College of Nursing - Bulletin of the University of Utah 1984-85

College of Nursing course bulletin, Volume 2, Number 1, March 1984. 1984-85.

Bulletin of the University of Utah 1984-85 Bulletin of the University of Utah (ISSN 0271-2539) Volume 2, Number 1 March 1984 Second-class postage paid at Salt Lake City, Utah. University bulletins are published 10 times yearly: March (twice), April, May, June, July, August, September, November and December, at the University of Utah, Salt Lake City, Utah 84112. POSTMASTER Send form 3579 to University of Utah Mailing Bureau Building 50, Room 113 Salt Lake City, Utah 84112 The University of Utah is an Affirmative Action/Equal Opportunity Employer and, as such, is fully committed to nondiscrimination and equal opportunity in (1) all programs and activities, including but not limited to student admissions and student financial assistance, and (2) in faculty and staff employment, including, but not limited to recruitment, compensation and advancement, without regard to age, race, color, religion, sex, national origin, or status as a handicapped individual, disabled veteran, or veteran of the Vietnam era. Evidence of practices which are not consistent with this policy should be reported to the Office of the President of the University. Linda K. Amos, Ed D , Dean L. Joan Goe, Ed.D., Assistant Dean for Baccalaureate Affairs Jean R. Miller, PhD., Associate Dean for Research and Development B. Kathleen Mooney, M.N., Assistant Dean for Continuing Education Judith Maurin, PhD., Assistant Dean for Graduate Affairs Bulletin of the Universityof Utah College of Nursing he College of Nursing offers baccalaureate, master's, doctoral and continuing education programs. The baccalaureate program prepares men and women for beginning professional practice in a variety of health care settings and provides the foundation for graduate study in nursing. The master's program offers individuals many stimulating and diversified opportunities to become nursing leaders and specialists in practice, research, teaching, consultation and administration. The doctoral program focuses on the preparation of the nurse as a researcher fulfilling a variety of roles in health care and educational settings. Scholarship in nursing which reflects critical inquiry, creative thinking and general intellectual pursuits is expected. Multiple programs in continuing education are available to assist the professional community in learning new knowledge and skills important to the changing needs of the health care system. T All of the College of Nursing programs are designed to enable students to discover many new dimensions about changing health needs of people and the appropriate nursing interventions. The programs are built upon a sound preprofessional base with a blend of the social and biological sciences, the humanities, and professional courses all of which help the nurse function as a member of our society as a liberally educated person and professional. core of competent faculty and administrators guides and assists students in their learning in clinical and community agencies. The classroom and clinical studies stimulate students to study general and specific nursing care problems and to help clients attain and maintain a desired health state according to their cultural values. Becoming a competent professional nurse clinician, researcher and leader opens the doors for many exciting and special opportunities in nursing and the health field. At the same time, the professional nurse grows personally and professionally with a purpose in life, being ready to meet new challenges and opportunities in our changing health care system. A Dean Linda K. Amos Professor of Nursing Philosophy he University of Utah College of Nursing offers programs and degrees based upon the nursing care needs of people, the needs of learners and the expertise of faculty, and is in accord with the general philosophy and purposes of the University of Utah. The programs emphasize the art and science of caring as the dominant focus of nursing. Humanistic caring, the caring processes and caring skills are dominant T in the study of nursing. Nursing as a learned scientific and humanistic profession is primarily concerned with helping people cope with health problems and stresses of living and/or dying and to maintain an optimum state of well-being. tudents are encouraged to seek, critically evaluate and utilize knowledge in relation to professional nursing problems and issues in different nursing care contexts; to respect human S 2 freedoms related to health care needs and decisions, and to use available resources in their daily living environment with an evaluative perspective. Teacher-learner situations are believed to be growth-promoting and self-actualizing so that students become knowledgeable, competent and sensitive professional nurses. Students are encouraged to assume responsibility for their actions in a variety of health care situations and to explore new responsibilities for tomorrow. he faculty guides students to understand nursing phenomena and to develop clinical, research, management and leadership skills essential to working with clients. The faculty is responsible for helping students use nursing theories and research findings in order to advance the discipline of nursing and to improve client care. They guide stud 1nts to take leadership in providing quality of nursing care, use available care resources and improve health and nursing care systems. Helping students to use creative strategies in client care and to make sound professional judgments in different nursing contexts is a major task of the faculty. Skillful faculty guidance helps students to develop their creative talents and to become highly responsible professional nurses and public citizens. Multiple community resources within and outside the College of Nursing are available to help students achieve this important goal in nursing. Faculty and administrators greatly value excellent relationships with a variety of community agencies to stimulate and help students become skilled professional leaders in nursing. The College of Nursing building is located among the health science facilities on the University campus. Some of the special features of this physical facility are - self-paced, basic and advanced mediated learning resource laboratory (including a television studio with full color production capability), life study laboratory, physiology laboratory, behavioral observation laboratory, T graduate study carrels, conference rooms and classrooms, a research center, student lounges, and faculty and administrative offices. he College of Nursing is a member of the Council of Baccalaureate and Higher Degree Programs of the National League for Nursing, a member of the Western Commission for Higher Education in Nursing, and of the American Association of Colleges of Nursing. The college also participates in the army, navy and air force nursing programs. Its programs have received full accreditation by the National League for Nursing and the Utah State Board of Nursing. There are approximately 790 full- and part-time students in the College of Nursing with 190 master and doctoral students and 630 enrolled in the baccalaureate nursing program on the Salt Lake City and Ogden campuses. There are approximately 100 faculty members to guide the students' /earning under a dean, an associate dean and three assistant deans. In 1973 the University Health Sciences Center was established to facilitate multidisciplinary teaching and research among the health disciplines and to improve collaborative efforts in multidisciplinary health education and services. Deans, faculty and students of the Colleges of Nursing, Health, Pharmacy and Medicine are participants in the Health Science Center. T The College of Nursing offers a baccalaureate program leading to a Bachelor of Science degree, and a graduate program leading to a Master of Science degree and a Doctoral (Ph.D.) degree in nursing. student adviser in the college. The University Counseling Center offers professional counseling services in personal growth, career development and learning. urses are prepared to function as nurse-generalists or specialists according to their program of study. A major focus is to help students learn caring components and processes in helping individuals, families, cultural and community groups with diverse nursing care problems and needs. Students learn to use nursing science and to draw upon knowledge from the social and physical sciences and the humanities in order to make appropriate nursing care interventions. Student Employment N Academic Advising and Counseling cademic advising and counseling are available for all students in the College of Nursing. Faculty can assist students with problems related to their program of study and with learning situations. If circumstances require further consideration, the Assistant Dean for Baccalaureate Affairs may be consulted. Minority and disadvantaged students are especially encouraged to seek prompt faculty assistance with their program planning or associated difficulties. Student assistance regarding general information about the college offerings, i.e., academic program, degree requirements, financial aid, costs, records, general policies and university resources, is available through the A ull-time students are encouraged not to accept full-time employment. They should see that their combined employment and credit load does not exceed reasonable expectations. All registered nurse students (baccalaureate or graduate) must be licensed in the state of Utah. The College of Nursing assumes no responsibility for student activities when they are employed by an agency. The University carries some liability insurance for students in the role of a supervised-learner, but not in an employee role. (Students are required to obtain their own liability insurance through the National Student Nurses' Association.) Students employed as nonprofessional workers (i.e., aides), are responsible to refuse to assume activities which they are not legally licensed to perform, i.e., giving medications, intravenous infusions, assuming charge duties and other such responsibilities. F Financial Aid and Scholarships cholarships and financial aid are available to qualified students. Information on all scholarships, grants, loans and work-study programs at the University is available in a brochure from Financial Aid and Scholarships, 2090 Annex Building. S 3 Baccalaureate Program T he baccalaureate curriculum provides learning experiences in physiological, parent-child, community and psychosocial nursing. Leadership experiences in nursing care management are incorporated throughout the program. Students work with clients approximately 10 to 21 hours per week in a variety of settings. All students seeking a degree in nursing must meet the general university requirements for the baccalaureate degree. The Baccalaureate Program of the College of Nursing accommodates both generic and registered nurse students. Program philosophy, objectives and courses are the same for the registered nurse student as for the generic student. However, registered nurses may earn credit for specified courses by advanced standing examinations. This assessment allows the individual to apply previous learning to graduation requirements. ./' egistered nurse students may pursue the Baccalaureate Degree in Nursing at the University of Utah at the Salt Lake City campus or through a satellite program located on the Weber State College campus. Students wishing to complete liberal education or prerequisite requirements at an accredited institution other than the University of Utah should seek guidance in determining appropriate courses. Assistance in program planning can be obtained from the student adviser for the Baccalaureate Program. R Admission dmission to the College of Nursing is a separate process from adm1ssIon to the University of Utah. Eligibility for admission to the University is determined by the Admissions Office, which also makes decisions regarding the transferability of liberal education courses. Eligibility for admission to the College of Nursing is determined by the Baccalaureate Admissions and Advancement Committee. Application is generally made during the sophomore year. Enrollment is limited and selective. A 4 The following criteria are used in evaluating the applicants' academic records: 1. Completion of the prerequisite courses with letter grade of C or better; C-grades are not acceptable. 2. Students must have a grade point average (GPA) of 2.80 on a 4.0 scale (cumulative and pre-nursing courses). 3. Three letters of reference. 4. American College Test (ACT) composite score of 21 is required. Students with previous baccalaureate degrees, students with college credit prior to 1966 and registered nurse students are not required to submit ACT or Scholastic Aptitude Test (SAT) scores. 5. Applicants whose completed college work is ten years (or more) old may elect to delete this work from GPA computation. Courses deleted may not be used to fulfill pre-nursing course requirements. 6. Out-of-state students must be admissible to the University and must notify the College of Nursing student adviser of their intent to apply for admission. pplicants are carefully reviewed. Those who show promise of success in the program and who possess other attributes deemed important to professional preparation in nursing are selected. The College of Nursing gives special consideration to qualified applicants from minority, historically disadvantaged and underrepresented groups in nursing schools and the nursing profession. When the number of applicants exceeds the number of available spaces in the program, students are accepted on the basis of the A College of Nursing Admissions and Advancement Committee recommendation and concurrent approval of the dean. An application to the College of Nursing is in effect for one year. Students who reapply are considered with current applicants. Final acceptance is contingent upon completion of the required courses for which official transcripts must be supplied. Academic Probation Readmission tu dents are on academic probation upon rece1v1nga grade below Cina required nursing course, or having a cumulative GPA of 2.0 or below. Students placed on academic probation must meet with their faculty adviser to plan a course of study for the following quarter. The plan is then submitted to the Assistant Dean for Baccalaureate Affairs for approval. A S student interrupting her/his course of study for any reason must apply for readmission to the College of Nursing. Request for readmission must be made in writing at least six weeks prior to the beginning of the quarter. Eligibility for readmission is determined by the Baccalaureate Admissions and Advancement Committee and is based on space available and the record of the student, as appropriate. A student Progression physical examination and documentation of current immunization is required after admission and prior to enrollment in any course with a clinical component. A letter grade of C or above is required in all nursing courses, a letter grade of Cor below is not acceptable. A student earning a grade of C- or below may repeat the course one time only. A total of two nursing courses may be repeated. A student failing a single course two times, or failing two or more different courses, must apply for readmission to the College of Nursing. THe Baccalaureate Admissions and Advancement Committee determines eligibility for readmission to the College. The Baccalaureate Admissions and Advancement Committee also determines eligibility for progression in the major. Students demonstrating persistent academic difficulties or other behavior which compromises client safety may be judged ineligible for continuation in the major. A 5 readmitted to the College must meet the graduation requirements of the class entered at the time of readmission. Curriculum iberal education courses are required of all undergraduate students. Fine arts, humanities, science and social science are the areas comprising the liberal education requirements. These requirements are satisfied by successful completion of one core course in each of three separate areas and two distribution courses in each of three separate areas. Distribution courses in the science area may not be used to fulfill liberal education requirements. Lists of core and distribution courses appear in the University of Utah General Catalog. Students are also required to complete an English composition and American Institutions requirement. Complete course descriptions for the nursing program are listed in the General Catalog. L Winter Quarter Spring Quarter Chemistry 141 Elementary Organic Chemistry Food and Nutrition 144 Fundamentals of Nutrition Nursing 180 Introduction to Human Growth and Development Psychology 101 Credits Autumn Quarter Biology 101 General Biology Chemistry 140 Elementary Chemistry English 101 Expository Writing Liberal Education Distribution Courses 6 5 4 4 3-5 16-18 3 4 5 16 Spring Quarter Chemistry 142 Elementary Organic Chemistry Liberal Education Distribution Courses Liberal Education Distribution Courses Sociology 101 or Anthropology 101 Liberal Education Core Nursing 200 Introduction Professional Nursing Nursing 201 Nursing Process I: Basic Foundation of Nursing Nursing 330 Pathophysiologic Mechanisms of Disease or Altered Function Nursing 350 Transitions in Nursing 5 3 4 4 1 17 4 Third Year 3-5 3-5 _§ 15-19 Second Year Autumn Quarter CVMB 301 General and Pathogenic Microbiology Liberal Education Core Courses Psychology 150 Elementary Statistics (lab) Recommended Four-year Program First Year 4 5 5 4 14 Winter Quarter Biology 201 Introductory Physiology Biology 231 Elementary Human Anatomy (lab) Liberal Education Core Courses 5 5 5 15 Autumn Quarter Liberal Education Distribution 3-5 Nursing 320 Health Assessment of the Adult 5 Nursing 321 Nursing Process II: The Individual with Alterations in Activities of Daily Living 5 Nursing 331 Nursing Management of Drug Therapy 2 Nursing 351 Introduction to Group Process 1 16-18 Winter Quarter Nursing 322 Maternal/Child Health Nursing 332 Family: Theory and Issues Nursing 352* Issues Related to Family Health Care English 301 Technical Writing 9 3 4 TT Satellite Campus, Ogden Spring Quarter Nursing 324 Nursing Intervention and Disturbance of Health in Adults & Children Nursing 325 Nursing Process Ill Nursing 353* Issues in Health Care of Adults American Institutions 4 6 1 5 16 Fourth Year Autumn Quarter Nursing 422 Multiple Health Problems of the Adult Nursing 423 Nursing Process IV Nursing 406 Introduction to Nursing Research Nursing 451 * Interdisciplinary Issues in Nursing 4 6 3 1 14 Winter Quarter Nursing 420 Community Health Nursing Nursing 421 Psychosocial Nursing Nursing 428 Theories of Leadership and Management in Nursing Nursing 452 Issues in Professional Nursing Practice 6 6 2 1 15 Spring Quarter Nursing 440 Synthesis in Nursing Nursing 452 Professional Nursing Seminar VI Elective • Student must select one of these. 10 1 5 16 he University of Utah College of Nursing has extended the baccalaureate nursing program to the Ogden area. Registered nurses desiring to return to school to obtain a baccalaureate degree may do so through this program and earn a bachelor's degree from the University of Utah. The program is designed within the framework of the philosophy and objectives of the College of Nursing. The facilities used in Ogden include: Weber State College, St. Benedict's Hospital, McKay-Dee Hospital and selected community health facilities. Students may register at Weber State College for the general education and prenursing course requirements of the College of Nursing. Upon completion of the requirements, those students with a cumulative grade point average of 2.80 or above are eligible to apply for admission to the College of Nursing and the University of Utah. T The faculty believes that nursing is accountable to society and supports the concept of responsibility to assist in the fulfillment of health educational needs of a multicultural consumer community to the best possible extent, contingent upon available resources, interests and needs. The importance of consumer health education is a concept shared by all health professionals and our support of this concept reflects the multidisciplinary approach of the Health Sciences Center of the University of Utah. Division of Continuing Education he faculty of the Division of Continuing Education in Nursing adheres to the philosophy and purpose of the College of Nursing and the University of Utah. The faculty recognizes that growth in the science of nursing must accompany the art of the practitioner and accepts continuing education as an essential part of professional nursing. To that end the faculty promotes continued learning as an instrument of lifelong professional fulfillment. T 7 he general purpose of continuing education in nursing is the maintenance of professional competencies through planned learning experiences that will enable practitioners to keep abreast of advances in the field, learn new roles and functions, and update their general knowledge and skill base. The Division of Continuing Education maintains sensitivity to community needs within the state and intermountain region by studying the feasibility of appropriate courses to assist T the public in extending and in applying their knowledge of health care. The faculty is also available for consultation to nurses and consumer groups upon request. Application tudents are required to submit a written application to the College of Nursing Division of Continuing Education for enrollment in a specific course. In order to assure adequate time for review, applications should be submitted at least three weeks prior to the beginning date of the course. Courses are filled on a first-come/first-served basis. However, any prerequisites noted for a given course must be met and/or consent of the instructor obtained before the individual will be enrolled in the course. Tuition should be mailed with the applications as applications will not be processed prior to receipt of tuition. Some continuing education offerings will be geared to nurses with advanced preparation only and will be so noted. Other continuing education offerings may be presented by invitation only. S Cancellation of Courses he College of Nursing Division of Continuing Education offers courses we believe will be of interest to the nursing community. Sometimes, due to insufficient interest and low enrollment, it is necessary for us to cancel a course, either in advance of or after the first class meeting. Registering in advance is the best insurance against arriving at the appointed classroom at the appointed hour only to find that a desperately needed class has been cancelled due to T 8 insufficient advance registration. Occasionally we must also cancel a course for other unforeseen reasons such as the sudden unavailability of an appropriate instructor or location. When a course must be cancelled, a full refund will be made to those enrolled. Credit cademic credit may be given for some courses. If given, such academic credit will be so stated specifically for that course. All other Continuing Education offerings carry Continuing Education Units (CEU). A Refunds Noncredit Courses No refund will be made to those who pre-pay and are unable to attend unless we are notified in advance of the beginning of the course or workshop. Students may be required to submit the request in writing to the College of Nursing Division of Continuing Education. Credit Courses Refunds will be prorated in accordance with University policy. Registration egistration for all Continuing Education courses must be arranged through the University of Utah College of Nursing, Division of Continuing Education, 25 South Medical Drive, Salt Lake City, Utah 84112. [phone]. R Tuition and FetJs Per Quarter Graduate Program in Nursing Academic Year 1983-84 Master of Science Quarter Hours 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 ,, Total Resident $100.00 120.00 140.00 160.00 180.00 200.00 220.00 240.00 260.00 276.00 292.00 308.00 324.00 337.00 350.00 363.00 376.00 389.00 402.00 415.00 428.00 441.00 454.00 467.00 480.00 Total Nonresident $ 231.00 292.00 352.00 413.00 474.00 534.00 595.00 656.00 717.00 764.00 812.00 860.00 908.00 950.00 991.00 1,033.00 1,075.00 1,116.00 1,158.00 1,199.00 1,241.00 1,283.00 1,324.00 1,366.00 1,407.00 For students enrolled for 26 or more credit hours, overload charges will be added to the 25 hour tuition and fee rate at $18.50 per hour for residents and $59.00 per hour for nonresidents. Tuition increases may occur at any time without advance notice. The graduate program in nursing at the University of Utah offers five areas of specialization leading to the Master of Science degree: nurse clinician, nursing administration, parent-child nursing, physiological nursing and psychosocial nursing. In addition to the major areas of study and practice, the student may also begin study in teaching, supervision or consutlation, with opportunity for electives in other fields of the student's interest. Doctor of Philosophy The College of Nursing offers a program leading to the Doctor of Philosophy degree in Nursing. The program prepares competent researchers and scholars who can make significant contributions to nursing by advancing the theory, research and scientific-practice base of the discipline. Areas of research concentration are nursing educational administration, physiological nursing, psychosocial nursing, and transcultural nursing. Master of Science Degree Admission college of Nursing admission applications should be sent to the Office of Graduate Affairs of the College of Nursing and the University of Utah admission application is sent to the Graduate School Admissions Office. Applications should be filed at least six months prior to the proposed date of entrance, and all credentials including transcripts, test results and letters of recommendation should be on file not less than sixty days before registration, and preferably three to six months earlier. The following admission requirements must be met for admission to the Master of Science degree program: 1. Baccalaureate degree with an upper-division major in nursing, including field practice in public health and psychosocial nursing. 2. Graduation from an NLN accredited College of Nursing with a cumulative GPA of "B" (3.0) in undergraduate work. 3. Satisfactory achievement on: a) Graduate Record Examination(aptitude test), b) Miller Analogies Test. 4. A course in elementary statistics. 5. Licensure as a registered nurse in at least one state and eligible for Iicensure in Utah. 6. Additional prerequisitesmay be required in specific areas of specialization. Research Facilities Excellent facilities for clinical nursing research include the University Health Sciences Center and Hospital, the Veterans Administration Hospital, comprehensive community mental health centers and general private hospitals. Several local hospitals are designed with specialized units for nursing research and intensive care of open heart surgery patients, with continuous cardiac monitoring and computer equipment. Facilities for teaching include the institutions mentioned above as well as other private and community agencies. Satellite clinics in the Salt Lake area provide additional settings for clinical practice. 9 Master of Science Degree Core Courses NURS 600:5 Research Design and Data Management NURS 606 3 Nursing Theory NURS 607:3 Nursing Roles and Issues NURS 695:Arr. Thesis Option or NURS 697:Arr. Thesis Research Nurse Clinician T he Nurse Clinician specialty prepares highly knowledgeable and skillful nurses to assume primary responsibility for maintaining health and managing common health problems for individuals and families. They work with other disciplines to deliver primary health care services The curriculum meets educational certification requirements for Family Nurse Clinicians, Geriatric Nurse Clinicians, Adult Nurse Clinicians or Pediatric Nurse Clinicians. Family Nurse Clinician Curriculum NURS 602:4 Advanced Health Assessment NURS 603:4 Principles of Clinical Physiology NURS 646:2 Alternative Management for Stress & Pain NURS 655:2 Advanced Role Development for Nurse Clinicians NURS 656A:3 Pathophysiology and Management of Adult Health Care Problems NURS 656B:3 Pathophysiology and Management of Pediatric Health Care Problems NURS 656C:3 Health Care of Families in Transition Years NURS 658:3 Behavioral Dynamics of Health and Illness NURS 659A:3 Family Nurse Clinician Seminar and Practicum I NURS 659B:3 Family Nurse Clinician Seminar and Practicum II NURS 659C:3 Family Nurse Clinician Seminar and Practicum Ill NURS 660A: 1O Family Nurse Clinician Residency Geriatric Nurse Clinician Curriculum NURS 602:4 Advanced Health Assessment NURS 646:2 Alternative Management for Stress and Pain NURS 655:2 Advanced Role Development for Nurse Clinicians NURS 656A:3 Pathophysiology and Management of Adult Health Care Problems NURS 658:3 Behavioral Dynamics of Health and Illness NURS 659A:3 Family Nurse Clinician Seminar and Practicum I NURS 660B:10 Geriatric Nurse Clinician Residency NURS 661 :2 Physiology of Aging NURS 662A:3 Holistic Approach to Geriatric and Long Term Care I 10 J ► J \ NURS 662B:3 Holistic Approach to Geriatric Long Term Care II NURS 663A:3 Geriatric Nurse Clinician Seminar and Practicum I NURS 663B:3 Geriatric Nurse Clinician Seminar and Practicum II Pediatric Nurse Clinician NURS 604:4 Child Health Assessment NURS 605:3 Pharmacology in Primary Care NURS 645A:3 Pediatric Primary Care I NURS 645B:3 Pediatric Primary Care II NURS 645C:3 Pediatric Primary Care Ill NURS 646:2 Alternative Management for Stress and Pain NURS 655:2 Advanced Role Development for Nurse Clinicians NURS 657A:3 Pediatric Nurse Clinician Seminar and Practicum I NURS 657B:3 Pediatric Nurse Clinician Seminar and Practicum II NURS 657C:3 Pediatric Nurse Clinician Seminar and Practicum Ill NURS 660C:10 Pediatric Nurse Clinician Residency NURS 673:3 Advanced Administrative Theory NURS 676:8 Residency in Nursing Administration POLS 535:5 Planning, Budgeting and Control ACCTG 601 :4 Survey of Financial Planning MGT 568:4 Human Behavior in Organizations MGT 650:4 Human Behavior in Organizations MGT 653:4 Human Resource Management in Organizations MGT 656:4 Human Resource Planning in Organizations FC MD 640:3 Health Care Organization FC MD 670:3 Development of Interdisciplinary Health Teams Parent-Child Nursing he Parent-Child Nursing specialty prepares nurse specialists in pediatric nursing, perinatal nursing and nurse-midwifery. Students may elect a functional area such as teaching and supervision supported by related courses. Graduates of the nurse-midwifery program meet educational requirements for certification by the American College of Nurse-Midwives. T Nursing Administration he graduate program in nursing administration prepares professional nurses for nursing administration positions in hospitals, nursing homes, extended care, primary care and other sites where interdisciplinary health care professionals provide care to clients and patients. T Nursing Administration Curriculum NURS 534:2 Essential Budgetary Concepts for Nursing Administrators NURS 671 :4 Nursing Administrative Roles: A Systems Approach 11 Nurse-Midwifery Curriculum NURS 611:6Theory, Principles and Skills of Nursing in Normal Human Reproduction NURS 612:2 Maternal Nutrition NURS 615A:2 Principles of Nursing Management I: Antepartum NURS 615B:3 Principles of Nursing Management II: lntrapartum NURS 615C:2 Principles of Nursing Management Ill: Postpartum NURS 616A:2 Nurse-Midwifery Management I: Antepartum NURS 616B:4 Nurse-Midwifery Management II: lntrapartum NURS 617:2 lnterconceptual Management of Women NURS 618:2 Postpartum and lnterconceptual Management NURS 619A:10 Advanced Practicum in Nurse-Midwifery I NURS 619B:2-6 Advanced Practicum in Nurse-Midwifery II NURS 620A:2 Childbirth and Parenting Education I NURS 620B:2-4 Childbirth and Parenting Education 11 NURS 623:3 Nursing Management of the Newborn NURS 680:2 Seminar in Nurse-Midwifery Pediatric Nursing Curriculum NURS 604:4 Child Health Assessment NURS 608:3 Nursing Assessment of Families NURS 62IA:4 Physiologic Disorders of the Child NURS 62IB:6 Nursing Management of the Acutely Ill Child NURS 624:2 Clinical Genetics in Health Care NURS 625:2 Human Embryology NURS 630:3-6 Independent Practicum in Parent-Child Nursing NURS 65IA:3 Pathophysiology I Plus courses now in development. Perinatal Nursing Curriculum NURS 611:6Theory, Principles and Skills of Nursing in Normal Human Reproduction NURS 612:2 Maternal Nutrition NURS 620A:2 Childbirth and Parenting Education I NURS 623:3 Nursing Management of the Newborn NURS 624:2 Clinical Genetics in Health Care NURS 625:2 Human Embryology NURS 626 2 High Risk Child-bearing Family NURS 627:4-5 Maternal-Fetal Physiology and Pathophysiology NURS 630:3-6 Independent Practicum: Parent-Child Nursing 12 Physiological Nursing he physiological nursing specialty prepares nurse-specialists in an advanced clinical area of physiological nursing such as acute care adult nursing. Courses are planned to develop specific specialist competencies with supporting generalist course work in patient care, management, teaching and research. The advanced physiological clinical nursing specialty emphasizes the prevention of physiological dysfunctional states and promotes the maintenance and restoration of health processes. T Physiological Nursing Curriculum NURS 650A 7 Clinical Specialist Residency I NURS 650B 7 Clinical Specialist Residency II NURS 651A:3 Pathophysiology I NURS 651B:3 Pathophysiology II NURS 652A 2,4 Physiological Nursing I NURS 652B: 1,4 Physiological Nursing II NURS 653A:2 Concepts in Physiological Nursing I NURS 653B:2 Concepts in Psysiological Nursing II Required Courses MD CH 555:4 Physiological or equivalent BIOEN 695A:Arr. Special Topics Psychosocial Nursing he psychosocial nursing specialty is designed to develop advanced practitioners with research skills. Students have the opportunity to elect a functional area of study and practice, including teaching, administration and consultation with appropriate supplemental courses. T Psychosocial Nursing Curriculum NURS 631A:2 Psychosocial Growth and Development Across the Life Cycle NURS 631B:2 Interpersonal Nursing NURS 631C:2 Humanistic Nursing Theory NURS 632 3 Advanced Psychosocial Nursing of Individuals NURS 633:3 Group Therapy in Psychosocial Nursing of Families NURS 634:3 Advanced Theory in Psychosocial Nursing of Families NURS 635A:2-4 Practicum in Psychosocial Nursing of Individuals NURS 635B:2-4 Practicum in Group Leadership in Psychosocial Nursing Practice NURS 635C:2-4 Practicum in Psychosocial Nursing of Families NURS 636A 2 Family Therapy I . NURS 636B:3 Research and Evaluation in Family Therapy II NURS 637A:2-4 Psychosocial Nursing Specialty Practicum I NURS 637B:2-4 Psychosocial Nursing Specialty Practicum II NURS 638A:2 Prevention Issues in Mental Health: Single Parent Families NURS 638B:2 Prevention Issues in Mental Health: Crisis Intervention NURS 639A:2 Theories, Concepts and Assessment of Chronic Mental Illness NURS 639B:2 Intervention Strategies for the Chronically Mentally Ill nursing knowledge by systematically and critically studying nursing problems in a research area, develop nursing theories to be tested in diverse contexts, and be capable of conducting independent and imaginative research studies. he central purpose of the program leading to the Doctor of Philosophy degree in Nursing is to prepare competent researchers and scholars who can make significant contributions to nursing by advancing the theory, research and scientific practice base of the discipline. Graduates of the program will be expected to add to the body of T 1. Complete a National League for Nursing Research Resources xcellent facilities for clinical and field research and teaching include the University Health Sciences Center and Hospital and opportunities for clinical studies in a number of other hospitals in the area. There are also comprehensive community health centers, general private hospitals, satellite clinics and other community agencies. In several nearby hospitals there are units specifically designed for nursing research studies. Field study areas of different cultures are available for transcultural nursing students. While no research areas are focused on specific age or developmental groupings, some College of Nursing faculty members serve as specialists in parent-child and gerontological nursing and are available to provide guidance for students whose research is focused on specific age groups. E Admission Doctor of Philosophy Degree The student must meet all the criteria for admission to the Master of Science in Nursing program and complete the following requirements for admission to the doctoral program: pplicants for the Ph.D. Program in Nursing are expected to meet all of the admission requirements for the Doctor of Philosophy Degree (Ph.D.) of the Graduate School at the University of Utah. Three to four years of graduate study approved by the student's Supervisory Committee are required to complete the Ph.D. degree, and one year must be spent in full-time academic work at the University of Utah. A 2. 3. 4. 5. 6. 7. 8. (NLN) accredited baccalaureate degree in nursing. Complete an NLN accredited master's degree in nursing. A cumulative GPA of 3.0 for undergraduate work and a cumulative GPA of 3.3 in approved graduate study. Satisfactory achievement on (a) Graduate Record Examination (aptitude test); (b) Miller Analogies Test. A minimum of three letters of reference addressing the applicant's general scholarship abilities, academic achievements and research potential. A sample of writing ability, ie., manuscript, thesis, preferably published writings. Substantiate licensure as a registered nurse in at least one state. Application materials must be completed and filed by February 1 . In reviewing the applicant for admission to the program, the faculty will consider: research interests, potentials and goals, professional experiences and goals, general scholarship and leadership qualities. Areas of Research Concentration Nursing Educational Administration Research. This curriculum prepares nurse educators for high-level administrative positions and responsibilities in education administration. The goal of the research area is to prepare nurse researchers and scholars who can make significant 13 contributions to nursing by serving as administrative executives of complex educational settings. Psychosocial Nursing Research. The goal of this research area is to advance the art and science of psychosocial nursing through guided systematic research and academic learning experiences. Coursework includes: an evaluation of past and current psychosocial nursing research and theories; study of critical issues in holistic humanistic health care and application in the mental health system; and value analysis in psychosocial research. Graduates will be prepared to hold leadership positions in a variety of mental health and other health care and academic settings. Physiological Nursing Research. The physiological nursing research area prepares individuals to generate knowledge and theories for extending and developing the professional discipline. The generation of such knowledge, theory and its application to the problems of health care in persons with physiological dysfunction is the basis for individual and overall curricular design. Transcultural Nursing Research. The curriculum prepares nurses to function as theoreticians, researchers and leaders in a variety of transcultural nursing contexts. Students can study cross-cultural caring behaviors and nursing care phenomena from comparative and analytical perspectives as well as health care values, beliefs and practices. Graduates will be prepared to do research, teach and give nursing care in cultural settings in this country and abroad. Curriculum Phase I - Common Advanced Core Courses. Focus is on (1) nursing theory, (2) research methods in nursing, (3) advanced nursing trends and issues, and (4) multidisciplinary theories, research methods and clinical problems relevant to nursing science. 14 Phase II - Areas of Research Concentration. Focus is on the student's particular subfield of study in nursing. Multidisciplinary knowledge is used to advance the theoretical and general body of knowledge in nursing phenomena. Phase Ill - Research (Dissertation). Focus in on research mastery of an original and independent investigation. Doctoral Curriculum Phase I Core Curriculum NURS 691 :3 Measurement Theory and Techniques NURS 700:3 Experimental Design in Clinical Research NURS 701 :3 Descriptive-Field Research/Qualitative Analysis NURS 702:3 Problem Analysis and Proposal Preparation NURS 703:2 Research Seminar NURS 710:3 Critical Analysis and Construction of Nursing Theories NURS 786:3 Advanced Nursing Trends and Issues I Statistics Multidisciplinary Electives Phase II Nursing Educational Administration Curriculum Phase II Physiological Nursing Curriculum Phase II Transcultural Nursing Curriculum NURS 771A:2 Seminar in Nursing Educational Administration I NURS 77IB:2 Seminar in Nursing Educational Administration II NURS 77IC:2 Seminar in Nursing Educational Administration Ill NURS 772:3-5 Study of Academic and Non-Academic Personnel NURS 773:3-5 Study of Nursing Students NURS 774:5-8 Acquisition and Allocation of Financial Resources in Colleges of Nursing NURS 775:3 Production of Culture and Service in Colleges of Nursing NURS 776:3 Content Analysis and Instruction of Nursing Curricula NURS 779:2-6 Directed Re.search in Educational Administration Multidisciplinary Electives NURS 748:3 Historical Perspectives NURS 750:2-6 Advanced Bioinstrumentation and Measurement NURS 753:3 Theory Management in Physiological Nursing NURS 755A:2 Time Processes of Physiology NURS 755B:2 Special Topics in Physiological Nursing NURS 756:1-6 Practicum in Physiological Nursing Research Multidisciplinary Electives NURS 762:3 Seminar: International Health NURS 763:3 Seminar: Transcultural Mental Health Issues NURS 764:3 Ethnoscience and Ethnonursing Approaches to Health Care NURS 768:4-6 Field Research in Western and Non-Western Cultures Multidisciplinary Electives Phase Ill Research Mastery NURS 796 6 Independent Study (Ph.D) NURS 797:Arr Dissertation Research (Ph.D.) Phase II Psychosocial Nursing Curriculum NURS 731 :3 Evaluating Psychosocial Nursing Research and Theory NURS 732:3 Analysis of Psychosocial Values in Nursing NURS 733A:3 Seminar in Psychosocial Health Care Research NURS 733B:3 Seminar in Psychosocial Health Care Research NURS 734:3 Contemporary Issues in Psychosocial Nursing and Mental Health NURS 735:2-6 Psychosocial Research Practicum and Consultation NURS 736:2-6 Directed Study of Selected Psychosocial Health Care Phenomena Multidisciplinary Electives 15 College of Nursing Faculty Professors Amos, Linda K., Dean. Ed.D. Boston University. Physiological Nursing, Nursing Administration, Systems Development and Adaptation. Clausen, Joy, Ph.D. University of Colorado. Nursing Administration, Maternal-Child Nursing, Anthropology. Maurin, Judith, Assistant Dean for Graduate Affairs, Ph.D. University of Missouri. Psychosocial Nursing, Nursing Administration, Sociology. Miller, Jean, Associate Dean for Research and Development, Ph.D. University of Washington. Nursing Research, Physiological Nursing and Sociology. Morley, Peter C., Ph.D. Stirling University. Transcultural Nursing, Anthropology, Sociology, Nursing Research and Field Studies. Yoda, Ann, Ph.D. University of Arizona. Physiological Nursing, Nursing Research and Animal Physiology. Wolfer, John A., Ph.D. University of Utah. Psychology, Nursing Research. Associate Professors Boyle, Joyceen, Ph.D. University of Utah. Transcultural Nursing and Community Health Nursing. Boyle, Kathleen, Ed.D. Columbia University. Physiological Nursing, Nursing Administration, Higher Education. Clayton, Bonnie C., Ph.D. University of Utah. Psychosocial Nursing. Cole, Beth Vaughan, Ph.D. Brigham Young University. Child Psychosocial Nursing. Collins, Verla, Ph.D. University of Utah. Nursing Administration, Education and Service. Dimond, Margaret, Ph.D. University of Wisconsin. Gerontological Nursing, Sociology of Nursing Care and Health Systems, Nursing Research. Feinauer, Leslie L. Ph.D., Brigham Young University. Physiological Nursing. Foster, Joyce C., Ph.D. University of Utah. Nurse-Midwifery, Family Centered Health Care Systems. Goe, L. Joan, Assistant Dean for Baccalaureate Affairs, Ed.D. North Texas State University. Physiological Nursing and Higher Education. Goodson, June, M.S. University of Utah. Psychosocial Nursing. 16 Huether, Sue, Ph.D. University of Utah. Physiological Nursing and Nursing Research. lshimatsu, Tomiye, M.S. University of Utah. General Nursing and Nursing Management. Jacobs, Maeona K., Ph.D. Wayne State University. Physiological Nursing, Cardiovascular Nursing, Nursing Research, Theory Development. Mooney, B. Kathleen, Assistant Dean for Continuing Education, M.N. University of Washington. Pediatric Oncological Nursing, Pediatric Nursing, Hospice. Peters, Beryl M., Ph.D. University of Pittsburgh. Parent-Child Nursing, Nursing Research. Sevcovic, Lorraine, M.S. Columbia University. Nurse-Midwifery, Nursing Administration. Uhl, Joan E., M.S.N. University of Washington. Community Nursing, Transcultural Nursing, Nursing Research. Assistant Professors Busch, Karen, Ph.D. University of TexasAustin. Psychosocial Nursing. Clement, Jacqueline, Ph.D. University of Texas. Physiological Nursing. Davis, Carol E., M.S. University of Utah. Physiological Nursing and Maternal Child Nursing. Harwood, Maxine J., M.S. University of Utah. Physiological Nursing. Hassell, Janice G., M.S. University of Utah. Physiological Nursing. Helm, Sandra B., M.S. University of Utah. Psychosocial Nursing and Nursing Management. Johnson, Mary Ann, M.S. University of Utah. Gerontological Nursing. King, Kathleen S., M.S. University of Utah. Psychosocial and Gerontological Nursing. Kirgis, Carol A., Ph.D. University of Utah. Perinatal and Neonatal Nursing. Lierman, Letha, Ph.D. University _ofUtah. Psychosocial and Community Nursing. Mccance, Kathryn L., Ph.D. University of Utah. Physiological Nursing and Nursing Research. Meservy, Darlene, M.P.H. University of North Carolina. Community Health Nursing, Continuing Education, Evaluation, Management and Administration, Occupational Health Nursing. Sabo, Carolyn E., M.S. University of Utah. Physiological Nursing. Sine ldamae Kelii, Ph.D. University of Utah. Nurs;-Midwifery, Parent-Child Nursing Instructors Brown, Karen, M.S. Boston University. Pediatric Nursing Brown, Kristy A., M.S. University of Utah. Family Nursing Croft, Susan, M.S. University of Utah. Maternity Nursing. Feighan-Perkins, Maureen,_ M.S.N._ University of Colorado. Maternity Nursing. Hanna, Margue_rite A.,_M.S. University of Utah. Psychosocial Nursing. McNamara, Rose Marie, M.S. University of Utah. Physiological Nursing. Miller-Ernest, Rhonda, M.S. Unive_rsityof California at San Francisco. Nurse Clinician. Schaller-Ayers, Jennifer, M.N.Sc. . University of Arkansas. Community Nursing. Scheinblum Sherrill, M.S.N. University of California at Los Angeles. Pediatric Nursing. Thomas, Carolyn P., M.S. University of Utah. Maternity Nursing. Wilton Jeanne, M.S. University of Utah. Matern;l-child nursing, Pediatric Nursing Adjunct Faculty Adjunct Associate Professors Chan, Gary, M.D. University of Utah. Department of Pediatrics. Harris, Thomas, M.D. Free University of Berlin. Department of Pediatrics. Jung, Larry, M.D. University of Utah. Department of Pediatrics. Kasteler, Josephine, Ph.D. University of Utah. Gerontology Center. Prater, Barbara., Ph.D. University of Utah. Utah State University. Reinhardt, Adina, Ph.D. University of Utah. Utah State Department of Health. Samuelson, Cecil, M.D. University of Utah. Department of Internal Medicine and Director of the Gerontology Center. Adjunct Assistant Professors Andrews, Margaret Mary, M.S.N. Case Western Reserve. Pediatric Nursing. Ashton, Carol, M.S. Ohio State University. College of Nursing. Carey, John, M.D. Georgetown University; M.P.H., University of California at Berkeley. Department of Pediatrics. Connelly, Richard, Ph.D. Pennsylvania State College. Gerontology Center. Elster, Arthur B., M.D. University of Texas School of Medicine-Galveston. Department of Pediatrics. Ludwig, Patti, M.S.Ed. Duquesne University. Medical-Surgical Nursing. Tarmina, Mary Suzanne, M.S. University of Utah. Family Nurse Clinician. Thompson, Janice, Ph.D. University of Utah. Transcultural Nursing. VanDyck, Peter C., M.D. University of Illinois; M.P.H., University of California. Utah State Department of Health. Welch, Alice, M.S.N. Catholic University of America. College of Nursing. Wood, James, S., M.D. University of Utah. Department of Internal Medicine. Adjunct Instructor Burgess, Beulah B., M.N. _Universityof California at Los Angeles. Private Practice. Research Faculty Research Professor Sullivan, John J., Ph.D. University of Iowa. Psychology, Nursing Research. Research Associate Professors Armstrong, Margaret, M.S. University of California-San Francisco. Gunne, G. Manny, Ed.D. Pennsylvania State University. Higher Education, Educational Administration. Research Assistant Professors Lund, Dale, Ph.D. University of Utah. College of Nursing. Pett, Marjorie A., D.S.W. University of Utah. Research and Evaluation. Research Instructor Boehme, Tyrrel, M.S. University of Utah. Nurse-Midwifery. 17 Emeritus Faculty Bilger, Annette J., Associate Professor Emeritus. M.A. Columbia University. Lowman, Dorothy C., Associate Professor Emeritus. M.S. University of Utah. Macquin, Hazelle B., Professor Emeritus. M.A. Columbia University. Mainwaring, Cathryn, Associate Professor Emeritus. M.S. Western Reserve University. Quinn, Mildred D., Dean and Professor Emeritus. M.S. University of Utah. Wixon, Wilna, Assistant Professor Emeritus. M.N. University of Washington. Clinical Faculty Clinical Associate Professors Anderson, Norman, M.D. University of Pennsylvania. Granite Community Mental Health Center. Coyner, Athleen B., M.S. University of Utah. Utah State Department of Health. Nielson, Adele, M.P.H. University of Pittsburgh. Utah State Department of Health. Clinical Assistant Professors Ashley, Mary, M.S. University of California at San Francisco. Department of Pediatrics, Bittle, Sheila P., M.S. University of Utah. Granite Community Mental Health Center. Brooke, Penny S., M.S. University of Utah. College of Nursing. Cameron, Susan S., M.S. University of Utah. College of Nursing. Droubay, Nancy, M.S. Catholic University of America. College of Nursing, Eggert, Julia, M.N. Wichita State University. Management, Oncological Nursing. Elster, Sue Ellen, M.N. University of Washington. College of Nursing. 18 Clinical Instructors Gillett, Patricia, M.P.H. University of North Carolina. College of Nursing. Anderson, Esther, M.S. University of Utah. Gillies, Christine, M.S. University of Utah. LOS Hospital. College of Nursing. Bagley, Grant, M.D. Georg_eWashington Graf, Mary Anne, M.S. University of Utah. University. Utah Women's Clinic. Salt Lake Birthing Center. Bagley, Sandra, M.S.W. University of Utah. Haak, Sandra W., M.S. University of Utah. Utah Women's Clinic. College of Nursing. Barber, Rebecca, M.S. University of Utah. Hames, Cynthia, M.S. University of Utah. Denver Birth Center. College of Nursing. Boehme, Tyrrel, M.S. University of Utah. Heath, Joleen M., M.S. University of College of Nursing. Michigan. Veterans Administration Medical Browdy, Robin, M.S. University of Utah. Center. Copper Mountain Mental Health Center. Herberg, Paula, M.S. University of Maryland. 'Brown, Patricia H., B.S. University of Utah. Psychosocial Nursing. St. Benedict's Hospital. Ivory, Loretta C., M.S. University of Utah. Brown Pauline A., B.S. University of Denver Birth Center. Michig~n Salt Lake City-County Health Kee, Helen, M.S. University of California at Department. Los Angeles; M.B.A., University of New Burrage, Rebecca Lee, _M.S. University of Mexico. University of Utah Hospital. Utah. Veterans Administration Medical Center. Kiernan, Judith K., M.S. University of Bush, Carol, M.S. University of Colorado. Colorado. College of Nursing. lntermountain Health Care, Inc. Kralick-Goldberg, Susan, M.S.N. Butler, Joan S., M.S. University of Utah. Holy California State University at Los Angeles. Cross Hospital. Veterans Administration Medical Center. Chadwick, Nelda, B.S. University of Utah. Peterson, Gary, M.D. University of Utah. Utah Nurse's Association. Private Practice Chapman, Radene H., M.S. University of Reilly, Janet, M.S.N. Marquette University. Utah. LOS Hospital. College of Nursing. Cipriano, Pamela, M.N. University_of Roberts, Deanne, M.S. University of Utah. Washington. University of Utah Medical Department of Pediatrics. Center. Robison, Ora L., M.S. University of Utah. Cunningham, Diane, M.S. University of Granite Community Mental Health Center. Utah. Alta View Hospital. Trauntvein, Helen, M.S. Boston University. Dalsing, Cynthia, M.S. University of Utah. Primary Children's Medical Center. University of Utah Hospital. Webster, Holly, M.S. University of Utah. Dearing, Karen S., M.S. University of Utah. Primary Children's Medical Center. Copper Mountain Mental Health Center. Woodcock, Celia, M.S. University of Utah. Dille Colleen A. McCash, M.S. Boston College of Nursing. Univ~rsity. University of Utah Hospital. Worrell, Susan, M.S. University of Utah. Dutton, Marjorie, M.S.N_. University of Primary Children's Medical Center. Kentucky. Phoenix Memorial Hospital. Erdman, Terri, M.S. University of Utah. College of Nursing. Evans, Gail, M.S. University of Utah. College of Nursing. Evans, LaRita C., M.S. University of Utah. Utah Valley Certified Nurse-Midwives. Faxel, Ann Marie, M.S. University of Utah. Phoenix Memorial Hospital. Fitzgerald, Karen, M.S. Brigham Young University. Utah Department of Health. Forster-Burke, Diane, B.S. University of Utah. Tooele County Health Division of Human Services. Gambrel, Rita, M.S. University of Oklahoma. Birth and Family Center. Garity, Sandra L., B.S. Westminster College. Holy Cross Hospital. Godschalx, Susan, M.S. University of Utah. Salt Lake County Division of Mental Health. Grubbs-Osguthorpe, Susan, M.S. University of Utah. Holy Cross Hospital. Haney, Darnel, M.S. Utah State University. Weber State College. Hanson, Patricia, M.S. University of Utah. VA Medical Center. Hartley, Patricia, M.S. University of Utah. Veteran's Administration Hospital. Haws, Evelyn P., B.S. Skidmore College. Salt Lake City-County Health Department. Hedin, Kristine, M.S. University of Utah. OB-GYN Associates. Helter, Kathy Anne, M.S. University of Utah. Family Nurse Clinician. Ille, Lucille R., M.S. University of Utah. Veterans Administration Medical Center. Jacobellis, Jillian, M.S. University of Utah. Nurse-Midwifery. Jepson, Cheri, M.N. University of California at Los Angeles. Veterans Administration Medical Center. Jones, James E., Jr., M.D. Medical College of Virginia. Hill Air Force Base Hospital. Karp, Tracy B., M.S. University of Utah. Primary Children's Medical Center. Kiuhara, Diane, B.S. University of Utah. University of Utah Medical Center. Kramer, Lois A., M.S. Ed. Duquesne University. Phoenix Memorial Hospital. Lindsay, George W., M.S.N. Vanderbilt University. Veterans Administration Medical Center. Lloyd, Steve, M.S. University of Utah. Family Nurse Clinician. Loken, Sally, M.S. University of Utah. Veterans Administration Medical Center. Loken, Thomas, M.S. University of Utah. Veterans Administration Medical Center. Mariella, Anne M., M.S. University of Illinois. Phoenix Memorial Hospital. Marshall, Evelyn, M.S. University of Utah. Veterans Administration Medical Center. Matsuno, Joyce, M.S. University of Utah. Granite Community Mental Health Center. Moriarty, Robyn, M.S. University of Utah. University of Utah Hospital. Morton, Edward D., M.D. University of Texas Southwestern Medical School. Private Practice. Mueller, Ethel, M.S. University of Utah. Veterans Administration Medical Center. Mullen, Linda, M.A. University of Utah. University of Utah Hospital. Nicol, Noreen Heer, M.S. University of Utah. University of Utah Hospital. Ortman, Elaine, M.S. University of Utah. Copper Mountain Mental Health Center. Park, Marilyn M., M.S. University of Utah. Utah State Division of Mental Health. Petersen, Billee, B.S. Uiversity of Utah. McKay-Dee Hospital Center. Peterson, Paula, M.S. University of Utah. Primary Children's Medical Center. Pina, Janice, B.S. University of Oregon. Community Health Clinics, Inc. Quaal, Susan J., M.S. University of Utah. Veterans Administration Medical Center. Reagan, Julie, M.S. University of Utah. Birth and Family Center. Reilly, Linda, M.S. University of Utah. Hill Air Force Base Hospital. Rolando, JoAnn, M.S. University of Utah. Geriatric Nurse Clinician. Sehy, Yvonne, M.S. University of Utah. University of Utah College of Nursing. Shaw, Nancy, M.S.N. University of Wisconsin. University of Utah Medical Center. Spencer, LaVal, M.D. University of Utah. Private Practice. Standish, Gretchen, M.S. University of Utah. Veterans Adminstration Hospital. Stewart, Marilyn, M.S. University of Utah. Family Health Program. Stewart, Marsha, B.S. Brigham Young University. Alta View Hospital. Sweeney, Carol, M.S. University of Utah. Nurse-Midwifery. Switzer, Kathleen H., M.S. University of Arizona. Veterans Administration Medical Center. Van Vranken, Ross, M.S.W. University of Utah. University of Utah Medical Center. Ware, Joan, B.S. University of Utah. Utah State Health Department. Visiting Professor (Spring Quarter 1984) Johnson, Betty M., Ph.D. University of Wisconsin. Educational Administration. 19 Bulletin of the University of Utah (ISSN 0271-2539) University of Utah 308 Park Building Salt Lake City, Utah 84112