1 PHILOSOPHY, MISSION AND GOALS STATEMENT The associate degree nursing program is an integral part of Heartland Community College and derives its philosophy from the mission and goals of the college. The philosophy guides the faculty in providing quality educational opportunities, which promote self care in communities served by the college. Orem s Self Care Model is the conceptual framework, which provides continuity and language for the program. The nursing faculty bases the program of education on its beliefs about the human being, the environment, health, nursing, and nursing education. Human Beings The faculty believes human beings are capable of holistic self care. Growth and development, culture, and family are universal demands that influence all human beings. Thus, people are at the same time both similar and unique. Each individual possesses free will and has the potential for learning and developing over the lifespan. Adults voluntarily care for themselves while infants, children, the aged, ill, and disabled require complete care or assistance with self-care activities. The faculty believes that all human beings have the right to be treated with dignity and worth. Environment The faculty defines the environment as the sum of all internal and external factors affecting the health and self care abilities of all people. The community is recognized by the faculty as the aggregate of locations where people receive care. The faculty believes the environment is utilized by the nurse to enhance the client s health, well being, and self care abilities. Health The faculty supports the World Health Organization s definition of health as the state of physical, mental, and social well-being and not merely the absence of disease or infirmity (Craven & Hirnle, 1996, p. 246). Human beings have the right to aspire to an optimal level of health, as well as to maximize the status of their health. Self care abilities are determined by the individual s perception of health. Nurse The faculty believes the role of the nurse is to assist all human beings to attain an optimal level of self care. The idea is that the nurse is another self. If the individual is unable to provide self care, the nurse provides assistance (Orem, 1985, p 19). The faculty believes in Orem s definition of self care. Self care is the scope of activities that individuals initiate and perform on their own behalf in maintaining life, health, and well-being.
2 Nursing The faculty believes nursing is an art and science dedicated to promoting self care of individuals and their families. Nursing is defined as the diagnosis and treatment of human responses to actual and/or potential health problems (ANA, 1980, p. 1). Nursing activities include the utilization of critical thinking and caring in the application of the nursing process in the giving of direct physical and emotional support, as well as the provision of anticipatory guidance and teaching. There are several pathways to nursing education. Heartland Community College supports the journey on these pathways by implementing the State of Illinois articulation policies, which incorporate Certified Nursing Assistant (CNA), Licensed Practical Nurse (LPN), and Registered Nurse (RN). The ADN graduate carries out the complementary and interrelated nursing practice roles of provider of care, manager of care, and member within the discipline of nursing. These assumptions, as well as the core competencies of the National League for Nursing (NLN), guide the education of the associate degree nurse. The NLN core competencies are integrated into the three roles of nursing practice: provider of care, manager of care, and member within the discipline of nursing. The provider of care will include the following assumptions: Utilizes critical thinking in the application of the nursing process to client care; Participates in the research modality through problem identification, data collection, and quality control; Assesses needs of the client and significant others from a developmental and cultural perspective; Selects appropriate nursing diagnosis through analysis of evidence-based information; Establishes and implements client centered goals; Assesses and evaluates the effects of nursing interventions; Develops and initiates client/significant other s plan of care and teaching plans; Functions in a variety of roles and settings; Identifies and supports health care needs holistically; Demonstrates caring behavior in providing safe care in diverse settings; Evaluates client needs in the context of their communities; Communicates therapeutically with the client, significant others, and community; Establishes health care team coordination through delegation
3 The manager of care will include the following assumptions: Delegates and supervises personnel involved in the care of clients; Assesses resources and delivers safe cost effective care; Coordinates continuity of care across health care settings; Delivers safe individualized care; Collaborates for the fair distribution of services and resources to meet optimal client outcomes; Participates in the development of positive organizational outcomes; Demonstrates accountability of all interactions in the health care environment; Assumes the role of client advocate. A member within the discipline of nursing will include the following assumptions: Practices within the scope of the Nurse Practice Act and standards of professional organizations; Uses ethical frameworks to guide nursing practice; Participates in professional activities to enhance knowledge base and facilitate continued life long learning. Participates in the political process as it affects the health care community. Nursing Education Associate degree nursing education provides a basic core of knowledge in the behavioral, social, and biological sciences, as well as in nursing theory and technical skills. The faculty believes this education provides the foundation for the associate degree nurse to assist the individual to achieve a positive state of health. The faculty believes nursing education is best accomplished in a collegial environment. Teaching/Learning Faculty is committed to the concept that the learner must be actively involved in the learning process. In order for learning to occur, the learner must be open to new experiences and be willing to undergo the process of change. The faculty believes that learning is best facilitated by a curriculum that moves conceptually from simple to complex. Faculty also believes that close correlation of theory and clinical practice enhances learning. The teaching/learning process involves a reciprocal relationship between faculty and students in which there is mutual respect for intellectual exploration, professional development, and personal growth. However, faculty believes the primary responsibility for learning rests with the learner. The goal of the teaching/learning process is the realization of the student s abilities and potential through the utilization of critical thinking. The faculty believes that a graduate of the Heartland Community College associate degree nursing program is prepared to practice in an entry level professional nursing position. The faculty believes in the concept of lifelong learning. Therefore, the faculty subscribes to the
4 belief of career mobility based on the opportunity of individuals to change roles in nursing consistent with the individual s motivation and capabilities. Students are given guidance towards pursuing further academic degrees in nursing. The faculty also believes that those individuals who benefit from public education have a corresponding responsibility of service to society.
5 GLOSSARY PHILOSOPHY AND MISSION Human Beings Environment Health Nurse Nursing Nursing Education Teaching/Learning Self-Care Beings who possess free will, have the ability to critically think, et have the potential for learning and developing over their lifespan. The physical, socio-cultural, and spiritual norms, customs, and attitudes in which an individual or a group exists. These factors influence the behaviors, belief systems, and interactions within the community. State of well being in which the person is able to use purposeful, adaptive responses and processes physically, mentally, emotionally, spiritually, and socially in response to internal and external stimuli (stressors) to maintain relative stability and comfort and to strive for personal objectives and cultural goals (Murray & Zentner, 2001, p. 53). A caring, empathetic person who incorporates the art of caring with knowledge gained through education, with a foundation of evidence based outcomes (or scientific based rationales) to assist themselves and others in obtaining the optimal level of self-care. The nurse will use their caring, skill, and knowledge to enhance the lives of others in all areas of the community, encompassing local, regional, and global. The application of special techniques and scientific knowledge to assist one with maintenance of required self-care to sustain life and health, recover from disease or injury and cope with their effects (Orem, 1980, p. 7). Provides a basic core of knowledge in the behavioral, social and biological science, as well as nursing theory and application of clinical skills. To assist the individual to achieve a positive state of health. Use of a multitude of strategies that promote active learning and higher order thinking which involves exploring the foundations, justification, implications, and value of a fact, principle, skill, or concept. The activities that individuals perform on their own behalf in maintaining life, health and well being (Orem, 1980, p. 6).
6 CURRICULUM THREADS (STRUCTURAL CONCEPTS) Communication Nursing Process Technical Skills Nursing Roles Within Legal Parameters Culture/Environment Professionalism Critical Thinking Self As Learner A dynamic, learned process by which information, ideas and feelings are exchanged. This interchange is influenced by a person s attitude, socio-cultural background, past experiences, knowledge, and ability to relate to others. A systematic method that encourages orderly thought, analysis, and planning when working with clients to decide those things that need to be done to meet self-care. The steps of the nursing process are dynamic and include: assessment, diagnosis, planning, implementation, and evaluation. Use of one s knowledge effectively and readily to perform special techniques with coordination and competency. Professional accountability and responsibility to the law and legal issues influencing nursing practice. The sum of beliefs, practices, habits, values, norms, customs, and rituals that are learned from our families and society through socialization. Is conscientious in actions, knowledgeable in the subject, responsible to self and others; acting with autonomy, following the code of ethics for practice, and using a theoretical body of knowledge leading to defined skills, abilities, and norms. (Potter and Perry, 2001, 380). Self-directed, self-disciplined, self-monitored, and self-corrected thinking which requires strategies that maximize human potential. An internally motivated individual who seeks out and acquires information. A person who values and engages in life-long learning.
7 OTHER TERMS Caring Wholistic (also spelled Holistic) Holistic Health Diversity Community The desire, intent, and obligation to serve through the applications of nursing knowledge, skills, values, meanings, and experience. A view that individuals are more than the sum of their parts. Comprehensive care that considers the physical, intellectual, sociocultural, psychological, and spiritual needs of the person, their response to illness and the effect of illness on the ability to meet self-care needs (Mosby, 2002). Essential differences in people and communities. Any group of people that can be bound by geographic location, specific boundaries, common interests, problems and/or needs.
8 References American Nurses Association. (1980). Nursing: A social policy statement. Kansas City, KA: Author. Craven, R., & Hirnle, C. (1996). Fundamentals of nursing: Human health and function. (2nd ed.). Philadelphia: Lippincott. Hamilton, P. M. (1992). Realities of contemporary nursing. Reading, MA: Addison-Wesley. Heartland Community College. (2003). Heartland Community College: catalog. Normal, IL: Author. Kelly, L., & Joel, L. (1996). The nursing experience: Trends, challenges, and transitions. (3rd ed.). New York: McGraw-Hill. Mitchell, P., & Grippando, G. (1993). Nursing perspectives and issues. (5th ed.). Albany, NY: Delmar Publishing. Mosby. (2002). Mosby s medical, nursing, and allied health dictionary. (6 th ed.). St. Louis: Mosby. Murray, R. B., & Zentner, J. P. (2001). Health promotion strategies through the lifespan. (7 th ed.). New York: Prentice-Hall. National League for Nursing. (2000). Educational competencies for graduates of associate degree nursing programs. Boston: Jones & Bartlett Publishers. Potter, P., & Perry, A. (2001). Clinical nursing skills and technique. (5 th ed.). St. Louis: Mosby. Orem, D.E. (1980). Nursing: Concepts of practice. (2nd ed.). New York: McGraw-Hill.
9 CURRICULUM CONCEPTUAL THREADS The following threads were identified by the faculty as educational linkages for every course in the nursing curriculum. On the following pages the numbers before each level objective identify the threads incorporated in the objective. HCC Curriculum Thread NLN Educational Core Components 1. Communication Collaboration; Communication 2. Nursing Process Assessment; Caring Behaviors; Clinical decision Making 3. Technical Skills Caring Interventions 4. Nursing Roles Within Legal Parameters Managing Care; Professional Behaviors 5. Culture/Environment Assessment; Communication 6. Teaching/Learning Teaching/Learning 7. Professionalism Managing Care; Professional Behaviors 8. Critical Thinking Clinical Decision Making 9. Self As Learner Professional Behaviors
10 EDUCATIONAL OUTCOMES Upon completion of the associate degree nursing program the graduate will be able to: 1. evaluate effective communication skills and interactions with clients, families, community agencies, and individual health team members. 2. evaluate provision of care to clients, families, and communities using the nursing process based on Orem s Self-care Model. 3. evaluate evidence-based practice in the performance of technical skills. 4. evaluate the roles of the nurse within the parameters of legal practice. 5. integrate knowledge of culture, family, and growth and development in client care situations. 6. apply teaching and learning principles to selected groups and populations. 7. evaluate the impact of self-concept and personal/professional values on the practice of nursing. 8. integrate critical thinking skills in a variety of situations. 9. enhance personal and professional development as a basis for life-long learning.
WELCOME Welcome to the Nursing Education Program at Quinsigamond Community College. The faculty hope that this experience will be a rich and rewarding one for you. This student handbook has been developed
Associate in Applied Science Nursing Conceptual Framework The Nursing Department at JCC has predominately used Orem's conceptual model of nursing (12001), the nursing process and the National League for
ORGANIZATIONAL FRAMEWORK The organizing framework of the associate degree in nursing program is derived from the Philosophy of the Division of Nursing. It supports the Values of the College, which include
SALT LAKE COMMUNITY COLLEGE PHILOSOPHY OF THE NURSING PROGRAM The philosophy of the nursing program is consistent with the mission statement and values of Salt Lake Community College. The mission of the
A LEADING AMERICAN UNIVERSITY WITH INTERNATIONAL REACH ASSOCIATE OF SCIENCE IN NURSING PROGRAM Dear Preceptor, The faculty members of the Associate of Science in Nursing Program of Western Kentucky University
CODE of ETHICS & STANDARDS of PSYCHIATRIC NURSING PRACTICE APPROVED May 2010 by the Board of the College of Registered Psychiatric Nurses of BC for use by CRPNBC Registrants REGISTERED PSYCHIATRIC NURSES
ASSOCIATE DEGREE NURSING PROGRAM Mission The Associate Degree Nursing program supports the mission of the North Carolina Community College System and the mission of Fayetteville Technical Community College.
Stark State College Nursing 2.0.1 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
EDYTH T. JAMES DEPARTMENT OF NURSING Our nursing program has a rich 106-year history that includes being the first nursing school established in the state of Maryland. The Washington Missionary College
BS, MS, DNP and PhD in Nursing Competencies The competencies arise from the understanding of nursing as a theory-guided, evidenced -based discipline. Graduates from the curriculum are expected to possess
University of Maine School of Nursing Program Outcome # 1, Key Concepts and Level Outcomes Program Outcome: The graduate will provide patient-centered which represents the patients preferences, values,
School of Nursing Program 18 Admisssion and Progression The Duke University School of Nursing Program MISSION The mission of the Duke University School of Nursing is to create a center of excellence for
Running head: PROGRAM DESCRIPTION 1 Program Description Bachelor of Science and Master of Science Degree Programs in Nursing Messiah College Department of Nursing Approved_11-3-15 PROGRAM DESCRIPTION 2
School of Nursing Program 18 School of Nursing Program The Duke University School of Nursing Program Mission The mission of the Duke University School of Nursing is to create a center of excellence for
The Nursing Council of Hong Kong Core-Competencies for Registered Nurses (General) (February 2012) CONTENT I. Preamble 1 II. Philosophy of Nursing 2 III. Scope of Core-competencies Required of a Registered
Annual Program Evaluation Practical Nursing Program St. Charles Community College 2008/2009 Academic Year Math-Science-Health Chris Breitmeyer, Dean Written by: Bernadette C. Moody, MSN, RN Director of
WWCC NURSING STUDENT HANDBOOK 2015-16 ADDENDUM: SECOND-YEAR STUDENTS DURING 2015-16 ACADEMIC YEAR ONLY (Revised 9.16.15) Second-year nursing students during the 2015-16 academic year will be completing
CHAPTER 1 Nursing s Social Policy Statement Catherine E. Neuman, MSN, RN, NEA-BC Overview Nursing is a part of the society from which it grew and continues to evolve. As a profession, nursing is valued
Academic Policies Professional Standards Program Curricula Student Resources RN-BS Nursing Program Handbook 2014-2015 www.canton.edu Table of Contents Purpose.p.4 About the Program...p.4 Mission of the
MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced
PN Program Conceptual Framework The conceptual framework for the Certified in Practical Nursing at Jackson Community College has been developed and organized by the nursing faculty relative to: The Four
Professional Standards for Psychiatric Nursing November 2012 College of Registered Psychiatric Nurses of B.C. Suite 307 2502 St. Johns Street Port Moody, British Columbia V3H 2B4 Phone 604 931 5200 Fax
Illinois Licensure Testing System FIELD 182: SCHOOL NURSE February 2004 Subarea Range of Objectives I. Foundations of Knowledge 01 04 II. The Coordinated School Health Program 05 09 III. Professional Roles
Standards for the School Nurse [23.120] STANDARD 1 Content Knowledge The certificated school nurse understands and practices within a framework of professional nursing and education to provide a coordinated
Navarro College Associate Degree Nursing Program Excerpt from ADN Student Handbook I. INTRODUCTION The following policies, guidelines, and statements are subject to on-going review and may change due to
CURRICULUM FRAMEWORK/CONCEPTUAL MODEL The Daytona State College associate degree nursing program \ curriculum framework was developed by faculty and guided by the Daytona State College and School of Nursing
N4612 Acute Care Practicum 1 University of Texas at El Paso School of Nursing Preceptor Packet Nursing 4612 Acute Care Practicum PRECEPTORSHIP POLICY STATEMENT UNDERGRADUATE NURSING PROGRAM This statement
November, 2008 Comparison of Tuning Competencies to U.S. National Accepted Competencies How Tuning might benefit higher education in the U.S. We in the United States might learn a great deal from the Tuning
Expected Competencies of graduates of the nursing program at Philadelphia University Background Educational programs are prepared within the context of the countries they serve. They are expected to respond
Curriculum Philosophy 2013 Vision Global leaders in nursing excellence Mission Our mission is to educate professional nurses who promote health for individuals and communities Program Outcomes At the end
Information for Nursing Students This section of the student handbook has been prepared to familiarize students with the philosophy and conceptual framework of the nursing program, and to provide other
AACN SCOPE AND STANDARDS FOR ACUTE AND CRITICAL CARE NURSING PRACTICE AMERICAN ASSOCIATION of CRITICAL-CARE NURSES AACN SCOPE AND STANDARDS FOR ACUTE AND CRITICAL CARE NURSING PRACTICE Editor: Linda Bell,
Common Outcomes/Competencies for the CCN Nursing Web Page NURS 120: Foundations of Nursing This course introduces concepts related to the practical nurse s roles and responsibilities in today s society.
Nursing Framework and Program Outcomes The program's conceptual framework is based on the National League for Nursing (NLN) Educational Competencies Model and the components within it. The model consists
Canadian Nurse Practitioner Core Competency Framework January 2005 Table of Contents Preface... 1 Acknowledgments... 2 Introduction... 3 Assumptions... 4 Competencies... 5 I. Health Assessment and Diagnosis...
Maintaining Excellence in Nursing Education STANDARD COLLEGE HISTORICAL BACKGROUND STANDARD HEALTHCARE SERVICES INC., COLLEGE OF NURSING (STANDARD COL- LEGE) IS A PRIVATELY OWNED INSTITUTION LOCATED IN
NURSING EDUCATION Purpose This program is designed for professional nurses who have earned a Master s or Doctoral Degree in Nursing and seek further education in advanced nursing practice. Concentrations
OKLAHOMA BOARD OF NURSING 2915 North Classen Blvd., Suite 524 Oklahoma City, OK 73106 (405) 962-1800 NURSING COMPETENCIES BY EDUCATIONAL LEVEL: GUIDELINES FOR NURSING PRACTICE AND EDUCATION IN OKLAHOMA
Nursing Programs Philosophical Concepts PHILOSOPHICAL CONCEPTS: DEFINITION OF TERMS CRITICAL ELEMENTS: The five critical elements (5 C s) are the essential attributes that the faculty believe all nursing
Mission of the Occupational Therapy Assistant Program The mission of the Occupational Therapy Assistant Program at the North Dakota State College of Science (NDSCS) is to prepare students for entry level
Indiana University - Purdue University Fort Wayne Opus: Research & Creativity at IPFW Nursing Faculty Presentations Department of Nursing Summer 6-7-2013 Commitment to Nursing Education Nila Reimer Indiana
Preceptor Orientation 1 Department of Nursing & Allied Health RN to BSN Program Preceptor Orientation Program Revised January 2011 Preceptor Orientation 2 The faculty and staff of SUNY Delhi s RN to BSN
SCHOOL OF NURSING Philosophy Statement Nursing is a discipline, a profession, and a service. The discipline of nursing is a body of knowledge, formalized in philosophical and scientific theory/theoretical
Exhibit 9 ADEA Competencies for Entry into the Allied Dental Professions (As approved by the 2010 ADEA House of Delegates) Introduction In 1998 99, the Section on Dental Hygiene of the American Association
St. Luke s Hospital and Health Network Philosophy of Nursing: Nursing, a healing profession, is an essential component of St. Luke's Hospital & Health Network's commitment to providing safe, compassionate,
Mission, Goals and Outcomes for BSN Online Nursing Program Concordia University, Texas 2015 Mission of the School of Nursing Programs (BSN and MSN) The mission of the Concordia Nursing program is to develop
Master s Entry into Nursing Academic Manual 2015-2016 TABLE OF CONTENTS Overview of the Master s Entry into Nursing (MEN) Program 2 Outcomes 2 Plan of Study 3-4 Course Descriptions 5-11 Overview of the
Hagerstown Community College Official Course Syllabus Document Course: NUR 112: Care of Human Needs (6 credits) Fall 2015 INSTRUCTOR: Patricia Williams COURSE DESCRIPTION: This course focuses on the care
NUR 111 INTRODUCTION TO HEALTH CONCEPTS COURSE DESCRIPTION: Prerequisites: Admission to the Associate Degree Nursing program; listing as a Nursing Assistant I on North Carolina Nurse Aide Registry Corequisites:
Scope and Standards of Practice for The Acute Care Nurse Practitioner American Association of Critical-Care Nurses Editor: Linda Bell, RN MSN Copy Editor: Anne Bernard Designer: Derek Bennett An AACN Critical
Nursing Program Guidelines 2015-2016 Table of Contents Accreditation/Approval Status of the ADN and PN programs... 2 HANDBOOK DISCLAIMER...2 Mission Statement... 3 General Information... 4 Practical Nursing
Page 1 of 12 SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL School Nurse School Date Completed School Nurse Supervisor Date Reviewed The school nurse competencies presume that some core knowledge has been
NORTHEAST ALABAMA COMMUNITY COLLEGE SECOND LEVEL NURSING HANDBOOK SUMMER SEMESTER 2014 SPRING SEMESTER 2015 TABLE OF CONTENTS Philosophy of Nursing Program 1 Conceptual Framework 3 Level II Student Learning
THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS COURSE NUMBER: NUR 327 COURSE TITLE: Multi-Cultural Considerations for Spiritual Care in Nursing CREDITS: 3 Credits TERM: Spring/Fall PREREQUISITES:
UTHealth School of Nursing MSN Preceptor Handbook Introduction A clinical preceptorship is a supervised clinical experience that allows students to apply knowledge and skills in a practice setting. Each
COMPLETION OBJECTIVES FOR First Level () Second Level () Objectives adapted from the COLORADO NURSING ARTICULATION MODEL 1990 PROVIDER ROLE DEFINITION: The nurse, using the nursing process, helps the client,
Ball State University School of Nursing 2013-2014 SECTION I: School of Nursing Table of Contents History of the School of Nursing... 1 College of Applied Sciences and Technology... 1 School of Nursing...
California State University, Fresno College of Health and Human Services Department of Nursing GRADUATE STUDENT HANDBOOK 2011-2012 MASTERS OF SCIENCE IN NURSING DEGREE Post-Master's Certificate TABLE OF
An Invitation to Apply: Simmons College School of Nursing and Health Sciences: Department of Nursing Director of the Doctor of Nursing Practice (DNP) Program THE SEARCH Simmons College School of Nursing
ROLE OF HEALTH SERVICES STAFF IN SCHOOLS MARYLAND STATE SCHOOL HEALTH SERVICES GUIDELINE JANUARY 2006 Maryland State Department of Education Maryland Department of Health and Student Services and Alternative
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS COURSE TITLE: Adult Health I COURSE NUMBER: NUR304 TERM: XXXX PREREQUISITES: All Pre-nursing courses; NUR 301; NUR 302; NUR 303; NUR 310; (Students
Foundational Competencies Core Competencies of Clinical Psychology Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better Reflective Practice/Self-Assessment: Practices
NURSING STUDENT HANDBOOK 2014-2015 SCHOOL OF NURSING Nursing Student Handbook 2014-2015 The Nursing Student Handbook provides students with information about Henry Ford College s (HFC) Nursing Program,
Program: School of Nursing and Health Sciences BSN Program Assessed by: Date: 2012-2013 Mission Statement: The purpose of the BSN Nursing program at Malone University is to provide an education that produces
Nurse Practitioner Program Preceptor Handbook Beth- El College of Nursing and Health Sciences 1420 Austin Bluffs Parkway Colorado Springs, Co 80918 (719-255- 4434) Fax 255-4496 1 Table of Contents Welcome
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
Chapter 6 The Specialty of Gerontological Nursing Development of Gerontological Nursing 1962: First meeting of the ANA s Conference Group on Geriatric Nursing Practice. 1966: Became the Division of Geriatric
Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining
Curry College s Master of Science in Nursing is designed for nurses who want to enhance their practice with cutting-edge knowledge and skills. Among the program features are: Convenient campus locations
UNION UNIVERSITY MASTER SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON SPRING 2014 Form AS4 (M) Accreditation Standard 4.0.2 The program provides summary data and outcomes
ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,
Personnel 244 CMR 3.OOP REGISTERED NURSE AND LICENSED PRACTICAL NURSE 3.01: Definition - Registered Nurse Registered Nurse is the designation given to an individual who is licensed to practice professional
COURSE TITLE: Psychosocial Mental Health Nursing COURSE NUMBER: HNI 373 CREDITS: (SIX) 6 COURSE DESCRIPTION: This required nursing course focuses on psychosocial nursing as a continuum of care across the
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
The Nursing Council of Hong Kong Core-Competencies for Registered Nurses (Mentally Subnormal) (August 2013) 1 CONTENT I. Preamble 3 II. Philosophy of Mentally Subnormal Nursing 4-5 III. Scope of Core-competencies
MODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN These materials have been prepared within the framework of the project Technical Assistance to the Sector Policy
2015-2016 Academic Catalog Master of Science in Health Education Sara Kuykendall, Ph. D., CHES Professor and Chair, Department of Health Services 110 Post Hall 610-660-1530, email@example.com Louis
April 2015 21/04/15_16531 CONNECT SUCCEED THRIVE THE WELLBEING FRAMEWORK FOR SCHOOLS Introduction The NSW Department of Education and Communities (DEC) is committed to creating quality learning opportunities
Version Date May 15, 2015 Provincial Oncology Nursing Program PURPOSE: The oncology nurse practices at a high level of autonomy and accountability in collaboration with oncologists and the inter-professional
ENTRY LEVEL POPULATION-BASED PUBLIC HEALTH NURSING COMPETENCES For The New Graduate Or Novice Public Health Nurse PHN KNOWLEDGE AND SKILLS Public Health Nursing Practice focuses on entire populations and
2nd Annual New England Holistic Nursing Conference Defining and Validating Your Holistic Nursing Practice Through Certification Thursday September 27, 2012, 10:35am-12:05pm 1. The Holistic Nursing Certification
Page1 1 Service Definition/ Required Components Therapeutic Rehabilitation Program is rehabilitative service for adults with SMI and children with SED designed to maximize reduction of mental disability
Scope of Practice for Registered Nurses May 2011 Approved by the College and Association of Registered Nurses of Alberta Provincial Council May 2011. Permission to reproduce this document is granted; please
I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator
RN-MS PROGRAM RN-MS Program Purpose This accelerated program is designed for the experienced, practicing registered nurse who plans to continue nursing studies through the master's level and does not hold