School of Nursing
Elicia Collins, Assistant Dean
Victoria Foster, Director of Undergraduate Nursing Programs
Mission and Goals
Consistent with the mission statement of Clayton State University, the School of Nursing is committed to providing comprehensive nursing education to residents from a diverse range of ethnic, socioeconomic, experiential, and geographical backgrounds. The following essential considerations inform and guide the programs offered by the School of Nursing:
- increasingly complex global context of contemporary life;
- promoting community-based, active, experiential learning;
- continuous education for teaching, scholarship, and growth;
- promoting health and human development of the global community in transition;
- providing high quality educational services and innovative teaching strategies for the development of competent, caring, and committed professional nurses;
- developing programs which incorporate innovative health care and educational technologies;
- maintaining standards of professional nursing practice that recognize and value the social, economic, ethnic and cultural diversity of individuals as central to the promotion of health and human development.
- promoting collaborative, interdisciplinary practices models.
It is the faculty’s mission to use those resources which will promote lifelong learning and enhance the acquisition of skill in modern technology. Mastery of critical thinking skills, comprehensive care, theory-based practice, research, and communication is successfully accomplished by integrating theory, clinical practice, and advanced technologies. The curriculum facilitates the transition of students into professional nursing roles in a multifaceted, multicultural health care environment.
Honor Societies and Clubs
Honor societies, clubs, and service organizations are designed to support, augment, and supplement educational and professional development, and students are invited to participate in the Clayton State chapter of the Student Nurses Association (SNA). In addition, students exhibiting excellent grades, leadership ability, and high professional ethics may be invited to join the Sigma Theta Tau International Nursing Honor Society Xi Rho Chapter during their senior year.
Program Outcomes
- Demonstrate human caring as a key philosophical basis for the practice of nursing.
- Utilize effective communication skills to promote therapeutic nurse-client interactions and good collegial relationships.
- Engage in critical thinking by using creative problem solving and making appropriate inferences, based on evidence derived from clinical practice.
- Demonstrate client care that reflects the consideration of socioeconomic, political, legal, ethical and human diversity variables in the changing health care environment.
- Demonstrate competence in utilizing information technology resources to advance professional practice.
- Collaborate with health care providers from other disciplines to improve client outcomes.
- Utilize nursing therapeutics based on a synthesis of critical thinking strategies and a theoretical knowledge base in nursing to provide competent professional care and maximize healthy outcomes.
- Demonstrate commitment to ongoing professional development as a life-long learner.
- Apply selected theoretical frameworks and evidence-based practice to nursing practice in diverse settings.
Accreditation
The baccalaureate and masters degree programs in nursing at Clayton State University are accredited by the Commission on Collegiate Nursing Education (CCNE).
Commission on Collegiate Nursing Education
655 K Street, NW, Suite 750
Washington, DC 20001
202-887-6791
https://www.aacnnursing.org/CCNE
The BSN program has approval of the Georgia Board of Nursing.
Georgia Board of Nursing
237 Coliseum Drive
Macon, Georgia 31217-3858
478-207-1640
https://sos.ga.gov/index.php/licensing/plb/45
Health (HLTH)
This course will provide the participants with an in-depth understanding of the practice, theories, and interventions used in various alternative healthcare therapies. Some of the topics that will be discussed will be the use of herbal therapies, nutritional therapies, aromatherapy, massage and bodywork therapy, acupuncture, chiropractic and spinal manipulation, spiritual, mind body therapies, and homeopathy. The participants will be able to make an informed decision when deciding to use an alternative form of health care.
Focuses on communication theory and skills which have application to health care situations and the workplace. Students practice increasing their interpersonal effectiveness and group process skills. Content includes problem solving, conflict resolution, power strategies, burnout, group dynamics, assertive skills and communication within organizational structures.
This course is designed to introduce the RN Completion student to pathophysiologic concepts related to altered biological processes affecting individuals across the lifespan. The first part of the course emphasizes the basic concepts of pathophysiology: Cellular level of response, fluid and electrolytes, acid-base balance, and the immune response. The second part of the course focuses on the application of the basic concepts to body systems and disease processes. The course builds on previous principles from anatomy, physiology, and chemistry.
Restrictions: Pre-BSN-RN Completion
This course is designed to introduce the student to pathophysiologic concepts related to altered biological processes affecting individuals across the lifespan. The first part of the course emphasizes the basic concepts of pathophysiology: cellular level of response, fluid and electrolytes, acid-base balance, and immune response. The second part of the course focuses on the application of the basic concepts to body systems and disease processes. The course builds on previous principles from anatomy, physiology, and chemistry.
Prerequisites: (CHEM 1151 and CHEM 1151L) or (CHEM 1211 and CHEM 1211L) and (BIOL 1151 and BIOL 1151L and BIOL 1152 and BIOL 1152L) or (BIOL 2251 and BIOL 2251L and BIOL 2252 and BIOL 2252L)
This course focuses on developing skills for interacting with families in human service systems such as health care settings, schools, and private nonprofit organizations. The course is designed to introduce students to interdisciplinary assessment and intervention with children, parents, and family members across the life span. Emphasis will be placed on communicating with culturally diverse populations, dysfunctional families, and those experiencing stressful events.
Introduces cross-cultural health assessment and interventions, which increase the cultural sensitivity of health care providers. The diversity of health/illness belief systems and behaviors cross-culturally is presented as well as biological variations and patterns of adaptation to specific environments. Several international health system models are analyzed. Cultural diversity within the United States is emphasized.
The promotion and maintenance of women's health is stressed. Historical influences as well as social, political, religious and cultural factors which impact the contemporary women's health are included. Gynecologic health needs and sexuality from menarche to menopause are discussed. Discussion of women's roles in complex societies. Individuals become more aware of self and the needs of women as consumers and providers in the health care delivery system.
Focuses on the concept of health education in meeting the learning needs of health care providers and health care consumers within various settings. Emphasis will be placed on the process of program development and implementation in the role of the professional nurse. Principles of teaching/learning and instructional strategies will be explored and compared. Technique for preparations and evaluation of instructional materials includes those needed for both print and non-print materials such as slides, transparencies, computer software and other educational materials. Opportunities to practice teaching strategies also will be provided.
This survey course is designed to provide an overview of the AIDS epidemic, including changes in the patterns of occurrence, signs and symptoms, classification of disease, recognition of the course of the disease, and strategies for prevention.
Death, dying and bereavement are fundamental and pervasive aspects of the human experience. Individuals and societies can only achieve fullness of living by understanding and appreciating these realities. The absence of such understanding and appreciation may result in unnecessary suffering, loss of dignity, alienation, and diminished quality of living. Death, dying and bereavement are essential components of the educational process at all levels, both formal and informal, DeSpelder & Strickland (2011). Information sharing, value clarification, and coping behaviors are emphasized.
Presents a holistic approach to the study of the elderly and their environments. A positive perspective about the aging process is a goal of the course. Research and theory components from a variety of disciplines are included to promote caring for the elderly in a variety of settings, primarily community-based. Client advocacy for the elderly is stressed.
The purpose of this course is to introduce students to the concept of interprofessional collaboration among healthcare workers. This course is designed to provide students in healthcare related programs with knowledge of interprofessional education concepts regarding effective communication, team building skills, and collaboration of different disciplines to care for patients with complex needs. All interprofessional education competencies will be explored. Collaborative clinical experiences will also provide the opportunity to increase knowledge and understanding of each professions contribution to healthcare.
This course introduces the student to the fundamental concepts of nutrition, the nutrients, and how the body uses the nutrients. This course includes a study of the impact of nutritional choices on various populations and age groups of individuals and an individualized dietary analysis.
This course focuses on the exploration of various health care topics and issues in the field of nursing. It may be repeated for credit when topic varies. In order to be on the cutting edge of nursing, many innovative and creative topics will be offered to students to expand their nursing knowledge in various arenas.
Nursing (NURS)
This course focuses on ways to improve interpersonal skills in personal and professional settings. Students learn a specific set of communication techniques, identify their strengths and weaknesses, and strive to improve their interpersonal effectiveness. Content includes relationship development, assertiveness, giving and taking criticism, group dynamics, crisis intervention, conflict resolution and problem solving.
This course is designed to enhance and facilitate the development of the RN student to the role of a BSN prepared professional nurse. The focus is on developing personal and professional growth to promote better advocacy, critical thinking, educator skills, effective communication, and leadership abilities in a complex healthcare environment. Course content includes concepts from historical contributions and theories that have guided the profession, to promoting professional philosophies, visions, and practices to help prepare for future trends in healthcare. Topics relate to culture and diversity, professional ethics, political and legal issues in nursing, and technology. Students will apply knowledge of standards of practice, evidence-based practice, and caring science to course topics. Students must pass with a C in order to continue progression.
This course provides the learner with basic knowledge about assessment of the health status of adults. Developmental and cultural variations across the lifespan are examined. The focus of the course is on wellness maintenance, interviewing skills in obtaining health histories, performing physical examinations in a supervised laboratory environment and use of critical thinking skills to identify risk factors for actual and potential alterations in health. Identifying selected abnormal physical findings when conducting a head-to-toe physical examination is emphasized.
Restrictions: Nursing - Basic Licensure
This course is designed to provide the registered nurse with an overview of the major research concepts as applied to the profession of nursing, to scholarship, and to clinical practice. Analysis, critique, and interpretation of qualitative and quantitative research approaches, including ethical implications, for evidence-based nursing practice will be examined. Emphasis is placed on how to critique, analyze, and apply published and empirical research findings to evidence-based nursing practice. Students must pass with a C in order to continue progression.
This course is designed to introduce students to the roles and issues of the professional nurse and to provide a theoretical and practical basis for the application of nursing therapeutics essential to the general care of individual clients experiencing developmental and health-illness transitions across the lifespan. Students are expected to apply assessment and communication principles in identifying needs of individuals with acute health-illness transitions. Concepts highlighted in this course are theoretical perspectives on health-illness, developmental, situational, role transitions in the nursing profession and several medical-surgical conditions along with nursing implications. Emphasis in this course is on the introduction of basic principles necessary for promoting a healthy outcome in meeting holistic needs of the individual client.
Prerequisites: (NURS 3110 (may be taken concurrently) or HLTH 3110 (may be taken concurrently) and NURS 3200 (may be taken concurrently))
Restrictions: Nursing - Basic Licensure
This course focuses on the clinical application of concepts taught in NURS 3300 and NURS 3200. Students will apply theoretical concepts through hands-on activities. Learning experiences are designed to allow students to participate in interdisciplinary collaboration, apply teaching and learning principles and develop beginning skills in nursing therapeutics as related to health promotion. Students will have the opportunity to continue to develop assessment and nursing therapeutic skills in meeting the holistic needs of individual clients with acute health-illness transitions.
Prerequisites: NURS 3300 (may be taken concurrently)
This course presents an overview of the categories of pharmacological agents and their clinical application as they relate to clients experiencing acute and chronic health conditions. Students will identify important considerations to promote optimal wellness for patients across the life span as recipients of pharmacology.
Prerequisites: NURS 3200 and NURS 3300 and NURS 3300L and (NURS 3110 or HLTH 3110)
This course is a study of the advanced knowledge and skills beyond the Associates’ degree in Nursing, designed to enhance health assessment for nursing practice in the care of individuals across the lifespan. Theory and skills essential to completing a comprehensive and holistic health history and physical examination are emphasized. In addition, the holistic delivery of care will include cultural, spiritual, nutritional, alternative, complementary therapies, and health promotion for the delivery of safe and person-centered care. The importance of comprehensive and accurate documentation as a tool for effective communication amongst the interdisciplinary team is reviewed. Students must pass with a C in order to continue progression.
This course focuses on theory and practice considerations for clients experiencing situational, developmental, and health-illness transitions affecting their mental health. Emphasis is placed on understanding the clients' perceptions within context of their current mental status, biological factors, risk factors and cultural background, in order to design appropriate professional nursing interventions.
Prerequisites: NURS 3200 (may be taken concurrently) and NURS 3300 and NURS 3300L and (NURS 3110 and HLTH 3110)
This course focuses on clinical applications of theory and research related to clients experiencing situational, developmental, and health-illness transitions affecting their mental health. Emphasis is placed on the development of communication skills, critical thinking, and interdisciplinary collaboration to facilitate healthy adaption to psychosocial stressors and recovery from mental health problems. A variety of acute care and community health care settings will be used.
Prerequisites: NURS 3300L
This course is designed to provide a theoretical and practical basis for the application of nursing therapeutics in the provision of holistic care for the adult clients and their families experiencing development, situational, and health-illness transitions. Emphasis will be on integration of nursing therapeutics with specific pathophysiologic concepts commonly experienced by the adult client. Responses of the individual and family in transition will also be addressed.
Prerequisites: NURS 3200 and NURS 3300 and NURS 3300L and (NURS 3110 or HLTH 3110)
This course provides the learner the opportunity to build upon the concepts, skills, and theories introduced in NURS 3401 and previous courses. The course provides opportunities to enhance integration of concepts into the practice setting appropriate for adult individuals and families in transition. Students gain experience in the application of nursing therapeutics in a variety of acute care and community health care settings.
Prerequisites: NURS 3300L
This course is designed to provide a theoretical and practical basis for the application of nursing therapeutics, in the provision of comprehensive care for childbearing individuals and families. Concepts highlighted in this course include sexuality and reproduction. Course content examines developmental, situational, and health-illness transitions experienced by childbearing individuals and families.
Restrictions: Nursing - Basic Licensure
Within the context of the concepts learned in NURS 4000 and previous courses, students will integrate the role of the nurse to enhance health promotion and illness prevention in order to promote healthier outcomes. Emphasis is placed on the application of nursing therapeutics to meet the holistic needs of the individual and family in the childbearing years. A variety of acute care and community health care settings will be used.
Prerequisites: NURS 3501L and NURS 3701L
Restrictions: Nursing - Basic Licensure
This course emphasizes the critical review and evaluation of research articles and application of research findings to practice. Specific aspects of the research process are discussed from both a quantitative and qualitative approach, as a foundation to being an informed consumer of research. Building a scientific basis for practicing nursing is studied as a method for improving the quality of nursing practice. For basic licensure students, completion of all 3000-level NURS courses is recommended prior to taking this course.
This course is designed to provide a theoretical & practical basis for the application of nursing therapeutics, in the provision of comprehensive care for children and their families. Course content examines developmental, situational, and health-illness transitions experienced by individual pediatric clients and their families.
Restrictions: Nursing - Basic Licensure
Within the context of the concepts learned in NURS 4201 and previous courses, students will integrate the role of the nurse to enhance health promotion and illness prevention in order to promote healthier outcomes. Emphasis is placed on the application of nursing therapeutics to meet the holistic needs of the individual & family from birth to adolescence. A variety of acute care and community health care settings will be used.
Prerequisites: NURS 3701L
Restrictions: Nursing - Basic Licensure
This course is a continuation of Health-Illness II in providing a theoretical and practical basis for the application of nursing therapeutics in the provision of holistic care for clients and their families experiencing developmental, situational, and health-illness transitions. Emphasis will be on the provision of holistic care of individuals and families experiencing multisystem health- illness transitions.
Restrictions: Nursing - Basic Licensure
This course focuses on the management of groups of clients and their families experiencing multisystem health-illness transitions. The course provides opportunities to validate competencies of a beginning professional nurse while enhancing synthesis of concepts learned in all Health- Illness courses. A variety of acute care and community health care settings will be used.
Prerequisites: NURS 4201L and NURS 4000L
Restrictions: Nursing - Basic Licensure
This course is designed to examine the concepts and principles of community and population health nursing. The course will provide an overview of health issues that transcend borders, class, race, ethnicity, and culture. Emphasis is placed on roles, levels of prevention, principles of epidemiology, public health policy, and disaster preparedness. Students must pass with a C in order to continue progression.
This course is for students in basic licensure major only and is to be taken during the student's senior year. Role concepts, transitions from student to professional, health care issues and trends are explored. Students are required to submit a satisfactory portfolio & pass an end-of-program competency examination as a requirement of course completion.
Prerequisites: (NURS 4000 and NURS 4201 and NURS 4100 and NURS 4401 (may be taken concurrently) and NURS 4601 (may be taken concurrently))
Restrictions: Nursing - Basic Licensure
This practicum course enables RN students to expand their clinical expertise and broaden their exposure to the roles of nurses.
This course introduces the leadership roles and management functions of professional registered nurses within the structure of an organization. The management process provides the foundational structure for the course, while the theoretical framework for this course is established through exploration of leadership styles, organizational theory, and management theory. Quality assurance and the provision of evidence-based, patient-centered care and collaborative relationships are emphasized. The impact of political and legislative processes, the integration of informatics, and the legal and ethical issues in management are also discussed. Students must pass with a C in order to continue progression.
This course is designed to examine leadership and management theory as they apply to groups and aggregate populations in various health care settings. The student, as a manager, focuses on the role of the nurse in wellness promotion, epidemiology, international health, environmental issues, and the effect of nursing within health care systems. Competencies previously acquired are extended to include principles of management & leadership, & their application to groups in transition.
Restrictions: Nursing - Basic Licensure
This is designed to allow students to apply leadership and management principles with groups and aggregate populations in various health care settings. Learning experiences focus on synthesizing concepts acquired in NURS 4601 and prerequisite courses such as communication, critical thinking, teaching/learning, and nursing process while validating competencies expected of a beginning professional nurse.
Prerequisites: NURS 4000L and NURS 4201L
Restrictions: Nursing - Basic Licensure
Independent study is arranged with a specific instructor in the area of interest. Outcome goals are written by the student and approved by the instructor. A student who plans to carry out the research proposal submitted in NURS 4100 should register for NURS 4950.
Restrictions: Nursing - Basic Licensure