The American Nurses Association (ANA, 2010, p. 3) defines nursing as the following: “the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations.” American Nurses Association. (2010). Nursing’s Social Policy Statement: The Essence of the Profession.
The St. Francis College (SFC) Department of Nursing educates leaders who are prepared to practice safely within the technologically advanced and dynamic health care environment of the 21st century. SFC nursing graduates, in keeping with the Franciscan values, are educated to be globally minded, service-driven professionals, delivering the highest quality of evidence-based nursing care with respect to the diversity within our communities of interest. The St. Francis College undergraduate nursing programs foster students’ abilities in therapeutic communication, critical thinking, clinical judgment, interprofessional collaboration, leadership, and cultural competency.
The Franciscan ideals are demonstrated within the context of professional nursing standards at the baccalaureate level (AACN Baccalaureate Essentials; American Nurses Association (2015). Code of Ethics with Interpretive Statements, 2nd Edition; American Nurses Association (2021). Nursing: Scope and Standards of Practice, 4th Edition; American Nurses Association (2010). Nursing's Social Policy Statement: The Essence of the Profession, 3rd Edition; & NYS Nurse Practice Act ) enabling the student/graduate to build a foundation of knowledge that will contribute to the development of the nursing profession as well as society as a whole.
The Prelicensure and RN to Baccalaureate of Science in Nursing degree programs at St. Francis College are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791.
The Undergraduate Nursing programs at SFC are registered with the New York State Education Department – Office of the Professions - Nursing Education.
Nursing Program Learning Outcomes (PLOs)
In accordance with the mission of the Department of Nursing and the undergraduate program goals and the nine essentials from the Executive Summary of AACN (2018), the baccalaureate curriculum for both the pre-licensure students and registered nurse students provides educational opportunities that enable the graduate to successfully complete the program and:
PLO 1: Apply knowledge from the arts and sciences to the care of individuals and families throughout the health-illness continuum.
PLO 2: Apply knowledge and skills in leadership, quality improvement, and patient safety to provide quality health care.
PLO 3: Translate current evidence into clinical decision making and professional nursing care.
PLO 4: Utilize technology and informatics appropriately in professional nursing settings.
PLO 5: Apply knowledge of health care policy, finance, and regulatory environments both directly and indirectly to influence the function of the health care system.
PLO 6: Collaborate and communicate effectively among health professionals to promote quality and safe patient care in a variety of health care settings.
PLO 7: Apply health promotion and disease prevention at the individual and population level to improve health.
PLO 8: Demonstrate autonomy, integrity, self-assessment, and social justice as part of developing the professional nursing role.
PLO 9: Provide culturally competent nursing care to individuals, families, groups, communities, and populations across the lifespan across a variety of health care environments.
Technical Standards for Nursing (Functional Abilities Essential for Nursing Practice)
The St. Francis College (SFC) Undergraduate Professional Nursing Programs comply with the Rehabilitation Act of 1973 and the American with Disabilities Act (ADA) of 1990 and consistent with the ADA, as well as state and local laws, which prohibit institutions of higher education from discriminating against students with disabilities.
The SFC, Department of Nursing has a responsibility to the public that its graduates are competent, caring and capable of doing work that benefits and does not harm their clients. For safe nursing practice to occur and for applicants and students to be qualified to participate in and complete the program, all must be able to perform functional abilities essential for nursing practice. The American Association of Colleges of Nursing (AACN) and the National Council of State Boards of Nursing (NCSBN) have defined a thorough list of competencies necessary for the professional practice of nursing. All applicants and students are held to the same technical and academic standards, and reasonable accommodations are provided to qualified individuals with a disability. An overview of the Functional Abilities/Core Performance Standards required of nurses and nursing students is listed below.
Technical Standards for Core Professional Nursing Competency Performance (“Technical Standards”) are an integral component of the SFC Nursing programs’ academic requirements that identify core professional nursing competencies in five specific domains:
- Motor, and
- Behavioral and Social Attributes.
All applicants and nursing students must meet all the requirements of the Technical Standards, with or without reasonable accommodations, to successfully matriculate (enroll), progress through and graduate from their respective curricula. These requirements pertain to all student conduct regardless of setting (e.g., classroom/didactic, office, on-campus simulation, off-campus clinical, email communication, etc.). Individuals interested in applying for admission to SFC nursing programs are encouraged to review the Technical Standards to become familiar with the skills, abilities, and behavioral characteristics required to complete the programs.
Students who require technological support or other accommodations must be able to perform in a reasonably independent and timely manner that does not affect the quality of care, the safety of patients or other individuals, and in a manner that does not impose undue hardship on the Department of Nursing or other members of the healthcare team. Use of trained intermediaries to carry out functions described in technical standards is not permitted. A student’s judgment and skills may not be mediated by reliance upon someone else’s power of selection, observation, or clinical ability.
The program will provide qualified disabled students with reasonable accommodations that are necessary to enable them to meet the nursing care standards required of them. The process of accommodating student needs begins with self-identification. If you have a documented disability that necessitates special arrangements for any aspect of your work for a course, please contact the SFC's Office of Accessibility and Accommodations. Students may not receive accommodations if not registered with the OAA office.
A more inclusive description of the Technical Standards for Nursing Practice are found in the SFC Nursing Student Handbook. Reference: https://www.aacnnursing.org/Education-Resources/Tool-Kits/Accommodating-Students-with-Disabilities
Additional Important Information
Students must have a computer - an iPad or tablet can be used in most cases but not when taking high stakes proctored exams given through Assessment Technologies Institute® (ATI).
Students are responsible for the following expenses:
- Clinical/Lab fees
- Clinical Requirements i.e, Annual Physical & Drug Screening, Malpractice Insurance, Lab work & immunizations. In some cases a background check depending on the clinical facility.
- Fees for the New York State Board of Nursing - Professional Registered Nurse application & licensing once the program is successfully completed
- Fees for the Registered Professional Nurse Licensure/NCLEX™ EXAM
Major in Nursing
The department of Nursing offers two degree programs:
- A four-year, full-time pre-licensure undergraduate program that prepares students to sit for the Registered Professional Nurse Licensure/NCLEX™ EXAM.
- A flexible RN to BS program created specifically for working nurses. This program is open only to qualified transfer students with a valid New York State R.N. license.
Estimated Completion Time
The undergraduate pre-licensure BS in Nursing Program is a full-time, day program only with an estimated 4 years to complete. The RN to BS in Nursing Program may be taken either full-time or part-time. Length of time of completion in either program varies from student to student.
Offered in the first semester of the nursing sequence, this course introduces the student to the foundations of nursing practice at the baccalaureate level. Through the didactic portion of the course, students are introduced to the nursing process, theoretical bases for nursing practice, and selected nursing skills essential to the practice of nursing including therapeutic communication, psychomotor skills and an intensive skills lab aimed at preparing the beginning nursing student to focus on the basic human needs hypothesized in Maslow's Human Needs Theory. The theoretical and evidence based underpinnings of selected basic nursing skills are taught. Focus is on the individual as a biopsychosocial, cultural and spiritual being. Laboratory and observational experiences provide students with opportunities to practice basic nursing skills in order to prepare them for performance in the clinical setting. Course fee.
Offered in the first semester of the nursing sequence, This course introduces nursing informatics as an integration of nursing, technology, evidence based practice, and health informatics for the support of nursing practice. It supports the effective utilization of technology and its applications throughout all aspects of health care delivery. The course complies with the competencies defined in Essential IV: Information Management and Application of Patient Care Technology (AACN Baccalaureate Essentials (2008).
This course provides the student nurse with a conceptual foundation for gerontological nursing practice within health care settings and in the community. The course content is consistent with the baccalaureate competencies recommended by AACN and the John A Hartford Foundation Institute for Geriatric Nursing, ensuring that students will acquire the knowledge and skills required to provide high quality care to older adults and their families.
This course is an introduction to physical assessment with an emphasis on the review of systems that includes physical examination and history taking. Course fee.
Identification and exploration of nursing and health care issues of concern with a focus on professional nursing in the 21st century. Contemporary practice issues will be discussed within the context of the nurse as a provider and manager of care. Students will examine the major concepts used to create the course of study for baccalaureate education and investigate their relevance to contemporary practice.
Offered in the first semester of the nursing sequence, this course is an introduction to physical assessment with an emphasis on the review of systems that includes physical examination and history taking. Course fee.
The course focuses on the development of a more conceptual and holistic approach to the practice of nursing. This course describes the philosophies, conceptual models, and theories of nursing. Students will view nursing practice case studies through the lens of different conceptual models.
This course, as the first clinical nursing course in the sequence, focuses on the nursing management of adults experiencing acute health problems related to bodily systems. Emphasis is placed on the impact of illness on the physical, emotional, social aspects of caring for the patient and their family. Using the nursing process as the framework for the presentation of course content, the student will practice nursing care that is based on the AACN Baccalaureate Essentials (2009) and is within the ANA Scope and Standards of Nursing Practice (2015). The student will study the physiological and psychological care needs of patients with common healthcare problems. Students will be provided with the concepts and skills required in expanding their utilization of the nursing process in promotion, maintenance and restoration of adult health patients found in a variety of care settings. The use of technology in the provision, documentation and evaluation of care will be integrated into the provision of care. Consideration of applicable theories, including nursing theories, genomics, and healthcare issues will be discussed within the context of the care provided.
This course, as the first clinical nursing course in the sequence, focuses on the nursing management of adults experiencing acute health problems related to bodily systems. Students will spend 8 hours per week in a clinical facility such as a hospital or nursing home caring for clients with acute and chronic health problems requiring hospitalization for medical and nursing care. Emphasis is placed on the impact of illness on the physical, emotional, social aspects of caring for the patient and their family. Students will apply the knowledge from the lecture courses NUR 3334 and NUR3336 to the clinical settings of this course. Clinical settings include opportunities for cane of patients with medical and psychiatric diagnoses such as the Veterans Administration and New York City Health and Hospitals Corporation facilities. Using the nursing process as the framework for the presentation of course content, the student will practice nursing care that is based on the AACN Baccalaureate Essentials (2009) and is within the ANA Scope and Standards of Nursing Practice (2015). The student will study the physiological and psychological care needs of patients with common healthcare problems. Students will be provided with the concepts and skills required in expanding their utilization of the nursing process in promotion, maintenance and restoration of adult health patients found in a variety of care settings. The use of technology in the provision, documentation and evaluation of care will be integrated into the provision of care. Consideration of applicable theories, including nursing theories, genomics, and healthcare issues will be discussed within the context of the care provided. Course fee.
This course is intended to develop a stronger understanding of the biological disruptions that are pathobiological and their influence on individuals. This course explores human responses to disruption in selected functional health patterns which threaten the individual's level of wellness. The focus is on the application of pathophysiological concepts in clinical nursing practice across the lifespan.
The difference between leadership and management is explored within the context of the changing health care environment. Emphasis is placed on leadership and management theory within the managed care environment. Open to non-majors.
Offered in the first semester of the nursing sequence, this is an examination of what it is like to be a nurse in the 21st century with special emphasis on those nurses who have become leaders. The course discusses the roles that nurses might assume in the new millennium.
This is the clinical component of NUR-4324. Students spend one day per week in a learning environment that facilitates the integration and synthesis of old and new knowledge and attitudes. Course fee.
This course is designed to help the AD or diploma nurse build on previously acquired knowledge in order to develop a more conceptual approach to the practice of nursing. The course expands the knowledge base of the RN by presenting new material.
This is the clinical component of NUR-422. Students spend one day per week in a learning environment that assists them in developing an understanding of the role that health policy plays in prevention, environmental health, and the care of special risk groups. Course fee.
Introduction to the epidemiological model and the principals of epidemiological investigation as tools for analyzing health needs. Prevention, environmental health, and the needs of special risk groups are addressed within the context of health policy.
This is the fourth clinical nursing course in the sequence and will focus on the patient and the family within the community. Students will apply knowledge from the lecture courses in a clinical setting and will be provided with the concepts and skills required in expanding the utilization of the nursing process within the community at large. For BS-RN majors only. Prerequisites: NUR 4447, NUR 4448. Co-requisite: NUR 4424. Course fee.
Emphasis is placed on the impact of the physical, emotional, and social aspects of caring for patients and their families within the community setting. Students will be provided with the concepts and skills required in expanding the utilization of the nursing process as applied to the community. For BS-RN majors only. Prerequisites: NUR 4447, NUR 4448. Co-requisite: NUR 4423.
This course is given in the final semester of the clinical sequence (graduating seniors) and is a preparatory course for entry into nursing practice. Students are prepared for state licensure examination This course focuses on the synthesis and knowledge required to care for clients with complex multisystem health issues. The nursing process is used to integrate the nutritional, sexual, physiological, psychosocial, rehabilitative, and spiritual needs of clients. The course focuses on the most common disorders and technologies encountered by a critical care nurse today, including the pathophysiological basis for illness and the strategies the critical care nurse uses in assessing and managing patients. This course contains information about important psychosocial concepts, legal and ethical issues, history and physical examinations, key laboratory and diagnostic tests, as well as key nursing interventions used in critical care to assist students in providing competent and compassionate care to critically ill patients needing complex medical and surgical interventions. The use of technology in the provision, documentation and evaluation of care will be integrated into the course. Using the nursing process as the framework for the presentation of course content, the student will practice nursing care that is based on the AACN Baccalaureate Essentials (2009) and is within the ANA Scope and Standards of Nursing Practice (2015).
This course will address the myriad of needs facing individuals and their families at the end of life. Emphasis will be put on the importance of the role of the nurse as advocate, acknowledging the family as a unit, the importance of culture as an influence at the end of life and the essential need of interdisciplinary collaboration for quality care at the end of life. This course will also address the challenging aspects of grief, loss and bereavement of patients and families as well as the loss experience of health care professionals.
This course focuses on promotion, maintenance, and restoration of the behavioral health of individuals and families. The course is based on the biopsychosocial model of psychiatric nursing, and addresses the mental health promotion, assessment, and interventions in adults, families, children, adolescents, and older adults. The course focuses on the inter-relationship of the biologic, psychologic, and social domains of mental health and illness. Emphasis is placed on communication and therapeutic nursing interventions with clients. Students will build upon their therapeutic communication, critical thinking and nursing process skills to be used with clients in inpatient and outpatient mental health settings. Course fee.
This course focuses on the nursing management of children and their families. Students will spend 8 hours per week in a clinical facility such as a hospital or clinic caring for children and their families. Students will apply the knowledge from the lecture courses NUR 4448to the clinical settings of this course. Clinical settings include opportunities for cane of pediatric and obstetrical patients at such settings as the New York City Health and Hospitals Corporation and other facilities located in the five boroughs of New York City. Using the nursing process as the framework for the presentation of course content, the student will practice nursing care that is based on the AACN Baccalaureate Essentials (2009) and is within the ANA Scope and Standards of Nursing Practice (2015). Course fee.
This course focuses on the nursing management of children and their families. Emphasis is on the growth and developmental tasks as well as health and illness of children from infancy to adolescence. Consideration is also given to theories underlying the delivery of nursing care including Maslow, Piaget, and relevant nursing theorists such as Leininger and Rogers. Using the Nursing Process, students provide nursing care to children and their families in a variety of inpatient and community settings. Technology is used to provide and document nursing care in each setting. Students learn about the management of children and their families in various clinical settings such as clinics, hospitals, shelters, school, day care, and in the home. Students learn how to care for the pregnant and post-partum women, the neonate, the growing child, adolescent and adult, Students must take the lecture and clinical courses together and successfully complete both courses to progress.
This course is given in the final semester of the clinical sequence (graduating seniors) and is a preparatory course for entry into nursing practice. Students are prepared for state licensure examination. This course, as the final clinical nursing course in the sequence, focuses on the nursing management of Medical-Surgical patients with complex multisystem health needs in the acute care hospital setting. Students will spend 8 hours per week in an acute care clinical facility caring for patients with complex care needs. Completion of this course satisfies the comprehensive exam or project requirement for graduation. Course fee.
This course assists the nurse in preparing for professional nursing practice by integrating the practice, education, research, and health policy interests of the nurse.
An introductory course to the research process. The course focuses on the professional nurse as research consumer. Critical appraisal skills are developed as a basis for evaluating research studies and their application to clinical practice. Learning activities are designed to facilitate the students' understanding of nursing research, the research utilization process and professional role development.
Individual research in an approved area. Library research, conferences, report, or special project. Approval of the department Chairperson is required.
Patricia Facquet, PhD(c), RN
Nursing Academic Advisor
Kathleen C. Boyd, MS
Nursing Department Admin
Candace Byrd, MA