Stark State College Nursing

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1 Stark State College Nursing PROGRAM PURPOSE The Associate Degree in Nursing Program is designed to prepare nurses who provide health care to clients with commonly occurring health problems. The program also prepares its graduates to become eligible to write the licensure examination for registered nurses. The program creates an environment for learning the knowledge and behaviors necessary to practice within the scope of associate degree nursing. The broad theoretical base is drawn from the biological, physical, behavioral and nursing sciences and general studies. These theories provide the basis for understanding the concepts of person, environment, health, nursing, and learning, which are the major concepts of the curriculum. The program provides for an understanding of person and environment and their dynamic interaction, understanding the use of the nursing process, and the role of nursing in providing health care to clients. Basic assessment of client needs, the planning of client care, the implementation of nursing care, and evaluation of client response are emphasized. The program promotes self-directed learning for personal and professional growth and development. Further, the program creates the foundation for continued learning and serves as the base for professional nursing education. Graduates are prepared to practice within the legal, ethical, and social framework of nursing in a variety of structured health care settings. Within these settings, the associate degree nurse provides nursing care to clients and their families, manages client care, and is a member of the discipline of nursing. Adopted: July 1991

2 2.0.2 PROGRAM OUTCOMES The seven Program Outcomes and their definitions are: 1. Critical Thinking. Critical thinking is defined as a complex, dynamic process of analysis, interpretation of data, and evaluation which serves to guide clinical judgments and nursing practice. 2. Interpersonal and Communication Skills. Interpersonal and communication skills are defined as the processes by which the nurse interacts effectively in situations with clients, families, and health care workers in a variety of health care settings using verbal, non-verbal, written and/or information technologies. 3. Capacity for Therapeutic Nursing Interventions. Capacity for therapeutic nursing interventions is defined as the application of knowledge and skill from the biological, physical, behavioral and nursing sciences, and general studies to assist individuals and their families, and individuals within a group/community to promote, maintain, and restore optimal health. 4. Performance on NCLEX and Certifying Examinations. Performance on NCLEX and certifying examinations is defined as successful completion of the National Council Licensing Examination for Registered Nurses. 5. Employment Rates. Employment rates are defined as the number (%) of graduates who obtain employment as registered nurses in a variety of health care settings within one year of graduation. 6. Graduate Satisfaction with the Program. Graduate satisfaction within the Program is defined as the degree to which the one year and five year graduate rates his/her educational preparation to work as a beginning registered nurse. 7. Employer Satisfaction with Graduate. Employer satisfaction is defined as the level at which the graduate(s) performance meets the expectations of the employer(s). Adopted, May 1999; Revised, 2001

3 2.0.3 PHILOSOPHY Introduction The nursing program at Stark State College of Technology functions within the College's mission statement to provide associate degree education. The program is designed to promote the total development of each learner as a unique, holistic human being prepared to live and work within a changing society. Faculty believe that nursing education at the associate degree level prepares the learner to care for clients of any age or cultural background in a variety of healthcare settings. Typically, these clients are those with commonly occurring health problems. The curriculum emphasizes concepts of person, environment, health, nursing, and learning Person A person is a multi-dimensional, holistic being with inherent worth and dignity, involved in a continuous process of growth and development leading to wholeness of being. Each lives within a dynamic internal and external environment and interacts by initiating or responding to stimuli. This process of growth and development enables the person to evolve as an individual while changing and responding to one s environment. Each person is worthy of nursing care regardless of socioeconomic status, race, color, age, gender, religion, ancestry, nationality, lifestyles, sexual orientation, or disability. Each person has rights and privileges that must be respected through all phases of the lifespan. Among these rights and privileges is the right to make decisions regarding health care. The person as client refers to the recipient of nursing care including the individual person or the individual person within a family, group, or community. Nurses provide individualized care for clients across the lifespan Environment The environment consists of both internal and external stimuli. The internal environment consists of physiological, psychological, and developmental variables. The external environment is comprised of the biological, physical, socio-cultural, political, and economic surroundings which affect a person. There is a continuous interaction between the person and the environment which may have positive and negative effects on the person s health. Disruptions in the internal and/or external environment of the person may result in alterations in health Health Health is a dynamic state of being, achieved by adaptations to the internal and external environment. Alterations in health can occur when the movement toward wholeness is disrupted or impaired. A person's adaptive ability can be fostered and maintained by a healthy lifestyle which is supported by nursing and other health care resources. The person, the nurse, and other health care professionals share a common responsibility in promoting, restoring, and maintaining optimal health.

4 Nursing Nursing, an evolving art and science, is a humanistic, caring practice which assists clients to maintain, restore, and/or promote optimal health. The nurse applies knowledge and skills from the biological, physical, behavioral, and nursing sciences, and general studies to help clients, their families, and clients within a group/community achieve their health goals. In order to provide quality of care, the nurse uses critical thinking skills based on acquired knowledge and experience. Critical thinking is purposeful and serves to guide clinical judgments and nursing practice. The ability to use critical thinking is reflected in the use of the nursing process. Through the use of the nursing process, the client is assessed, and care is planned, prioritized, implemented, and evaluated to meet specific health care needs. Effective communication and interpersonal skills are integral to the practice of nursing. Through the use of these skills, the nurse is able to develop collaborative relationships with clients, their families, and other healthcare providers to accomplish healthcare goals and continuity of care. The nurse practices within a legal, ethical, and social framework. Guided by the Code of Ethics (American Nurses Association, 2001), the nurse makes decisions and advocates for the client in an ethical manner. The nurse maintains current knowledge of practice standards, laws, and regulations in order to provide a safe environment for the client. The nurse is obligated to respond to changing healthcare needs of society and specifically the healthcare needs of the individual client. In order to meet this obligation, the nurse must first recognize one s accountability to act in the best interest of society and to participate in on-going learning activities that provide a knowledge base for practice. Secondly, the nurse must recognize the right of the client to actively participate in planning and obtaining health care. The nurse may need to assume the role of advocate to assist the client as member of society in order to meet individual healthcare needs Learning Learning is an internal, self-directed, lifelong process. It occurs most readily when the learner is motivated, goal-oriented, and is an active participant. Reinforcement of desired learning behaviors increases the learner success. Learning is most effective when it progresses from simple to complex, known to unknown, and is presented as readily applied concepts and principles which are relevant to the learner. A key component of the nursing program is the internalization of nursing and related health values. Self-directed study enables a learner to develop and achieve lifelong personal and professional goals. The nurse engages in professional behaviors that promote development of self. The Nursing Program is structured to introduce and develop the following behaviors in the learner: selfappraisal of knowledge and performance, collegiality and role modeling, obtainment and integration of research information into practice, participation in quality care activities that may result in changes in nursing practice, practice within a cost-effective manner, and use of constructive criticism to improve nursing practice.

5 Learning, continued Adopted: July, 1991 Revised: July, 1994; May, 2001 The associate degree nursing program prepares graduates with the knowledge, skills, and values necessary for entry into nursing practice. Associate degree education provides a theoretical base in nursing, related sciences, and general studies; it also enables the nurse to function in a variety of healthcare settings in three major roles: provider of care, manager of care, and member within the discipline of nursing. The Associate Degree Nurse practices in cooperation with nurses prepared on other levels of education. The nursing faculty plans, implements, and evaluates the nursing education program. The program builds on prior knowledge and experiences of the learner and responds to changes in the nursing field. Faculty members serve as teachers, resource persons, and role models in the classroom, laboratory, and clinical settings. Faculty have responsibility to design learning experiences which stimulate critical thinking and problem solving. The faculty assist learners to develop increased responsibility for their own learning.

6 CHARACTERISTICS OF THE GRADUATE/LEVEL TWO OBJECTIVES/TERMINAL OBJECTIVES Upon completion of Level Two courses, the student will be able to: 1. Incorporate knowledge from the biological, physical, behavioral and nursing sciences, and general studies in providing comprehensive nursing care in a variety of healthcare settings. 2. Use the nursing process to maintain, restore, and/or promote optimal health for all clients from diverse backgrounds in a variety of healthcare settings. 3. Provide nursing care that reflects the dignity and worth of all clients within the legal, ethical, and social obligations of nursing practice. 4. Integrate principles and techniques of effective communication during interactions with clients, colleagues, and members of the health care team. 5. Assume responsibility for own personal and professional development. 6. Demonstrate professional accountability and responsibility. 7. Apply leadership/management skills and principles in the three roles of the associate degree nurse. 8. Appraise the impact of both the internal and external environment on client health. Adopted: July, 1991 Revised: April, 1994; September, 2001

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