School of Nursing
Director: Dr. Devon Berry
Phone: 936-202-5116
Assistant Director: Dr. Monique Huntley
Phone: 936-202-5133
Assistant Director: Dr. Desha Johnson-Makiya
Phone:936-202-5128
Assistant Director: Ms. Brittany Tower
Phone: 936-202-5109
Website: School of Nursing
The School of Nursing (SON) currently has three programs, all leading to the Bachelor of Science in Nursing degree (BSN). The programs are BSN (pre-licensure), RN to BSN (post-RN licensure), and LVN to BSN (post-LVN licensure).
Vision Statement
Prepared for practice. Partnered for success. Privileged to serve.
Mission
We transform healthcare education by integrating innovative learning experiences with a student-centric approach and advance knowledge through scholarly inquiry. We cultivate a workforce of nursing professionals who improve the health and healthcare disparities of our local, state, national, and global community.
Program Outcomes for Graduates
- Integrate knowledge from liberal arts studies and nursing science to practice professional nursing in a holistic caring manner.
- Develop, implement, and evaluate safe quality patient care through collaboration with patients and members of the inter-professional healthcare delivery team in various healthcare settings.
- Demonstrate ethical accountability and legal responsibilities using cultural parameters and professional nursing standards of practice and care in order to provide care to individuals, families, groups, and populations.
- Use therapeutic communication in formal and informal interaction with patients, families, groups, colleagues, and other members of the healthcare team in the delivery of nursing care.
- Demonstrate professional leadership and management skills while implementing safety principles in the delivery of nursing care.
- Provide safe patient care using evidence-based practice and clinical reasoning.
- Advocate for clients across the lifespan and for the nursing profession while incorporating dynamic healthcare system practices, health policies, and global healthcare factors.
- Demonstrate accountability for lifelong learning and professional growth.
- Demonstrate competency with technology and information management in the delivery of safe care, while maintaining confidentiality and protecting patient rights.
- Collaborate with other professionals on the healthcare team to provide health promotion and disease, and injury prevention across the lifespan for individuals, families, groups, and populations.
Highlights
The School of Nursing offers a Bachelor of Science in Nursing degree. Since beginning in January 2011, the upper division program is fully approved by the Texas Board of Nursing and accredited by the Commission on Collegiate Nursing Education (CCNE); 655 K Street, NW, Suite 750; Washington, DC 20001; 202-887-6791. The NCLEX first-time pass rate consistently exceeds that of the state and nation. Graduates are sought for positions regionally and statewide. Many are employed in high acuity areas and enrolled in nurse internships within six months of graduation. The faculty include doctoral prepared and advanced practice nurses, and those engaged in active clinical practice which enhances the educational environment.
Program Specific Requirements
BSN (Pre-licensure program)
Process for Nursing Program Admission
- Apply to SHSU through Undergraduate Admissions, for the semester you wish to begin the Nursing program.
- Submit your application to the Nursing Program via Nursing CAS for the semester you wish to begin the School of Nursing. Incomplete applications will result in the applicant being disqualified.
- Take the Test of Essential Academic Skills (TEAS). Students will submit one TEAS Individual Performance Profile via Nursing CAS during the application. (The TEAS is not required for the RN to BSN program.)
- Review immunization requirements listed on the School of Nursing website.
Students must complete 30 credit hours with a minimum 3.0 GPA and no grade less than a C, prior to making application to the School of Nursing. At least 20 credit hours must be from the nursing field of study below. See School of Nursing website for more detailed information.
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| BIOL 2403 | Human Anatomy & Physiology I | 4 |
| BIOL 2404 | Human Anatomy & Physiology II | 4 |
| BIOL 2420 | Introduction to Applied Microbiology | 4 |
| CHEM 1406 | Inorganic & Environmental Chemistry | 4 |
| or CHEM 1411 | General Chemistry I | |
| FSCN 2362 | Nutrition | 3 |
| MATH 1370 | Introduction to Biomedical Statistics | 3 |
| or MATH 1342 | Elementary Statistics | |
| PSYC 1301 | Introduction To Psychology | 3 |
| PSYC 3374 | Development Psychology | 3 |
| Additional Texas Core Curriculum Requirements | 3 | |
| Total Hours | 31 | |
All natural science courses must be completed within 7 years of application to the School of Nursing. CHEM 1406 is preferred.
Admission consideration to the School of Nursing requires an overall GPA of 3.0 in all degree requirements and a 3.0 GPA in all nursing field of study courses. All grades must be a 'C' or better.
Students must score a minimum of 70 on the ATI-TEAS for admission consideration. ATI-TEAS sub-scores must be a minimum of 55. Given multiple test scores, the student must select which test scores that will be used for the application.
Students are conditionally accepted pending satisfactory completion of drug screening and criminal background checks and any relevant courses in progress.
Once accepted, the following curriculum applies.
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| NURS 3310 | Health Assessment | 3 |
| NURS 3320 | Pathophysiology for Nursing | 3 |
| NURS 3321 | Pharmacology for Nursing | 3 |
| NURS 3340 | Older Adult Health Management | 3 |
| NURS 3351 | Nursing Concepts I | 3 |
| NURS 3360 | Introduction to Research | 3 |
| NURS 3540 | Mental Health and Illness | 5 |
| NURS 3620 | Adult Health I | 6 |
| NURS 3631 | Nursing Fundamentals | 6 |
| NURS 4030 | Community Nursing | 5 |
| NURS 4060 | Leadership and Management | 4 |
| NURS 4250 | Nursing Concepts II | 2 |
| NURS 4520 | Child & Adolescent Nursing | 5 |
| NURS 4540 | Women's Health and Maternal Newborn Nursing | 5 |
| NURS 4620 | Adult Health II | 6 |
| Total Hours | 62 | |
Excerpts from Texas Board of Nursing Website and Petition for Declaratory Order Form
- Applicants with eligibility issues (a positive criminal background screen and/or answering "yes" to questions 2-5) that could prevent them from taking the NCLEX examination, upon completion of a nursing program, must complete the eligibility review process. If you have a positive criminal background screen, you will NOT be admitted into SHSU's Nursing program without an outcome letter from the Board of Nursing for the State of Texas stating that you have been granted permission to write the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The eligibility review process permits the Board to make decisions regarding an applicant's eligibility for licensure prior to entering or completing a nursing program. Effective January 2018, applicants should wait for the initial outcome letter (for those not receiving a blue card) before submitting a Declaratory Order. However, they can submit paperwork in advance if they must also answer "yes" to questions 2-5.
- Further information:
School of Nursing Application Process
Texas Board of Nursing
Core Performance Standards for Admission and Progression
**** Please Read Carefully ****
Below are listed the performance standards of the professional nursing program. Applicants to the Sam Houston State University (SHSU) School of Nursing (SON) should read these standards carefully, and be sure that you can comply with them. The SHSU SON expects all applicants for admission to possess and demonstrate the skills, attributes, and qualities set forth below, without unreasonable dependence on technology or intermediaries.
Critical Thinking: Critical thinking ability sufficient for clinical judgment, sufficient powers of intellect to acquire, assimilate, apply, and evaluate information and solve problems. For example, identify cause-effect relationships in clinical situations; develop and implement nursing care plans according to the nursing process; respond without delay to emergency situations
Interpersonal: Interpersonal abilities sufficient enough for interaction with individuals, families, and groups from a variety of social, emotional, cultural, economic, and intellectual backgrounds. For example, Establish rapport with patients/clients, colleagues, and other health care professionals. Respect cultural diversity and the rights of others.
Communication: Communication abilities sufficient for interaction with others in verbal and written form. Utilizes effective communication skills to interact with patient/client, peers, and other health care personnel of various ages, cultural, economic, and intellectual backgrounds in a variety of settings. For example, read, write and speak English effectively so as to be understood. Explain treatment and procedures; provide health teaching to individual clients and groups of clients based on assessed needs, available resources, age, lifestyle and cultural considerations; documents and interprets nursing actions and patient/client responses. Communicate information accurately and effectively with other Schools, colleagues, clients, and client families. Evaluate written orders, care plans, and treatment requests.
Mobility: Ability to reach assigned clinical sites which will be scheduled within a 100-mile radius of The Woodlands Center. Gross and fine motor abilities sufficient to provide safe and effective nursing care. Sufficient physical abilities to function in the patient care settings, such as, physical health and stamina needed to carry out nursing procedures. Ability to calibrate and use equipment effectively. Ability to grasp small objects and perform electronic keyboarding/documentation. Ability to move around the patients/clients’ rooms, workspaces, treatment areas, and be able to move, position, and transport patients without causing harm, minimal pain, and discomfort for patient and staff alike.
Sensory: Sufficient use of the senses of vision, hearing, touch, and smell to observe, assess, and evaluate effectively (both close and at a distance) in the classroom, laboratory, and clinical settings. For example, hear monitor alarms, emergency signals, auscultation sounds and cries for help. Observe patient/client responses. Perform tactile/palpation functions of physical examination or those functions related to therapeutic intervention, e.g., insertion of catheters and IVs for therapy.
Behavioral: Sufficient motivation, responsibility, and flexibility to function in new, ever-changing, and stressful environments. Adapts appropriately to ever-changing needs of clients and client families. Adapts to assignment change of patient, clinical, or laboratory area in a manner that allows the student to meet objectives while providing safe, adequate patient care. Accountable for clinical preparation and independent study. Performs nursing functions in a safe, responsible manner. Ability to recognize the need for further research and respond accordingly based on changes in patient/client status since assignment was made.
Student Organizations
Sigma, Alpha Alpha Xi Chapter
Sam Houston State University houses the Alpha Alpha Xi Chapter of Sigma, formerly known as Sigma Theta Tau International. Sigma has more than 135,000 members in over 100 countries. Baccalaureate and graduate school members demonstrate excellence in scholarship, and nursing leaders exhibit exceptional achievements in nursing. Currently 39 % of all active members hold master’s and/or doctoral degrees; 51% are in staff positions; 19% are administrators or supervisors; 18% are faculty/academics; and 12% percent are in advanced practice nursing.
Student Nursing Association
Students enrolled in the Nursing School and in pre-nursing courses are eligible to participate as members of the SHSU chapter of the Texas Nursing Students’ Association (TNSA). The TNSA is the student component of the American Nurses’ Association, a national professional nursing organization with state and local constituencies, and a subsidiary of the National Student Nurses’ Association (NSNA). Participation locally affords membership in the largest independent health organization in the nation and the only one for nursing students. TNSA offers numerous benefits to those students members. More information on meetings and activities can be obtained from the School of Nursing website.
Nursing Christian Fellowship
Nursing Christian Fellowship provides a places for nursing students, faculty, and local nurses to come together in authentic community for Bible study and fellowship. Through NCF, students will be encouraged to grow in their faith in the context of nursing school, be equipped to integrate their faith with nursing through Bible studies and spiritual care resources, and be empowered to share your faith with other nursing students and faculty.
Scholarships
SHSU offers scholarships to students in the School of Nursing. A complete list of scholarship opportunities can be found on the Scholarships for Kats webpage. Search for nursing to identify competitive scholarships based on student performance in nursing and prerequisite coursework. Assistance is also available through Financial Aid, including scholarships, loans, and grants outside of SHSU. Priority deadline for scholarships is November 1. You must complete the current year FAFSA to be considered for nursing scholarships.
College of Health Sciences
- Cady/Huskey-Health Scholarship: $2,000
- COHS Bridge Scholarship: $2,000
- Crowley/Gilbert Family Scholarship: $1,000
- William (Al) and Elizabeth Rampmeier Endowed Scholarship: $1,000
School of Nursing
- Charlie W. & Laverna M. Lucko Memorial Endowed Scholarship: $1,000
- Ed and Celia Franklin Endowed Scholarship for Nursing: Amount varies
- Marjorie Milliet Eglsaer Nursing Endowed Scholarship: $1,000
- Mary Ellen Ragsdale Nursing Scholarship: $5,000
- Roland E. Black Nursing Scholarship: $3,000
- St. Luke's The Woodlands Hospital Nursing Scholarship: $2,000
- Stewart-Jones Nursing Scholarship: $1,000
- Sue Walker Rogers Nursing Endowed Scholarship: $1,000
- Nurseify Excellence in Nursing Scholarship: $1,000
Nursing
NURS 2132. Foundations & Health Assessment Lab. 1 Hour.
Students review concepts and principles underlying the assessment of the health status of individuals across the lifespan and are introduced to a patient-centered approach for providing safe, effective nursing care in the clinical setting. Emphasis is placed on enhancing communication and assessment skills, which include improving interviewing techniques, health history taking, and the ability to review physiological systems and psychosocial findings, all while cultivating a trusting nurse-client relationship.
Prerequisite: Admission to the Nursing Program.
NURS 2133. Experiential Learning 1 - Concept Application. 1 Hour.
Students connect classroom theory with experiential learning and focus on the development of critical thinking skills, clinical judgment, ethical decision-making abilities, and overall competence in a safe and controlled simulated environment. Through a combination of hands-on practice, simulated scenarios, reflective debriefing, and collaborative learning, students will gain foundational knowledge and skills necessary for successful clinical practice. An emphasis will be placed on the nursing process, communication, safety, and patient assessment.
Prerequisite: Admission to the Nursing Program.
NURS 2231. Recitation and Wellness for Student Success 1. 2 Hours.
Students deepen their understanding of nursing concepts from the Sophomore 1 semester and apply them in real-world healthcare scenarios through interactive recitation sessions focused on competency. Students will also learn to promote individual academic success, clinical success, resilience, and well-being.
Prerequisite: Admission to the Nursing Program.
NURS 2321. Applied Pathophysiology/Pharmacology 1. 3 Hours.
Students are introduced to the foundation of pathophysiology and fundamental principles of pharmacological alterations in major regulatory mechanisms of the body. Special consideration is given to the nursing role in developing a comprehensive approach to the clinical application of pharmacologic concepts and principles to professional nursing practice. Students are provided a foundation for understanding general nursing practice, various diagnostic procedures, and basic drug classifications.
Prerequisite: Admission to the Nursing Program.
NURS 2531. Foundations of Nursing. 5 Hours.
Students are introduced to the scope of human needs, utilization of the nursing process as a systematic approach to meeting those needs, and the role of the professional nurse in assisting individuals toward optimal health. Clinical settings are used to apply fundamental concepts, principles of nursing, and communication skills to clinical practice in diverse adult populations.
Prerequisite: Admission to the Nursing Program.
NURS 3134. Experiential Learning 2 - Concept Application. 1 Hour.
Building on the foundational knowledge acquired, students bridge classroom theory with experiential learning and further develop critical thinking skills, clinical and ethical decision-making abilities, and overall competence in a safe and controlled simulated environment. Through a combination of hands-on practice, simulated scenarios, reflective debriefing, and collaborative learning, students will build on the foundational courses to gain the knowledge and skills necessary that will be built on in future courses. Emphasis will be placed on the Clinical Judgement Model within the nursing process, therapeutic communication, safety and prioritization.
Prerequisite: Admission to the Nursing Program.
NURS 3135. Experiential Learning 3 - Concept Application. 1 Hour.
Building on the knowledge previously acquired, students bridge classroom theory with experiential learning and develop critical thinking skills, clinical and ethical decision-making abilities, and overall competence in a safe and controlled simulated environment. Through a combination of hands-on practice, simulated scenarios, reflective debriefing, and collaborative learning, students gain the knowledge and skills necessary for competent clinical practice. Students examine evidence-based practice in the clinical setting and emphasis will be placed on using the Clinical Judgment Model within the nursing process, interprofessional communication, safety, delegation, and prioritization across diverse healthcare settings.
Prerequisite: Admission to the Nursing Program.
NURS 3141. Applied Pathophysiology/Pharmacology 3. 1 Hour.
Students enhance sequential critical thinking, prioritization, and effective decision-making for safe and effective patient care using the principles of pharmacology and pathophysiology as applied to clinical nursing practice. Special consideration is given to the nursing role in developing a comprehensive approach to the clinical application of pharmacologic concepts and principles to professional nursing practice.
Prerequisite: Admission to the Nursing Program.
NURS 3231. Applied Pathophysiology/Pharmacology 2. 2 Hours.
Students focus on foundations of pathophysiological and fundamental principles of pharmacological alterations in major regulatory mechanisms of the body. Special consideration of the nursing role in developing a comprehensive approach to the clinical application of pharmacologic concepts and principles to professional nursing practice is highlighted. Students are provided a foundation for understanding general nursing practice, various diagnostic procedures, basic drug classifications, and nursing implications relative to the use of drug therapy and selected therapeutic regimens. Students also develop critical thinking skills and apply effective decision-making for safe and effective care.
Prerequisite: Admission to the Nursing Program.
NURS 3232. Recitation and Wellness for Student Success 2. 2 Hours.
Students deepen their understanding of nursing concepts from the Junior 1 semester and apply them in real-world healthcare scenarios through interactive recitation sessions focused on competency. Students will also learn to promote individual academic success, clinical success, resilience, and well-being.
Prerequisite: Admission to the Nursing Program.
NURS 3233. Recitation and Wellness for Student Success 3. 2 Hours.
Students deepen their understanding of nursing concepts from the Junior 2 semester and apply them in real-world healthcare scenarios through interactive recitation sessions focused on competency. Students will also learn to promote individual academic success, clinical success, resilience, and well-being.
Prerequisite: Admission to the Nursing Program.
NURS 3263. Population Health Nursing. 2 Hours.
Students learn the skills to conduct community assessments by using the nursing process to address primary, secondary, and tertiary prevention within population health. The multiple determinants of health at the local, state, national, and global levels will be addressed. The role of the public health and community nurse, and the importance of interprofessional collaboration in various community settings will be emphasized to ensure the provision of safe nursing care while using clinical judgement. Students will participate in interprofessional learning opportunities in the course. NURS 3263 is a designated Academic Community Engagement course.
Prerequisite: Admission to the Nursing Program.
NURS 3310. Health Assessment. 3 Hours.
Students are presented the concepts and principles underlying assessment of the health status of individuals. An emphasis is placed on interviewing skills, health histories, and the physical and psychosocial findings in the well person, plus the development of communication in the nurse-client relationship and assessment skills. Students implement the nursing process by obtaining health histories, performing physical and psychosocial assessments, establishing a baseline database, and formulating initial nursing plans. Course Equivalents: NURS 3410
Prerequisite: Admission to the Nursing program.
NURS 3320. Pathophysiology for Nursing. 3 Hours.
Students are introduced to pathophysiological alterations in major regulatory mechanisms of the body. Special consideration is given to the clinical application of pathophysiologic concepts and principles in professional nursing practice. A foundation is provided for understanding general nursing practice, various diagnostic procedures, and selected therapeutic regimens. Critical thinking, correct use of related terminology and effective decision-making are incorporated to provide safe care.
Prerequisite: Admission to the Nursing program.
NURS 3321. Pharmacology for Nursing. 3 Hours.
Students are introduced to pharmacological implications and related alterations in major regulatory mechanisms of the body. Special consideration is given to the clinical application of pharmacological concepts and principles in professional nursing practice. A foundation is provided for understanding nursing implications, basic drug classifications, and selected pharmacological therapies. Critical thinking and effective decision-making are incorporated to provide safe care.
Prerequisite: Admission to the Nursing program.
NURS 3340. Older Adult Health Management. 3 Hours.
Students focus on nursing interventions used to promote, maintain, and restore health in older adult clients. Students are provided with opportunities to expand knowledge of the normal aging process; to identify variables that contribute to deviations in health; to discuss how formal and informal resources including evidence-based data contribute to older adults' health status; and to examine the implications of working collaboratively with individuals, families and communities to meet the health care needs of older adults. Course Equivalents: NURS 3040, NURS 3440
Prerequisite: Admission to the Nursing program.
NURS 3342. Behavioral Health Nursing Care. 3 Hours.
Students acquire conceptual understanding and application of evidence-based practice in care delivery for clients with behavioral (mental illness and substance abuse) dysfunction and their families. Students build upon development of critical judgment and thinking skills in patient-centered care through lecture, case studies, and classroom discussions. Emphasis is placed on fostering skills in therapeutic relationship building and communication, and knowledge of psychopharmacology.
Prerequisite: Admission to the Nursing program.
NURS 3351. Nursing Concepts I. 3 Hours.
A variety of formal and informal resources including evidence-based data are used to orient students to the roles that nurses assume and the settings in which nursing practice meets the diverse health needs of clients. Standards of professional nursing practice and nursing theorists are introduced along with the philosophy of the School of Nursing.
NURS 3360. Introduction to Research. 3 Hours.
Students focus on fundamental concepts and processes of nursing research and emphasizes nursing research as a basis for evidence-based practice. Students examine major steps in the research process, formulate research questions relevant to clinical nursing practice, and critique nursing research reports.
Prerequisite: STAT 3379 or MATH 1342 or MATH 1370 or PSYC 3402.
NURS 3370. RN-to-BSN Role Transition. 3 Hours.
This course is designed to meet the needs of a registered nurse (RN) with a 2-year associate's degree or diploma who desires to earn a bachelor of science in nursing (BSN) degree. In this course, students explore the role of the professional nurse as a provider of holistic, culturally sensitive, client-centered care. Other concepts explored include advocacy, evidence-based practice, care quality and safety, interdisciplinary communication and collaboration, genetics and genomics, and informatics. The significance of nursing theory as a basis for professional nursing practice and competency in applying nursing diagnoses is also explored.
Prerequisite: Admission to the Nursing program.
NURS 3521. Medical - Surgical Nursing1. 5 Hours.
Students focus on nursing care using critical thinking and problem-solving strategies to promote, maintain, and restore health in adults. The effects of illness are examined in relation to the individual development stage, culture, and gender. Students are introduced to the nursing process in the medical-surgical care of adults with chronic and/or non-complex illness by utilizing clinical judgment. This course includes a clinical component to allow the student the opportunity to apply theoretical concepts to medical-surgical clinical nursing practice in diverse adult populations.
Prerequisite: Admission to the nursing program.
NURS 3522. Medical - Surgical Nursing 2. 5 Hours.
Students focus on nursing care using critical thinking and problem-solving strategies to promote, maintain, and restore health in adults. The effects of illness are examined in relation to the individual development stage, culture, and gender. Students are introduced to the use of the nursing process in the care of adults with chronic and/or complex illness by utilizing clinical judgment. A clinical component is included to allow the student the opportunity to apply theoretical concepts to clinical practice in diverse adult populations.
Prerequisite: Admission to the Nursing Program.
NURS 3540. Mental Health and Illness. 5 Hours.
Students explore the relevance of psychosocial nursing concepts to all areas of professional practice with a conceptual integration of the nursing process, theories, and research from psychosocial sciences and humanities as these relate to the care of persons with mental disorders. Clinical experience provides an opportunity for application of psychosocial concepts and methods in using the nursing process to promote optimal levels of wellness for individuals, families, and target groups as well as provides students with the opportunity to develop clinical decision-making abilities when providing appropriate and culturally relevant psychiatric/mental health nursing care. Course Equivalents: NURS 3640
Prerequisite: Admission to the Nursing program.
NURS 3620. Adult Health I. 6 Hours.
Students are introduced to the use of the nursing process in the care of adults with chronic or non-complex illness, using a systems approach to discuss the effects of illness on the individual and family and to examine the disruption of growth and development patterns across the lifespan from young adult to senior years, emphasizing the nursing process to assist adults in reaching their optimal level of wellness. The course includes a clinical laboratory to allow the student the opportunity to apply theoretical concepts to clinical practice in diverse adult populations.
Prerequisite: Admission to the Nursing program.
NURS 3631. Nursing Fundamentals. 6 Hours.
Students are provided an introduction to the scope of human needs, use of the nursing process as a systematic approach to meeting those needs, and the role of the professional nurse in assisting individuals toward optimal health. Clinical settings are used in the application of fundamental concepts, principles of nursing, and communication skills that are employed in providing basic client care. Course Equivalents: NURS 3430, NURS 3530 .
NURS 3660. LVN-to-BSN Role Transition. 6 Hours.
This course meets the needs of a licensed vocational nurse (LVN) desiring to earn a bachelor's degree in nursing (BSN) and become a registered nurse (RN). Students explore the role of the professional nurse as a provider of holistic, culturally sensitive, client-centered care. Students apply critical thinking and the nursing process to clients experiencing non-complex common health problems. Other concepts include client advocacy, interdisciplinary collaboration, and professional nursing. Course Equivalents: NURS 3460, NURS 3560
Prerequisite: Admission to the Nursing program.
NURS 4030. Community Nursing. 6 Hours.
Students In this course will synthesize public health concepts within a preventive framework to promote and maintain the health of communities. The historical development and philosophy of public health will be examined, and the role of epidemiology in public health nursing will be discussed. Special focus areas include health promotion and health behaviors of individuals, families, and populations, disaster preparedness and response, cultural competence and nursing care of communities/populations. Social determinants of health affecting individuals, families, and populations and specifically to vulnerable populations will be studied. The use of the nursing process as it applies to populations and an examination and implementation of health literacy concepts will be addressed. This course may offer an optional Academic Community Engagement, interprofessional and/or study abroad component(s). Study abroad is for an additional fee. Variable Credit (1 to 6). Course Equivalents: NURS 4630
Prerequisite: Admission to the Nursing program.
NURS 4060. Leadership and Management. 6 Hours.
Students focus on the knowledge and skills related to the delivery of health services from a nursing management knowledge-base. Students are presented theories, concepts, and models of health care delivery. Students explore creative roles for managing and leading in nursing as well as gain theoretical knowledge and skills to understand organizations, understand leadership theories, and utilize critical thinking in making nursing management decisions. Variable Credit (1 to 6). Course Equivalents: NURS 4660
Prerequisite: Admission to the Nursing program.
NURS 4092. Independent Study Nursing. 1-3 Hours.
Independent Study. Students engage in an individual study in specialized areas of nursing. To be directed and approved by the nursing advisor. Variable credit (1 to 3). Course Equivalents: NURS 4392
Prerequisite: Admission to SHSU nursing program.
NURS 4095. Special Topics in Nursing. 1-3 Hours.
Special Topics. Students engage in a group study in specialized areas of nursing. To be directed and approved by the nursing advisor. This course is designed to be a multi-topic course. Therefore, the student can take the course under various special topics being offered. Variable Credit (1 to 3). Course Equivalents: NURS 4395
Prerequisite: Admission to the Nursing program.
NURS 4137. Experiential Learning 5 - Concept Application. 1 Hour.
Building on the knowledge acquired in previous courses, students bridge classroom theory with experiential learning and aims to in this final comprehensive course to advance critical thinking skills, clinical and ethical decision-making abilities, and overall competence in a safe and controlled simulated environment. Students will immerse themselves in the complexities of critical care nursing and through a combination of hands-on practice, simulated scenarios, reflective debriefing, and collaborative learning. Students will encounter scenarios involving critically ill patients, emergency situations, and complex care management. Students will also learn advanced life support techniques, hemodynamic monitoring, professional communication, and interdisciplinary teamwork essential for success in critical care nursing practice.
Prerequisite: Admission to the Nursing Program.
NURS 4221. Child & Adolescent Nursing. 2 Hours.
Students focus on the effects of illness while exploring developmental, coping, grief, and systems theories in the care of newborn, child, and adolescent patient populations. Students also examine the conceptual impact of family, culture, and diversity on the health promotion and problems of the pediatric population and also integrate evidence-based practice and clinical reasoning through a systematic approach. The student will demonstrate developing nursing skill and knowledge through directed learning experiences. In this Academic Community Engagement (ACE) course, students collaborate with an organization and an interprofessional team as part of their field experience/clinical placement.
Prerequisite: Admission to the Nursing Program.
NURS 4230. Maternal Newborn/Child Nursing Clinical. 2 Hours.
Students describe and distinguish their nursing knowledge, application of nurse theory, demonstrate evidence-based practice, and employ clinical reasoning while delivering competent quality patient-centered care of mothers, newborn, children and their families. There are a total of 90 clinical hours as a part of the course.
Prerequisite: Admission to the Nursing Program.
NURS 4235. Recitation and Wellness for Student Success 4. 2 Hours.
Students deepen their understanding of nursing concepts from the Senior 1 semester, apply them in real-world healthcare scenarios, strengthen their competency and skills in nursing practice, and foster individual academic success, clinical success, resilience, and well-being.
Prerequisite: Admission to the Nursing Program.
NURS 4236. Experiential Learning 4 - Concept Application. 2 Hours.
Building on the knowledge previously acquired, students bridge classroom theory with experiential learning and build critical thinking skills, clinical and ethical decision-making abilities, and overall competence in a safe and controlled simulated environment. Through a combination of hands-on practice, simulated scenarios, reflective debriefing, and collaborative learning, students continue to build on knowledge from previous courses to gain the competencies necessary to safely provide holistic care to individuals and families, with an emphasis on maternal/newborn, family, and pediatric populations across various healthcare settings.
Prerequisite: Admission to the Nursing Program.
NURS 4237. Recitation and Wellness for Student Success 5. 2 Hours.
Through interactive recitation sessions, students prepare for practice, show competency in their understanding of nursing concepts from the Senior 2 semester, apply them in real-world healthcare scenarios, and foster individual academic success, clinical success, resilience, and well-being. Students are provided opportunities to design success strategies that will promote professional development.
Prerequisite: Admission to the Nursing Program.
NURS 4241. Maternal Newborn Nursing & Women's Health. 2 Hours.
Students examine childbearing families and women's health in normal and high-risk situations and the role of the nurse in meeting health needs of women, families, and their newborns. Students will employ clinical judgment to meet health needs, promote, and provide holistic patient-centered care for women, families, and newborns. In this Academic Community Engagement (ACE) course, students collaborate with an organization, interprofessional team as part of the field experience/clinical placement and explore a variety of ways to interact with different populations.
Prerequisite: Admission to the Nursing Program.
NURS 4250. Nursing Concepts II. 2 Hours.
Students are provided the opportunity to synthesize issues, such as career development, health policy, and workplace advocacy, into their working method. Other issues including information technology, ethics, and cultural awareness (which have been previously introduced) are explored more thoroughly to assist the graduate's entry into practice.
Prerequisite: Admission to the Nursing program.
NURS 4264. Applied Population Health Nursing. 2 Hours.
Students bridge classroom theory with experiential learning to develop critical thinking skills, clinical judgement and ethical decision-making abilities, and overall competence in public health and community health nursing. Through a combination of hands-on practice, simulated scenarios, reflective debriefing, collaborative learning, and interprofessional education, students further develop existing knowledge and skills necessary for successful clinical practice with individuals, families, and communities at the local, state, national, and global level. Emphasis is placed on the nursing process, communication, cultural humility, community assessment, and health education. Credit 2
Prerequisite: Admission to the Nursing Program.
NURS 4331. Leadership & Transition to Practice. 3 Hours.
Students are introduced to the concepts of leadership and management for application in practice settings. Theories relating to nursing, culture, models of care, culture, evidence-based practice, process change, and concepts of health care delivery are explored and support transition from student to the professional nurse role.
Prerequisite: Admission to the Nursing Program.
NURS 4372. RN-to-BSN Capstone. 3 Hours.
Students integrate the knowledge, theories, and concepts RN-to-BSN learned throughout the program. Students assimilate knowledge from nursing and related disciplines for analysis of a current health issue and the professional nurse's role in impacting change.
Prerequisite: Admission to the Nursing program, NURS 4060, and Department Approval.
NURS 4381. Legal and Ethical Issues in Nursing. 3 Hours.
Students will explore legal and ethical issues related to the nursing profession. Students learn about various theories and tools that can be used to assist them in resolving ethical dilemmas.
Prerequisite: Admission to SHSU nursing program.
NURS 4382. Informatics. 3 Hours.
Students learn to integrate nursing science and computer technology in order to identify, collect, process, and manage information. Course emphasis is placed on health applications that support clinical, administrative, research, and educational decision making as well as enhance the efficacy of nursing processes. Course Equivalents: NURS 4282
Prerequisite: Admission to the Nursing program.
NURS 4383. Rural Health Nursing. 3 Hours.
Students explore the various unique healthcare needs, trends, and issues faced by rural settings. Students have an opportunity to explore possible solutions to healthcare problems as they examine evidence-based data in the literature. Rural nursing theories are applied to standards of professional nursing practice.
Prerequisite: Admission to the Nursing program.
NURS 4384. Nursing Genetics and Genomics. 3 Hours.
Students study health promotion and maintenance for individuals and families within the context of human diversity and the implications for best practices associated with genomic information, including ethics and genetic counseling. Students learn about the genomic determinants of health.
Prerequisite: Admission to the Nursing program.
NURS 4520. Child & Adolescent Nursing. 5 Hours.
Students uses the nursing process to promote, protect, and maintain the health of infants, children, and adolescents, providing students with the knowledge and skills needed to develop the cognitive, psychomotor, and affective skills necessary for therapeutic interventions of these populations. Students examine the biological and psychosocial parameters; legal and ethical dimensions; resources; and cultural influences affecting nursing care strategies for infants, children, and adolescents. Course Equivalents: NURS 4420
Prerequisite: Admission to the Nursing program.
NURS 4540. Women's Health and Maternal Newborn Nursing. 5 Hours.
Students examine childbearing families and women's health in normal and high-risk situations and the role of the nurse in meeting health needs of women, families, and their newborns. Supervised clinical experiences and/or simulation experiences in the application of the nursing process in meeting these health needs are offered and promotes the acquisition of skills in caring for women, families, and newborns during uncomplicated and/or complicated health experiences in a variety of settings. Course Equivalents: NURS 4440
Prerequisite: Admission to the Nursing program.
NURS 4620. Adult Health II. 6 Hours.
Senior students are presented critical thinking and problem-solving strategies for care of adults with acute or complex illness and injuries. The effects of acute illness are examined in relation to the injury as well as in relation to the individual's developmental stage, culture, and gender. Building on the Nursing Care of Adults Health I, a systems approach is used to analyze and intervene in alterations to the health of the individual and family and to help them reach their optimal level of wellness. The course includes clinical laboratory to allow the student the opportunity to integrate theoretical concepts into clinical practice in diverse populations.
Prerequisite: Admission to SHSU nursing program.
NURS 4631. Medical - Surgical Nursing 3 (Critical Care). 6 Hours.
Students focus on nursing care using critical thinking and problem-solving strategies to promote, maintain, and restore health in adults. The effects of illness are examined in relation to the individual development stage, culture, and gender. Students progress in the use of the nursing process in the care of critically-ill adults with acute and/or complex illness(es) by utilizing clinical judgment. This course includes a clinical component to allow the student the opportunity to apply theoretical concepts to clinical practice in diverse adult populations.
Prerequisite: Admission to the Nursing Program.
Director/Chair: Devon Michael Berry
Lilibeth Claudio Al-Kofahy, PHD, Clinical Professor of Nursing, School of Nursing, PHD, University of Queensland (The); MN, Victoria University; MAN, Far Eastern University; BSN, MV Gallego Foundation Colleges
Michelle Angelo, MSN, Lecturer of Nursing, School of Nursing, MSN, Univ of Texas HSC-Houston; BSN, McNeese State University; BSBA, McNeese State University
Lindsey Brooke Beatty, MSN, Lecturer of Nursing, School of Nursing, MSN, Loyola Univ-New Orleans; BS, Sam Houston State University; BS, Sam Houston State University
Devon Michael Berry, PHD, Associate Professor and Director of Nursing, School of Nursing, PHD, Univ of Washington; MBA, Western Governors University; MSN, Case Western Reserve Univ; BSN, Cedarville University
Michael F. Brown, PHD, Clinical Associate Professor of Nursing, School of Nursing, PHD, Univ of Texas HSC-Houston; MSN, West Texas A&M State Univ; BSN, West Texas A&M State Univ
Nancy Stark Carey, MS, Clinical Assistant Professor of Nursing, School of Nursing, MS, Texas Woman's University; BS, Southwestern Adventist Univ.
Mona C Cockerham, PHD, Assistant Professor of Nursing, School of Nursing, PHD, Univ of Texas HSC-Houston; MSN, Univ of Texas HSC-Houston; BS, Louisiana College
Tonya L Couch, MS, Lecturer of Nursing, School of Nursing, MS, Western Governors University; BSN, Prairie View A&M University
Kathryn Poole Deshotels, MSN, Lecturer of Nursing, School of Nursing, MSN, Univ of Tx Health Science Cntr; BSN, Univ of S Carolina-Columbia; BS, McNeese State University
Angelique Lynn Domonoske, MS, Clinical Associate Professor of Nursing, School of Nursing, MS, Western Governors University; BS, Western Governors University
Keith Michael Douglass, MN, Lecturer of Nursing, School of Nursing, MN, Sacred Heart University; MHA, Saint Joseph's College; BSN, Utica College
Deborah Lovett Duncan, MSN, Clinical Assistant Professor of Nursing, School of Nursing, MSN, University of Phoenix; MAED, Univ of Alabama-Birmingham; BSN, Univ of Alabama-Birmingham
Jennifer Ifeyiwa Edeogu, MSN, Clinical Associate Professor of Nursing, School of Nursing, MSN, Univ. of Texas-Med-Galveston; BS, Lamar University
Vivian Ngozi Elege, DNP, Lecturer of Nursing, School of Nursing, DNP, Walden University; MS, Maryville Univ. of St. Louis; BS, Texas Tech Univ-Hlth Sci Cntr
Ashley Nicole Garcia, MSN, Lecturer of Nursing, School of Nursing, MSN, Univ of Texas At Tyler; BSN, Sam Houston State University
Divina Perez Gato-Hogno, DNP, Lecturer of Nursing, School of Nursing, DNP, Univ of Texas-Arlington; MSN, Univ. of Texas-Med-Galveston; BSN, Un of Tx-HSC At Houston
Heidi Elizabeth Gilroy, PHD, Lecturer of Nursing, School of Nursing, PHD, Texas Woman's University; MSN, Illinois Benedtn Col; BS, Texas Woman's University
Robert G Harmon, MSN, Clinical Assistant Professor of Nursing, School of Nursing, MSN, Univ of Texas HSC-Houston; BSN, Austin Peay State University
Billie Bob Harrell, MSN, Lecturer of Nursing, School of Nursing, MSN, Un of Tx-HSC At Houston; BSN, Un of Tx-HSC At Houston
Sarah Anne Hirsch, PHD, Assistant Professor of Nursing, School of Nursing, PHD, Capella University; MSN, Univ of Texas-Arlington; BSN, Texas Tech Univ-Hlth Sci Cntr
Monique Chanel Huntley, PHD, Clinical Assistant Professor of Nursing, School of Nursing, PHD, Texas Woman's University; MSN, Prairie View A&M University; BSN, Prairie View A&M University
Antionette Antwon Hutchinson, MSN, Lecturer of Nursing, School of Nursing, MSN, Univ of Texas HSC-Houston; BS, Texas Woman's University
Hope Pilar Jackson, PHD, Visiting Assistant Professor of Nursing, School of Nursing, PHD, Univ of Nebraska Med Center; MSN, Univ of Nebraska Med Center; BSN, Creighton University
Linda Sue James, MS, Clinical Associate Professor of Nursing, School of Nursing, MS, University of Toronto; BSN, University of Western Ontario
Angela Faith Jarrell, PHD, Lecturer of Nursing, School of Nursing, PHD, Texas Woman's University; MSN, Duquesne University; BSN, Univ of Tx Health Science Cntr
Asheley Lynette Johnson, DNP, Lecturer of Nursing, School of Nursing, DNP, Un of Tx-HSC At Houston; MSN, Prairie View A&M University; BSN, Univ of Texas-Arlington
Desha Johnson Makiya, PHD, Clinical Assistant Professor of Nursing, School of Nursing, PHD, Univ of Texas At Tyler; MBA, University of Phoenix; BS, Alcorn State University
Randi Nicole Kalich, MSN, Clinical Assistant Professor of Nursing, School of Nursing, MSN, Univ of Texas-Arlington; BSN, Un of Tx-HSC At Houston
Sheryl Laurente, MS, Clinical Assistant Professor of Nursing, School of Nursing, MS, Walden University; BS, West Visayas State University
Stephanie Ann Mayne, MSN, Lecturer of Nursing, School of Nursing, MSN, Univ of Texas At Tyler; BSN, Sam Houston State University
Michelle McLendon, MS, Lecturer of Nursing, School of Nursing, MS, Texas Woman's University; BS, Univ of Texas-El Paso
Aprille Daevonda McQueen, MS, Lecturer of Nursing, School of Nursing, MS, Sam Houston State University; MS, Prairie View A&M University; BS, Prairie View A&M University
Jenny Marie Meiss, MSN, Lecturer of Nursing, School of Nursing, MSN, Univ of Texas-Arlington; BSN, Univ of Texas-Arlington
Angela Marie Miller, MSN, Lecturer of Nursing, School of Nursing, MSN, Univ. of Texas-Med-Galveston
Cindy Zuleyma Morataya, MSN, Lecturer of Nursing, School of Nursing, MSN, Un of Tx-HSC At Houston; BSN, Un of Tx-HSC At Houston
Rebecca A Okungu, MSN, Clinical Assistant Professor of Nursing, School of Nursing, MSN, Prairie View A&M University; BSN, Prairie View A&M University
Anne Genevieve Papa-Torres, MSN, Lecturer of Nursing, School of Nursing, MSN, University of Phoenix
Hope Althea Reeves, MSN, Lecturer of Nursing, School of Nursing, MSN, Univ of Houston-Main; BSN, Thomas Jefferson Univ
Jennifer Muir Reeves, MSN, Clinical Assistant Professor of Nursing, School of Nursing, MSN, Univ of Texas HSC-Houston; BSN, Univ of Texas-Arlington
Melissa Janette Silvera, MSN, Lecturer of Nursing, School of Nursing, MSN, Grand Canyon Univ.; BSN, Grand Canyon Univ.
Pamela Forester Slagle, MSN, Clinical Associate Professor of Nursing, School of Nursing, MSN, University of Phoenix; BS, Univ of Mary Hardin Baylor
Andrea Marie Smith, PHD, Associate Professor of Nursing, School of Nursing, PHD, Univ of Texas-Arlington; MSN, Baylor University; BSN, Univ of Texas Medical Branch; BA, Southern Illinois U-Carbondale
Scharlotte Spencer, DNP, Lecturer of Nursing, School of Nursing, DNP, Chamberlain Coll of Nursing; MSN, Prairie View A&M University; BSN, Prairie View A&M University
Tanesha Michelle Tran, DNP, Lecturer of Nursing, School of Nursing, DNP, Univ. of Texas-Med-Galveston; MSN, Univ. of Texas-Med-Galveston; BSN, Texas Tech Univ-Hlth Sci Cntr
Oluchi Chimyerem Ujoatu, DNP, Lecturer of Nursing, School of Nursing, DNP, Prairie View A&M University; MSN, Walden University
Judy Carol Upshaw, MSN, Clinical Assistant Professor of Nursing, School of Nursing, MSN, Univ of Texas-Arlington; BSN, Univ of Texas-Arlington
Jennifer Lin Uzzell, DNP, Lecturer of Nursing, School of Nursing, DNP, Texas Woman's University; MS, Texas Woman's University; BS, Texas Woman's University
Heather Ellen Walker, DNP, Lecturer of Nursing, School of Nursing, DNP, Univ of Texas At Austin; MSN, Capella University; BSN, Univ of Texas At Austin
Renece Waller-Wise, DNP, Lecturer of Nursing, School of Nursing, DNP, Troy University; BS, Univ of Alabama-Birmingham; BSN, Univ of Alabama-Birmingham
Vanessa Rochelle Weaver, DNP, Clinical Assistant Professor of Nursing, School of Nursing, DNP, Univ of Alabama-Tuscaloosa; MSN, Prairie View A&M University; BSN, Prairie View A&M University
Susan Keaton Weimer, MS, Lecturer of Nursing, School of Nursing, MS, Western Governors University; BS, Western Governors University
Emefa Yador, DNP, Lecturer of Nursing, School of Nursing, DNP, Baylor University; MHA, University of Phoenix; MS, University of Phoenix; BS, Bloomfield College
Kelly Kristine Zinn, PHD, Clinical Associate Professor of Nursing, School of Nursing, PHD, Loyola Univ-Chicago; MS, Univ of Nebraska Med Center; BSN, Clarkson College
Lance D Zuckero, MSN, Lecturer of Nursing, School of Nursing, MSN, Univ of Texas HSC-Houston; BSN, Univ of Texas HSC-Houston
