![NRSG 411 Patient Centered Care III
This course focuses on tertiary prevention strategies using exemplars illustrative of identiRed concepts throughout
the life course. Students will analyze selected nursing concepts and related research, focusing on primary,
secondary and tertiary prevention and the chronic disease process. Collaboration with the patient and family to
move toward maximal levels of functioning will be emphasized.
PREREQUISITE/CO-REQUISITE COURSES: Semester one and two courses, NRSG 412
CREDIT ALLOCATION: 4 credits: classroom
NRSG 412 Patient Centered Care Clinical III
Clinical experiences provide opportunities for application and integration of primary, secondary, and tertiary
prevention and the disease process; collaboration with the patient and family to enhance health in illness and
develop highest level of functioning. Experiences will also encompass end of life strategies, risk anticipations,
advocacy, and con]ict management. Clinical settings such as hospital, long-term care facilities, home health care,
and hospice settings would be used with persons along their life course: infants, children, adolescents, adults, and
older adults.
PREREQUISITE/CO-REQUISITE COURSES: Semester one and two courses, NRSG 411
CREDIT ALLOCATION: 4 credits: clinical
NRSG 413 Population-Centered Care
The course, Population Centered Care, is a concept synthesis course in which students use nursing concepts
previously introduced and apply them to vulnerable and at risk populations in a variety of clinical and community
settings. Opportunities to practice comprehensive, public health nursing roles and functions are provided in
structured and unstructured diverse healthcare environments. Health disparities, cultural diversity, social justice and
health laws and policies related to population vulnerability throughout the life course are emphasized. Major
concepts include care coordination as demonstrated by nurse case management, safety through emergency
preparedness and environmental health, and informatics and technology inclusive of epidemiology. Multiple
approaches, such as inter-professional and community partnerships, case studies and simulations, clinical
experiences, population data assessment and analysis and evidence-based practice are expected learning
experiences.
PREREQUISITE/CO-REQUISITE COURSES: Semester one and two courses
CREDIT ALLOCATION: 5 credits: 2 hours classroom, 3 hours clinical
NRSG 415 Policy and Issues in Healthcare Delivery](https://image.slidesharecdn.com/4429c366-1716-4968-8b27-686ad5f71047-151130013007-lva1-app6892/85/BSN-Courses-Nursing-University-of-Nebraska-Medical-Center-4-320.jpg)
![This course develops leadership, management, and professionalism expected of a nurse with a bachelor’s level
education. The focus of this course is on professional role development in relation to environmental, social, political
and economic factors which in]uence health care policy and the organization and operation of health care
systems. Selected exemplars are examined to help students analyze issues, compare and contrast multiple views
on issues, and formulate appropriate responses to health care policy.
PREREQUISITE/CO-REQUISITE COURSES: Semester one and two courses
CREDIT ALLOCATION: 3 credits: classroom
NRSG 419 Transition to Professional Nursing
This is a clinical practicum during which a student assumes the role of a beginning professional nurse in partnership
with a registered nurse preceptor in a health care setting. The student will integrate professional nursing concepts
and skill. The clinical preceptor provides the students with experiences to begin role transition through delivery of
safe, high quality care using sound clinical decision-making skills. Emphasis is placed on leadership, evidence-
based practice, and intra- and inter-professional partnership.
PREREQUISITE/CO-REQUISITE COURSES: Semester one, two, and three courses, NRSG 421 and NRSG 422
CREDIT ALLOCATION: 4 credits: clinical
NRSG 421 Patient Centered Care IV
This course is focused on nursing care of complex patients, families, and groups in unstable situations with
unpredictable outcomes. Students will be able to synthesize previous and concurrent knowledge in determining
clinical decisions. Students will analyze multiple interrelating nursing concepts and related research, focusing on
high-quality safe patient care across the life course. Exemplars provide opportunities for application and integration
of secondary and tertiary prevention strategies. Students will use clinical reasoning skills to achieve optimum
physiological and psychological patient and family outcomes.
PREREQUISITE COURSES: Semester one, two, and three courses
CO-REQUISITE COURSES: NRSG 422
CREDIT ALLOCATION: 3 credits: classroom
NRSG 422 Patient Centered Care Clinical IV
Students will provide high quality safe care for complex patients, families, and groups in unstable situations with
unpredictable outcomes. Clinical experiences will use all levels of prevention in the care of complex patients,
families and groups across the life course. Students will also have the opportunity to participate in intra- and inter-
professional partnerships in health care delivery. Students will engage in patient centered care using evidence based
practice and informatics.](https://image.slidesharecdn.com/4429c366-1716-4968-8b27-686ad5f71047-151130013007-lva1-app6892/85/BSN-Courses-Nursing-University-of-Nebraska-Medical-Center-5-320.jpg)
![An Exceptional Learning Environment
collaboration, delegation, resource management, legal issues, ethical concerns, quality, safety, evidence based
practice, and workplace issues for current and projected healthcare needs. Skills in problem solving, critical thinking,
clinical reasoning, decision making, and organizational leadership are emphasized.
CREDIT ALLOCATION: 4 credits, classroom
NRSG 452W Leadership in Healthcare Delivery II
This course is designed to develop leadership, management, and professionalism expected of a nurse with a
bachelor’s level education. The focus of this course is on personal and professional practice and role development
in relation to the complex healthcare system’s external forces with speciRc consideration of environmental, social,
political and economic factors that in]uence health care policy and the organization and operation of healthcare
systems. Advocacy and critical assessment and evaluation of needs on the personal, client, community, and global
level are examined with needs for new health policy determined. Selected exemplars are examined to help students
analyze issues, compare and contrast multiple viewpoints, and formulate appropriate responses to health care
policy. Legislative processes on the state and national level are examined, followed, and evaluated.
CREDIT ALLOCATION: 3 credits, classroom](https://image.slidesharecdn.com/4429c366-1716-4968-8b27-686ad5f71047-151130013007-lva1-app6892/85/BSN-Courses-Nursing-University-of-Nebraska-Medical-Center-8-320.jpg)
BSN Courses | Nursing | University of Nebraska Medical Center
- 1. BSN Courses Course descriptions by program Traditional BSN Program Accelerated BSN Program RN to BSN Program Traditional BSN Program NRSG 311 Pathophysiologic Alterations in Health I This course focuses on the pathophysiologic basis for alterations in health across the life course. Theories of disease causation will be explored. Acquired, immune, infectious, carcinogenic, genetic, and biochemical alterations in health in selected body systems will be presented with an emphasis on etiology, cellular and systemic pathophysiologic responses and clinical manifestations. Interdisciplinary management will be introduced. Together with Pathophysiologic Alterations in Health II, this course is intended to provide a comprehensive understanding of pathophysiology. PREREQUISITE COURSES: Anatomy, physiology or permission of instructor CREDIT ALLOCATION: 2 credits, classroom NRSG 312 Health Assessment Across the Life Course This course will focus on a conceptual approach to the holistic assessment of a well person. Assessment of critical periods and life events from pre-birth, birth, infant, child, adolescent, adult, older adult through end of life are included. Students will obtain health histories, identify risk factors, and develop health assessment skills in the physiologic, psychosocial (cognitive/mental, emotional, behavioral, social), developmental and spiritual dimensions within environments. Students will identify the data elements and potential data values associated with each of these assessments; separating normal Rndings from alterations from normal. Students will participate in active learning experiences in laboratory and simulation settings which will assess the student's beginning ability to convert data to information and apply appropriate knowledge to critical thinking and the decision making process. PREREQUISITE/CONCURRENT COURSES: None CREDIT ALLOCATION: 4 credits: 2.5 classroom; 1.5 lab NRSG 313 Patient Centered Care I
- 2. This course introduces students to many of the fundamental concepts of caregiving. A large part of the course focuses on wellness and health promotion, with students learning to motivate and educate patients to achieve or maintain optimum health. Screening and early intervention are stressed. Patient characteristics and attributes and the impact of health determinants are considered. As students progress, they are introduced to other principles of caregiving in such areas as stress and coping, mobility and elimination. Throughout the course, students are asked to integrate principles of therapeutic communication, inter-professional collaboration, and safety. PREREQUISITE/CONCURRENT COURSES: NRSG 312, NRSG 314 CREDIT ALLOCATION: 4 credits, classroom NRSG 314 Patient Centered Care Clinical I This course provides skill development and clinical experiences to augment the learning in all of the other Rrst semester courses. The course provides opportunities for application and integration of primary and secondary prevention strategies, principles of health promotion, use of health information, assessment and planning related to patient proRles, evidence based practice, and teaching/learning motivational principles, therapeutic communication, inter-professional collaboration, and safety. In addition, students have opportunities to demonstrate the provision of nursing care to assist patients to meet basic needs, in a variety of settings. Students develop and practice skills in laboratory and clinical settings. PREREQUISITE/CONCURRENT COURSES: NRSG 312, NRSG 313 CREDIT ALLOCATION: 3 credits, clinical/lab (9 clock hours/week) NRSG 316 Evidence-Based Practice and Leadership in Nursing This course is the Rrst in a sequence of courses devoted to baccalaureate level professional nursing concepts. Students will focus on the practical skills required to identify and appraise best evidence to support nursing practice. Roles of the professional nurse will be explored, including the attributes of leadership and the assimilation of professional values. Attention will be given to the professional issues of collaboration and teamwork, evidence- based practice, legal issues, ethics, safety, risk reduction, quality improvement and organizational systems in providing patient-centered care. The appropriate use of technology and informatics to leverage change in nursing care and continuous quality improvement and to assist in decision making will be integrated throughout the course. PREREQUISITE COURSES: Statistics CREDIT ALLOCATION: 3 credits, classroom NRSG 331 Pathophysiologic Alterations in Health II This course focuses on the pathophysiologic basis for alterations in health across the life course. Theories of disease causation will be explored. Acquired, immune, infectious, carcinogenic, genetic, and biochemical alterations in health in selected body systems will be presented with an emphasis on etiology, cellular and systemic
- 3. pathophysiologic responses and clinical manifestations. Interdisciplinary management will be introduced. This course, along with Pathophysiologic Alterations in Health I, is intended to provide a comprehensive basis of pathophysiology content. PREREQUISITE COURSES: Anatomy and physiology or permission of instructor CREDIT ALLOCATION: 2 credits, classroom NRSG 332 Pharmacology for Healthcare Professionals This course focuses on drug mechanism of actions, expected effects, side effects, adverse effects, contraindications, drug interactions, and professional nursing responsibilities in drug administration. Drug–related metabolism, expected cellular responses for special populations and groups will be explored. Health promotion as it relates to pharmacologic agents, drug safety, and evidence-based nursing implications for teaching, medication administration and monitoring will be included. PRE- OR CONCURRENT COURSE REQUISITES: NRSG 311, NRSG 312, NRSG 313, NRSG 314, NRSG 316 or permission of instructor. CREDIT ALLOCATION: 4 credits, classroom NRSG 333 Patient Centered Care II This course focuses on exemplars illustrative of the identiRed concepts using the life course perspective. Secondary prevention strategies to promote well being for individuals, families and groups across the life course will be introduced. Students will analyze selected nursing concepts and related research, focusing on primary and secondary prevention and the disease process. Collaboration with other health professionals in order to facilitate patient transition from illness to optimal health will be emphasized. PREREQUISITE/CO-REQUISITES: Semester one courses, NRSG 334 CREDIT ALLOCATION: 5 credits, classroom NRSG 334 Patient Centered Care Clinical II This course provides skill development and clinical experiences to augment the learning in all other second semester courses. Emphasis will be placed on the students' beginning utilization of clinical decision-making tools and development of clinical reasoning skills to implement safe nursing interventions for individuals, families and/or groups with predictable outcomes. The clinical experiences will provide opportunities for the use of primary and secondary prevention strategies to promote well being and prevent disease across the life course. A variety of health care settings will be utilized to maximize student experiences. PREREQUISITES/CO-REQUISITES: Semester one courses, NRSG 333 CREDIT ALLOCATION: 5 credits, lab
- 4. NRSG 411 Patient Centered Care III This course focuses on tertiary prevention strategies using exemplars illustrative of identiRed concepts throughout the life course. Students will analyze selected nursing concepts and related research, focusing on primary, secondary and tertiary prevention and the chronic disease process. Collaboration with the patient and family to move toward maximal levels of functioning will be emphasized. PREREQUISITE/CO-REQUISITE COURSES: Semester one and two courses, NRSG 412 CREDIT ALLOCATION: 4 credits: classroom NRSG 412 Patient Centered Care Clinical III Clinical experiences provide opportunities for application and integration of primary, secondary, and tertiary prevention and the disease process; collaboration with the patient and family to enhance health in illness and develop highest level of functioning. Experiences will also encompass end of life strategies, risk anticipations, advocacy, and con]ict management. Clinical settings such as hospital, long-term care facilities, home health care, and hospice settings would be used with persons along their life course: infants, children, adolescents, adults, and older adults. PREREQUISITE/CO-REQUISITE COURSES: Semester one and two courses, NRSG 411 CREDIT ALLOCATION: 4 credits: clinical NRSG 413 Population-Centered Care The course, Population Centered Care, is a concept synthesis course in which students use nursing concepts previously introduced and apply them to vulnerable and at risk populations in a variety of clinical and community settings. Opportunities to practice comprehensive, public health nursing roles and functions are provided in structured and unstructured diverse healthcare environments. Health disparities, cultural diversity, social justice and health laws and policies related to population vulnerability throughout the life course are emphasized. Major concepts include care coordination as demonstrated by nurse case management, safety through emergency preparedness and environmental health, and informatics and technology inclusive of epidemiology. Multiple approaches, such as inter-professional and community partnerships, case studies and simulations, clinical experiences, population data assessment and analysis and evidence-based practice are expected learning experiences. PREREQUISITE/CO-REQUISITE COURSES: Semester one and two courses CREDIT ALLOCATION: 5 credits: 2 hours classroom, 3 hours clinical NRSG 415 Policy and Issues in Healthcare Delivery
- 5. This course develops leadership, management, and professionalism expected of a nurse with a bachelor’s level education. The focus of this course is on professional role development in relation to environmental, social, political and economic factors which in]uence health care policy and the organization and operation of health care systems. Selected exemplars are examined to help students analyze issues, compare and contrast multiple views on issues, and formulate appropriate responses to health care policy. PREREQUISITE/CO-REQUISITE COURSES: Semester one and two courses CREDIT ALLOCATION: 3 credits: classroom NRSG 419 Transition to Professional Nursing This is a clinical practicum during which a student assumes the role of a beginning professional nurse in partnership with a registered nurse preceptor in a health care setting. The student will integrate professional nursing concepts and skill. The clinical preceptor provides the students with experiences to begin role transition through delivery of safe, high quality care using sound clinical decision-making skills. Emphasis is placed on leadership, evidence- based practice, and intra- and inter-professional partnership. PREREQUISITE/CO-REQUISITE COURSES: Semester one, two, and three courses, NRSG 421 and NRSG 422 CREDIT ALLOCATION: 4 credits: clinical NRSG 421 Patient Centered Care IV This course is focused on nursing care of complex patients, families, and groups in unstable situations with unpredictable outcomes. Students will be able to synthesize previous and concurrent knowledge in determining clinical decisions. Students will analyze multiple interrelating nursing concepts and related research, focusing on high-quality safe patient care across the life course. Exemplars provide opportunities for application and integration of secondary and tertiary prevention strategies. Students will use clinical reasoning skills to achieve optimum physiological and psychological patient and family outcomes. PREREQUISITE COURSES: Semester one, two, and three courses CO-REQUISITE COURSES: NRSG 422 CREDIT ALLOCATION: 3 credits: classroom NRSG 422 Patient Centered Care Clinical IV Students will provide high quality safe care for complex patients, families, and groups in unstable situations with unpredictable outcomes. Clinical experiences will use all levels of prevention in the care of complex patients, families and groups across the life course. Students will also have the opportunity to participate in intra- and inter- professional partnerships in health care delivery. Students will engage in patient centered care using evidence based practice and informatics.
- 6. PREREQUISITE/CO-REQUISITE COURSES: Semester one, two, and three courses, NRSG 421 CREDIT ALLOCATION: 3 credits: (3 hours clinical) NRSG 424 Leadership in Professional Practice This synthesis course develops leadership, management, and professionalism expected of a nurse with a bachelor’s level education. The didactic portion of this course synthesizes and integrates concepts encountered by nurses in complex healthcare systems. Professional role development, interprofessional collaboration, delegation, resource management, ethical, legal, and workplace issues are considered. The clinical experience provides opportunities for application of concepts to identiRed health care processes utilizing continuous quality improvement methodology and evidence based practice. PREREQUISITE/CO-REQUISITE COURSES: Semester one, two, and three courses CREDIT ALLOCATION: 4 credits: 2 hours classroom, 2 hours clinical See Traditional BSN Program (traditional-bsn1/index.html) overview of courses over all 4 semesters. Accelerated BSN Program Courses are the same as Traditional BSN plan of study (above) but compresses the 2-year Traditional Program to 12 months, with key variations in class and clinical approach, as follows: one 13-week summer session two 16-week semesters (spring and fall) sequencing of selected courses See Accelerated BSN 12-month course progression (accelerated-bsn1/index.html) RN to BSN Program NRSG 351W Health Promotion This course will focus on health promotion across the life course utilizing epidemiological principles. Students will identify interventions to support health promotion for individuals, families and/or selected age groups. Students will use patient proRle concepts, professional nursing and health care concepts to analyze health promotion goals with individuals, families and/or selected age groups. This course is designed to build on previous education and experience of the registered nurse. CREDIT ALLOCATION: 3 credits, classroom NRSG 386W Evidence-Based Nursing Practice & Research
- 7. This course provides an introduction to the language and skills of evidence based nursing practice and research. Students will focus on the practical skills required to identify and appraise best evidence to support nursing practice. Students will be exposed to all components of the research process. Issues related to implementation and integration of best evidence in practice will be included. CREDIT ALLOCATION: 2 credits, classroom NRSG 426W Nursing Interventions and Healthcare Outcomes This course is designed for the student to describe use of assessment strategies to detect patient health needs, apply chronic care model to enhance patient and family self-management of a chronic illness, discuss process used to propose changes in nursing interventions for patients and their families, and identify selected patient healthcare outcomes. This course is designed to build on the previous education and experience of the registered nurse. Concepts the students will use include: Evidenced-Based Practice and Research, Healthcare Delivery, Healthcare Infrastructure, Clinical Judgment, and Problem-solving. Emphasis is placed on the students demonstrating critical thinking in written form. PREREQUISITE COURSES: NRSG 386W – Evidence-Based Nursing Practice and Research CREDIT ALLOCATION: 4 credits, classroom NRSG 443W Population-Centered Care The course, Population Centered Care, is a concept synthesis course in which students use nursing concepts previously introduced and apply them to vulnerable and at risk populations in a variety of clinical and community settings. Opportunities to practice comprehensive, public health nursing roles and functions are provided in structured and unstructured diverse healthcare environments. Health disparities, cultural diversity, social justice and health laws and policies related to population vulnerability throughout the life course are emphasized. Major concepts include care coordination as demonstrated by nurse case management, safety through emergency preparedness and environmental health, and informatics and technology inclusive of epidemiology. Multiple approaches, such as inter-professional and community partnerships, case studies, clinical experiences, population data assessment and analysis and evidence-based practice are expected learning experiences. PREREQUISITE COURSES: NRSG 351W CREDIT ALLOCATION: 4 credits, 2 classroom 2 clinical NRSG 451W Leadership in Healthcare Delivery I This course is designed to develop leadership, management, and professionalism expected of a nurse with a bachelor’s level education. This course explores the complex health care system’s internal forces that affect the delivery of care. SpeciRc consideration will be given to professional role development, interprofessional
- 8. An Exceptional Learning Environment collaboration, delegation, resource management, legal issues, ethical concerns, quality, safety, evidence based practice, and workplace issues for current and projected healthcare needs. Skills in problem solving, critical thinking, clinical reasoning, decision making, and organizational leadership are emphasized. CREDIT ALLOCATION: 4 credits, classroom NRSG 452W Leadership in Healthcare Delivery II This course is designed to develop leadership, management, and professionalism expected of a nurse with a bachelor’s level education. The focus of this course is on personal and professional practice and role development in relation to the complex healthcare system’s external forces with speciRc consideration of environmental, social, political and economic factors that in]uence health care policy and the organization and operation of healthcare systems. Advocacy and critical assessment and evaluation of needs on the personal, client, community, and global level are examined with needs for new health policy determined. Selected exemplars are examined to help students analyze issues, compare and contrast multiple viewpoints, and formulate appropriate responses to health care policy. Legislative processes on the state and national level are examined, followed, and evaluated. CREDIT ALLOCATION: 3 credits, classroom
- 9. BSN students train in neonatal care using a high-Rdelity simulated baby in one of the state-of-the-art clinical training rooms at the Sorrell Center for Health Science Education. For interactive learning, patient mannequins can be programmed in real time to exhibit changing vital signs and lifelike symptoms of illness.