71 courses with the subject NURS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Includes interviewing, documenting, understanding normal findings on physical examination and geriatric considerations, and assessment of psychosocial and spiritual needs. Introduces beginning professional and therapeutic communication skills with clients and professional teams, including managing conflict. Laboratory and community settings are used for practice and mastery experiences.
Addresses the pathophysiology and pharmacological treatment of the most common diseases encountered in the adult population. The course begins with basic principles of pharmacology, and then is organized by body system or major disease group classification: fluid and electrolyte balance, neurological, heart and vascular, endocrine, immune/ infection, musculoskeletal, respiratory, gastrointestinal, and cellular/cancer.
Introduces the fundamental concepts of nursing including actions basic to nursing care, promoting healthy physiologic and psychosocial responses, and aging. Processes key to functioning effectively as a professional nurse are included: the nursing process, clinical decision making, and teaching and learning. Covers professional roles and issues such as the nurse as team member, legal and ethical concerns, documentation, priority setting, and safety.
Skill acquisition in the learning laboratory through simulation and skill demonstrations (e.g. urinary catheter insertion, aseptic technique, vital signs, and glucometer). Clinical experiences take place in a nursing home, acute care setting, schools, and other community settings. Corequisites: NURS 301 Holistic Health Inquiry and NURS 303 Foundations of Professional Nursing. Clinical
For students repeating a course in Level 1. Clinical experiences build on those gained in NURS 304. Clinical hours: 70.
Introduces the concepts basic to nursing practice: persons, health, environment and nursing. Incorporating spirituality into nursing practice will be emphasized. Taken during the sophomore year or with Level 1. Core: WI
Required Courses (51 SH) • NURS 301 Holistic Health Inquiry (3) • NURS 302 Pathophysiology and Pharmacology for Nursing (4) • NURS 311 Conceptual Framework Bridge Course (3) • NURS 320 Adult Health Practicum I (3) • NURS 322 Nursing Care of the Adult I (3) • NURS 323 Psychosocial Nursing (3) • NURS 325 Nursing Care of Children (3) • NURS 326 Nursing and the Beginning Family (3) • NURS 420 Adult Health Practicum II (3) • NURS 422 Nursing Care of the Adult II (3) • NURS 426 Nursing and the Family in the Community (3) • NURS 427 Professional Issues in Nursing (1) • NURS 429 Leadership Practicum (3) • NURS 432 Community Health (3) • NURS 433 Evidence Based Practice for Nursing (2) • NURS 436 Population Health Colloquium (2) • NURS 438 Critical Care Nursing (3) • NURS 440 Transition to Practice (3) Organizational Leadership, major Contact: Cherelle Johnson Degree: Bachelor of Science Semester Hours: 46 Admission Requirements: To graduate with a departmental major, students must first earn admission to the department. This typically occurs during the spring semester of the second year, and late-entry transfer students apply for admission after their first semester at EMU. Students must have department admission to apply for an internship and several upper-level courses. Students seek admission to the department by completing an application and an interview with their advisor; they must meet the GPA requirement of 2.00 overall and 2.50 for major courses taken at EMU. Students must maintain these GPA standards to retain admission and to graduate from the department. Many courses in the department have prerequisites; this requirement is met by earning a letter grade of C or higher on the prerequisite course before enrolling in subsequent courses (a grade of C- does not meet this requirement). 2022-23 Undergraduate Programs of Study - 127
Wellness. . . . . . . . . . . . . . . . . . . . .
Communication. . . . . . . . . . . . . . . .1
Clinical experiences are in medical surgical settings where the student applies the nursing process in caring for 1-2 clients. (Clinical hours: 76.5)
the Adult I. . . . . . . . . . . . . . . . . . . . 4
Addresses the needs of clients with problems involving endocrine, cellular, gastrointestinal, renal/ urological, and immune systems. Prerequisite: Completion of Level 1
Gives an overview of psychosocial nursing and addresses nursing care of clients with psychosocial illnesses. Application occurs in a state mental hospital. (Clinical hours: 51).
Focuses on the nursing care of children in a developmental setting, rehabilitation setting and an acute hospital setting. Explores the transitional and situational crises this brings to the family. (Clinical hours: 40)
Focuses on the family during the childbearing cycle. Clinical application occurs in a mother- baby hospital unit, childbirth classes and prenatal settings. (Clinical hours: 24)
Faith Community Nurses assist the members of their faith community to maintain and/or regain wholeness in body, mind, and spirit. The course explores the personal and professional dimensions of spirituality and the process of developing a health and wellness ministry within a community of faith.
Clinical experiences are in medical surgical settings where the student masters complete care for 2-3 clients. (Clinical hours: 76.5). Prerequisite: NURS 320
the Adult II. . . . . . . . . . . . . . . . . . . 4
Addresses the needs of clients with problems involving the cardiovascular, respiratory, reproductive, musculoskeletal, neurological and sensory systems. Prerequisite: Completion of Level 1
ABP 260: Questions of Faith and Ethics (3) or NURS 310 A Conceptual Framework of Nursing (2) Pathway Capstone (2 SH) or NURS 440 Transition to Practice (3) The student must have completed at least one course in each of the following areas, either at EMU or at a previous college: natural science/mathematics, social/behavioral sciences, and fine arts/humanities. 2nd degree students are not required to earn Engage Credits. A student whose first language is other than English may, upon assessment, be required to complete WRIT 135 College Writing II and/or a Communication Skills course. Traditional Program Second Degree Option Students who have or will complete a bachelor's degree in a field other than nursing prior to beginning the clinical nursing program may apply for the Second Degree option of the nursing program. Each applicant's academic record will be reviewed individually. The curriculum plan for second degree students who have completed prerequisites is four semesters of clinical nursing coursework during fall and spring semesters.
This seminar course addresses current issues in nursing from the standpoint of ethics, economics, policy, research, and legal considerations. Students identify an area of health concern and use research and evidence-based resources to develop and deliver an oral presentation.
2026-27 Undergraduate Programs of Study – 113
*PPX 401 Human Rights and Dignity (4)
Guides the student in understanding the research process and becoming a critical consumer of research. Students apply research findings to their capstone presentation.
Graduate Nurse. . . . . . . . . . . . . . . . 1
This course draws together principles of community health and leadership in order to prepare students to be active participants within the communities and agencies in which they will work. Application of course content occurs through a semester-long population-focused group project and a professional presentation that utilizes evidence-based literature. (Clinical hours: 45)
*PE 404 Exercise Physiology and Kinesiology . . . . . . . . . . . . . . . . . . . 4 . 3 PSYC 341 Cognitive Psychology. . . . . 3
112 – 2026-27 Undergraduate Programs of Study
This senior seminar course covers professional issues and the role development of the professional nurse transitioning into practice. In class discussions and in writing a philosophy paper, students identify personal beliefs and ethical issues and challenges that will affect their voice as a nurse. Students present an evidence-based project and advocate for a legislative policy change. Only offered summers for Accelerated Second Degree nursing students; satisfies CORE 401 requirement.
Accelerated Second Degree Nursing Program Option The EMU nursing program offers an accelerated second-degree nursing program. Persons with (or who have almost completed) a first bachelor's degree in a field other than nursing are invited to apply. This accelerated 15-month program begins in mid-May each year and runs through August of the following year. The first and final semesters are condensed into approximately 12-week terms during the summer months. The second and third semesters follow a traditional fall/spring semester format. Students in the accelerated program may find it difficult to hold employment and may be expected to complete 12- hour and/or weekend clinical rotations. Applications are due by January 15 in the year the student wishes to matriculate.
Clinical experiences are in medical surgical settings where the student masters complete care for 2-3 clients. For students on an extended schedule (clinical experience: 48 hours)
This one semester hour course introduces new MSN students to master’s level education and to the conceptual framework of the EMU Nursing program. Engagement with the approaches to leadership in nursing from an Anabaptist –Mennonite framework will enable the student to incorporate distributive justice, social justice, and relational justice into their practice. Students will become a community of learners, deepen effective communication strategies, and develop a plan for lifelong learning. Expectations and tools for graduate level writing and study will be reviewed.
This course focuses on understanding conflict, and on the roles, skills, strategies, processes and personal awareness needed for reflective leaders/practitioners facilitating conflict transformation in interpersonal and small group settings. Participants will be asked to consider their personal responses to conflict and their professional roles and responsibilities in relation to conflict. The course will include an overview of basic processes of conflict transformation including negotiation, mediation, group facilitation, and circle processes among others. Students will practice/evaluate the skills of listening, issue identification, appreciative inquiry, nonviolent communication, methods for structuring conversation in group settings, and awareness of the impact of self on others. The course is delivered through online discussions, reading, case studies, and an on-campus component with interactive activities and role plays.
This course examines the roles and responsibilities of school nurses and the laws governing the practice of school nursing. The importance of the school nurse’s responsibility to promote the health of students, enhance their ability to learn, and promote health among school personnel will be emphasized in this course. Current legal issues in school health as well as emerging roles and responsibilities of School Nurses will also be explored.
This course examines the roles and responsibilities of the school nurse in relation to promotion, restoration, and maintenance of health of school children. Management and evaluation of coordinated school health programs are discussed with an understanding for the need for outcome criteria. Principles of community health are applied. Significant emphasis will be placed on accommodations and adaptations for diverse learners.
This course follows the School Nursing: Theory and Diverse Learners course. In addition to the online learning activities, students will complete a 120 hour clinical practicum in various school settings. The dissemination of hours is as follows: 30 hours in the elementary setting, 30 hours in the middle school setting, 30 hours in the high school setting, and 30 hours with the diverse learner population. Clinical practicum assignments are individually planned with the approval of the course instructor. (Prerequisites: NURS 504 and NURS 505)
This course focuses on establishing emotionally intelligent nursing professionalism as a basis for fostering leadership within both the nursing profession and society. In considering aims for personal growth, students will evaluate the ways in which nurse theorists and other historical leaders role modeled professionalism and intelligent interpersonal and inter-professional relationships. Specific attention will be paid to nursing professionalism and the means through which nurses can advance the profession of nursing individually and collectively.
This course is designed to allow the learner to critically appraise research in order to translate current evidence into practice. Attention will be given to issues of research ethics, practice concerns, diverse populations and identifying gaps in evidence. The learners will investigate the role of the nurse leader in making the case for evidence-based practice. Learners will examine barriers to EBP, assess and work toward change as necessary to implement EBP, learn how to prepare staff for EBP, develop a structure for EPB, determine resources needed for EBP, use technology for EBP and complete a review of literature related to a quality improvement project. (NOTE: This course is a prerequisite to NURS 620) Nursing Graduate Program - 130
This course combines concepts from Epidemiology and Informatics in a manner that allows the student to simultaneously apply content from both areas in an ongoing case study. Students will develop competence in the application of epidemiological tools and processes such as surveillance, incidence and prevalence, mapping and risk to chronic or infectious disease conditions. An ecosocial approach to causality is explored. Students will demonstrate competence in use of data tools, databases, and interdisciplinary communication systems. The application of informatics technology to enhance outcomes on individual, group and population levels within an ethical framework is a major focus. Students will comprehend how knowledge is acquired, processed, generated, and disseminated.
This course provides a conceptual model of the American health care system and the governmental system of developing and implementing health policy. This includes a theoretical framework as well as a delineation of the functions and roles of the major sectors of the U.S. health care system.
This course examines legal and ethical issues nursing and other health care managers negotiate as they manage the delivery of health care. Themes throughout the course include the manager as the steward of ethics and the importance of ethical awareness for all staff and staff inclusion in ethical decision making. The use of an organizational ethics committee will be practiced utilizing an ethical decision- making model which focuses on the importance of organizational values/mission, personal ethics, professional standards, and evidence-based decision-making. The influence of faith-based values on ethical decision-making will be outlined with students expected to identify and reflect how their own personal values shape their ethical positions. The context of the ethical response of management to medical errors and malpractice claims also will be examined. Multiple case studies that reflect these Health Care Management Graduate Program - 105
This online course explores the personal and professional dimensions of spirituality and the process of Nursing Graduate Program - 140
This course is designed to allow the learner to critically appraise research in order to translate current evidence into practice. Attention will be given to issues of research ethics, practice concerns, diverse populations and identifying gaps in evidence. The learners will investigate the role of the nurse leader in Nursing Graduate Program - 134
This course examines issues of safety, risk reduction and quality of care at all levels of the health care system, and the role of nurse leaders in this area. The Institute for Medicine [IOM] states that health care should be safe, effective, equitable, patient-centered, efficient, and timely. This course is structured to cover each of these criteria and is broken into two sections. The first seven weeks examine the science and application of science for quality improvement as a preventive process. In the second section, the principles and methods for quality and safety as well as how organizations respond to safety issues will be reviewed. A variety of other issues related to quality and safety will be integrated throughout the course including the role of nursing and nurse leaders in the establishment of a quality and safety culture; the interchange between quality, cost, and value; as well as how quality is impacted by and impacts global and cultural aspects of health care. Concurrent with this content, students will be creating and finalizing the methodology for their MSN capstone evidence-based quality improvement project with the end-result being the completion of an official proposal to a designated Capstone Project Faculty Advisor. Once approved, this project will be implemented in the subsequent NURS 630 course during the following summer. In essence, the spring semester is the Plan phase of your QI project. (NOTE: Prerequisite to this course is an undergraduate research course as well as problem-identification activities in collaboration with the MHM Program
This course equips nurse leaders with the knowledge and skills to employ instructional design principles for person-centered education delivery to diverse audiences. The practical demands of diverse audiences, health literacy and inter-professional communication will be considered. Learners will explore principles of teaching and learning, including theories of adult learning. Information and communication technologies as a means to deliver education and improve consumer health literacy will be explored. Participants will explore adult learning theories and cultural considerations for educational delivery while designing a workplace-based teaching project.
The goal of this course is to equip master’s students with enough knowledge about financial management in the context of health services to be successful in their day-to-day managerial activities. Only basic math is required (multiply, divide, add, and subtract) along with a willingness to ask questions and challenge the answers the math provides. Combining the basic mathematical skills, a questioning approach to problem solving, and the concepts/tools gained in this course students will gain the foundational knowledge needed to consider both “margin and mission.”
This course will focus around two major but integrated concepts regarding nursing leadership: a) the unique challenges faced when leading healthcare organizations or groups; and b) the basic financial knowledge to function as a nurse leader in these organizations. Through an integrated approach, students will examine managerial and leadership topics in healthcare including working with interdisciplinary & diverse teams of professionals and non-professionals, creating healthy work environments in stressful environments that fosters the voice of professionals, recruiting and retaining healthcare professionals, and meeting the needs of community members. As students examine each of these topics, students will also learn the basic financial concepts needed when addressing the management topics. Financial content will focus on equipping the students in order to be successful in their day-to-day leadership roles and will require only basic math functions (multiply, divide, addition, and subtraction). Combining the basic financial skills with a questioning approach to problem solving healthcare unique leadership issues, students will gain the foundational knowledge needed to consider both “margin and mission”.
This course examines the dynamics of leading the health care organization in times of rapid change during the 21st century. That change can be used to leverage effective organizational performance. The premise for leading healthcare organizations will be examined to include understanding the stakeholders, fulfilling the goals of the mission statement, utilization of evidence-based decision making to achieve goals, and sharing the rewards of improvement. The development of a culturally competent workforce that is focused on the delivery of care that exceeds expectations of a culturally diverse client base will be explored. The manager’s role in shaping the organization for effective leadership will be a major theme throughout the course. Theories of servant leadership and transformational leadership will be examined.
All organizations are organic, interconnected systems that take on a life of their own regardless of the individuals that occupy various roles in the system. Leaders need to understand their organizational systems and the behavior of those systems if they hope to effectively lead or change them. This course will explore organizational behavior and organizational development through metaphors and from a systems perspective, including concepts of change and conflict. It will rely heavily on student participation. Learning topics include motivation theory, group behavior, leadership, decision-making, organizational structure and culture, emotional intelligence and communication. This course affirms a systemic perspective and approach to organizational behavior and the content is applicable to students in for-profit, not-for profit, church, and educational organizations. During the course you will read, respond to forum questions, meet with the CEO or board chair, discuss content with classmates, analyze a meeting and write three papers in our quest to meet course objectives. Health Care Management Graduate Program - 106
The aim of this course is for the nurse leader to develop a working knowledge of principles of instructional design that can be applied to the development of education for individuals or groups of patients, nursing staff or other members of the health care team. The practical demands of diverse audiences and inter-professional communication will be considered. Learners will explore principles of teaching and learning including theories of adult learning. Information and communication technologies as a means to delivery education will be explored. Learners will design, implement and evaluate a final teaching project within their work context.
This course integrates master’s prepared executive skills with the challenge of implementing a change process in a new role or setting. In addition to participating in discussion forums, the course involves literature review and reading, reflective and scholarly writing, and leading and evaluating a quality improvement project. The student will partner with a nurse-leader preceptor to implement a change project at either a higher level within the organization than the student’s current practice level, in a Nursing Graduate Program - 132
Students enroll in this course when they transfer in less than 400 practicum hours from their Master’s program. Tuition for these hours is set at a lower rate than other courses in the program.
This course assists the student transition from practice into doctoral education from a sacred covenant philosophical framework. Additional topics to be considered are practice approaches based on theoretical, philosophical and historical underpinnings, scholarly writing, and introduction to grant writing. A guided executive summary is the major writing assignment for this course. There is a required residency in this course. Practicum hours: 20.
This course covers key topics in changes in technology, policies, and innovations that have occurred, historically and recently. Topics also include health informatics (HI) overview, electronic health records, healthcare data analytics, health information exchange, architecture of information systems, evidence based practice, consumer health informatics, HI ethics, and quality improvement strategies for HI.
Provides an overview of principles, practices and influences of biostatistics. Topics include ability to critique relevance of statistical methods, basic data management skills, and application of research to the clinical setting. Students will use quantitative measures to determine risk and association with health outcome rates. Practicum hours: 20.
Provides an overview of principles, practices and influences of epidemiology on health and health care delivery. Content includes identifying and evaluating key population health issues; exploring the roles of local, state, and federal governments in relationship to the core functions of population health; examining health disparities at the local, state, and federal levels; analyzing health systems’ approach to health promotion and disease prevention; and exploring practice models that result in interprofessional collaborations for improved health outcomes. Nursing Graduate Program - 137
The course focuses on critically appraising existing quantitative and qualitative evidence from the literature. The overarching theme is for students to critically appraise existing evidence to develop methods to affect change in practice. Students will develop a literature review matrix in preparation for their DNP project.
This course examines various systems to eliminate health disparities; utilization and case management; healthcare budget and financing; and demonstrate leadership in the development and implementation of health policy.
A variety of topics are explored in this course: leadership theory, risk management in organizations, leading Interprofessional teams, relationship management, shared decision-making, working within a diverse workforce, change management, and developing restorative organizations. Practicum hours: 20.
This is the first of three courses leading to the completion of the DNP project. Included in this course are 120 practicum hours working on the DNP project. Topics to be addressed include ethics in project development and implementation, completion of a systematic review of the relevant literature, and design and approval of the DNP project.
This is the second of the three DNP project courses. The DNP project is implemented in clinical practice; 300 practicum hours are required. Formal peer critique is included in this course. Students will synthesize knowledge from previous coursework and apply concepts to their DNP project.
This is the final course in the program. The focus of this course is for the student to analyze and disseminate their project. This course requires 120 practicum hours.
Registration for this course gives students access to library and computer resources while finishing the requirements for the DNP project. It may only be taken after all other requirements have been satisfied and may be taken as many times as needed until the project is completed. This is a full semester course. Certificate Requirements - Nursing Graduate Certificates Graduate Certificate in School Nursing Semester Hours: 12 Program may be completed fully online The purpose of the Graduate Certificate in School Nursing is to prepare registered nurses to meet the health needs of children of all ages in diverse school settings. This postbaccalaureate program consists of 12 credits of coursework, including a practicum, leading to a post-baccalaureate certificate. This certificate may fulfill state CE requirements and is an excellent resource for practice. Nursing Graduate Program - 138
Source: Eastern Mennonite University's catalog, linked per course · table learning_unit · CourseShelf publish 59
