This course provides a critical academic exploration of healthcare ethics and seeks to foster a community of learners engaged in the pursuit of ethical knowledge. This pursuit embraces diversity and cross-cultural competency as it tries to envision a just society committed to the common good. As such this course seeks to answer the question, “What is the good life and human flourishing in relation to healthcare ethics?” The course proceeds in two parts: 1) introducing students to the normative ethical theories of consequentialism, deontology, virtue, human rights, theories of justice, and Catholic social ethics; and 2) applying these theories to the ethical domain of the health care professional. Special attention will be paid to the question of how advances of biotechnology and medicine benefit the most vulnerable members of society. Furthermore, this course aims to develop the critical thinking skills of students and help form them into ethical leaders within the healthcare professions.
HUM 1010 is an introductory writing course that teaches students to compose college-level essays in response to readings in the arts and Humanities. With an emphasis on context, the course explores the connection between critical thinking and persuasive writing. By completing frequent writing assignments, students learn to craft written products that are clear, organized, coherent and persuasive.
The Math Elective is satisfied by transfer credit or taken at Labouré College.
Students who do not receive transfer credit for this course and must satisfy the Math Elective requirement at Labouré may do so by taking MAT 1020.
Integrative Seminar I is a multidisciplinary course that brings together insights from various modes of analysis (historical, social, economic, ethical, theological and aesthetical) to examine a specific topic. This integrated approach acknowledges that human beings and human knowledge are holistic; that is, that the intellectual, physical, emotional, psychological, social, and spiritual dimensions of humanity are all intimately connected. Therefore, any effort to analyze complex human behavior requires an integrative approach. Sample topics include History of the Civil Rights Movement and Physical, Psychological, and Spiritual Dimensions of Health and Wellness.
Prerequisites: All 1000 level general education courses or permission of Division Chair
This course will present a broad array of topics studied in the field of psychology. Major theorists’ attempts to explain what makes human beings “tick” will be critiqued and the contradictions of their theories are highlighted. The interactions of the body and the psyche will be explored as well as motivation, sexuality, and abnormal behavior. Students will be required to participate in an interactive class, to look critically at the assumptions that underlie many theories in psychology, and to draw conclusions as to their validity. As one of the aims of the College is to prepare health professionals for evidence-based practice, research skills are introduced (or reinforced) in this course. Upon completion of this course, students will demonstrate an understanding of the major concepts from a broad array of psychological fields; apply and analyze concepts studied; will use a variety of tools to locate current and reliable research data; evaluate the validity of data resources; and prioritize and synthesize research data to develop a theory and a hypothesis.
This course provides a summary of physical, cognitive, and psychosocial development from birth to death. Major theorists in the field of human development are studied and critiqued and the contradictions of their theories are highlighted. The important tasks for each period of development are examined. Students also look closely at the inter-relationship between physical, cognitive, and psychological changes in each period of life. Students will be required to apply theoretical concepts to personal experience as part of the process of evaluating the validity of those concepts. As one of the aims of the College is to prepare health professionals for evidence-based practice, research skills are reinforced in this course.
In an increasingly interconnected world, and especially in the religiously plural context of the United States, it is crucial that healthcare professionals become acquainted with the beliefs and practices of people from the diverse religious traditions that make up the American landscape. This course examines the world’s religious traditions and, in particular, the ways they conceptualize the person, health, and healing. Study of world religions can offer important and challenging insights into Western medicine. By the end of the course, students will be able to demonstrate knowledge of the basic concepts, beliefs, and practices of a variety of religious traditions; analyze primary sources drawn from religious traditions, such as sacred texts, images, ethical and dietary codes, first-person accounts, and the like; make comparisons between religious traditions based on evidence from primary sources; and use a variety of tools (online databases, journals, books, newspapers, web sites) to develop and research questions regarding the connection between a particular religious tradition and healthcare issues. Because one of the aims of the College is to prepare health professionals for evidence-based practice, research skills are reinforced in this class.
Christianity is concerned primarily with the life, teaching, and historical setting of Jesus of Nazareth. This course also investigates the development of the New Testament and the subsequent development of the Christian faith, including the early Christian period, the Middle Ages, the Reformation, and Christianity in the New World. The Eastern and Western Churches and the Protestant tradition are examined. Upon successful completion of the course, students will be able to describe the important religious and political themes at the time of Jesus, identify significant historical figures in the 59 Christian story, and comprehend the different elements which led to the development of the Christian faith within the Roman Empire. Critical-thinking skills and evidence-based practice are introduced and reinforced.
This course is a critical academic exploration of issues surrounding the human experience of death. The course examines the topic of death through information gathered from the medical, psychological, social/cultural, theological, and visual arts perspectives. These diverse approaches to the dying process will be analyzed as they pertain to what happens in the lives of patients, their families and friends, those who accompany the patients, and healthcare providers. Current issues and materials concerning the topic of death and dying will form the foundation for class discussion and reflection. As a course in theology, analysis of the dying process will be situated within the Catholic framework of emphasis on the inherent dignity of the human person. Special attention will be paid to the Ethical and Religious Directives for Catholic Health Care Services, 5th Edition, in order to explore ways human dignity flourishes and diminishes within the contemporary milieu as it pertains to end of life issues. Upon successful completion of this course, students will be afforded the opportunity to identify relevant concerns about the end of human life through informed personal reflection; develop and articulate an informed approach to death and dying as they impact healthcare delivery; and describe and evaluate the Roman Catholic Church’s moral stance on end-of-life issues.
Select 6 - 8 credits of natural sciences.
The Natural Science Requirement can be satisfied by transfer credit or taken at Labouré College. These 6 - 8 credits may be courses such as Biology, Anatomy & Physiology I and/or II, or other natural science courses from an area of specialization.
Students who do not receive transfer credit for this requirement must satisfy the Natural Science Requirement with Labouré courses and may do so by completing both of the following courses:
This course introduces students to the foundations of human communication; some topics covered include listening well, speaking productively, the importance and use of body language, managing conflict, and effectively communicating across cultures. Course material is taught with practice in mind, integrating lecture, discussion, and activities to help students develop the skills necessary to assist patients and their families with understanding health-related concerns and ultimately supporting them in making informed healthcare decisions.
This course introduces the student to proficiencies needed by healthcare professionals. Topics included are necessities in all healthcare professions and include historic and current healthcare systems, professional qualities of a healthcare professional, diversity in healthcare, infection control, safety, medical terminology, anatomy basics, nutrition, vital signs, first aid, and health career exploration.
Through the study of medical language, students will build an effective vocabulary designed for those working in the multidisciplinary health care environment. Students will gain an understanding of basic word elements, protocols for formulating and interpreting medical terms and abbreviations, and the proper spelling and pronunciation of medical words. Students learn to utilize medical terminology as it applies to the various systems of the human body, pathologies, common diagnostic tests, clinical procedures, and medical reports.
This course examines the social organization of health care services in the United States, the changing role of government, the growth of health insurance, and the acceleration of government in health care funding. We will be looking at the basic concepts of health, healthcare and evidence-based practice as well as the personal qualities and dispositions of effective healthcare professionals and the range of healthcare services from conventional to alternative.
Provides students with an introduction to history, concepts, methods, and current issues in the field of public health.
Provides students with an introduction to evidence-based health and wellness practice, including disease prevention, nutrition, exercise, mindfulness, and stress management.
13 - 15 credits
Health Science elective and specialty credits can be satisfied by transfer credit, or through taking courses at Labouré College.
Students with current healthcare certifications may be earn equivalency credits from their prior certification program, receive transfer credit for prior college coursework in the health sciences, or choose from a selection of electives and tracks at Labouré. Students who need to take these credits at Labouré College will choose from a selection of elective options and/or career specialty track options.
Specialty Track Options:
EKG Technician Track - 9 credits
EKG stands for electrocardiogram. EKGs are recordings of electrical signals sent out by the heart. EKG technicians are healthcare professionals who administer non-invasive tests to assess the cardiovascular system of patients. The duties associated with EKG technicians include performing diagnostic tests on patients, blood pressure monitoring, patient preparation, appointment scheduling, and maintaining patient medical records.
This track prepares students for job placement in hospitals, physician offices, and more. Students study the anatomy and physiology of the heart, circulatory system, and conduction system in detail. The EKG, heart, circulation, and conduction must be covered with appropriate terminology and abbreviations with appropriate knowledge of equipment, proper lead placement, reading of EKG waves, arrhythmias and blocks, calculations, codes, and markings. Students learn by a combination of academic and practical application with a required completion of 10 EKG tracings in a laboratory setting.
Upon successful completion of the EKG technician course of study, students are eligible to sit for a national EKG certification exam.
Gerontology Track - 9 credits
This track provides students with foundational concepts in aging and adult development and identify the many career opportunities in the field of gerontology. This contemporary curriculum begins by exploring healthy aging from bio-psycho-social perspectives and highlights the social determinant of health that affect an individual aging pathway. Students gain individual insight on their own aging and a vision of professional competencies needed to work with older adults. Exploring health disparities is critical to understanding risk factors that impact aging and a health equity goals will be introduced early in the program and explored in depth in the second course of the sequence. This track will also address the continuum of care that older adults navigate, from community dwelling to end of life care decisions. Special emphasis will be placed at the end of the track on funding sources available to older adults, as they encounter the continuum of care and the health care professional’s roles and responsibilities.
Phlebotomy Track - 9 credits
Phlebotomists are professional clinical team members within the healthcare system whose primary responsibility is to procure blood and other specimens for diagnostic testing.
This track prepares students for job placement in hospitals, physician offices, and more. Students are introduced to the clinical laboratory and phlebotomy with the exploration of how these areas contribute to the healthcare system, including: history of phlebotomy, hospital organization, legal and ethical concerns in healthcare, regulatory agencies and quality assurance, safety, infection control, and phlebotomy basics. Students learn by a combination of academic and practical applications and culminate their experience with a clinical practicum at a clinical affiliate.
Upon successful completion of the phlebotomy course of study, students are eligible to sit for the American Society of Clinical Pathology Phlebotomy Technician Certification Exam.
These 13 - 15 credits may include a combination of elective courses, specialty track courses, and/or transfer credit.
Specialty tracks are 9-credit bundles of courses that allow the student to specialize in a particular area of health. Some specialities allow the student to sit for a national board exam. Students who already hold a healthcare credential may be eligible for equivalency credit, and may not elect to take a specialty track as part of their associate degree. Students who do not have a healthcare credential may elect to choose one or more of the specialty tracks offered.
Students who select a speciality track and still need elective credits to earn their degree may select additional specialty tracks, or a selection of courses from within the tracks, to satisfy elective requirements.