Nursing (4 Year Program)
Jennifer Morton, DNP, M.P.H., PHNA-BC
jmorton@une.edu
Mission/Philosophy
MISSION
The mission of the School of Nursing and Population Health is to facilitate the education of students as safe clinicians and leaders. As professional nurses, students are prepared to promote the ability of individuals, families, and communities in attaining their highest level of wellness. As leaders, students are consumers of evidence-based practice and advocates for individuals, families, and communities.
PHILOSOPHY
Nursing is a caring art and science that encompasses the diagnosis and treatment of human responses to health and illness. A contemporary definition of health “recognizes that disease and disability can and often do co-exist with health. In this new conception, health is transformed from a state that requires the absence of disease to a state where the central theme is the fullness of life. Health involves the integration of body, mind, and spirit and recognizes the significant influence of sociologic, environmental and behavioral factors” (Bradley, Goetz, & Viswanathan, 2018). The nurse serves in multiple capacities, using a variety of theoretical frameworks to guide individuals, families, and communities* of diverse cultures and backgrounds toward identifying their own needs for health care, healing, and health promotion, moving toward and maintaining health in their human experiences.
The environment in which the nurse functions is globally diverse, technologically oriented, and rapidly changing. Nursing care is informed by evidence-based practice that includes individual, family, and community preferences and values, clinical expertise, and best research evidence, as well as socio-political influences and issues of justice and equality. Professional nursing practice must be in accordance with established standards as outlined by the American Nurses Association Code of Ethics (ANA, 2015) and the Maine Nurse Core Competencies (MPNEP, 2012).
Professional nursing education is grounded in the integration of academic and experiential learning. A strong educational foundation rooted in the arts, sciences, and humanities enables nurses to improve health care delivery to individuals, families, and communities. The faculty is committed to a curriculum that encourages a diverse, global perspective, expanding each student’s professional identity and social conscience. The curriculum cornerstones of clinical judgment, professional values, and interprofessionalism prepare students to be safe and competent nurses. The acquisition of competency-based knowledge, skills, and attitudes prepares future nurses to meet the healthcare needs of diverse populations.
Learning is a collaborative process whereby students and faculty learn from each other, individuals, families, and communities, peers, mentors, and preceptors as well as other health care professionals. Reflective practice forms the basis for the development of sound clinical judgment necessary for the provision of safe, quality nursing care. Student centeredness is the cornerstone to optimal learning; faculty is committed to a supportive, caring, and interactive environment that takes into account the diversity of culture and experience that students bring to the learning environment.
Self-care practices can positively impact student academic achievement, individual, family, and community outcomes, and perceived well-being. Students are encouraged to take responsibility for and become skilled in self-care to ensure personal health, emotional resiliency, and the ability to care for others. As future nurses, students have an ethical duty to care for their own health and safety in order to provide safe care for others.
*“Individual, family, and community” is referred to as “client” by the National Council of State Boards of Nursing (NCSBN), which also includes significant others and populations.
Bradley, K. L., Goetz, T., & Viswanathan, S. (2018). Toward a contemporary definition of health. Military Medicine, 183, (suppl 3), 204–207.
Major Description
The bachelor of science in Nursing is an academically rigorous four-year professional program. During the first four semesters, students build a foundation of knowledge in science, humanities, and related discipline. The student begins the process of knowledge acquisition in the discipline of nursing.
During the last four semesters, students are deeply immersed in nursing course work and experiential learning which emphasizes health and human functioning, clinical judgment, and care and therapeutics. Experiential learning consists of nursing skill laboratories combined with simulation, and clinical experiences that occur in a variety of hospital and community-based settings.
Curricular Requirements
| WCHP Core Requirements | Credits |
|---|---|
| Total | 62–64 |
| First Year | Credits |
|---|---|
| BIO 104/104L - General Biology | 4 |
| PSY 105 - Introduction to Psychology | 3 |
| BIO 208/208L - Introduction to Anatomy and Physiology 1 | 4 |
| ENG 110 - English Composition or ENG 122/123 - College Reading and Writing I/II | 4-6 |
| IHS 130 - Interprofessional First-Year Experience | 3 |
| ART (ART, ARH, MUS) - One Course | 3 |
| MAT - 120 Statistics | 3 |
| SOC 150 - Introduction to Sociology | 3 |
| EXP (Explorations) - One Course | 3 |
| NSG 103 - Essentials in Nursing Knowledge and Practice | 2 |
| Total | 32-34 |
| Second Year | Credits |
|---|---|
| BIO 209/209L or 209G/209LG - Introduction to Anatomy and Physiology II | 4 |
| BIO 309 - Pathophysiology | 3 |
| BIO 242/242L or 242G/242LG - Applied Microbiology | 4 |
| CHE 130/130L - Principles of Chemistry | 4 |
| IHS 220 - Nutrition/NUTR 220 - Nutrition | 3 |
| IHS 310 - Ethics for Interprofessional Practice | 3 |
| NSG 202 - Introduction to Nursing | 3 |
| PSY 250 - Lifespan Development | 3 |
| Human Traditions (276 or 278 with a prefix listed below) - One Course ARH, ENG, HIS, LIL, PHI, PSC, REL |
3 |
| Total | 30 |
| Nursing Curriculum | Credits |
|---|---|
| NSG 307 - Adult Health I/Clin | 6 |
| NSG 315 - Adult Health II/Clin | 7 |
| NSG 327 - Health Assessment | 3 |
| NSG 328 - Mental Health/Clin | 4 |
| NSG 332 - Evidence-Based Practice (EBP) I | 2 |
| NSG 342 - Pharmacology | 3 |
| NSG 351 - Integrating Experience I | 1 |
| NSG 456 - Adult Health III/Clin/Preceptorship | 9 |
| NSG 409 - Adult Health IV | 3 |
| NSG 420 - Community and Public Health Nursing | 3 |
| NSG 424 - Maternal/Child/Clin | 8 |
| NSG 432 - Evidence-based Practice (EBP) II | 2 |
| NSG 442 - Integrating Experience III | 1 |
| NSG 445 - Leadership | 2 |
| NSG 447 - Transitions to Practice | 2 |
| General Elective (One Course) | 3 |
| Total Nursing Curriculum Credits | 59 |
| Total Credits | 121-123 |
|---|
Graduation Requirements
| Courses | Credits Needed |
|---|---|
| Nursing | 59 |
| General Education | 62-64 |
| Transfer | N/A |
| Prerequisites | 0 |
| Total | 121-123 |
A student in the nursing major may elect to pursue a bachelor’s degree in health sciences. This degree is only open to matriculated students at the University of New England. Special permission from the student’s advisor and the Dean of the Westbrook College of Health Professions is required for enrollment in the B.S. in Health Sciences.
Academic and Technical Standards
Department Policies
Academic Integrity Policy
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the university community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable.
Charges of academic dishonesty will be reviewed by the school and dean of the college and may result in a failing grade on the assignment and a maximum of dismissal from the University of New England. Academic dishonesty includes, but is not limited to the following
- Cheating, copying, or offering, receiving unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers, reports, and patient care documents.
- Actions that destroy or alter the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
Plagiarism: the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one’s own.
HIPAA Compliance
Prior to attending any clinical experience, it is mandatory that each nursing student document yearly completion of the ӰƵ training program explaining their legal responsibilities under the Health Insurance Portability and Accountability Act (HIPAA). Under this regulation, nursing students are permitted to have access to Protected Health Information (PHI) only when observing and performing direct client/patient care as a part of their training and must follow approved HIPAA policies on usage of PHI. More detailed information is available in ӰƵ's School of Nursing and Population Health Student Handbook, and will also be provided by the ӰƵ HIPAA training program. Students requiring further clarification are referred to the faculty of this course. Students must comply with requirements and expectations for appropriate storage and transmittal of client information. No PHI can leave a covered entity site unless it is de-identified. All HIPAA violations will be reported to the ӰƵ HIPAA Compliance Officer.
Office for Student Access
The University of New England will make reasonable accommodations for students with documented disabilities. Students need to register with the Student Access Center and inform their instructors of any academic accommodations. Timely accommodations are dependent on early registration with Student Access. This office is located in Stella Maris 131 on the Biddeford Campus, (207) 602-2815 and on the Lower Level of Ginn Hall on the Portland Campus, (207) 221-4438.