Nursing Mission Statement
The purpose of the Nursing Program and Carl Sandburg College is to provide a learner centered environment while preparing graduates for licensure as a professional nurse to contribute to meeting the health care needs of the communities we serve in an ever changing health care environment.
Nursing Program Philosophy
This statement is the collective philosophy of the Nursing faculty. The nursing program is dedicated to assist individuals to acquire the ability to think critically, to realize their human potential, and to become a constructive force in their environment. This philosophy encompasses the guiding principles of nursing practice, the framework for nursing education, and the role of the associate degree graduate. The following statements represent the beliefs of the nursing faculty regarding the major concepts considered to the discipline of nursing: person, health, nursing, and environment.
A person is a holistic being whose basic human needs range from simple to complex. Persons have universal needs, which evolve and respond to environmental influences throughout various developmental stages of the life span. Universal needs are categorized as physiological, psychological, sociocultural, and developmental. Each person possesses intrinsic worth, more than the sum of its individual parts. Persons have the capacity to problem-solve, make informed choices, select alternative courses of action, accept responsibility for outcomes, and have the right to participate in health care decisions
Health exists on a dynamic continuum from wellness to illness. Health is subjective in nature and is defined by individuals with input from family, significant others, and/or health care team members. Health reflects the ability of the individual to meet universal needs and adapt to changes in the internal and external environments to maintain relative stability.
Nursing is a humanistic art and science. Nursing applies concepts from the natural and social sciences, humanities, and its own empirical knowledge to provide nursing care. The nursing process is fundamental to nursing practice. It is a process that systematically guides the nurse to assess, diagnose, plan, implement and evaluate care. Nursing assists individuals and groups to meet changing diverse health care needs. When common health problems occur, nursing assists clients to attain the optimum level of health through promotion, maintenance, and rehabilitative interventions. Nursing utilizes evidence-based practice which includes findings from research, quality improvement, and practice management initiatives and patient assessment as the basis for clinical decision making. Nursing continuously seeks scientific evidence that supports the care provided.
Nursing encompasses three major roles: provider of care, manager of care, and member within the discipline of nursing. Nursing performs independent and interdependent functions as a member of the interdisciplinary health care team. Nursing is accountable to society and is regulated by the Nurse Practice Acts in each state. Nursing is directed by the American Nurses Association Code of Ethics and standards of practice, in addition to other standards of practice where applicable.
Nursing education is a process through which the opportunity is provided for students to develop the cognitive, psychomotor and affective skills essential to nursing practice through concept based nursing education. The skills of effective communication/teaching/learning, critical thinking and ethical/legal issues are viewed as essential to nursing education and practice. The goal of the nursing educational process is to enable the student to be a self-directed learner, able to access and use information technology and other appropriate resources. Formative, summative, and competency based evaluations assists in guiding the student’s progression throughout the program.
Learning is a continuous and life-long process. Learners enter an educational program with individual learning preferences, needs, and learning styles. An individual’s previous learning and life experiences influence and serve as the foundation for all new learning.
The teaching/learning process is a reciprocal responsibility shared by faculty and students. Faculty is responsible for providing opportunities for learning experiences, as well as guidance that will facilitate the student’s development of critical thinking skills. Faculty members serve as educators, facilitators, mentors, role models, evaluators, and are resources for the learner. The responsibility for learning rests with the student, and the level of achievement is contingent upon the individual’s ability, career goals, and self-determination.
Nursing education continually evolves and must be responsive to the changing health care needs of individuals and groups. The changing needs of the learner and the nursing profession are met by an articulated associate degree to baccalaureate degree nursing program. The faculty supports the concept of educational and career mobility and endorses the Illinois Articulation Initiative.
Persons, individually and in groups, act and respond to constantly changing internal and external environmental forces that impact health and well being. Internal environmental forces include physiological, psychological, spiritual, and intellectual dimensions. External environmental forces include the physical, economic, social, and cultural environments. Nursing interventions must respond to and reflect the dynamic and fluctuating effects of these forces upon the person.