Master's Degree Program in Maternal and Child Nursing, Program for 1966-1967

Master's Degree Program in Maternal and Child Nursing, Program for 1966-1967.

UNIVERSITY OF U'i'..A...~ COLLEGE OF NURSING ~ster •.s Desr~e _J?roru:am in Maternal and C_gild Nu;:~.i.!!S, Program for 1966ml967 I. Histozy and Back_grounft For the past two years the College of Nursing has been the recipient qf pla11° ning funds for a project for the improvement of the teaching of maternal and child nursing in the basic baccalaureate program and development of a master's degree program in maternal and child nursing. This application is submitted for opera 0 tional funds for the master's degree progrrun for 1966ml967. The program in maternal m1d child nursing is the third graduate program to be established in the College of Nursing and permits a major in either the nursing of children or in maternal and newborn nursing including nurse-midwifery. A graduate program in psychiatric nursing was initiated in 1957 and one in medical"' surgical nursing in 1961. Students in all majors are registered in the Graduate School of the University and meet regular Graduate School requirements as well as those of the College of Nursing. The programs are two academic yea.rs in length, with the exception of the maternal and newborn major in which the summer of the first year provides additional experience in nurse-midwifery and permits time for the collection of thesis data in the clinical setting. In September, 1965, the first group of four students was admitted to the maternal and newboru major. Plans are under ·way for the admission in September, 1966, of four to six additional students in this major and a first group of not more than four students in the nursing of children major. I!. ~..fil!Fal ]?Fogram P.!-1m All of the groduate pr.ograms in nursing at the University of Utah are designed to prepare nurse clinicians in their specialty areas. 'l'heory and clinical prac• tice form a part of the curriculum of each academic quarter. To this foundation is added preparation £or research and a functional area of either teaching or "' 2 - supervision and ad1ninistration in the clinical specialty. When the course in consultation is developed 3 it will be added as a third alternative. Requirements of the Graduate School which directly affect the form and con~ tent of the graduate progra..ms in nursing follow. A. _9.5.,!3-duate School Requirements 1. Applicants must present an acceptable record at the baccalaureate level with a cumulative grade point average of 3.00 (B) or better. 0 2. Applicants must meet all special departmental requirements. 3. The content of the program leadi11g to the master's degree must contain the :following: a. Not less than 45 credit hours in courses approved for gradu- ate credit, with an average grade of 11 Bv 1 or better and no grade below 11C. 11 b. A major (in the department authorizing the degree) which shall constitute not less than half and usually two .. thi,:ds of the mas.,. ter's degree program. c. A minor, in another depa:i:·tment than that of the major, carrya ing 12 to 18 credit hours in courses approved by the minor depart• ment and the head of the major, or supporting work from two departments with comparable.hours and courses approved by the two departments and the head of the major. d. Research and thesis with 9 to 12 hours of credit counted as a part of the major, work to be supervised and oral and/or written examinations given by a thesis committee of not less than three members. pollege of Nurs:i.ng Requirements requirements.) B. 1. (Indicated under 11 211 as departmental Presentation of a baccalaureate record in nursing meeting current Nat:i.ona.1 League for Nursi11g accreditation standirds. (This sometimes involves -remov:i.ng deficiencies :i.n psychiatric nursing, public health nurs:i.ng or other subjects.) 2. Registration to practice in one or more states. 3. Satisfactory performance on the National League for Nursing Gradu• ate Nu:tse Elmmina.tion, the Graduate Record Area Tests and the Miller An.:;.logies Test. III. J:ia.,ternal and Child Nursing Prograi-n A. Overview The rn.aternal and child nursing progrruu allows election of a major. in either the nursing of children or maternal a11d newborn nursing including nurse midwifery. 0 Five matern.-.'11 and child nursing courses, totaling 12 credit hours, are completed by both groups of students; seven core courses, totaling 28 credit hours, are taken with students in other graduate majors in nurs:i.ng; 12 to 18 hours are completed in a minor or supporting work, 15 hours are alloted to methods of research, statistics and thesis; and the remainder of the student's program is devoted to class and clinical experience in the clinical major chosen. In the area of minor or supporting work faculty of the two majors at present favor different choices. Current students in the maternal and new• born major are completing supporting work in educational psychology and psy• chology with courses in human relationships and group development. Students entering the nursing of children major in September, 1966, will be guided into a minor in molecular biology with courses in physiological chemistry and maunnalian physiology. In the. maternal and child nursing program the emphasis is upon (1) family-centered nursing care, (2) human growth and development, and (3) science backgt'otmd {biological and behavioral) essential to clinical practice. In the nursing of children major this family centered care is aimed largely at help• 0 ing the child maintain physical and emotional homeostatic balance. ln the - 4 maternal and newborn major the focus is upon family~centered nursing through out the maternity cycle. 0 In this area experience in management of the care of normal mothers and babies is provided through courses in nurse.,,midwifery. Philosophy The faculty members of the rn.aternal and child nursing graduate major subscribe to the philosophy and purposes of the grad,mte programs of the Col .. lege of Nursing. The. following statements of belief further delineate the philosophy as it relates to the maternal and child nursing major. 1. Because the healthy family gives strength and solidarity to society, the nurse has a responsibility to facilitate the efforts of all family members to become more capable, healthy and happy as individuals and as a family unit. 2.. All members of the family unit should he cousidered and, where possible, included in planning, giving and providing for nursing care to mothers and children. 3. The nurse specialist in maternal and child nursing, regardless of ~'l,{1_ (J:.,·'i/t"'-~ em~h&~~, should understand a. The cycle of family development from infancy to old age, including the needs of family members, in a.11 its component phases and the in.fluence of outside forces. b. The physical and psychodynamic growth and development of the child from infancy to adulthood. c. The conditions essential for the development of normal healthy individuals a.nd familieso d. 4. The significance of maternal and child health programs. E:t:pert clinical competence is a major prerequisite to effective nursing care, teaching, supervision and consultation. 5. The effective use of self is the most valuable tool the nurse has in helping others. 6. Learning·is best accomplished by direct, meaningful e1cperiences in which the learner is actively involved. 7. The privilege of having specialized knowledge, skills and judgment carries with it the following responsibilities: a.. To use them in every way feasfole for the benefit of the individual as well ns the family and societyo b. To maintain them at a high level of efficiency and to add to them when possible. c. To teach them to others so that their usefulness may be con• tinuous and extended to an everwidening circle. C. .tU;rPo,se In relation to students, the purpose of the graduate program in maternal and child nursing is to facilitate the efforts of the student to develop the knov1ledge, skill and judgment requisite to effective. ex.pert practice (1) as a clinical spec:i.alist in either maternal and newbo:r11 nursing (including nurse .. midwifery)/ or nursing of children, and (2) as a teacher, supervisor or con.. sultant in. the chosen specialty area. In relation to the state and :region, the program i.s planned to provide, first, a regional center for the education of qualified nurse personnel in maternal and child nursing at the gradu• ate level to meet regional needs and, second, to serve as a center for ma.tenml and child nursing continuing education through radio and television programs, workshops:, institut<?.s and other means. D. Maj or Compe tenc ie s Deve l_o_p~l The graduate of the program 1. Knows past and current trends in maternal and child health and their influence on patterns of health care. 2. Knows community, state, national and international resources for providing compr.ehensive health care to individuals and familieso 3. Gives effective comprehensive family~centered nursing care. 4. Communicates with others. 5. Collaborates and consults with other professionals in planning for and administering safe, satisfying maternal and child care. 6. Supervises and teaches others to give comprehensive family .. centered care. IV. Course Descriptions A. Core Courses ing.)- (Taken by students in all of the graduate majors in nurs- N. 274 ]¥rsonality: Gr,.9wth and Developm~ (3) A First Year. Theories of personality growth and development with emphasis on application to nursing situations. N. 225 Research Methods and Statistics (5) W First Year. Basic principles, concepts, and techniques of research and statistics applicable to nursing. N. Ed. 214 Curriculum Developmep._t_ (3) A Second Year. Emphasis is upon introducing the students to principles!of curriculum development as they relate to education for nursing. Students have an opportunity to apply these principles through the development or revision of a nursing currict1.lt1.D1. N. Ed. 215 Teaching Methods (3) W Second Year. Introduction to the various aspects of concern in the teaching of nursing, including consideration of the learner, of course objectives and outlines, of how students learn, of planning and organizing teaching and learning activities, and of techniques and aids useful in teach• ing nursing. N. Ed. 219 Evaluation in Teaching an_g~ing_ ,in Nursinz. (3) W Second Year. Introduction to the evaluation process and to the use of tests and other instruments of appraisal. Opportunity is provided for developing a tool for measuring achievement or performance in nursing. N. 270 ~ i o n and Administra~n in N~rsi1~ (3) A Second Year. Development of philosophy and processes of administration and supervision in nursing service and nursing education. N. Ed. 220 E:i~perience in Teaching Nursing (8) S Second Year. Offers to graduate students an opportunity to observe and partici= pate in the planning of educational and teaching experiences in a selected area of nursing specialty. Includes individual and teaching and the supervision of clinical experiences. EE. N. 271 Experience in SuEervision and Admini~ration (8) Year. Directed experience in the area of nursing specialty in service setting. Application of principles and processes of tion and supervision through observation and practiceo or N. 34,7 E~1:perience in Consultation (8) S Second Year. (To be developed.) classroom S Second a nursing adiuinistra• - 7 ... B~ Maternal and Child Nursing Courses maternal and child nursing program8) (Taken by all students in the N. 242 Human Genetics and Embryologx (3) A First Year. This course includes classroom and laboratory work and is taught by faculty members from the Department of Zoology. N. 240 a, b Maternal and Child Nursina (2-3) WS First Year. Concepts essential to effective nursing care of both mothers and children within the family setting are developed in depth. A case load of families is selected to be followed for comprehe~sive nursing care and health supervision for the duration of the student's program. N. 200 Seminar in Maternal and Child Nursing (2-2) WS Second Year. Recent and emerging trends and developments and their implications for professional nursing practice are discussed. N. 346 Consultation in Nursing (3) W Second Year. (To be developed.) c. Courses in the Maternal and Newborn Major N. 234 a, b, c Maternal and Newborn Nursin~ (3-3-6) AWS First Yeara Family-centered nursing throughout the maternity cycle focused on developing the knowledge, skill and judgment necessary for effective clinical practice. N. 334 a, ._b Nurse-Midwifery (2-13) WSu First Year. N.,~.;334-,.a . is . . essentially"a. . . labo.ratorr·cou:refe..'designed-to·'prepa.re""'''P tha_~-~.,,.fg~"'J?-Y~.,practice.,·,as,"'a•,,nurse..midw.i•fe-,,,.i-n, ,the•,,..c,l,in:Lcall::,,setting. _.N.:::::i.-3~jil.cludes comprehensive nursing care and nurse-midwifery management of selected normal mothers throughout the maternity cycle. 'l'he delivery and postnatal care of mothers will be a sequel t~ ~~e prenatal management of the case load of families carried during th~wfnter and spring quarters as a part of N. 234 a, band c and 240 a. 0 N. 336 a, b, c Maternal and Newborn Nursing (5°2•2) AWS Second Year. Continuing theory and experience including direct experience in planning and conducting a variety of short-term courses and special projects designed to prepare adolescents, expectant mothers and expectant couples for satisfying childbearing and child rearing. D. Courses in the Nursing of Children Major N. 244 a Nursing of Children (3) A First Year. Nursery school practicum to apply concepts being developed in concurrent course N. 274, Personality Growth and Development. Included will be interaction studies, individual conferences, parent conferences and group discussions. N. 244 b, c Nursing of Children (3-3) WS First Year. Guided study of children of various age levels correlated with nursing care practicum in a clinical setting. N. 244 b will be focused on the study of the infant and preschool-aged child, 244 con the schoolaged child and the adolescent. N.. 344 a, b Nursing of Children (3°5) AW Second Year. Scientific study of selected problems related to the nursing care 1 of children with specific diseases or handicaps, including neurological1 ~i2tCe, and mental handicapso Biological and medical research in the control ~?\~ of disease in children, effect of disease and treatment on the child and family under stress and application of this knowledge will be considered. Nursing activities will be correlated with those of pedia• tricians and other members of the health team in the hospital, clinic, home or community agency. The place of nursing research in this picture will be explored and some projects initiated. E. Molecular Biology ?-ti.nor M.B. 100 Elementary Biochemistrz (7) A First Year. Five lectures and two laboratory periods a week. Prerequisites: introductory physiology and minimum organic chemistry. M.B. 130, 131 Mammalian Physiolosx (5•5) WS First Yearo Four lectures and one laboratory period a week. Prerequisite: Biology I or Botany I and organic chemistry. M.B. 198 Seminar (1) W Second Year. Literature and current problems in molecular and genetic biology. F. Supportins Work in Educational Psychology and Psychology Ed. Psych. 285, 286 Human RelationshiEs and Group Development (3•3) AW First Year. Designed to develop the ability to (1) diagnose group processes and interaction, (2) act appropriately on the basis of the diagnosis and (3) change and improve situations within a group. Psychology 142 Social Psychology (3) A Second Year. Human behavior viewed within the framework of social influences. Psychology 146 Experimental Social Psychology (3) S Second Year. Traditional as vrell as recent designs for measuring behavior in groups. UNIVERSITY OF UTAH COLLEGE OF NURSING Maternal and Child Nursing - Graduate Program 1966-1967 FIRST YEAR Winter Quarter Fall Quarter All Maternal and Child Nursing Students Maternal and Newborn Major N. 242 Human Genetics and Embryology 3 N. 274 Personality Growth and Development 3 N. 234a Maternal and Newborn Nursing 3 Ed. Psych. 285 Human Relationships and Group Development Ed. Admin. 237 Philosophy of Education Total Hours Nursing of Children! N. 244a Nursing of Major Children M.B. 100 Elementary Biochemistry I I N. 240a Maternal and Child Nursing 2I N. 225 Research Methods and Statistics 5 N. 234b Maternal and Newborn Nursing 3I 3 Ed. Psych. 286 Human Relationships and Group Development 3 N. 334a NurseMidwifery 15 I Total Hours 3I Spring Quarter M.B. 130 Mammalian 7 I Physiology N. 240b ~iaternal and Child Nursing 16 I Total Hours 6 Newborn Nursing N. 300 Thesis 3-4 3 I Soc. 158 Kinship, Marriage and Society 3 2 15 I Total Hours 15-16 3I N. 244c Nursing of Children 3 51 M.B. 131 Mammalian Physiology 5 N. 300 Thesis Total Hours 3 N. 234c Y.taternal and N. 244b Nursing of Children Summer Quarter 15 Total Hours 3-5 14-16 I N. 334b NurseMidwifery · 13 UNIVERSITY OF UTAH COLLEGE OF NURSING Maternal and Child Nursing - Graduate Program 1966-1967 SECOND YEAR Fall Quarter All Maternal and Child Nursing Students Spring Quarter Winter Quarter N. Ed. 214 Curriculum Development 3 N. 200 Maternal and Child Nursing Seminar 2 N. 270 Supervision and Administration in Nursing 3 N. Ed. 215 Teaching Methods 3 N. Ed. 219 Evaluation~ Teaching and Learning in Nursing 3 N. 346 Consultation in Maternal and Child Nursing 3 (To be developed) Maternal and Newborn Major I I N. 336a Maternal and Newborn Nursing N. 300 Thesis Nursing of Children Major 3-4 N. Ed. 220 Experience in Teaching Nursing~ N. 271 Experience in Supervision and Administration or N.347 Experience in Consultation (To be developed) N. 336b Maternal and Newborn Nursing 2 1 1-2 Total Hours 15-16 13-16 N. 336c Maternal and Newborn Nursing 2 Psych. 146 Experimental Social Psychology 3 I Total Hours 16 3 3 N. 344b Nursing of Children 3 I N. 300 Thesis Ed. Admin. 237 Philosophy 3 M.B. 198 Seminar 1 \ Elective Total Hours 8 IN. 300 Thesis N. 334a Nursing of Children N.. 300 Thesis 2 5 Psych. 142 Social Psychology 3 Total Hours N. 300 Thesis N. 200 Maternal and Child Nursing Seminar N. 300 Thesis 3-4 15-16 I Total Hours 0-3 0-3 15,-16 l Total Hours 1f-16 - 11 ... Vo F,qcult:z A. Education and Profession~l Experience Education: Jnstitution Desre~ u. u. R.N. B.S. of California, Los Angeles of California, Los Angeles Yale Certificate in u., New Haven, Conn. 1958 1958 1961 1961 Ya.le U. Nurse-Midwifery Jj!rofessi~nal E2::perience: Position Institution Dates Staff nurse and team leader 1958-1959 Instructor in maternal a.nd newborn nurs .. ing and nurse--midwifery 1961"1962 Su 1963 Brigham Youug Univer~ sity, Provo, Utah Asst. Prof., head· of maternal and child 1962 ... 1964 U. of Utah Asst. Prof. UCLA Medical Center Yale u. nursing area, baccalaureate program Baccalaureate program• maternal and newborn nursing Master's program ~ maternal and newborn nursing and nurse•midwifery 196!1,-1965 1965 .. 1966 Education: P~sr~e Institution Holy Cross Hospital School of Nursing, Salt Lake City, Utah n.s. u.s. Marquette u. u. $ 1941 Milwaukee, Wisconsin of Utah Professional E:cperienc.e: Inst:l.tution Position Dates Uoly Cross Hc..1spital Staff nurse 1$}41-1944 Bingham Hospital, Supervisor, operating room 1944... 1948 Bingham, Utah v. A. Hospital, Salt I-Iead nurse~ surgical ward 1948.. 1949 Private duty Su 1951 Instructor 1951-1964 1964- Lake City, Utah Hospitals; Salt Lake City U. of Utah College of Nursing Asst. Prof. • 12 .. Education.: ~ St .. Luke'$ nosp:i.tal, Chicngo:i Illinois 1952 Albion College, Albion, Michigan 1955 1958 Yale University, New Unven, Co1.tt1ecticut Certificate in Nurse ..Midt-:rifery Yale u. 1958 J~1:2,~es§.:t.01'al ,E'ltf!~t;icmc~: Institution Dates Position ~Nll'\li I • 11 ' 'II Chicago, Illinois Office nurse obstetrics 1954.. 1956 Ch:i.cago M.,,'ltern.ity District staff nurse, clinic supervisor, distriet supenrisor A.sat. Instructor, nursing and 11ursemidwifery 1956--1964 Center~ Chicago Yale Uo Sehool of lfursing O liet1 Me:dco State. Dept. Nu.rse-'.Midwife Consultant 'Mtrr ...Auz .. 1960 1964- of Health, Santa Fe, New Me}l:ico Quinn, Mildred D4, De~.n of thG College of ijursing and Professor of ~luraing; Public llea1.th tlu:1;s:.tng Certificate, 1%,2, Uo of oregon; B.S., 1946, M.S., 1950~ U. of Utah. Bilger, iinnettn J., Associate Professor of Nursing; A•. Bo, 1925, u.. of Utah; B.S., 1938; u. of Oregon; M.A., 1954, Teachers College, Colu..1.ibin u. Wolfer., John, Assistant Research Professor of Nursing; Dartmouth College, &nove1:, !i\;;\W n.A., 1954, HtunJ? shire; M.A. , 1960, Ph.D. , 1963, U. of Utah. 1957, Cope, M.a::idne J~, Associate Pro:fossor of Nursing; B.S.;, 1948, M.s., u~ of 'Utah. (Ec1.D. ,,till be received 1966.) Mainwaring, C,;1thryn,. Assocd.ate Professor of Nursing; n. s., 19li.3, College of St .. M1lz.-y• a of the Wasatch; M.S., 19.58, Hes.tern Riise:1.-ve u. :1 Cleveland, Ollio .. , 6 :J·t,t,(4u 13. :f.:-1-fUl:tt D!yelopm.ent All :faculty members iu the College of Nursing (except teaching assist .. them do not have a doctoral degree, and only a few at any oi1e t:ime can. be released for doctoral study. - 13 - Convinced that research competence at the doctoral level was needed by nurse faculty members for the guidance of student research, production of faculty research and development of new knowledge in nursing, the faculty sought ways to develop this research competence. A five-year federal grant was obtained to support a project of faculty research improvement aimed at bringing the majority of the faculty group to a le'\Tel of competence comparable to that produced in a doctoral program with research emphasis. A qualified project director with doctoral preparation and research experience was obtained and activities launched in the 1965-1966 school year. Twenty-six of the thirty-six full-time College of Nursing faculty members, including all of those teaching in the maternal and child nursing program, have participated regularly in the research seminars of this first year which has been devoted largely to developing skills in statistics well beyond those included in many master's degree programs. Most of the faculty parti- cipants have obligated themselves for the five-year sequence. '.the summers of the first and second years, and quite possibly those of the third and fourth, will be devoted to full-time, six-week workshops in research including some work on individual research projects and group projects. The research workshop of 1966 will have as a major theme the contribution of philosophy and the methods of philosophy to research. Two philosophy professors from Yale University who have ·worked with nursing faculty there in the area of research have accepted invitations to be visiting faculty at our summer workshop, as has one nurse research worker from Yale, Dr. Calvin Taylor from our own campus, and some other participants. Dr. Taylor's favorite theme is the identification and development of creativity. Because we have continuously on our College of Nursing faculty two psychologists and two sociologists available to participate in discussions of the research group, the contribution of philosophy seemed an appropriate addition at this time. The place of physical and biological sd.ences in nursing research is - 14 a facet opened up by a science workshop for faculty members and will be pursued in greater depth as the research development program goes on to new phases. It is believed that this project will not only prepare faculty to give better direction to student research and to become more productive in faculty research and publication but also to improve their teaching through personal connnitment to the development of new nursing knowledge. 'I'he grant provides funds for released time for faculty members able to profit by devotion of full time to research for one or more quarters in the school year. faculty members will be ready for this opportunity next year. Some