
Rush University
College of Nursing
Chicago, IL

Overview
Students in the College are a diverse group in terms of age, ethnic background, and experience. Most graduate students hold full-time positions in health-care organizations and attend school on a part-time basis. Students can actively participate in College governance by serving on faculty committees. Students also maintain their own organizations and participate in many public service activities, sometimes in collaboration with other University students and outside professional organizations. Enrollment in the College continues to grow. The current enrollment of 500 includes approximately 350 graduate students.
Graduates have assumed a wide variety of professional positions both locally and nationally, including clinical, education, research, and administration employment opportunities.
The Location and Community
Rush University is the academic component of Rush University Medical Center. Founded in 1972, the University has expanded from one college and fewer than 100 students to four colleges and more than 1,200 students. It includes Rush Medical College, the College of Nursing, the College of Health Sciences, and the Graduate College. The purpose of Rush University is to educate students as practitioners, scientists, and teachers who will become leaders in advancing health care and to further the advancement of knowledge through research. As a major component of Rush University Medical Center, the University integrates patient care, education, and research through the practitioner-teacher model. Rush University encourages the growth of its students by committing itself to the pursuit of excellence, to free inquiry, and to the highest intellectual and ethical standards.
The main campus of the University/Medical Center is located on the west side of Chicago, not far from downtown and the lakefront, where numerous cultural and recreational activities can be found. Rush is in the Medical Center District, which includes the University of Illinois West Campus, Cook County Hospital, Westside Veterans Administration Hospital, and the Illinois State Psychiatric Institute. Rush is surrounded by newer town homes, condominiums, restaurants, and businesses. The area provides easy access to public transportation.
Programs of study and degree requirements
The mission of the College of Nursing of Rush University is to set a national standard for excellence in the education of nurses, lead the development and application of clinically-relevant science, and create service strategies for meeting the health needs of a diverse society. This mission is supported within a dynamic, multidisciplinary institutional culture in which education, research, and clinical practice are unified.
There are four graduate options: the Master of Science in Nursing (M.S.N.) degree, the Post-Master's Option, the Doctor of Nursing (N.D.) degree, and the Doctor of Nursing Science (D.N.Sc.) degree. The M.S.N. study option focuses on clinical specialist and nurse practitioner roles, with intensive examination of the biological and behavioral sciences and their application within the context of nursing practice, education, and research. Degree requirements include courses in nursing theory, advanced practice role, biostatistics, research, and biological and behavioral sciences. Clinical seminars and practice are required in the area of concentration. Advanced practice options include acute-care, acute/chronic pediatric, adult, anesthesia, critical-care, family, gerontology, medical-surgical, neonatal, pediatric, psychiatric, and public health. A minimum of 55 quarter hours of credit are needed for the M.S.N. degree. Many of the courses are taught online. Graduates are eligible for certification exams in the various areas of specialization. A dual M.S.N./M.B.A. degree is available in conjunction with the Kellogg School of Management at Northwestern University. Post-master's nurse practitioner preparation is available in the areas of acute-care, adult, family, gerontologic, neonatal, pediatric, and psychiatric nursing.
The N.D. degree is designed to prepare a leader to be able to effect change through system redesign and evidenced-based decision making. Building on the established role of the master's-prepared nurse, the N.D. program provides real-world experience for today's nursing leaders in practice, education, and professional organizations. The N.D. student develops expertise in leadership and outcomes management to successfully function in complex environments. The N.D. program is 39 credit hours. The program is taught in a distance education format.
The D.N.Sc. curriculum prepares nurse scientists with the investigative skills of researchers and the leadership skills necessary to influence health-care systems. Core courses in research, theory, and role development are combined with cognate studies and clinical practicums. The clinical practicums are individually designed courses to help students explore their research phenomena of interest. The D.N.Sc. degree can be pursued on a full- or part-time basis. At least 125 quarter hours of postbaccalaureate graduate study, exclusive of the dissertation, are required for the D.N.Sc. degree. The program is taught in a distance education format.
Facilities & Resources
Excellent facilities for clinical nursing research include the Rush University Medical Center inpatient, outpatient, and home-care units; the interdisciplinary biological science laboratories; the resources of the Rush System for Health; and health-care institutions and agencies throughout the Chicago metropolitan area. Also, a well-equipped McCormick Educational Technology Center and Rush University Library are used by all graduate students. The Department of Nursing Services Research and Support is a resource for students and faculty members in their research efforts.
Expenses and Aid Tuition rates for the 2005-06 school year were $5920 per quarter or $524 per quarter hour for graduate students. The cost for books was approximately $660 per year. Medical insurance is required.
Financial Aid:
Financial aid at Rush is awarded on the basis of demonstrated financial need and/or merit. Financial aid includes state, federal, institutional, and other funds that may be available. Full- and part-time students may apply for assistance. All who seek aid must complete the Free Application for Federal Student Aid for determination of financial need. Federal Professional Nurse Traineeships and substantial institutional awards are available for qualified graduate students. Predoctoral and postdoctoral research fellowships are also available.
Housing/Living Expenses:
Students can expect to spend approximately $1545 per month for rent, food, transportation, and various personal expenses.
How to Apply
Applicants must provide the Admissions Office with a complete application, a $40 application fee, three recommendations, official transcripts of all undergraduate and graduate work, GRE scores, and a photocopy of their nursing license. All applicants whose native language is not English and/or who did not complete high school in the U.S. must submit TOEFL scores.
Who to Contact
College Admissions Services
Rush University
600 South Paulina, Suite 440
Chicago, Illinois 60612-3869
312-942-7100
E-mail: rush_admissions@rush.edu
http://www.rush.edu
The Faculty and Research
• Faculty members of the College of Nursing embrace Rush University's commitment to achieving national and international leadership in setting standards of excellence in patient care, education, research, and management. Faculty members are currently involved in a variety of research studies, including individual and interdisciplinary collaborative projects that will have an impact on current health practices. Research projects, publications, and scholarly presentations attest to the faculty's regional, national, and international involvement.
• Faculty members of the College of Nursing at Rush University maintain a high level of research and scholarly productivity. Current faculty research endeavors include twenty-seven federally funded grants; seventeen foundation, government, or association-funded grants; and four College of Nursing-funded grants. The following list provides some examples of the research and training projects in which the faculty members are currently involved.
• Physiological Responses in Health and Illness
• Physiological Responses to a Caregiver Intervention. C. J. Farran, J. McCann, B. Swanson, J. Zeller, D. Lindeman, D. Loukissa (National Institute for Nursing Research).
• A Couples Intervention for Cardiac Risk Reduction. T. G. Sher, A. Bellg, L. T. Braun, R. Rosenson (National Heart, Lung and Blood Institute).
• Quality of Life Outcomes 5 to 10 Years Post Heart Transplant. K. Grady, D. Naftel, A. Luten, C. White-Williams, A. Mattea, D. Pelegrin, E. Albanese, A. Jaloweic (National Institutes of Health/National Institute of Nursing Research; Rush Heart Institute, College of Nursing Research Fund).
• CAM Education Project Grant. J. Zeller, J. Keithley, B. Swanson, P. Downie (National Institute of Health/National Center for Complementary and Alternative Medicine).
• Behavioral and Psychological Responses in Health and Illness
• Alzheimer's Disease Center Core Grant. L. Beckett, D. Bennett, E. Cochran, D. Evans, C. J. Farran (National Institute of Aging).
• Longitudinal Study of Day Care in Alzheimer's Disease. E. Evans, J. McCann (National Institute of Aging).
• Disruptive Behavior in Alzheimer's Disease: Randomized Intervention Study. D. Evans, J. McCann, D. Lindeman, C. J. Farran (National Institute of Nursing Research).
• Measuring Behavioral Problems in Young Children of Color. D. Gross (National Institute of Health).
• Community Epidemiologic Study of Caregiving and Health. D. A. Evans, J. McCann (National Institute of Health/National Institute of Aging).
• Physiological Effects of a Behavioral Intervention. C. J. Farran (National Institute for Nursing Research).
• Efficacy of Community-Based Parent/Teacher Training. D. Gross (National Institute for Nursing Research).
• The De-Escalation Strategies for Psychiatric Nursing Staff. M. Johnson, K. Delaney (National Institute for Nursing Research).
• Health-Care Services Research
• Exploring Outcomes after Critical Illness in the Elderly. R. Kleinpell (National Institute of Nursing Research).
• Advanced Education Training. M. Faut-Callahan (Health Services Research Administration).
• Adult Nurse Practitioner Program: Expanded Roles. L. M. Hollinger-Smith (Department of Health and Human Services).
• Survey of Acute Care Nurse Practitioners. R. Kleinpell (American Association of Critical Care Nurses).
• The Impact of Community Health Workers on the Health of Women who Reside in Public Housing. S. Swider (Illinois Department of Public Health, Office of Women's Health).
• Mexican-American Problem Solving Program (MAPS): A Nursing Intervention. J. Cowell, D. Gross (National Institute for Nursing Research).
• Enhancing Geriatric Education in Long-TermCare. L. M. Hollinger-Smith (Department of Health and Human Services).
• Nurse Anesthetist Training Program. M. Kremer (U.S. Department of Health and Human Services).
• Breastfeeding Services for Low Birth Weight Infants: Outcomes and Costs. L. P. Brown, P. Meier (National Institute of Nursing Research).
• Infection in ELBW Infants: Protection With Mother's Milk. P. Meier (Sponsor for N. Rodriguez) (National Institutes of Health, Fellowship).
• Partnerships for Quality Education. M. O'Rourke (1999 Partnership Grantee).
• Virtual Integrated Practice: A New Approach to Health Care Teams. S. Rothschild, D. Lindeman, A. Minnick, J. Glandon, S. Lapidos, L. Halstead (Hartford Foundation).
• Using Multiple Data Sources for Curriculum Revision. A. Sperhac (Association of Faculties of Pediatric Nurse Practitioners).
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