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M.S.N. AND POST MAS AND II I AI I in aid 9YSTI Ms Fairfield University GRADUATE PROGRAMS School ofNursing 2002-2003 " Applications and Information Forapplicationsandadditionalinformation,pleasewriteorcall: School of Nursing FairfieldUniversity 1073NorthBensonRoad Fairfield,CT06824-5195 Telephone: (203)254-4150 Fax: (203)254-4126 E-Mail:[email protected] Website: http://www.fairfield.edu TheprovisionsofthisbulletinarenotanirrevocablecontractbetweenFairfieldUniversityandthestudent.TheUniversityreserves therighttochangeanyprovisionoranyrequirementatanytime. Fairfield University admits students of any sex. race, color, marital status, sexual orientation, religion, age. national ongin or ancestry,disabilityorhandicaptoalltherights,privileges,programsandactivitiesgenerallyaccordedormadeavailabletostudents oftheUniversity. 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TheTitleIIHigherEducationReauthorizationActReportisavailableonlineatwww.fairfield.edu/academic/gradedu/acadinfo.htm SCHOOL OF NURSING GRADUATE PROGRAM Master of Science and Post-Master's Certificate Program Options Practitioner: Adult Nurse Practice Family Nurse Practice Psychiatric Nurse Practice Healthcare Systems: Healthcare Law Healthcare Management 2002-2003 Table of Contents Welcome Message from the Dean 4 The Mission of Fairfield University 5 The School of Nursing Philosophy 6 Accreditation 9 Calendar 10 Admission Requirements 11 Tuition and Fees 12 Financial Aid 14 Educational Policies and General Regulations 15 Academic Regulations and General Information 16 The School of Nursing Graduate Program 23 Graduate Program Objectives 25 Graduate Courses for MSN 26 Course Descriptions 35 Nursing Administration and Faculty 42 University Administration 43 Welcome Message from the Dean The field of nursing has changed immeasurably since Florence Nightingale's leadership turned caring for the wounded and sick into a profession. Likewise, the education of nurses has changed dramatically. Students are entering Fairfield University's School of Nursing at a point in time when we are focusing on preparing students for a rapidly changing world of health care. Ourgoal is toestab- lish a caring, diverse academic learning environment that provides one of the world's highest standards of nursing education. The Fairfield University School of Nursing curriculum prepares future nurses at the baccalaureate and master's levels in an exciting environment that not only includes classroom and clinical laboratory learning experiences on campus, but also opportunities to care for patients at numerous clinical sites. These sites are located in hospitals, nursing homes, clinics, and community agencies. Additionally, students are prepared for leadership roles in all health care settings. Other aspects of the learning that take place in the School of Nursing include the close relationships to clinical agencies that offer students individualized practicum experiences, as well as opportunities to interactwithnationalnursingleaderswhoarepresentintheSchoolatkeypointsintime,addingtothevalue of a nursing education. Theachievementsofthe School ofNursingat Fairfield arebest represented bythefactthatstudents have the opportunity to be part of the Mu Chi Chapter of Sigma Theta Tau International, the honor society for nursing. Increasingly, students continue their education at the doctoral level. The faculty believes that the School of Nursing offers a tremendous opportunity for undergraduate and graduate nursing education in a unique academic and professional environment. We invite you to study nursing with us at Fairfield. II Jeanne M. Novotny. Ph.D., R.f Dean. SchoolofNursing University Mission The Mission of Fairfield University Fairfield University, founded by the Society ofJesus, is a coeducational institution of higher learning whose primary objectives are to develop the creative intellectual potentialofitsstudentsandtofosterinthemethical andreligiousvaluesandasenseofsocialresponsibility. Jesuit Education, which began in 1547, is committed today to the service of faith, of which the promotion of justice is an absolute requirement. Fairfield is Catholic in both tradition and spirit. It cel- ebrates the God-given dignity of every human person. Asa Catholic university itwelcomes those of all beliefs and traditions who share its concerns for scholarship, justice, truth, and freedom, and it values the diversity Fairfield recognizes that learning is a lifelong process whichtheirmembershipbringstotheuniversitycommu- and sees the education that it provides as afoundation nity. uponwhichitsstudentsmaycontinuetobuildwithintheir chosenareasofscholarlystudyorprofessionaldevelop- aFraliyrfaienlddeprdoufceastseisoniatlssdtiusdciepnltisnetsh.rAolulgohfaitvsasrcihetoyolofssschhaorle- minetnetl.lecIttuaallsocusrieoeskistytaonfdosatedreisniritesfsotrusdeelnft-sedauccaotnitoinnutihnagt a liberal and humanistic perspective andacommitment willextendtothebroadrangeofareastowhichtheyhave toexcellence—. Fairfield encourages a respectforall the been introduced in their studies. disciplines their similarities, their differences, and their interrelationships. In particular, in its undergradu- As acommunityof scholars, Fairfield gladlyjoins in the ateschoolsitprovidesall studentswithabroadlybased broadertaskofexpandinghuman knowledgeanddeep- general education curriculum with a special emphasis ening human understanding, and to this end it encour- on the traditional humanities as a complement to the ages and supports the scholarly research and artistic more specialized preparation in disciplines and profes- production of its faculty and students. sions provided by the major programs. Fairfield is also committedtothe needsofsocietyforliberallyeducated Fairfield hasafurtherobligationtothewidercommunity parsosfuesmseiopnoaslist.ionItsmineethtissstohceietnyetehdrsouogfhiittssusntduedregnrtasdut-o orfeswohuircchesitanids iatspsapretc,iatloexsphearrteisweiftohrtithsenbeeitgthebromresntiotfs ate and graduate professional schools and programs. the community as a whole. Faculty and students are encouragedtoparticipateinthelargercommunitythrough A Fairfield education is a liberal education, character- serviceandacademicactivities. Butmostofall,Fairfield ized by its breadth and depth. It offers opportunitiesfor servesthewidercommunitybyeducatingitsstudentsto individual and common reflection, and it provides train- be socially aware and morally responsible persons. inginsuchessentialhumanskillsasanalysis,synthesis, and communication. The liberally educated person is Fairfield University values each of its students as an abletoassimilateandorganizefacts,toevaluateknowl- individual with unique abilities and potentials, and it edge, to identify issues, to use appropriate methods of respects the personal and academic freedom of all its reasoning, and to convey conclusions persuasively in members.Atthesametimeitseekstodevelopagreater written and spoken word. Equally essential to liberal sense of community within itself, a sense that all of its eofduhcuamtiaonnniasttuhree,detvheelpoopwmeernttooifmtahgeea,esttohienttuiict,dtiomecrnesaitoen, msheamrbinegrscobmelmoonng tgooaalnsdaanrdeaincvoolmvmedoninctohmemUintivmeernstityt,o ainnidtiattoesapsptruedceinattse.atInaimtsatfuulrleestlesveelnsinetolitbheeriarlceudltuucraet,ioitns tcroutmhmoanndcojnuscteircne,foarnodthemrasniwfheiscthinigstihneotbhleiirgatliiovnesoftahlel past, its present, and its future. educated, mature human beings. School ofNursing Philosophy etal values, structure, and beliefs influence the health and well-being of the nation. A safe environment and universal access toquality health care is the right ofall people. Professional nursing organizations exert a social and political force by actively seeking justice and quality health care. Health isadynamic stateofphysical, mental, andemo- tionalharmonywhichpermitstheindividualtoaffirmand pursue one'sown life goals. Alterationsfrom health are atrajectoryfromwellnesstoillnesswith manyvariables affecting the quality of life along that continuum. Opti- mum health begins with nurturing and promoting one's ownemotional andspiritual growth, whichthenextends to respect and caring for others. When recovery from illness is not possible, death is viewed asthefinal state of life and an opportunity for further growth while com- passionate support is provided. ThefacultyoftheSchoolofNursingbelievesthatnursing educators have the responsibility to promote caring for one another in a manner which permits intellectual, emotional, and spiritual growth. Within this context, faculty strive to facilitate students' development in an environment conducive to critical thinking and ethical decision making. Technological expertise isa prerequi- site for the delivery of safe, quality health care. An atmosphere conducive to academic excellence is best The School of Nursing facilitated in a climate of mentorship, mutuality, and support. Teaching strategies encourage autonomy, ac- tive involvement, leadership, problem solving, reflec- Philosophy tion,self-awareness,andadvocacy,whichareallcentral to professional nursing. Studentsareviewedasholisticindividualswithmultifac- The Philosophyofthe School of Nursing flows from the eted roles, of which one is learner. As independent mission statement of Fairfield University, and gives adults,studentsareaccountablefortheirlearning. Each definition to the Jesuit ideals of social responsibility, student brings unique qualities that contribute to the truth,andjustice.Thisstatementaddressesbasictenets strength and diversity of the program. Along with a held by the faculty for baccalaureate and graduate sequence of planned educational experiences, faculty nursingeducation.Conceptscentraltoindividuals,health, offerstudentssupport,guidance,andmentoringthrough- nursing, education, andpracticearedefinedandplaced out the learning process. Students are encouraged to in the context of rapid technological and demographic develop their individual strengths and identify areas of changewhich interactswithahealthcaresystemthatis interest as they progress throughout the curriculum. moving from hospital to community settings. Students emerge as qualified entry-level practitioners, Thefacultybelievesthat individualsarebiological, psy- at the baccalaureate or master's levels, who integrate chological, social, and spiritual beings who are unique theory and research into practice and use a critical members of families and of a larger social system. The approach to problem solving. interactionandcommunicationofindividualswithinthese AdiversityofeducationalprogramsenrichestheSchool systems impact upon health, harmony, and well-being. of Nursing aswell asthe University. A variety of under- Individuals are capable of autonomy in self-care and graduate programs reflect the faculty's view that there respond to changes through a process unique to that are multiple routes to professional nursing practice. In person. Nurses are uniquely able to promote this au- addition,inordertopreparenursesforadvancednursing tonomy and self care. Situational and developmental practice, master's degree programs are offered. change represents transitional points in the life cycle whichmayresultindisharmonyand/oranopportunityfor The baccalaureate program prepares students for pro- growth that impacts health and well-being. fessional nursing, and hasas itsfocusthe promotionof health andthediagnosisandtreatmentof responsesto The School of Nursing acknowledges that health and actualand potentialhealthproblemsinaninterpersonal social issues are interactive; a strong liberal arts core context. The nursing process provides a vehicle to curriculum must provide students with the theoretical address the health care needs ofclients. background needed to address that association. Soci- SchoolofNursing Philosophy The faculty believes that professional nurses incorpo- Organizing Framework rate caring and holism to help clients attain a higher degree of harmony between the mind, body, and spirit whichfacilitatesselfhealing. Nursingfosterscaringand The organizing framework for the Fairfield University nurturing, with responsibility for one another being a undergraduate and graduate programs in nursing de- central tenet. Nursing research isan integral partofthe finesandclarifiesmajorconceptsandsubconceptsthat developmentandtestingoftheoreticalconceptsasthey flow from the University's mission statement and the are applied and refined in practice. School of Nursing philosophy. Those major organizing concepts are Ethics and Social Responsibility, Holism, The graduate program provides professional nurses Nursing Practice, and Professionalism. with the opportunity for advanced study, beyond the baccalaureate degree, of research, theory, and clinical intervention, which form the basis of specialty nursing practice.Thefocusofstudybuildsonprofessionalnurs- Ethics and Social Responsibility ing practice and the study of the health-illness con- tcairneuudmelaisverity,realantdesaltloochaetailotnhopfolhiecay,ltphatctaerrensreosfouhrecaelsth. CinohmemreinttmeinntthteoJseoscuiiatlirdeesaplonasinbdilfiotys,tetrreutdh,inanstdujduesnttisceaiss theyprogressthroughboththeundergraduateandgradu- Students and faculty collaborate in the development of innovative solutions to health care problems in orderto ate curricula. serve as client advocates who influence decision mak- Nurses have a moral and ethical obligation to provide ing and bring about change through leadership that optimum health care to all members of society regard- improvesthehealthandqualityoflifeforallmembersof less of culture, race, gender, socioeconomic status, society. Thus, graduate education fosters self-esteem, religion,orage. Nursesadvocatewithinhealthcareand creative and critical thought, independence, account- politicalcontexts. Vulnerablepopulations havethe right ability, enhancement of problem-solving skills, and re- tohealthcare,andallindividualsshouldberespectedfor fined clinical judgment. their diversity and individuality. Because society is rich with diverse religious, ethnic, Nursesconsidertheinterplayofhealthandsocialissues and cultural groups, professional nurses must be pre- as they care forclients in various stages of health and paredtoworkwith thosewhose beliefsandvalues may illness. Studentsconfrontthe rangeofethicaldilemmas be different from their own. In order to be sensitive to and value conflicts inherent care delivery. Students others,itisfirstnecessarytoknowandacceptone'sown confronttheirownvaluesanddevelopanunderstanding values and beliefs. Students and faculty demonstrate and acceptance of self and others. The study of ethics mutual respectforthe rightsofothers and appreciation assists students in addressing ethical dilemmas and of these differences. These beliefs are consistent with resolving value conflicts. thevalue-orientedcurriculumofFairfieldUniversitywhich encourages a commitment to social responsibility, justice,andtruth.TheSchoolofNursingbringstheseideals Holism to fruition through the education of students in professional nursing practice. Human beingsare uniqueindividualswhogrowincom- plexity throughout life ... physically, mentally, emotion- ally, socially, and spiritually. The interaction among human beings and between people andthe many envi- ronmentsandculturesinwhichtheyliveisconsideredin planning and providing care. The physical environment includesclimate, geography, air and water quality, and food purity, as they affect health and well being. The social environment, defined byroles, relationshipsandanetworkofcare, influences health and provides support. The cultural environment, which includes family norms, religious beliefs, health beliefs, healthpractices,andthedevelopmentofvalues and mores, influences definitions of health and illness and determines the manner in which health problems are managed. These environments and their interactions with human beings are integral to a holistic perspective. 8 School ofNursing Philosophy Nursing Practice Professionalism Nurseswork with individuals, families, groups, commu- Professional socialization is the process by which be- nities, and the larger society in providing care. As stu- haviorsandcharacteristicsofthenursingprofessionare dents engage in clinical practice, they consider the internalized.Characteristicsofprofessionalnursingprac- complex interactions among individuals, families, and tice include critical thinking, decision making and ac- communities, and analyze how those interactions influ- countability Behaviorsintegraltoprofessionalnursing's ence health. roleareadvocacy,politicalactivism, effectivecommuni- cation, collegiality, commitment to life-long learning, Nursing practice integrates scientific problems solving scholarship, and the upholding of standards as defined with holistic caring. It is done most often through the by the profession. nursing process, which requires independent decision making and critical thinking. As professionals, nurses function as integral members of multidisciplinary teams, engage in interdependent Basedonresearchandtheoreticalknowledge,thenurs- roles, and collaborate with other health care providers, ing process is used as a problem-solving approach to clients,andfamilymembers.Collaborativenursingprac- analyzinginformationandprioritizingpatientcareneeds. tice requires that nurses be confident in their clinical Integral to this are patient care management of both competence and assume responsibility for decision individuals and groups, and delegation skills. making. Anexpertiseintherapeuticcommunicationand Nursesdiagnosehumanresponsestoactualandpoten- assertiveness is critical. tial health problems, identify individual strengths and As students progress through the program, they inter- nursing care needs, and plan and deliver culturally- nalizeadditional elementsoftheconceptofprofession- competent care that promotes, maintains, or restores alism,suchaspoliticalawareness(andhowsuchissues health.Healthpromotion,healthmaintenance,andhealth affect nursing practice and patient care) and health restoration are concepts that are integral to both the policy awareness. Students facilitate collaborative pro- undergraduate and graduate curricula. Health is exam- cesses, make referrals to other health care providers, inedfromawellness-illnessperspective.Theroleofthe teach others, confer with the individuals and groups nurseisconceptualizedashelpingclientsacrossthelife being served, and strategize to shape health policy at span maximize their optimum potential. various levels. The purpose of this collaborative, inter- Healthpromotionconsistsofthosenursingactivitiesthat disciplinaryactivityistoimprovecarethrougheducation, foster growth, development, and healthy lifestyles; it consultation and management. includesdisease prevention and healtheducationstrat- Professional nursing practice combines holistic care egies that respect the client's health beliefs and prac- withevidence-basedpractice.Nursingresearchisviewed tices and are based on a broad theoretical foundation. as the investigation of issues of concern in nursing Health maintenanceactivitiesprovidethemeansforthe practice with the aim of answering complex questions early detection of dysfunction and the management of anddeveloping knowledgetoimprovecareandpotenti- acute and chronic illness. Health restoration interven- ate health. tions focus on helping clients cope with and adapt to dysfunction, disability, or limitations. Undergraduatestudents are introducedtothe research process, develop the skills of critiquing published research,exploretheinterrelationamongresearch,theory and practice, and use research as a basis for their practice.Graduatestudentsengageinanin-depthanaly- sis of the state of nursing science, perform concept analyses, and conduct a research project. They are expectedtocontributetothevalidation ofnursing theo- ries, developtherapeutic interventionswith measurable outcomes, integrate research activities into their practice,andcontributetothedevelopmentofnursing'sbody of knowledge. Leadership skills are essential to shape the future of healthcare,andmanagementskillsareneededtofacili- tatethe processes ofcreating thatfuture. The develop- mentofleadershipskillsisrequiredtohelpothersattain goalsandpossibilitiesandtofacilitateandeffectchange. Thedevelopmentofleadersinnursingisfosteredthrough- out the curriculum. Participation in professional organizations and groups, role modeling, client advocacy, political activism, and fostering a learning environment by mentoring and precepting others is expected.