Faculty Beliefs.docx

1、Faculty BeliefsPhilosophy, Organizing Framework, and Faculty BeliefsThe philosophy of the nursing programs is consistent with the mission, goals and objectives of The Alabama College System. The programs provide curricula to develop the knowledge, skills, and abilities necessary for entry level empl

2、oyment in practical and professional nursing. Maslows theory is the foundation for the program of learning. According to Maslow, all individuals have similar needs arranged in a hierarchy with higher needs emerging as basic physiological needs are met. Individuals are unique biological, psychosocial

3、 and spiritual beings who strive to meet holistic needs. Each individual has the right to make informed decisions about ones health in a technologically changing society. Society, a complex system that influences culture, values, and beliefs, provides direction and meaning to an individuals experien

4、ces throughout the lifespan. Health, which is individually perceived, exists when needs are met. Ranging on a continuum from highest level wellness to death, health is a dynamic state. The goals of health care are to promote, maintain, and restore health. Nursing is an art, as well as, a science in

5、which the holistic needs of the individual are met through utilization of the nursing process in a variety of settings. The nursing process incorporates scientific principles, interpersonal and psychomotor skills. The practice of nursing takes place in an ever changing health care system and require

6、s caring, critical thinking, competency, legal/ethical accountability, dedication to an evolving body of knowledge, life long learning and client advocacy. The teaching-learning process is a shared responsibility between faculty and students where faculty serve as facilitators of learning. The succe

7、ssful teaching-learning process requires an environment that promotes learning, considers the needs of the individual, and provides opportunities for student participation and educational goal attainment. The learning process is based on principles of critical thinking and is enhanced by the present

8、ation of information from simple to complex. Learning is achieved when there is evidence of a change in behavior within the cognitive, affective, and/or psychomotor domains. Individuals have the right to achieve self-actualization and society provides educational opportunities.Nursing education is a

9、 learner-centered process which combines general education and nursing courses to prepare the individual for the practice of nursing. Incorporating a program of learning, a variety of instructional methodologies, and available resources, nursing education fosters competency, accountability and conti

10、nued professional development. Learning is a life long process which promotes professionalism and is beneficial for the learner and society. Threads integrated throughout curriculum include: Critical Thinking, Communication, Nutrition, Pharmacology, Cultural Diversity, Lifespan, Pathophysiology, Tec

11、hnology, Teaching / Learning, Legal / Ethical, roles of the Nurse.Organizing FrameworkThe organizing (conceptual) framework was developed by the Alabama College Systems nursing education representatives and adopted by the LSCC nursing faculty. The schematic drawing is designed to represent a complet

12、e picture of the program of learning and is in the form of an umbrella. The description of the organizing framework is as follows: The umbrella that represents a diagrammatic scheme of the nursing programs organizing framework. In order for the umbrella to function properly, it must be unfurled, hav

13、e all of its parts connected and its fabric intact. The nursing faculty visualizes the organizing framework as the foundation of the nursing curriculum and realizes that it must be opened to be realized, have all of its parts connected and its fabric intact. The philosophy is represented as the hand

14、le of the umbrella and is used to unfurl the curriculum. The framework identifies four major concepts: nursing, nursing process, human needs, and the health- illness continuum that are depicted as horizontal bands on the umbrella. The eleven ribs of the umbrella represent the eleven curriculum threa

15、ds that are integrated throughout the curriculum. These threads include: critical thinking, communication, nutrition, pharmacology, cultural diversity, lifespan, pathophysiology, technology, teaching-learning, legal/ethical, and roles of the nurse. The threads and major concepts connect the fabric o

16、f the curriculum to the pinnacle of the umbrella which represents the PN and ADN program outcomes. The beliefs of the faculty are reflected in the standardized philosophy/mission and give consideration to the development of the student as a person, practitioner, and citizen. LSCCs nursing faculty en

17、hances the standardized philosophy/mission with these further beliefs and definitions of nursing concepts and curriculum threads.Faculty BeliefsIndividuals are unique with basic needs which are influenced by the internal and external environment. Individuals proceed through sequential stages of deve

18、lopment, and strive to attain and/or maintain health through gratification of the basic needs.Society is a structured social system. Within this system exists cultural values, beliefs and mores that influence man in his pursuit of needs gratification that are communicated through interpersonal relat

19、ionships.Health is viewed on a continuum with no single point designed as wellness or illness. Health is a positive state of well-being, encompassing mans ability to gratify his basic needs; thus allowing him to function at his optimum level. Illness is an altered state which threatens mans ability

20、to gratify his basic needs, thus preventing him functioning at his optimum level.Nursing is an art and science which utilizes the nursing process as the framework for critical thinking in practice. The nursing process is interpersonal in nature and includes establishing and analyzing data to identif

21、y actual/potential health alterations based on assessment; setting goals to meet the individuals or group of individuals basic needs; planning and implementing care to achieve expected outcomes; and determining the extent to which goals have been achieved. The primary focus of nursing is to promote

22、health, to maintain health, to restore health, to prevent alterations in health, and to enable a peaceful death. Nursing from its unique perspective integrates knowledge from the humanities, the biological, social and behavioral sciences with humanistic care to provide health care. Education is the

23、process of changing behavior through the development of cognitive, affective, and psychomotor abilities inherent in the individual. It is a purposeful activity which builds on previous learning experiences.Teaching/Learning is an active process and is mutually shared between the teacher and the lear

24、ner. Teaching is the process whereby learners are engaged in situations from which they acquire new or modified ways of behaving. Learning is viewed as a dynamic life long process of gaining new insights reflecting behavioral changes. Learning is a highly individual experience which proceeds at vary

25、ing rates. Learning implies goal directed activities. We believe that students are responsible for their own learning through active participation in the teaching/learning process. The degree of active involvement in the learning process greatly influences the educational outcomes. The teacher guide

26、s and facilitates learning; creates an environment of mutual trust, caring, and respect; and acts as a resource person in the process.Nursing Education is comprised of both general education and nursing courses. We believe that nursing education, through planned experiences, provides the student wit

27、h the knowledge and technical skills necessary for competent practice. These experiences are planned so that they progress from the simple to complex. The emphasis of the educational program is based upon the acquisition of skills and the application of scientific principles necessary in caring for

28、individuals/groups of individuals who are located along the health-illness continuum and who are at various stages in the developmental process. The goal of nursing education is to prepare a registered nurse who functions as a self-directed individual or a practical nurse who functions under the sup

29、ervision of a registered nurse, physician, or dentist each of whom accepts responsibility and accountability for his/her personal and professional behavior. Nursing education provides the opportunity for students to build upon their previous relevant education and experiences.Through an organized se

30、quence of planned guided learning experiences, students are provided a solid foundation upon which to develop cognitive, psychomotor, and affective abilities necessary to make sound nursing decisions and to practice competently as either a registered nurse or a practical nurse. The curriculum provid

31、es for the acquisition of knowledge, skills and attitudes inherent in the roles basic to associate degree nursing practice and the practical nursing including the roles of provider of care; manager of care; and member within the disciple of nursing.Nursing education is best achieved in institutions

32、of higher education whereby the student is afforded the opportunity to interact with other students in the various cultural, academic, and extracurricular activities. Graduates of both the ADN program and the PN program are strongly encouraged to pursue advanced professional degrees.The scope of nur

33、sing practice includes several categories of health care providers who differ in functional levels ranging from simple to complex and are provided by individuals with varying skills and competencies gained from different nursing education preparations. Within this spectrum, the unlicensed assistive personnel assists with simple nursing tasks und