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Nursing is a caring profession that combines art and science to meet human needs. Caring is an inherent element of nursing, based on a humanistic value system; sensitivity to one’s self and others; promotion of communication and collaboration; and the provision for individualized nursing interventions. Nurses plan, implement, and evaluate interventions based on the assessment and analysis of human needs. Critical thinking is used as a framework for the skillful use of the nursing process, for self-reflection of clinical reasoning, and to meet client needs in the roles of provider of care, manager of care, and member of the discipline.
The faculty believes that people are diverse, holistic beings consisting of physiological, psychological, sociocultural, developmental, and spiritual dimensions. Each person has needs, which if satisfied will promote health. Individuals interact with the environment, internal and external, to determine a response pattern consistent with their values, beliefs, and goals and that help them meet their needs. Wellness is the process that leads to health through satisfaction of needs. Illness may result when needs are not met.
Associate degree graduates care for clients in a variety of settings within a number of collaborative relationships. The client can be an individual, a member of a family or a group. Using therapeutic communication techniques, nurses interact with clients, families and health care providers in a manner that promotes effective interactions.
Associate degree practice encompasses the coordination and management of care for the individual as well as for groups of clients. Nursing is uniquely qualified to assist the client to meet diverse needs across the lifespan incorporating the input of other health care providers. Graduates function within a legal-ethical framework that provides direction for practice.
The faculty believe learning is a contextual lifelong process that fosters sensitivity to the unique and diverse nature of individuals, acquisition of skills to access information, and changes in values and behaviors. The faculty support critical thinking as the organizing framework for learning. A competency-based curriculum provides the structure for Program Learning Outcomes, Course Learning Outcomes, and Unit Learning Outcomes that focus students on the application of concepts and the achievement of performance competencies required for practice.
The teacher/learner relationship is based on the recognition of the intrinsic value of each person and mutual respect. This relationship promotes a collaborative learning environment which can be enhanced through the use of technology. Faculty create an interactive learning environment through instructional approaches that encourage reflective learning. Assessment tools are used that target higher order thinking and evaluate achievement of outcomes.
Learners are recognized as autonomous individuals who make independent decisions about their needs. As role models of critical thinking, faculty shape an educational environment, which empowers students to become independent learners, to accept responsibility for lifelong learning and to develop professional behaviors. As expert learners, faculty facilitate educational opportunities that meet individual student needs and professional standards. Students should be challenged by and satisfied with the nursing program.
Program Learning Outcomes
1. Practice holistic nursing using human needs as a framework.
2. Use critical thinking as a framework for decision making in the implementation of the nursing process.
3. Communicate and collaborate effectively with clients, groups, and members of the health care team incorporating the use of current technology.
4. Coordinate and manage care for diverse individuals and groups in various care settings.
5. Demonstrate a commitment to the profession of nursing and demonstrate legal and ethical accountability for professional practice.
6. Synthesize knowledge from nursing and other disciplines to promote health.
Program Outcomes
1. Graduate students whose nursing interventions assist the client towards the satisfaction of human needs as measured by a cut score of three (3) or above on the graduate survey.
2. Graduate students whose nursing practice includes self-evaluation of their clinical competency in relation to the elements of critical thinking, as measured by a cut score of three (3) or above on the graduate survey.
3. Graduate students who are capable of effective written, verbal, and nonverbal communication with clients, groups, and members of the health team, maximizing client outcomes as measured by a cut score of three (3) or above on the graduate survey.
4. Graduate students who demonstrate competence in coordinating and managing care for diverse individuals and groups in various care settings as measured by a cut score of three (3) or above on the graduate survey.
5. Graduate students who demonstrate a commitment to professional development in areas related to participation in continuing education, membership in professional organizations, and participation in research or scholarly activities as evidenced by 80% of the graduates responding yes to a professional development activity on the graduate survey.
6. Graduate students who perceive that their nursing practice reflects the program competencies as measured by a cut score of three (3) or above on the graduate survey.
7. Graduate students who indicate satisfaction with their theoretical preparation as measured by a cut score of three (3) or above on the graduate survey.
8. Graduate students who indicate satisfaction with their clinical preparation as measured by a cut score of three (3) or above on the graduate survey.
9. Graduate students who indicate satisfaction with their preparation for NCLEX as measured by a cut score of three (3) or above on the graduate survey.
10. Graduate classes that achieve a 70% job placement rate.
11. Graduate classes that achieve a 60% completion rate.
12. Graduate classes that achieve an 80% aggregate pass rate on the NCLEX-RN.
13. Maintain accreditation from the New Jersey State Board of Nursing.
14. Maintain accreditation from the National League for Nursing Accrediting Commission.
Program Purposes
1. To prepare graduates possessing entry-level knowledge and skills for administering nursing care to diverse individuals and groups.
2. To provide students with a program of learning that fulfills the requirements of an Associate Degree in Nursing.
3. To help provide for the health care needs of the community by graduating individuals eligible for the licensure examination.
4. To provide a broad-based humanistic experience for the purpose of effecting self- actualization and ongoing personal development as a health care participant and a member of the community.
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