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PHILOSOPHY OF THE NURSING
EDUCATION PROGRAM
The Nursing Education Program is based on
philosophical beliefs inherent to the practice of nursing and education.
The Statement of Philosophy adopted by the nursing faculty is consistent
with and supportive of the philosophy and goals of the SDCCD and SDCC.
PERSON
A unique and complex biopsychosocial being having needs that must be met
in order to achieve optimal wellness.
ENVIRONMENT
The context in which an individual fulfills their basic needs. This
environment consists of physiological, psychological, sociocultural,
spiritual, and biophysical components.
HEALTH
The integration of body, mind, and environment resulting in maximum
functioning of the individual.
WELLNESS
A dynamic state of being in which an individual's needs are being met.
ILLNESS
An altered state of being in which an individual's needs are not being
met.
NURSING
We hold the view that nursing is an art and science based on principles
from the biological, physical, behavioral, and nursing sciences. Nursing
is client-centered and designed to assist the individual to achieve and
maintain maximum functioning throughout their life span. This is
accomplished by utilizing the nursing process, assuming designated
nursing roles, and applying theoretical knowledge to the practice
setting.
We subscribe to the nursing process as a problem-solving framework,
which utilizes assessment, nursing diagnosis, planning, implementation,
and evaluation to provide quality nursing care. Priorities for nursing
care are dictated by needs which are common to all individuals.
We believe that the nurse assumes essential roles in order to promote
health of the individual. These roles of practice include: Provider of
Care, Manager of Care, and Member Within the Discipline of Nursing. It
is the responsibility of the nurse to function within legal/ethical
boundaries, and to provide an environment that supports individuality,
cultural diversity, mutual respect and dignity.
We recognize the practice of nursing to be based upon a unique body of
knowledge derived from a synthesis of multidisciplinary and nursing
research. Nursing is an evolving profession which requires a continuing
commitment to learning.
We recognize the practice of nursing to be a vital influence on health
and illness, utilizing dependent, interdependent, and independent
actions. Nursing is a practice discipline which involves health
promotion, health maintenance, and health restoration.
LEARNER
We recognize that each learner is an adult with unique needs, values,
beliefs, experiences and educational backgrounds. The readiness,
motivation, culture, and ethnicity of the individual learner influences
learning. We believe it is the responsibility of the learner to fully
utilize all educational opportunities.
TEACHER
The teacher facilitates learning by offering a variety of learning
experiences, assisting learners to critically think, and evaluating
their progress. The teacher functions as a professional role-model in
the classroom and clinical settings and maintains expertise by engaging
in professional growth activities.
TEACHING/LEARNING
Learning is the continuous acquisition of knowledge, skills and
attitudes that results in measurable changes in the behavior of the
learner. The learning process evolves from simple to complex and from
unknown to known.
We believe that learning occurs when the learner perceives educational
experiences as meaningful and directed toward attainable goals. We
recognize that an effective teaching-learning process is based on
consideration of each learner's unique needs. This requires a
collaborative effort that recognizes prior educational and experiential
learning, identifies individual learning styles, and creates an
environment conducive to the learning process.
NURSING EDUCATION
The faculty believe that education for nursing is best accomplished in
institutions of higher learning. The coordination of nursing courses
with general education courses promotes stimulation of cultural,
intellectual, technical and social growth. Learning attitudes are best
developed in an interdisciplinary environment that promotes
individuality and creativity for realization of maximum potential. We
further recognize that the effective utilization of the
teaching-learning process must be based on meeting individualized
student needs through recognition of prior educational/experiential
learning.
We support the view that nursing education must be an integrated program
that emphasizes the use of the nursing process to provide care to
clients of all ages, at all points along the health-illness continuum,
and in a variety of health care settings.
We believe that the function of an Associate Degree Nursing Program is
to prepare a beginning level practitioner by providing opportunities for
the student to develop the knowledge, skills, and attitudes needed by
the registered nurse.
We further believe that the nursing program must provide a variety of
learning experiences and support services to facilitate the needs of the
individual learner. The program of study is designed to prepare a nurse
whose scope of practice includes health promotion, health maintenance
and health restoration.
We uphold the ideal that the major purpose of this program in nursing is
to provide the education necessary to develop competent practitioners
and to provide a base for the continuing development of the graduate as
an accountable member of the nursing profession.
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