Organizing Framework
The Organizing Framework for the programs of the Indiana State University College of Nursing** is derived from the Mission and Purpose of the University and the Philosophy of the Faculty of Nursing. It reflects current and projected trends in nursing and health care and is designed to better prepare graduates who are able to practice competently and safely in a rapidly changing health care system.
The Organizing Framework also reflects mandates and nursing care standards from significant nursing education and health organizations such as the American Nurses Association, National League for Nursing, American Association of Colleges of Nursing, Indiana State Board of Nursing, and the PEW Health Professions Commission.
In addition the Faculty recognize the importance of a prevention-centered curriculum as the foundation for achieving the Healthy People 2010 Objectives for the Nation. Each program is based on a foundation of general education, a core of five major concepts, and is completed by a clinical synthesis or capstone course that requires students to demonstrate knowledge from multiple areas of the program curriculum. The five major concepts designated in the College of Nursing Philosophy - Nursing, Client, Environment, Health, and Learning-comprise the parameters of the Organizing Framework. Major conceptual themes utilized by each of the programs within the College of Nursing are subsumed under these five categories.
Baccalaureate Degree Nursing Program
Primary concepts unifying the overall curriculum in the
Baccalaureate Degree Nursing Program are Nursing, Client,
Environment, Health, and Learning. The first year of the
Baccalaureate Degree Nursing Program provides a strong foundation in
general education* and in the physical, social, and behavioral sciences.
Required courses introduce the student to communication and information
technology. An orientation course (NURS
104) for students entering or exploring nursing as a possible
professional career introduces critical thinking skills and nursing
roles within a multicultural society. Students focus on developing
meaningful interpersonal relationships with peers and faculty.
Practice settings, ethics in nursing, and personal health risk
appraisals/wellness activities are discussed.
The second year nursing courses present content related to comprehensive nursing assessment skills; health risk assessment; interpersonal and communication skills; information management; research findings and evidence-based practice relevant to nursing; wellness; culturally sensitive care; therapeutic nursing interventions for older adults, adults experiencing or recovering from illness, and adults experiencing mental illness; and legal-ethical issues. Critical thinking and clinical judgment skills in nursing are further developed. The roles of the nurse as care provider, advocate, and as a member of the health care team are emphasized. In addition, the professional nursing role in health promotion, health counseling, and health education are explored. Additional content addressed includes community resources available to assist adult clients in meeting health needs and interdisciplinary collaboration. Students will have experiences in hospital and community settings as they progress through second year nursing courses. A basic pharmacology course teaches nursing implications, nursing responsibilities and client education related to prototype medications.
Courses in the third year of the Baccalaureate Nursing Degree
Program expand critical thinking and clinical judgment skills,
interpersonal and communication skills, assessment and therapeutic
nursing interventions in the care of children and their families within
multiple practice settings. Research in nursing and evidence-based
practice are emphasized. All themes defined in the preceding
paragraphs are fully operational and increasingly more complex as the
student progresses toward completion of the third year. Content
encompasses cultural and environmental factors, cost accountability, and
ethical-legal issues related to nursing care of women and infants during
the reproductive life cycle, children, and families experiencing stress
and crises. Roles of care provider, novice manager, health
promotion advocate, teacher, and health team member are expanded as
students acquire increased experience in interdisciplinary collaboration
and in forming partnerships with select populations. Opportunities
are provided for students to develop collegial and autonomous values and
skills and to interact more extensively in small groups.
The themes of leadership, delegation and management, fiscal management,
health policy and legislation are the foci of the
fourth year. Concepts of health promotion, wellness, clients
at risk and the multi-dimensional health needs of populations in the
community are emphasized. Additional themes are studied in greater
depth and the focus is expanded from individual clients and their
families to include groups of clients and the community as client.
Professional nursing issues, comprehensive assessment, and therapeutic
nursing interventions for individuals experiencing or recovering from
complex illnesses in multiple settings are presented. Students are
also given the opportunity to select a concentrated clinical nursing
elective of particular interest to them. A capstone course (NURS
486) that is part of the University
General
Education 2001* requirements is taken in the final semester and
emphasizes reflection, integration, and synthesis of concepts from all
previous nursing courses and from Liberal Studies in preparation for the
professional nursing role.
Baccalaureate Track for Registered Nurses
The same five major concepts that are designated in the College of
Nursing Philosophy and the conceptual themes previously defined also
provide direction for the Baccalaureate Track for Registered Nurses.
Six courses shared between the Baccalaureate Degree Nursing Program and
the Baccalaureate Track for Registered Nurses provide for congruency of
focus while creating opportunity for a variety of learning activities
consistent with individual learning needs and course objectives. The
foundation course and the comprehensive health assessment course as well
as the methods of delivery, recognition of previous experience, and
learning activities distinguish the curriculum option. General education*
is foundational to the nursing major. As in the Baccalaureate Degree
Nursing Program, students are also given the opportunity to select a
concentrated clinical nursing elective of particular interest to them. A
capstone course (NURS
486) that is part of the University
General
Education 2001* requirements is taken in the final semester and
emphasizes reflection, integration, and synthesis of concepts from all
previous nursing courses and from Liberal Studies in preparation for the
professional nursing role. Critical thinking and clinical judgment
are emphasized and nurses are prepared to practice across multiple
settings. The Baccalaureate Track for Registered Nurses provides
an alternative way for working registered nurses to obtain a
baccalaureate of science degree by providing more flexible scheduling of
courses, opportunity for completion of courses through distance
education and validation of course objectives through
professional portfolios.
Graduate Program
The graduate program builds on the Baccalaureate Program with an
emphasis on preparing graduates for advanced nursing practice with
specialization in Community Health, Adult Health or as a
Family Nurse Practitioner. Three core courses provide the
foundational elements for advanced practice reflective of Health Care
Perspectives, Nursing Theory Development and Nursing Research.
Students are introduced to the advanced practice role through analysis
of policies, ethics and finance in health care delivery, theoretical
dimensions of professional nursing and evidence based clinical practice
that contributes to interdisciplinary knowledge, best practice outcomes,
client outcome research, and economics of health care delivery.
The specialization tracks further build on the core courses with
advanced theory and clinical practice specific to the chosen
specialization with concurrent clinical practice in varied arenas.
Emphasis is placed on proficiency in advanced clinical judgment,
participation in interdependent practice, development and use of
economic and quality indicators and use of technological advances and
continued competence through values of life-long learning. Central
themes include exploring the meaning of client health and illness and
implementing cost effective models of care. Administration,
education or practitioner functional role courses introduce the student
to continuing development of leadership in a changing health care
delivery system. A culminating project or thesis requirement
enables the student to demonstrate beginning research skills,
assimilation of theoretical perspectives, as well as analytical and
critical thinking skills that ultimately informs a comprehensive
practice approach to meet the diversified and holistic health needs of
individuals, families, groups and communities.
In summary, five major concepts and multiple unifying themes have
provided direction for the development of the
Undergraduate Program Outcomes and curriculum design. Each
nursing course addresses components of the conceptual themes with
content increasing in complexity throughout the curricula.
Concepts and themes are reflected in selected courses in each program.
Each course provides theoretical and clinical practice experiences to
enable students to integrate knowledge from nursing, the sciences, and
humanities and to progress from simple to more complex application of
critical thinking, communication, and therapeutic nursing intervention
in the care of individuals, families, and community groups.
Inherent in the Organizing Framework throughout the Undergraduate
Program is the commitment to and pursuit of
lifelong
learning.
*Revisions to the General Education Program are in process. The new Foundational Studies Program will be in effect for those students entering ISU beginning Fall 2010.
** Due to the current development of the College of Nursing, Health, and Human Services, the terminology / nomenclature on this web page will be updated when the process is complete and approved by the appropriate entities.