Building upon the mission, vision, and values of the University of Charleston, the Baccalaureate of Science in Nursing Program’s mission, through a combined nursing and liberal arts education, is to prepare a professional nurse generalist for nursing practice using the nursing process to assist individuals, families, and groups to optimal levels of health in a variety of settings. Graduates are qualified to apply to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN) to become registered nurses.
Education occurs in a liberal learning environment that develops critical thinking skills in the application of the nursing process. Emphasis is placed on the life-long development of ethical, legal, and evidence-based practice of professional nurses. Graduates learn to implement therapeutic nursing interventions using the nursing process that value and optimize health and abilities of clients.
The mission of the Baccalaureate of Science Nursing Program encompasses the University of Charleston’s mission to prepare each student for a life of:
- Productive work as registered professional nurses:
- Enlightened living recognizing the need for life-long development for evidence-based nursing practice; and
- Community involvement serving society in interactions as professional nurses.
The BSN program provides a solid foundation for graduate education.
The philosophy of the program flows from the University of Charleston mission statement and from the faculty’s belief about humanity, social systems, role, health, nursing, community, learning, students, faculty and professional nursing practice. The faculty views humans as unique with varied physical, intellectual, spiritual, and behavioral dimensions that develop progressively, interactively, and concurrently across the life span. The faculty believes that social systems are the organizational units for human interaction and relationships with others. Health is a generally desired state of human functional and structural integrity, which is individually perceived and defined in accord with cultural beliefs and values. The faculty believes nursing to be a deliberate human action designed to assist people throughout the life span with health-related self-care activities. The faculty views students as individuals with strengths, needs, and limitations. The faculty member facilitates learning by encouraging students to think independently, be creative, question and make prudent decisions related to nursing situations. Faculty serves as resource persons and role models for the student.
The Philosophy of the program flows from the University of Charleston’s mission statement; is guided by the American Nurses Association (ANA) Standards and Scope of Practice, and from the faculty’s belief about nursing, person & environment, health, and education.
We believe nursing is a caring profession and “is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations” (ANA, 2010,p.3). Nurses engage in critical thinking and clinical judgment to demonstrate competent/safe, culturally sensitive and patient-centered care decisions utilizing the framework of the nursing process to enhance the self-care of individuals, families, communities, populations. Nursing encompasses continued practice and education, collaboration, evidence based practice, leadership and active involvement in the community and its decisions about health and health care.
Person & Environment
We believe humans are social, holistic creations composed of mind, body and spirit whom influence and are influenced by the environment. The environment consists of social systems that are culturally unique and diverse individuals, families, communities, and populations. The external surroundings and the dynamic exchange between these two subgroups are supported by the fostering of growth and developmental potential while maintaining optimal self-care.
We believe that health is the desired state of human well-being. Health is individually perceived and defined in accord with cultural beliefs and values. Health is a dynamic state, is vulnerable to, and influenced by multiple internal and external factors. Continuous, therapeutic self-care is required for healthful living. The degree to which people experience health is dependent upon their individual unique abilities, opportunities, and limitations. The ability to alter self-care practices in light of changing health states is essential. The acquisition and maintenance of health is the responsibility of a society and its individual members. Nursing is the complex ability to contribute to the individual's health state by affecting self-care behavior.
Education is a lifelong interactive process of relationships between individuals that produces change within the learner. Guided by evidence-based practice, the faculty facilitates movement of the learner towards intellectual achievement, self-awareness, ethical practice, and critical thinking. The learner has the responsibility to participate actively and maintain academic integrity in each teaching-learning situation. The learner is accountable to participate fully in the academic program that provides preparation for professional responsibilities and licensure. This relationship promotes enlightened living and mutual support with an appreciation of diversity and life-long learning.
Faculty Beliefs about the Student
We believe each student is an individual with strengths, needs, and limitations that may affect learning. Each student develops their own personal goals to meet the outcomes of the nursing program. The nursing student has a right to learn by exploring within circumscribed limits, to know what they are expected to learn, and to express personal opinions. The student has the right to fail without being considered a failure. The student has the responsibility to participate actively and maintain academic integrity in each teaching-learning situation. The student is accountable to participate fully in the academic program that provides preparation for professional responsibilities and licensure. Ultimate responsibility for learning resides in the student.
Faculty Beliefs about Faculty
We believe that each faculty member is a unique individual with the right to develop strengths and the responsibility to recognize limitations and needs. The collective strength of the faculty is directly related to each member's ability to accept and value self and colleagues. The faculty member is accountable for fulfillment of academic and professional roles and responsibilities. The faculty facilitate student learning in the development of behaviors, skills, knowledge and critical thinking as they apply to nursing practice. The faculty, as experts in the practice of nursing, serves as resource persons and role models for the student.