Prepare to become a nurse.

Notre Dame College and the Huron School of Nursing offer a three-year program that leads to an Associate of Science in Health Sciences degree and a nursing diploma. Graduates of this program are eligible to apply for the NCLEX – RN licensure examination.

This program includes day and evening/weekend options. During the first year, students take the required general education and science courses at Notre Dame College. In the first semester, students will apply for admission to the Huron School of Nursing. Prospective nursing students must earn a minimum cumulative grade point average of 3.0 in their coursework for admission consideration to the Huron School of Nursing. However, because of increasing competition for admission, cumulative grade point averages of 3.25 or better will be given priority consideration.

In the second and third year of study, students attend both Notre Dame College and Huron School of Nursing. The nursing courses are all taught at the Huron School of Nursing and they include classroom and clinical components. The clinical experiences are offered through Huron, Hillcrest, Euclid, SouthPointe, and other Cleveland Clinic Health System hospitals and health care settings.

Do you already have college or health care experience?

If so, please see what the Health Science Program can do for you. Please contact the Notre Dame College Admissions Office at 216-373-5355 (toll-free at 1-877-NDC-OHIO ext. 5355) or email admissions@ndc.edu.

ASSOCIATE OF SCIENCE IN HEALTH SCIENCE AND A DIPLOMA IN NURSING

98 Credits
This is a joint program between Notre Dame College and Huron School of Nursing.

MISSION STATEMENT CLEVELAND CLINIC
The mission of Cleveland Clinic is to provide compassionate health care of the highest quality in a setting of education and research.

MISSION STATEMENT
HURON SCHOOL OF NURSING
The mission of Huron School of Nursing is to educate individuals to assume the role of entry level nurse generalist prepared to function in a variety of health care settings. Our goal is to provide competent, caring nurses to meet the nursing service needs of Cleveland Clinic hospitals and family health centers and the community at large.

SCHOOL PHILOSOPHY
The faculty of Huron School of Nursing believes that:
Nursing is a profession and a discipline which focuses on assisting the person, as a member of a family and community, in achieving fulfillment of physiological and psychosocial needs. Nursing is both an art and a science. The practice of nursing utilizes and integrates knowledge from the arts and humanities, as well as from the physical and behavioral sciences, medicine, and technology into nursing practice. Nurses synthesize and apply knowledge to achieve core practice competencies in communication, professional behaviors, nursing process, integration of knowledge, management of care, health promotion and teaching, critical thinking and human caring and relationships.

The nurse uses the nursing process in collaboration with the client and health team members. This problem solving process enables the nurse and client to share in the development, implementation and evaluation of a plan of care designed to assist the client to achieve the level of health possible within the client’s developmental and/or functional state and environment. The nurse assists clients to achieve their health potential through activities of health promotion, maintenance and restoration. Integral to the nursing process is the establishment of the nurse-client relationship and the demonstration of caring by the nurse. The nurse uses an understanding of the person’s culture and perception of the world to individualize care.

Each person is a holistic, complex being with interdependent physiological and psychosocial needs. A person’s functioning within the environment of family and community is dependent upon the degree of attainment of these needs. Each person has rights to dignity, respect, the fulfillment of human needs, and selfdetermination of his/her own health care choices.

Health is a dynamic state of being defined by the individual. Health status is influenced by access to care, genetics, environment and personal behaviors. The environment, which encompasses the world around and within the person, is constantly changing and can positively or negatively affect individual and community health.

Nursing education is a purposeful, organized and ongoing process designed to assist the student in achieving the competency outcomes essential for contemporary nursing practice. Nursing education is a lifelong process and the curriculum is designed to promote educational mobility. The curriculum is developed, implemented and designed by the nursing faculty. The nurse educator assists the student in the use of the nursing process and the application of theory to nursing practice, and promotes self-direction of the learner toward achieving independence. Faculty have the responsibility to involve the student in the learning process and to actively assess and evaluate student achievement. The relationship between students and faculty is a partnership characterized by mutual respect, support and a spirit of inquiry.

Curricular outcomes are achieved through active engagement in the learning process and a commitment to the intellectual rigor required for synthesis and application of nursing knowledge. Students demonstrate engagement in the learning process through a variety of cognitive and behavioral strategies including concentrating and thinking about the science of nursing, discovering analogies between and among nursing concepts, actively participating in learning activities, performing at one’s personal best while fulfilling program requirements and demonstrating a spirit of inquiry through dialogue with faculty and peers. Students utilize the processes of reflection and introspective thinking to promote learning and the development of critical thinking. The student is responsible for ongoing and progressive achievement of competent nursing practice and assumes accountability for the development of professional self-image and behavior.

Huron School of Nursing educates competent and caring professional nurses prepared to begin practice in a variety of settings. Care is provided to individuals, families and groups of clients with identified health needs. Through achievement of program outcomes, graduates are prepared with the necessary knowledge, skills, attitudes and judgment to function in a complex, changing health care system. The graduate assumes the roles of caregiver, teacher, counselor, client advocate, coordinator of care and member of the profession. The graduate functions collaboratively within a multidisciplinary health care team, and practices according to established standards of care and within an ethical and legal framework. The graduate applies research findings to enhance his/her practice. Graduates are accountable and responsible for initial competence as nurses and for their on-going development of professional competency.

ORGANIZING FRAMEWORK
The organizing framework for the curriculum in the School of Nursing is derived from outcomes theory. Utilizing competencies defined by the National League for Nursing, the Pew Commission and Lenburg’s COPA model (2001), the faculty have identified eight core concepts that define the registered nurse’s professional practice. These core concepts are: communication, professional behaviors, health promotion and education, nursing process, human caring and relationships, integration of knowledge, management of care and critical thinking. These eight core concepts are operationalized to form the semester and program outcomes. Acquisition of knowledge is organized from the perspective of human response to illness according to body systems and along nursing specialty areas. Progression in complexity across the four semesters of nursing study can be seen from basic to advanced concepts as well as in the various settings utilized for concurrent clinical experiences.

Students demonstrate achievement of outcomes through successful performance on key assessment measures throughout the curriculum. In addition to demonstrating the competencies/skills which define each outcome, students are required to develop and maintain an academic portfolio which demonstrates growth, outcomes achievement and proficiency of select nursing skills.

Program Outcomes
Upon completion of the program, the graduate:

1. Integrates strategies, principles and modes of communication in a self-directed manner
2. Demonstrates professional behaviors, a commitment to the profession and an awareness of responsibility for community involvement.
3. Integrates the nursing process to comprehensively address needs of clients and groups of clients throughout the life span and in various settings.
4. Integrates knowledge from the sciences, technology, the arts and humanities into nursing practice.
5. Manages care of clients and groups of clients through effective and efficient use of resources.
6. Advances the health of clients, families and self through health promotion activities
7. Integrates critical thinking into the clinical decision making process
8. Demonstrates caring and culturally sensitive behaviors that create an environment of dignity and respect for clients, families, self and others.

Semester Outcomes
Upon completion of the first semester, the student:

1. Applies an understanding of the principles of communication in interactions with clients, family, staff, faculty and others.
2. Incorporates professional nursing behaviors in interactions with clients, family, staff, faculty and peers.
3. Uses the nursing process to meet basic health related client needs.
4. Utilizes principles from the sciences, technology, arts and humanities to formulate nursing practice.
5. Demonstrates accountability in the organization and delivery of safe care to individual clients and in providing continuity of care through cooperation with health team members.
6. Assesses client, family and own knowledge, learning needs and style to determine needed health education.
7. Develops an awareness of the critical thinking process and its relevance to nursing practice.
8. Demonstrates caring and respect for self and others.

CURRICULUM PLAN FOR COOPERATIVE PROGRAM AGREEMENT WITH NOTRE DAME COLLEGE

Course Number/Title	Semester Credits	Clock Hours
		Theory	Clinical/Lab
First Semester
BI 204/205 Anatomy & Physiology I/Lab	4	45	45
CH106/107 Principles of Inorganic Chemistry	4	45	45
MA 110 Intermediate Algebra	3	45	-
PY 201 General Psychology	3	45	-
EN 100 or EN 110 English Composition	3	45	-
Second Semester
BI 206/207 Anatomy & Physiology II/Lab	4	45	-
HP 215 Nutrition for Sport, Fitness & Health	3	45	-
CA 100 Elements of Speech	3	45	-
SO 201 Introduction to Sociology	3	45	-
EN 101 English Composition (for those taking EN 100)	3	45	-
Third Semester:
BI 240/241 Microbiology/Lab	4	45	45
English Literature Elective	3	45	-
N1000 Pharmacology in Nursing Practice	1	15	-
N1010 Health Assessment	2	15	45
N1020 Fundamentals of Nursing	6	45	135
Fourth Semester
PY 251 Lifespan Development	3	45	-
N2010 Medical-Surgical Nursing I	5	45	90
N2020 Psychosocial Nursing	4	30	90
Fifth Semester
PH 380 Bioethics	3	45	-
N3010 Medical Surgical Nursing II	5	45	90
N3020 Maternal-Child Nursing	4	30	90
Sixth Semester
Theology Elective	3	45	-
N4010 Advanced Concepts in Med-Surg Nursing	5	45	90
N4020 Nursing Leadership	4	30	90
Electives
N3000 Peri-Operative Nursing	3	30	45
Totals (excluding N3000 elective)	85	975	900
Total for Nursing courses only	36	300	720

All nursing courses are completed at Huron School of Nursing. Credits for nursing courses may not transfer to institutions of higher learning.

Upon completion of the second semester, the student:

1. Utilizes constructive communication techniques in interactions with clients, families, staff, faculty and others.
2. Develops a professional nursing identity
3. Uses the nursing process in collaboration with the client and health care team to achieve optimal level of health.
4. Recognizes the relationship between knowledge of the sciences, technology, arts and humanities to client status and care needs.
5. Demonstrates ability to prioritize and delegate care according to standards of practice.
6. Demonstrates understanding of principles of teaching and learning to assist clients, families and self in health education and health promotion behaviors.
7. Demonstrates behaviors reflective of critical thinking.
8. Demonstrates caring and culturally sensitive behaviors within interactions with clients and others.

Upon completion of the third semester, the student:

1. Applies effective communication techniques within the increasing complexity of interactions with clients, families, staff, faculty and others.
2. Demonstrates active involvement in one’s own professional growth
3. Uses the nursing process to provide care that assists the client to achieve the level of health possible within client’s developmental and/or functional state and environment.
4. Incorporates knowledge from the sciences, technology, arts and humanities into nursing care.
5. Collaborates with the health care team to provide care to groups of clients and assist clients and families to access health care resources.
6. Applies principles of teaching and learning to effect health education and behavioral change in clients, families and self.
7. Incorporates critical thinking into the planning and delivery of nursing care
8. Demonstrates sensitivity to differences and awareness of the impact of caring behaviors upon outcomes of care received by clients, families and others.
   

Program and Semester Competencies
Faculty have identified knowledge, behavior and skills students demonstrate when semester and program outcomes have been achieved. For each semester, knowledge, skills and/or behaviors (i.e. competencies) have been identified that describe how the student demonstrates achievement of semester and program outcomes. These behaviors, skills and knowledge can be traced to the courses via course outcome statements, clinical evaluations tools and student portfolio activities.

| Back To Top |