN Curriculum

Download 2012-2013 Program of Study

First Semester

12-month Program of Study

Pre-session:
UPNS 140	Professional Development Seminar*	1 credits
UPNS 141	Transcultural Responses and Professional Communication in Health Care*	3 credits
* Pre-session seminars will require on-going work throughout the semester through online, Web-enhanced work and several additional scheduled class meeting times.
Courses:
UPNS 240	Foundations of Evidence Based Practice	4 credits
UPNS 242	Health Assessment in a Community Context	5 credits
UPNS 243/243R	Synergy in Nursing Practice: Healthy People	3 credits
UPNS 244	Nursing Skills and Technology	3 credits
UPNS 245	Foundational Concepts in Nursing	2 credits
UPNS 246	Concepts in Health Promotion/ Human Development Across the Lifespan	3 credits
TOTAL: 24 credits

Second Semester

UPNS 340	Applied Pathophysiology and Nursing Care of the Patient Experiencing Illness I	5 credits
UPNS 341/341R	Synergy in Nursing Practice: Illness Across the Lifespan I	4 credits
UPNS 342	Applied Pathophysiology and Nursing Care of the Patient Experiencing Illness II	5 credits
UPNS 343/343R	Synergy in Nursing Practice: Illness Across the Lifespan II	4 credits
TOTAL: 18 credits

Third Semester

UPNS 440	Case Management and Systems Thinking in Collaborative Roles	4 credits
UPNS 441	Professional Concepts and Issues	4 credits
UPNS 442/442R	Synergy in Nursing Practice: Chronic Illness Across the Lifespan	4 credits
UPNS 443/442R	Synergy in Nursing Practice	4 credits
UPNS 444	Preparation for Nursing Role	2 credits
R - Recitation                                  TOTAL: 18 credits
Curriculum Total = 60

Course descriptions also available on the Online Undergraduate Course Catalog
Nursing courses begin with UPNS

Revisions to courses and curricula are ongoing.

Alpha Tau Delta (ATD) - a national professional fraternity for nursing students.

Chi Eta Phi (CEP) - a professional association for registered professional nurses and student nurses (male and female) representing many cultures and diverse ethnic backgrounds.

Duquesne University Student Nurses Association (DUSNA) - a professional organization interested in contributing to nursing education by volunteerism, thereby contributing to the community and university.

Male Association of Nursing (MAN) - a professional organization for male nursing students.

Nurses Christian Fellowship (NCF) - a Christian professional organization and a ministry of and for nurses and nursing students.

Sigma Theta Tau - The Honor Society of Nursing, dedicated to promoting excellence in nursing education, practice and research.

At the completion of the nursing program, the student will:

• Integrate clinical judgment skills when implementing care for individuals, families, groups, and community.
• Justify one’s practice through the implementation of the role of being a moral agent.
• Display a caring attitude in all aspects of one’s practice.
• Institute collaborative efforts for the improvement of care to individuals and for improvement in health care delivery.
• Demonstrate the ability to utilize integrated systems analysis for personal and professional navigation of the health care delivery systems.
• Integrate cultural sensitivity in caring for individuals/families of diverse populations.
• Engage in evidence based practice.
• Incorporate teaching into all aspects of one’s practice.
• Evaluate the interrelationship of nurse competencies and the patient characteristics to patient outcomes.

School of Nursing Conceptual Framework

The curriculum flows logically from the conceptual framework originally developed by the American Association of Critical Care Nurses (AACN). The Synergy Model suggests that patient outcomes are enhanced when the nurses’ competencies are compatible with the characteristics or needs of the patient. When applied in the educational system, the center of attention for the model is the students and their learning. In the academic environment, developmental needs of the students are advanced when faculty competencies are aligned with the learning needs of nursing students. The competencies of the nurse identified in the model are those the faculty envisions as essential to the success of the nurses’ interventions. Underlying all of the nurses’ competencies is the unique contribution of nurses to provide “safe passage” for patients and their families through the health care environment. According to Curly (1998) these competencies are:

• Clinical judgment – clinical reasoning that underpins decision-making in clinical practice, includes the assessment of given patient care situations, and nursing skill.
• Advocacy and moral agency – representing the interests of the “other” and identifying and working to manage or explain ethical and clinical concerns. This dimension acknowledges the unique trust inherent in the nurse patient relationship.
• Caring practices – constellation of nursing activities that are responsive to the uniqueness of the patient, family, group and community and create therapeutic environment. Caring practices include: vigilance, engagement and responsiveness.
• Facilitation of learning – ability to use self to maximize patients’ learning.
• Collaboration – working with others to promote and encourage each person’s contribution to achieving optimal goals for the patient. This includes intra and interdisciplinary work.
• Systems thinking – appreciating the care environment and the interrelationships within and across health care systems.
• Response to diversity – sensitive to recognize appreciate and incorporate differences between and among people along multiple dimensions in the provision of care.
• Clinical inquiry – process of questioning and evaluating practice, assessing evidence base of practice and innovating through research and learning.