413 Integrative Field Seminar I (1)
This course is designed to provide a forum for providing mutual support, discussing and completing departmental assignments, exploring on-going practice concerns in the field practicum, and creating an arena in which peer learning takes place. Fall semester. Prerequisites: Social Work 307, 342, 376, 408; approved statistics course. Corequisites: Social Work 407, 412, 417.
417 Applied Research (3)
This course builds on the research and statistical knowledge and skills learned in previous course work. A comparison of both quantitative and qualitative research methodologies will be explored and examined. Fall semester. Prerequisites: Social Work 307, 342, 376, 408; approved statistics course. Corequisites: Social Work 407, 412, 413.
423 Child Welfare II (3)
This is the second in a series of two courses offered as part of the Tennessee Child Welfare Certification Program. It is designed to assist students in acquiring the practice skills to become culturally competent child welfare workers. The course will analyze the practices of various human/social service agencies that provide services aimed at children, youth and families. Spring semester. Prerequisite: Social Work 323.
435 School Social Work and the Law (3)
This course provides an orientation to social work practice in the public school setting. It covers historical, legal, and political developments that affect the modern day roles and functions of the social worker in the school setting, and covers the types of students served, resources and knowledge needed to deliver services and n overview of the public school system. This course is required for Tennessee state certification as a school social worker. On demand. Prerequisites: Social Work 306, 312.
441 Integrative Field Seminar II (1)
This course is designed to provide a forum for exploring on-going practice concerns in the field practicum, and creating an arena in which peer learning takes place. The course also provides a vital link between the theoretical knowledge, skills and values derived from course work and practice realities of the field practicum. Spring semester. Prerequisites: Social Work 407, 412, 413, 417. Corequisites: Social Work 410, 442, 476, 490.
442 Field Education II (4)
This course builds on the experiences of the first semester field education course, and provides an opportunity for students to apply theory to practice in their work with individuals, families, communities, and groups. A minimum of 200 total clock hours will be spent working in an approved agency; the last 30 hours may be used for completing the agency-based research project. Prerequisites: Social Work 410, 441, 476, 490; a minimum 2.0 cumulative GPA and a minimum 2.50 major GPA. Corequisites: Social Work 410, 441, 476, 490.
460 Social Work Practice with Aging Families (3)
An overview of social work knowledge, skills, and values applicable to working with older adults and their families. Content includes an examination of theories and attitudes toward aging, the nature and limitations of gerontological social work forces shaping the delivery system, major biopsychological dimensions in practice, and different models of intervention. Spring semester. Prerequisites: Social Work 306, 312.
476 Data Analysis (1)
This course provides instruction for using the statistical software package, SPSS, to solve statistical problems, analyze and interpret data. Different types of statistical tests and analysis are covered. Spring semester. Prerequisites: Social Work 407, 412, 413, 417. Corequisites: Social Work 410, 441, 442, 490.
490 Senior Seminar (2)
The Senior Seminar is designed to support students in the successful completion of the social work program’s ability-based curriculum. Special emphasis is given to the completion of the E-Portfolio project, demonstrated mastery of the program’s ten core abilities, and participation in the Senior Showcase Event. Spring semester. Prerequisites: Social Work 407, 412, 413, 417. Corequisites: Social Work 410, 441, 442, 476.
495r Departmental Honors (1-3 hours per term, 4 hours for the two terms)
On demand. See Departmental Honors.
497r Research (1-4)
On demand. Prerequisite: approval of department head.
498r Individual Studies (1-4)
On demand. Prerequisite: approval of department head.
499r Group Studies (1-4)
On demand. Prerequisite: approval of department head.
School of Nursing
Associate Professor Kay Lindgren, Director
Accreditation
The School of Nursing is approved by the Tennessee Board of Nursing and is accredited by the Accreditation Council and Commission on Collegiate Nursing Education.
Pre-nursing
Students must meet the same admission requirements as all other applicants to the University. Academic advising for all students declaring Pre-nursing or nursing majors must be done by a member of the nursing faculty.
Pre-nursing students are advised in group sessions. The times and dates of advisement sessions are found on the School of Nursing Web site www.utc.edu/Nursing. Students are given individual advisement information at this time. All students should regularly check the School of Nursing Web site.
Enrollment in the nursing major is limited. Admission to the University does not ensure acceptance into the nursing major.
Eligibility Requirements for Participation in the Nursing Program
Nursing is a practice discipline, with cognitive, sensory, affective, and psychomotor performance requirements. The faculty of the School of Nursing has identified the skills and professional behaviors that are essential to pursue a course of study to be eligible to write the National Council Licensure Examination-R.N. and practice as a professional nurse. In order to progress in the nursing curriculum, a student must possess a functional level of capability to perform the duties required of a professional nurse. The essential eligibility requirements for participation in the nursing program are identified as Core Performance Standards.
These standards are adapted from the Southern Council on Collegiate Education for Nursing and are congruent with the skills presented in the document entitled Essentials of Baccalaureate Education for Professional Nursing revised (1998), a publication of the American Association of Colleges of Nursing. If these standards cannot be achieved by the student, either unassisted or with dependable use of assistive devices, the faculty reserves the right to exclude the student from clinical areas. Potential students are provided copies of the Core Performance Standards upon request. A copy of the Essentials of Baccalaureate Education for Professional Nursing Practice (1998) is available for review in the school’s Office of the Director.
The nursing program includes clinical components, practica and internships. Prior to and during contact with clients in clini
