Skip Navigation

Nursing Program Mission and Philosophy

Nursing Program Philosophy

The philosophy reflects the beliefs of the nursing faculty regarding nursing, people, health, education, and the environment. The purpose of nursing is to assist people who are experiencing limitations in their ability to care for themselves, to promote, sustain and maintain life and health, recover from disease or injury, and/or cope with their effects.

Nursing is a dynamic process that is both an art and science. Nurses utilize the nursing process and apply critical thinking skills that include clinical reasoning and clinical decision making to plan and deliver safe patient care. Nurses integrate evidence-based research findings and technology into their plan of care. Nurses coordinate patient centered care to improve patient outcomes through collaboration and advocacy.

People possess biopsychosocial, cultural and spiritual characteristics. People function within the environment in which they exist. Every person is unique, possessing dignity and worth, and has the capacity for change. Nursing faculty accept the college statement that diversity and multicultural perspectives are valued regardless of race, ethnic origin, creed, gender, age, veteran?s status, sexual orientation, and non-disqualifying disability.

Health is a state of well being perceived by the individual within the context of societal parameters. It is a dynamic state which exists on a continuum. Health is not necessarily the absence of disease or illness. Optimal health is an integrated method of functioning, which is oriented toward maximizing human potential within one?s physical, biological, spiritual, and social environment.

Environment can promote health and illness. Environment can be affected by individual, cultural, and socioeconomic factors. The environment contains physical and social components. Environment is a global concern due to the environmental quality being affected through the transfer of health risks across national borders.

Nursing Faculty beliefs on Education

The nursing faculty believe that learning is an ongoing process of change that includes affective, psychomotor, and cognitive domains that occur as a result of experience or interaction between the individual and the environment. Human learning is multifaceted, complex, and of various types. The faculty accepts an eclectic adult education model of learning. Learning is an active life-long, process of behavioral change that occurs as a result of experience and interaction between the individual an environment. Adults learn throughout life from varied life experiences with individual learning potentials, styles, and rates.

The teaching/learning process is a mutual venture between faculty and the student. The primary goal of the facilitator/teacher is to establish an environment in which student-centered learning occurs. Learning is facilitated in an environment where there is shared responsibility and accountability, a spirit of inquiry, and a commitment to learning. The nursing faculty believe that learning occurs in a logical and sequential manner. Teachers use a variety of instructional and evaluative methods to ensure the nursing student achieves Student Learning Outcomes.

The faculty accept the core competencies of The Scope of Practice for Academic Nurse Educators (NLN, 2005) as influencing their role as nurse educators. The faculty use these competencies to develop their role as facilitator/teacher. The faculty recognize the significance of evidence-based nursing education and strive to incorporate best practices in their teaching.