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Our Philosophy of Nursing and Nursing Education
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Document Number: NURS--102d Revision #: 1.0
Document Owner: Date Last Updated: 11/03/2015
Primary Author: Dean of the School of Nursing and Health Professions Status: Approved
Date Originally Created: 01/04/2012


Nursing Philosophy

Nursing is viewed as both an art and a science, reflecting the concepts of the nursing metaparadigm. Nursing is an applied discipline which expresses itself in practice and has as its foundation scientific/empirical knowledge, theory, and research. Nursing is also expressed as a caring, therapeutic and teaching discipline.


The goal of nursing is optimum client wellness and maximum level of functioning.  The School of Nursing curriculum reflects the belief that the generalist nurse must function in an independent role in many situations and is responsible for independent decisions and actions. Faculty in the School of Nursing use a science-based and goal directed nursing process as a framework for critical thinking and decision making to produce therapeutic nursing interventions which are evidenced based. The steps of the nursing process include assessment, nursing diagnosis, planning, implementation, and evaluation. Theoretical and empirical knowledge from nursing, biological, social sciences, and the humanities are synthesized in utilization of the nursing process.



The therapeutic component of nursing is realized by providing health care or knowledge of health care practices to enhance wellness. The teaching component of nursing includes providing information to make health care decisions, acquire skills, and change behavior of clients. When it is not possible to promote wellness, nursing seeks to enable clients to adjust to illness and relieve suffering. When it is not possible to promote a healthy life, nursing seeks to enable individuals to adjust to the loss and a peaceful death.  The nurse must assume a leadership role to design nursing systems that meet their client’s overt and covert health care needs.  The nurse must collaborate with the multi-disciplinary health care team which is an innate part of professionalism.  The nurse must also understand the role of health care policy as it relates to client care as well as having an appreciation for health care needs from a global perspective.




Nursing Education

Faculty members in the Jeanette C. Rudy School of Nursing support that the BSN degree is the minimum level of educational preparation for professional nurses. The faculty also support that nursing education should be based in the liberal arts and sciences with the majority of non-nursing courses placed at the lower division level. In keeping with these beliefs, the majority of the Upper Division course hours are in nursing science. Nursing science courses are constructed to develop the student through the integration of nursing knowledge and knowledge from the humanities and social natural sciences.


Nursing faculty members also support that the educational concepts of “transfer of learning” and “critical thinking” are more valuable than rote memorization. The world of nursing is evolving and rapidly changing, thus it is more important that students learn to transfer knowledge from one situation to another while making decisions based on critical thinking specific to a situation. The School of Nursing provides nursing education that is based in practice, thus giving students an opportunity to transfer theoretical knowledge into clinical learning experiences.  The School of Nursing faculty is committed to preparing each student so that they become practicing graduates who contribute to nursing as competent and caring professionals.





The client is a holistic being who possesses individual characteristics, has varying needs across the life span, and varies in cultural and ethnic origins and life experiences.  The School of Nursing Curriculum stresses care of the whole client.  The client may be the individual, family, group, at-risk population, or the community.




Environment impacts the client whether an individual, family, group, or community.  The environment also affects the delivery of nursing care.  The Jeanette C. Rudy School of Nursing faculty support that the client’s cultural, ethnic, spiritual, and social environments externally affect health and nursing care.  The curriculum allows for theoretical and clinical experiences with a variety of clients and diverse health care settings.  The relationship of the client, the internal, and external environment is a focus of nursing courses as the student examines the impact of diseases, injuries, medications, pollutants, and other factors on the health of the population.




Health exists on a continuum as a dynamic and holistic entity.  A client’s state of health may vary on the continuum from wellness to illness.  In accordance with this belief, the nursing curriculum provides the student theoretical and clinical experiences with well and ill clients.  The student is introduced to primary, secondary, and tertiary levels of prevention and health care delivery in a variety of settings.


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Subject Experts
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Dean of the School of Nursing and Health Professions

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Standards of good practice

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