LaDonna McGohan (department head)
Admission to the nursing major:
Luther's nursing program, with its longstanding connection to Mayo Clinic in Rochester, has a very strong reputation. Clinical resources both in the Rochester and Decorah areas limit the number of students who can be enrolled in the program, and so the number of qualified program applicants may exceed the number who can be admitted. Students must understand that admission to Luther does not itself mean admission to nursing. Applicants must meet minimum eligibility requirements indicated below; however, obtaining or exceeding minimum criteria does not guarantee admission. Decisions affecting admission to the major will be made at the end of the fall semester. Luther also offers a direct entry program into the nursing major for high school seniors.
Minimum criteria for admission to the nursing major include:
Continued progression in the nursing major:
Decisions affecting continued progression in the major after admission to it are made at the end of each semester. Students must continue to meet all admissions requirements. Additionally, a minimum grade of C is required for all nursing courses as well as satisfactory completion of the clinical components. No nursing courses can be repeated more than once.
All other policies regarding grading, withdrawal, and graduation are in accordance with general college policy and can be found elsewhere in the college catalog.
Clinical participation is not allowed by persons who have been denied licensure by the Iowa Board of Nursing or whose license is currently suspended, surrendered, or revoked in any country or U.S. jurisdiction due to disciplinary action.
Students must be able to provide their own transportation to clinical facilities. They must also pay for their own uniforms. Nursing courses in the junior year are taken off campus in Rochester, MN.
Required for a major: NURS 234, 235, 236, 237, 370, 371, 372, 373, 374, 376, 377, 378, 382, 384, 386, 388, 390, 420, 421, 425, 480, 490. Students completing more than one major may elect to complete the senior project in a major other than nursing. Writing requirement completed with NURS 382 and 384.
Correlative requirements: BIO 115, 116, 152, 243; HLTH 125; SCI 240, 250; PSYC 130, 240. A course in statistics is recommended for nursing majors who intend to do graduate work.
First of two courses focusing on assessment, health promotion and communication skills; development and application of cognitive and psychomotor skills to perform systematic, holistic, and culturally sensitive assessments with an emphasis on the application of clinical reasoning. This course facilitates the acquistion of knowledge for the liberal arts, sciences and nursing as the foundation of professional nursing practice.
First of two clinical courses focusing on the development of communication and assessment skills and selective application of cognitive and psychomotor skills for the safe care of adult patients in long term care settings.
Second course in a series focusing on further development of assessment, health promotion and communication skills and the application of cognitive and psychomotor skills to patients experiencing common abnormalities with an emphasis on the application of clinical reasoning.
Second clinical course in a series focusing on the application of cognitive and psychomotor skills on the care of adult patients with common abnormalities in a rural acute care and long term care settings. Upon completion of this course, students will be expected to perform appropriate nursing interventions safely and effectively under direct clinical supervision.
In this course students will develop the knowledge and skills to support adult patients experiencing alterations in health while examining values, meanings, and experience. Focus will be on how nurses intervene in a complex care environment, with an emphasis on integrating patient education and health promotion strategies to promote healing and achieve optimal health. Concepts will relate to acute care needs with beginning discussion related to complex chronic health care needs.
This clinical course is meant to apply the knowledge and skills learned previously, with emphasis on developing clinical decision making abilities. Students will practice in an adult, acute-care setting and with regular opportunity to relfect on values and experiences in order to make meaning of health and healing.
Continuation of NURS 370, with added complexity reflected in a focus on chronic disease management in the setting of acute alterations to health. Students will continue to build on concepts of health promotion and patient education to address discharge needs, especially as related to acute-on-chronic healthcare needs.
This clinical course is meant to apply the knowledge and skills learned in NURS 370 with continued emphasis on developing clinical decision making abilities. Students will explore the continuum of care in both inpatient and outpatient settings with a special focus on engaging in patient education and health promotion strategies in discharge planning.
Basic theories and concepts related to psychiatric-mental health care of children, adolescents, adults and older adults are examined. Emphasis is placed on the biopsychosocial/physiologic basis for mental health care and provides knowledge necessary for a beginning practitioner. Primary emphasis is given to mental health promotion and to the treatment of commonly occurring mental health concerns and illnesses.
Application of theories and concepts related to the care of psychiatric clients. Emphasis on knowledge of nursing and pharmacological management as well as advanced communication skills provide the basis of the clinical experiences in psychiatric nursing necessary for preparation as a beginning practitioner.
This course focuses on childbearing and childrearing families, with emphasis on culturally competent and developmentally appropriate nursing care to promote healthy infant/adolescent and family function. Concepts of family theory, family-centered care, family culture and health promotion are emphasized.
This clinical course is meant to apply knowledge and skills learned in NURS 377 with childbearing and childrearing families. Students will utilize clinical decision making skills, assessment and therapeutic communication.
This course is designed to build upon learning in previous nursing courses with an emphasis on the aging phase of the life process. The focus of the course is on the knowledge, attitudes, and skills needed to understand and care for the growing geriatric population. Students will acquire understanding of the uniqueness of the health related needs of the aging population and learn to recognize the physiological, cognitive, psychological, social changes, and atypical presentations of disease associated with aging.
This course emphasizes the use of research as a key component in clinical decision making for nursing practice. Theoretical and practical components of research perspectives and the research process are discussed. The course incorporates ethical aspects of the research process and research history. Integration of multiple sources of evidence to guide nursing practice is analyzed.
This clinical course allows students to practice within the routines of one hospital-based unit over a two week period. This internship allows students to work closely and collaborate with other healthcare providers to develop clinical skills and clinical decision-making ability. Emphasis is on application of theory in practice, while also developing leadership skills.
This course includes the study of health informatics and information technology from consumer, clinical, and public health perspectives. Students will analyze the use of information technology to communicate, manage knowledge, mitigate error, and support clinical decision-making.
This course will view integrated concepts of leadership and management and advocacy, recognizing nursing as a collective profession within the larger health care delivery system. This course will emphasize nurses' roles in promoting social justice in health care, in the context of economic, social, political, and ethical influence. Students will understand how the health care system impacts the delivery of care, in health care organizations and direct patient care, focusing on cost, quality, safety, and access. Historical perspectives of health care will be used to contextualize trends in nursing leadership and their role in the delivery of care.
This course focuses on health promotion with disease and injury prevention in population groups. Social justice principles are woven throughout course content to emphasize collective action toward improving national and international health. With an introduction to the science of epidemiology, students will analyze health patterns of populations in connection with contextual contributing factors, such as lifestyle, social, economic, cultural, and historical perspectives. Public health interventions are explored at individual, aggregate, and population levels. Key focus areas of public health will be addressed including but not limited to environmental health, disaster and emergency preparedness, and political involvement.
This clinical nursing course allows nursing students to practice public health nursing, incorporating theoretical and analytic components from NURS 420. Determinants of health are examined as students practice in collaboration with agencies and organizations, preparing students to specialize in rural public health priorities and interventions. Emphasis is placed on the principles of public health combined with the nursing process to focus on health promotion, life-style factors, and disease prevention that facilitate the development of healthy populations, communities, families, and individuals.
This course emphasizes clinical and critical reasoning skills synthesized from knowledge obtained in prior nursing courses to address fundamental to complex situations across the lifespan. Students will engage in critical inquiry in both the classroom and simulation lab settings that is evidence based and that applies and integrates concepts associated with safe, high quality, professional nursing practice.
The caring process with an emphasis on the nursing process is applied to the care of families with a focus on the childbearing phase, including normal and high risk patients. Teaching and health promotion are emphasized, along with client management skills. Prerequisites: 350, 353, 354, 360, 365, 368, science 355, 361, 362.
The study of the community and its population groups. Focus on levels of prevention in the use of the nursing process to promote, maintain and protect the health of individuals, groups and communities. The caring process is emphasized. Clinical experience is in schools, agencies, and community groups providing services in Northeast Iowa. Prerequisites: 350, 353, 354, 360, 365, 368, science 355, 361, 362.
The caring process is used to assist clients experiencing pathophysiological interruptions to health. Emphasis is on refining clinical skills in caring for adults with more complex chronic illnesses and the collaborative role of the professional nurse across the multidisciplinary health care team. Leadership/management concepts as they apply to professional nursing are emphasized. Prerequisites: 350, 353, 354, 360, 365, 368, science 355, 361, 362.
A study and analysis of economic, social, political and ethical factors that affect management of human, technological, and financial resources in health service organizations. Includes the historical development of health care delivery and reform issues in the U.S. and selected other industrialized nations. There will be a particular focus on strategic and operational management of hospitals, long-term care facilities and home health care agencies. Rural versus urban issues will also be addressed. Prerequisites: 350, 353, 354, 360, 365, 368, science 355, 361, 362.
This capstone course will include experiences similar to those students are likely to confront as newly employed baccalaureate prepared registered nurses. Students will work in 1:1 experiences with baccalaureate nurse preceptors in selected clinical settings. An emphasis is placed on the development of personal and professional strategies needed to make the transition from student to graduate nurse by highlighting role development skills of bedside nurse leaders.
A student completing a senior project in another major is not required to complete a senior project in nursing.