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Course Descriptions

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Courses numbered 1000-1999 are open to freshmen; 2000-2999 to sophomores; 3000-3999 to juniors; 4000-4999 to seniors. It is recommended that students elect courses in the years for which they are listed. Freshmen will be admitted to courses above the 2000 level only with the consent of the instructor and the student’s advisor. Juniors and seniors taking freshman courses may be expected to do additional work. Any course above 4999 is a graduate course.

NOTE:
The number in parentheses following the course title indicates the semester hours of credit assigned to the course.
An H following the course number indicates an honors level course.

RNBS 3100
Introduction to Baccalaureate Nursing Practice [Course] (3)

This course will introduce the student to caring theory, reflective practice, and whole person nursing practice. Students will learn about nursing history, contemporary issues impacting nursing and health care today, person well-being, lifelong learning, professional values, and communication in professional nursing practice. Interprofessional collaborative practice is introduced in this course.

RNBS 3170
GP&B: Philosophical Orientation to BN [Course] (3)

In this course, the learners study group behavior and theories related to group process and it application in nursing practices. Ways in which groups of healthy individuals form, grow, function, and change are examined through observation and analysis of the development of the modular group. Within the context of the group process, the learners explore the philosophical base of the Roberts Wesleyan College nursing program through a comprehensive examination of the concepts of wholeness, caring, and the nursing paradigm.

RNBS 3200
Career Development [Course] (4)

Within this module, the student assesses and plans his/her career. Examination of adult development and the evolution of nursing and a profession serve as a backdrop for this exploration. Current trends in professional nursing development are explored. Each student completes a portfolio that is an extensive documentation of prior academic achievement, professional training, and signigicant personal experiences. The portfolio serves serveral purposes. It reviews and documents students' prior learning; provides serves students with the opportunity to assess for themselves the progress of their own careers, education, and presonal development; provides documentation which the College can evaluate in assessing credit for prior learning; and fulfills a course requirement for this module. Since the portfolio enables the student to portray learning acquired through life experience, patterns of growth within one's life can be explored and future plans can be formulated. The portfolio integrates theory with practice and serves as an excellent reference for future planning.

RNBS 3210
Advanced App. of the Nursing Process [Course/Lab] (3)

This module introduces the student to comprehensive assessment of individuals, related to wholeness. Students utilize the nursing history and physical examination as well as developmental, sexual, mental, cultural, and spiritual assessment. Basic skills of inspection, palpation, percussion, ans auscultation are learned and reviewed. Modification of comprehensive assessment for specific age groups including the Denver Developmental Screening Test (DDST) for children and normal changes with aging are explored. Students consider their development fo nursing diagnosis and contemporary methods of applying nursing process thorugh managed care. Several theoretical frameworks are introduced as the student considers his/her personal philosophy of nursing. This module includes weekly laboratories in addition to the classroom group work.

RNBS 3250
Health Assessment [Course] (3)

This course will introduce the student to comprehensive assessment of individuals within a holistic framework. Students will utilize the nursing history and physical examination as well as developmental, sexual, mental, cultural, and spiritual assessment. Basic skills of inspection, palpation, percussion, and auscultation will be learned or reviewed. Modification of comprehensive assessment for specific age will be explored. Students will consider their development from a novice to an expert nurse and examine the development of nursing diagnosis and contemporary methods of applying nursing process through managed care. Several theoretical frameworks will be introduced as the student considers his/her personal philosophy of nursing. This course will include laboratory activities in addition to the online group work.

RNBS 3290
Nursing Application-Research Stats. Mthd [Course] (2)

This module introduces the student to the research method and descriptive and inferential statistics, including descriptive analysis of correlation and regression, sampling distributions, confidence intervals, hypothesis testing, inference about means, and the Chi-square test. The research process is defined and explored. Both qualitative and quantitative research methodologies are examined. The central goal of this module is to provide students with the knowledge to make informed judgments about nursing research and its usefulness in meeting the wholistic needs of clients and advancing the profession of nursing.

RNBS 3300
Quality and Safety in Nursing Practice [Course] (3)

This course prepares nurses to engage in quality and safety initiatives in healthcare and practice settings. Students use knowledge from biological sciences, social sciences, physical sciences, and humanities to develop skill in improving the quality and safety in health care delivery, ultimately improving health care outcomes for diverse individuals, groups and communities with consideration given to healthcare disparities. Students will learn the value of systems thinking with a focus on teamwork and collaboration, quality improvement, safety, healthcare standards, and informatics for improving outcomes in health care settings. Students will complete 16 hours of clinical practice experience. A quality improvement project will be identified during this course as the foundation for the capstone project.

RNBS 3400
Evidence-Based Practice in Nursing [Course] (3)

This course provides a foundational overview of evidence-based practice and the critical appraisal of best evidence literature. The course is designed to teach evidence-based practice skills that will enable the RN-BS student to conduct evaluations of existing literature related to improving care. Students learn to formulate clinical questions in an answerable format, search for and identify best evidence, and appraise that evidence for rigor and applicability to a practice problem. Basic principles of scientific inquiry, quantitative and qualitative research methods, research ethics, and protection of human subjects are introduced. Students will complete an eight-hour practice experience. The course will culminate with a review of the literature to support a quality improvement initiative as a foundation for the capstone project.

RNBS 4130
Trends in Health Care Delivery & Nursing [Course] (2)

This module emphasizes the dynamic nature of health care delivery and professional nursing as the student examines current trends and issues. Within a seminar format, students explore conditions of employment, political and legal roles of professional organizations, and the impact of health care planning and reform on nursing practice. The goal is a professional nurse with a wholistic view of the profession within the health care system. Students apply the communication, learning, and group process theory as seminar leaders and participants in peer review.

RNBS 4140
The Community: Promoting Wholeness [Course/Clinical] (4)

In this module, students examine the role of the baccalaureate-prepared nurse in the community setting. The parts of a community as well as the community as a whole are explored. Students integrate the nursing process and nursing theory with opportunity to assess families and communities as well as to demonstrate effective teaching techniques. School and occupational nursing are examined as well as significant current community health issues. A field component allows the student to apply the principles learned in class though self-study and home visits.

RNBS 4200
Clinical Judgement & Decision Making [Course] (3)

This course reinforces the pathophysiology of disease processes and pharmacological therapies. The course focuses on the physiological changes, clinical manifestations, and pharmacological therapies used to affect the disease process. The course integrates anatomy, physiology, chemistry, microbiology, and pharmacology to provide a basis for study of diseases and pharmacotherapeutic agents with a focus on the application to clinical practice regarding medication administration and safety. This course focuses on medications that are used in the care of individuals experiencing alterations in mobility, elimination, oxygenation, immunity, and metabolic systems.

RNBS 4220
Principles of Management and Leadership [Course] (3)

In this module, the student explores the role of the nurse as a leader and supervisor of client care and nursing care delivery systems. Theories, principles, and skills of leadership and management are examined, including motivaton, decision-making, delegation, conflict resolution, change strategies, and time management. The students assess their own philosophy of leadership and nursing management issues such as use of Continuous Quality Improvement (CQI) and work force diversity. The students assimilate information, synthesize it with past experience, and apply it to their current world of work.

RNBS 4300
Emerging Trends in Nursing Leadership [Course] (3)

This course will prepare nursing students with knowledge and skills to lead and manage care in a variety of healthcare settings. An exploration of leadership theories, leader influence, team building, emotional intelligence, ethics, and healthy work culture are included. The student will acquire multiple leadership skills such as decision making, delegation, conflict resolution, advocacy, performance appraisals and managing budgets. The impact of healthcare policy and politics on health care is explored and discussed. Students participate in a total of 16 hours of leadership practice experience and develop a plan for leading a practice change project in the practice setting.

RNBS 4400
Population Health [Course/Clinical] (3)

Population Health is an eight-week time-shortened course with 2.5 credits of classroom learning, and 0.5 credits for clinical learning. Population health includes community and public health nursing and all facets there within. Community and public health nursing differ from acute-care settings in care and in both philosophy and scope. In this course, students will focus on the role of the Baccalaureate-prepared nurse in community and public health settings. Epidemiology and its application to community health will be examined and explored. There will be opportunity to learn about families in the community/public health settings. Opportunity is built into the course to enhance knowledge as the student applies the principles learned in class through self-study, community-based RN assessments, and the discovery of community agencies or resources within the community.

RNBS 4510
Library Practicum [Practicum] (2)

The project consists of the students developing their own learning experience in collaboration with college faculty. The experience must in some way involve planned change of a problem identified in the work setting. The emphasis may be on qualitative or quantitative data collection and analysis to support the need for change or the emphasis may be on the actual implementation and evaluation of a planned change. The planned change may also be in the direction of the student’s career as the student investigates and tries out a new role as a professional nurse. Students will learn how to access the Library’s CINAHL and other databases and will have an opportunity to begin their literature searches with the assistance of the library staff and the project coordinator.

RNBS 4511
Practicum Project Development [Practicum] (2)

This course focuses on the continuing development of the practicum project as the student completes drafts of Chapters 1, 2, & 3, receives feedback from faculty, and continues to plan for and implement the change in a work setting. The plan/timeline for Practicum Project completion presented in the Practicum Project Guidebook will be followed.

RNBS 4512
Practicum Project [Practicum] (2)

Having begun the selection of the practicum project in Nsg451a and continued its development throughout the program particularly in Nsg451b, the practicum project culminates in a major paper and presentation the last week of the program.

RNBS 4550
Capstone Experience [Course/Clinical] (3)

Students will complete 45 hours of clinical practice experience. During this experience, students will synthesize the knowledge and competencies gained in the program to implement and evaluate an improvement project specific to a practice setting using an evidence-based approach. The course will culminate in a scholarly presentation and portfolio to demonstrate the student’s ability to use evidence-based practice, performance improvement principles and leadership skills to effectively manage change in a healthcare environment.

RNBS 4900
Transcultural Experience [Trip] (1 - 3)

This course is designed to introduce students to the culture, health care needs, and the health care system of a developing country. Students will have the opportunity to compare missionary nursing with community health and institutional nursing in the United States. Making use of available resources, students develop learning objectives with guidance from the instructor. The course encourages personal and spiritual growth through integration of faith and learning. Students wishing to receive college credit will do collateral reading, write journals or papers, and attend preparatory classes held during the semester. Meets the requirement for Nursing elective.

RNBS 4950
Independent Study [Independent Study] (1 - 3)

Independent study provides opportunity to pursue advanced or special-interest topics not covered in the curriculum. Permission from the student's advisor, the course instructor, the Department Chair, the Academic Dean, and the Registrar.