IUPUC Campus Bulletin 2018-2019

ASN to BSN and RN to BSN Tracks, BSN Courses

• NURS-B 304 Health Policy (3 cr.) Social, ethical, cultural, economic, and political issues that affect the delivery of health and nursing services globally are critically analyzed. Government and entrepreneurial interests are examined. Emphasis is placed on the impact of policy decisions on professional nursing practice and health services. PUL=3

• NURS-B 331 Communication Skill for Health-Care Professionals (3 cr.) Students in this course will focus on basic communication skills essential for working with clients of various ages and health care professionals.  Content includes interpersonal communications and group dynamics.  Students will practice communication skills with individuals, within groups, and through electronic media. PUL=1A, 1C

• NURS-B 344 Comprehensive Health Assessment (3 cr.) This course focuses on the complete health assessment, the nursing process, and its relationship to the prevention and early detection of diseases across the lifespan. Students learn the skills of interview, inspection/palpation, percussion, and auscultation in assessing clients across the lifespan and comparing normal from abnormal findings. PUL=3, 5

• NURS-B 404 Informatics (3 cr.) This course addresses nursing informatics: state of the science and issues for research, development, and practice. It clarifies concepts of nursing, technology, and information management; and comprises theory, practice, and the social and ethical issues in nursing and health care informatics. PUL=3

• NURS-H 355 Data Analysis for Practice and Research (3 cr.) Introduces nursing and other health science students to the basic concepts and techniques of data analysis needed in professional health care practice.  Principles of measurement, data summarization, and univariate and bivariate statistics are examined.  Differences in types of qualitative data and methods by which these types of data can be interpreted are also explored.  Emphasis is placed on the application of fundamental concepts to real world situations in client care. PUL=1B

• NURS-H 365 Nursing Research (3 cr.) This course focuses on development of students' skills in using the research process to define clinical research problems and to determine the usefulness of research in clinical decisions related to practice. The critique of nursing and nursing related research studies will be emphasized in identifying applicability to nursing practice. PUL=1B, 4, 1C

• NURS-K 301 Complementary Health Therapies (3 cr.) This course is designed to introduce the student to non-mainstream health care therapies.  The course will serve as an introduction to a variety of therapies, including healing touch, guided imagery, hypnosis, acupuncture, aromatherapy, reflexology and massage, to name a few. PUL=3

• NURS-K 304 Nursing Specialty Elective (3 cr.) This course allows the RN-BSN student to apply nationally recognized specialty nursing knowledge and skills to the BSN degree, through authentication for course credit. National specialty standards will be used to determine eligibility for course credit.

• NURS-K 305 New Innovations in Health and Health Care (3 cr.) This course explores emergent trends in health and health care, including technological advances in health care, developing approaches to care based on new knowledge and/or research findings, and trends in health care delivery in a themed, survey, or independent study format.

• NURS-K 492 Nursing Elective (3 cr.) Many nursing elective courses are offered under this number. These elective offerings vary from year to year depending on student interest and available resources. Students are kept informed of elective offerings both through informational forums and through listings in the online course offerings. Variable Titles include: Operating Room Intensive, Critical Care, Spirituality in Nursing, and Psychiatric Nursing. 

• NURS-R 470 Clinical Baccalaureate Nursing Capstone (3 cr.) This course allows students to synthesize knowledge and skills learned in the baccalaureate program and to demonstrate competencies consistent with program outcomes and to refine their nursing practice skills. Students will plan and organize learning experiences, design a project, and practice professional nursing in a safe and effective manner. PUL=3, 1C

• NURS-S 474 Applied Health-Care Ethics (3 cr.) Building on the ANA Code of Ethics, this course explores the nurse's role in ethical clinical practice, academic work, health policy, and research conduct, focusing particularly on the advocacy role of the nurse.  Common ethical problems are discussed and strategies for resolution are applied. PUL=1A, 1C, 6

• NURS-S 475 Community Health: RNBSN (3 cr.) Basic epidemiological principles and community health nursing models are applied in collaboration with diverse groups. Disease prevention strategies are applied to individuals and populations to promote health students apply the concepts of community assessment, disease prevention and health promotion to plan, implement, and evaluate interventions for populations in the community. PUL-3, 2

• NURS-S 487 Nursing Management: RNBSN (3 cr.) This course focuses on development of management skills assumed by professional nurses, including delegation of responsibilities, networking, and facilitation of groups, conflict resolution, leadership, case management, and collaboration. Concepts addressed include organizational structure, delivers systems, change, managing quality and performance, budgeting and resource allocation, staffing, scheduling, evaluation and career development. PUL=3, 1C

• NURS-Z 480 Portfolio Review Course Substitution (1-6 cr.) The portfolio review process is available to all undergraduate students who believe that they can meet the learning objectives/competencies required of a specific nursing course within their program of study. The portfolio is a mechanism used to validate the acquisition of knowledge and skills congruent with course expectations and student learning outcomes. The portfolio provides objective evidence that students have acquired the content and skills through prior learning and/or practice experiences.

• NURS-Z 490 Clinical Experience in Nursing (1-6 cr.) Planned and supervised clinical experiences in an area of the student's major interest.

Accelerated & Traditional Tracks, BSN Courses

• NURS-B 234 Promoting Healthy Populations (3 cr.) Traditional and Accelerated tracks. This course focuses on preventive health care and health promotion in individuals, families, and communities considering the influence of culture and lifespan development.  Using biophysical, environmental, spiritual, sociocultural and economic detreminants of health, students focus on improving health outcomes with individuals, families and communities.

• NURS-B 235 Promoting Healthy Populations Practicum (2 cr.) Traditional and Accelerated tracks. Students assess individuals, families and communities, providing needed education, preventive services, and support.  Students provide individual and population based care in community based settings, giving consideration to the perspective of those being served.

• NURS-B 244 Comprehensive Health Assessment (2 cr.) Traditional and Accelerated tracks. This course focuses on helping students acquire skills to conduct a comprehensive health assessment, including the physical, psychological, social, functional, and environmental aspects of health. The process of data collection, interpretation, documentation, and dissemination of assessment data will be addressed.

• NURS-B 245 Comprehensive Health Assessment: Practicum (2 cr.) Traditional and Accelerated tracks. Students will have the opportunity to use interview, observation, percussion, palpation, inspection and auscultation in assessing clients across the life span in simulated and actual environments.

• NURS-B 253 Professionalism in Collaborative Practice (3 cr.) Traditional and Accelerated tracks. Students practice communication skills for working with health team members and clients, including self-awareness, interpersonal communication, team skills, and technological communication.  Students are introducted to ethics, scope and standards of nursing practice, roles of health team members, components of professional practice and leadership.

• NURS-B 260 Fundamentals of Nursing Practice (5 cr.) Traditional and Accelerated tracks. This course focuses on the fundamentals of nursing from a theoretical, evidence base.  Students will gain a knowledge base for, and have an opportunity to apply, fundamental nursing concepts, skills and the nursing process.  The evidence based knowledge gained forms a basis for clinical reasoning and decision making as students develop their nursing skills.

• NURS-B 261 Pathophysiology and Pharmacology for Nursing Practice (4 cr.) Traditional and Accelerated tracks. This course provides a foundation in the pathophysiology of key disease processes and pharmacological therapies. Principles of pathophysiology and pharmacology are presented in an integrated manner to provide a basis for study of selected medications that are used to treat or manage diseases with an application to nursing practice.

• NURS-B 334 Transitional Care of Families and Populations (5 cr.) Traditional and Accelerated tracks. Using childbearing families as an extensive exemplar, this course focuses on family and community health: community assessment, epidemiology, and intervention with individuals, families, communities and populations. Students address prenatal care, normal and high risk pregnancy and childbirth, newborn care, genetic counseling, care coordination, complementary care, and environmental health.

• NURS-B 444 Nursing Intensive: Managing Health and Illness across Care Environments (4 cr.) Traditional and Accelerated tracks. Students study a focused clinical area of concern for nursing, exploring the ways in which culture, health disparity, transitions between care environments, and health policy impact care for an aggregate, population, or specialty. Immersed in a care environment, students gain relevant clinical knowledge as well as an understanding of the aggregate health concerns.

• NURS-B 453 Interprofessional Collaborative Practice (3 cr.) Traditional and Accelerated tracks. Students engage with interprofessional colleagues in seminar, simulation, and practice settings, focusing on effective nursing practice and interprofessional communication skills including self-awareness, interpersonal communication, conflict resolution, team skills, and technological communication.  Students hone leadership, professionalism and ethical competencies in preparation for practice.

• NURS-H 355 Data Analysis: Practice and Research (3 cr.) Traditional and Accelerated tracks.

  Introduces nursing and other health science students to the basic concepts and techniques of data analysis needed in professional health care practice.  Principles of measurement, data summarization, and univariate and bivariate statistics are examined.  Differences in types of qualitative data and methods by which these types of data can be interpreted are also explored.  Emphasis is placed on the application of fundamental concepts to real world situations in client care. PUL=1B

• NURS-H 356 Clinical Nursing Care 1: Biophysical Processes (5 cr.) Traditional and Accelerated tracks. This course focuses on providing nursing care for individuals and families with acute and chronic biophysical illnesses across the lifespan. Particular attention is focused on developing clinical reasoning and competent nursing practice at a beginning level.

• NURS-H 360 Clinical Nursing Care 2: Interactive Processes (5 cr.) Traditional and Accelerated tracks. This course focuses on nursing care management of individuals and families experiencing acute and chronic health problems related to interaction with the environment and others: sensory, motor, cognitive, affective, and interpersonal processes. Using a holistic approach this course addresses health problems occurring across the lifespan.

• NURS-H 365 Nursing Research (3 cr.) Traditional and Accelerated tracks.

  This course focuses on development of students' skills in using the research process to define clinical research problems and to determine the usefulness of research in clinical decisions related to practice. The critique of nursing and nursing related research studies will be emphasized in identifying applicability to nursing practice.

• NURS-H 371 Clinical Care 3: Adaptive Processes (5 cr.) Traditional and Accelerated tracks. The primary focus is on the nursing care and management of individuals and families experiencing acute and chronic health problems using an adaptive and holistic life span approach. Particular attention is focused on developing clinical reasoning and competent nursing practice at an intermediate level.

• NURS-H 476 Clinical Nursing Care 4: Complex Processes (5 cr.) Traditional and Accelerated tracks. The primary focus is on the nursing care management of individuals and families experiencing complex and significant illnesses across the lifespan.  Particular attention is focused on developing clinical reasoning and competent nursing practice at an advanced level.

• NURS-K 492 Nursing Elective (1 cr.) Traditional and Accelerated tracks. Many nursing elective courses are offered under this number.  These elective offerings vary from year to year depending on student interest and available resources.  Students are kept informed of elective offerings both through informational forums and through listings in the online course offerings.  Variable Titles include:  Operating Room Intensive, Critical Care, Spirituality in Nursing, and Psychiatric Nursing.  

• NURS-L 230 Health Care Delivery Systems (3 cr.) Traditional and Accelerated tracks. Students examine health care delivery systems, leadership, health policy, regulation and economics. Students explore quality practices of health care organizations. Students analyze the impact of informatics on health care and nursing including the electronic health record, information technology in healthcare, and information literacy.

• NURS-L 430 Leadership in Health Care Delivery (5 cr.) Traditional and Accelerated tracks. This course focuses on development of effective leadership skills relevant in health care systems. Students examine health policy, study information management, and employ processes that result in exceptional organizational outcomes. Students use healthcare data and research evidence in quality improvement and change initiatives.

• NURS-R 375 Nursing Research and Evidence-Based Practice (3 cr.) Traditional track. This course focuses on nursing research and evidence-based practice. Students develop skills in retrieving and appraising literature relevant to clinical problems, understanding the research process, and critiquing evidence from research publications and other sources to inform evidence-based nursing practice. PUL=1B, 4, 1C

• NURS-S 474 Applied Health-Care Ethics (3 cr.) Traditional and Accelerated tracks. Building on the ANA Code of Ethics, this course explores the nurse's role in ethical clinical practice, academic work, health policy, and research conduct, focusing particularly on the advocacy role of the nurse.  Common ethical problems are discussed and strategies for resolution are applied. PUL=6, 5, 4

• NURS-S 483 Clinical Nursing Practice Capstone (3 cr.) Traditional and Accelerated tracks. Students will have the opportunity to demonstrate competencies consistent with program outcomes and to refine their nursing care practice skills. Students will collaborate with faculty and a preceptor in choosing a care setting, planning and organizing a learning experience, and practicing professional nursing in a safe and effective manner.

• NURS-S 488 Synthesis for Professional Nursing Practice (2 cr.) Traditional and Accelerated tracks. Students integrate knowledge and skills acquired throughout the program: critical thinking, information technology, cultural competence, care coordination, leadership, collaboration, and communication skills. Students demonstrate competence in evidence-based practice and quality and safety initiatives, as achieved in a complex and changing health care environment. Students begin the transition to professional practice.

• NURS-Z 480 BSN Portfolio Review for Course Substitution (1-6 cr.) All tracks. The portfolio review process is available to all undergraduate students who believe that they can meet the learning objectives/competencies required of a specific nursing course within their program of study. The portfolio is a mechanism used to validate the acquisition of knowledge and skills congruent with course expectations and student learning outcomes. The portfolio provides objective evidence that students have acquired the content and skills through prior learning and/or practice experiences.

• NURS-Z 492 Individual Study in Nursing (1-6 cr.) All tracks. Opportunity for the nurse to pursue independent study of topics in nursing under the guidance of a selected faculty member.