We believe that each person is an individual possessing worth, dignity and integrity. We recognize that each person has basic and unique needs. Needs are influenced by the individual’s potential, responsibility, and right to exercise choices over health, life, and destiny. Individual responses to these needs are due to physical, emotional, intellectual, social, and spiritual dimensions of each person.

Health is a dynamic state in which a person operates at an optimal personal potential in the physical, emotional, intellectual, social and spiritual dimensions. Wellness and illness are socially and individually defined concepts. Nursing provides a unique and valuable service to people which influences health. The nurse’s practice is directed toward the promotion, maintenance, or restoration of health; or in the alleviation of suffering. Nurses assist individuals to be equal partners in health care decisions.

We believe nursing is both an art and a science that uses the nursing process depending on the level and depth of educational achievement, experience and caring. The art of nursing is the caring aspect that “incorporates the elements of soul, mind, and imagination, the sensitive spirit, and the intelligent understanding that provides the very foundation of effective nursing care.” Donahue, 1985, page 56.) The science of nursing combines critical thinking with evidence-based practice and the biological and behavioral sciences. Critical thinking is a purposeful, outcome-driven activity. It promotes seeking of information, reflecting on assumptions and patterns, applying standards and analyzing situations. (Schaffer and Rubenfeld)

We believe that professional nurses are committed to life-long learning, the development and utilization of nursing knowledge, and the advancement of the profession. The nurse has an obligation to practice ethically, act responsibly, and is “always mindful of the public trust.” (Nursing Social Policy Statement, ANA, 1995, pg. 3) Accountability and a commitment to excellence are essential. The nurse practices “within the context of the values and beliefs of the patient and the nurse.” (Nursing Social Policy Statement, ANA, 1995, pg. 4)

Nursing education is a process whereby a new role is acquired. Specific roles for nursing are delineated by acquisition of the body of knowledge. Using state and national standards, nursing faculty determine the curriculum that builds this body of knowledge. Evaluation of curriculum and instruction is a joint process including both faculty and learners and serves as a guide for improvement. National Park Community College nursing faculty recognizes that there are different levels of nursing education programs. Each type of nursing educational program makes a contribution to health care. The table following the philosophy demonstrates how the NPCC nursing faculty differentiates the nursing entry levels.

We believe that the educational process interweaves the two components of teaching and learning. Teaching is innovative, participatory and diverse in order to meet the needs of the individual students. The teacher encourages the learner to critically think related to specific situations and pending problems, find meanings, and make decisions. Frequent learning-centered feedback increases the student’s skill in clinical reasoning. The teacher is a role model both in the classroom and the clinical area, demonstrating therapeutic sharing of self and previous experiences as they promote a caring and nurturing environment.

We believe that learning is a life-long process that enables maturation and influences life styles. We recognize the desire to learn exists within the learner; however, desire to learn can be influenced by interaction with others within the learning community. Learning requires shared knowledge and shared responsibility and is best facilitated by faculty and student collaboration in order to achieve integration of course ideas and content across the curriculum. Collaborative learning supports the premise that participants can learn from experiences of others without having to have the same experience. We recognize that there is diversity in learning styles and needs. Learning results in changes in behavior, attitudes, feelings and/or thought patterns.

The National Park Community College graduate with an Associate of Science in Nursing Degree is prepared to practice within the roles defined by the Nurse Practice Act and by the National League for Nursing: provider of care, manager of care and member within the profession. (National League for Nursing, 1990). Within these roles are reflected the core components of Professional Behaviors, Communication, Assessment, Clinical Decision-Making, Caring Interventions, Teaching and Learning, Collaboration, and Managing Care. The graduate is primarily concerned with individuals and families to maximize their potential for health within the community. Graduates perform skills requiring cognitive, psychomotor and affective abilities in situations where policies and procedures are specified and guidance is available.

The NPCC graduate with a certificate in Practical Nursing is prepared to provide health care services under the direction of a registered nurse, licensed physician, or licensed dentist. The role of the practical nurse as defined by the Arkansas Nurse Practice Act includes: observation, intervention, and evaluation of the ill, injured or infirm. The practical nurse utilizes basic observation skills to cooperate in the development and implementation of nursing care plan. Basic therapeutic and preventive nursing measures, incorporating fundamental, biological, psychosocial, and spiritual principles, form the major focus of the practical nurse’s practice. Evaluation of care is done in cooperation with the registered nurse.

The graduates of both Nursing Programs are integral members of the health care team with the ability to participate on interdisciplinary teams to promote positive outcomes. Graduates provide culturally sensitive care for patients across the life span with emphasis on adults who have acute or chronic health needs. Graduates use communication skills and information technology in an increasing sophisticated health care delivery system. The graduates practice within an ethical and legal framework with a commitment to the value of caring.

References:

American Nurse’s Association, Nursing Social Policy Statement, ANA, 1995, pg. 3

Bigge, M.L. & Shermis, S.S. (1992). Learning Theories for Teachers. New York:
HarperCollins. Donahue, M. P. (1985). Nursing – The Finest Art, an Illustrated History. St. Louis: C.V.Mosby, p. 56

National League for Nursing: (1990). Educational Outcomes of Associate Degree Nursing Programs: Roles & Competencies.
New York, NY: National League for Nursing.

National League for Nursing: (2000). Educational Competencies for Graduates of Associate Degree Nursing Programs. Sudbury, MA:
National League for Nursing
Scheffer, B. K. and Rubenfeld, M.G. (2000). A consensus statement on critical thinking. Journal of Nursing Education 39, 358.

Tinto, Vincent. (April, 2002). Taking students retention seriously. Speech delivered at American Association of Collegiate Registrars and Admission Officers, Minneapolis, Minnesota.

Williams, Ashley. (Fall, 2000). Learning Communities: An Overview. Inventio: creative thinking about learning and teaching. Issue No. 2. Vol. 2. Retrieved April 15, 2001, from http://www.doit.gmu.edu