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Philosophy/Outcomes

Philosophy

Nursing is a profession that utilizes a body of knowledge integrating physiological and biopsychosocial sciences. It is a practice discipline using a holistic, dignified, and caring approach across the Health - Illness Continuum. Nurses assist individuals, families, communities and society in the promotion, maintenance and restoration of optimal health and wellness. The unique role of the nurse encompasses a wide range of functions including teaching, consumer advocacy, ethical decision-making, communication, leadership, and interdisciplinary collaboration. Nurses strive to promote a safe environment in all practice settings. Methodologies employed by the nurse include application of the nursing process, nursing judgment, principles of equality and justice, and the concept of change theory.

Nursing education is a systematic, dynamic process through which the learner acquires knowledge of the art and science of nursing. The analysis and application of evidence-based practice, best practices and nursing informatics are emphasized. This process is accomplished through the transfer of theory to safe patient-centered practice (IOM, 2009) through meaningful clinical experiences in a variety of settings.

Education is as an ongoing process, through which the learner develops knowledge, attitudes, values and skills to achieve an awareness of professional accountability and responsibilities. This is achieved by systematic reflection on practice as a basis for the generation of new knowledge and innovation.

The nursing curriculum is built upon and uniquely integrated with the humanities, arts and sciences. The faculty responds to changes in technology
and informatics, trends and emerging global issues. The following constructs form a foundation for the curriculum: knowledge and science, nursing process, nursing judgment, relationship-centered care, individual/family/community, context and environment, and personal and professional development. The curriculum progresses in a logical, sequential order with increasing complexity.

Learning is a cumulative, lifelong process by which the learner is challenged to develop an attitude
of inquiry. The teaching/learning process is a shared experience between faculty and students. Faculty facilitates personal the professional growth and encourage self-directed learning through mentoring. The faculty is responsible for identifying critical knowledge for competent nursing practice, using creative strategies to engage all types of learners from diverse backgrounds, and maintaining open channels of communication to facilitate student learning. The faculty empowers the student to actively participate in learning through the use of reflective thinking. Students are responsible for theoretical/clinical preparation and communication of learning needs.

Recognizing that nursing is a lifelong career with flexibility of role boundaries, the goal of nursing education is to prepare a competent beginning nurse generalist who functions as a member of the health care team, demonstrates nursing judgment, utilizes informatics, incorporates quality improvement, is committed to lifelong learning, and applies evidence to support decisions in ambiguous situations in the delivery of exceptional care that is  culturally sensitive and patient-centered (NLN, 2010).

The individual is unique and multidimensional, possessing universal needs and is comprised of biopsychosocial, cultural and spiritual attributes. The individual functions within the framework of family, community and society. The individual is encouraged to master developmental tasks striving toward self-actualization. The nurse guides the individual in efforts to reclaim or develop new pathways toward human flourishing (NLN,2010). The individual is dynamic, interacting with an uncertain and complex environment.

Health is a state of complete physical, mental and social well-being, not merely the absence of disease or infirmity (Word Health Organization, 1947). Health is defined by individuals in relation to their own values, personality and lifestyle. The Health-Illness Continuum is represented by attainment of optimal health and wellness by the individual. Healthcare is a right of every individual. Nurses assist individuals with health promotion and the attainment of optimal health and wellness across the lifespan.

The environment consists of everything that surrounds the individual and is affected by physical, economic, social and political influences.

The School of Nursing is committed to the community. Students and faculty participate in community-centered activities promoting health and quality care for diverse populations.

Program Outcomes
Graduates of the program will be able to function as beginning nurse generalists in the provision of patient-centered care derived from the use of informatics, evidence-based practice, quality improvement and interdisciplinary collaboration to:

  1. Advocate for patients and families in ways that promote their self-determination, integrity, and ongoing growth as human beings.
  2. Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context.
  3. Examine the evidence that underlines clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities.
  4. Make judgements in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context.

 


Aria Health School of Nursing
3 Neshaminy Interplex, Trevose, PA 19053
215-710-3510