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The philosophy is based on the belief that man is an integrated whole with
interrelated biological, psychosocial, and cultural needs. Factors including
one's stage of development, past experiences and learning, life cycle events and
various environmental and situational stresses directly and indirectly influence
the behavior and belief system of an individual. Each person possesses free
will, requires certain basic needs as outlined by Maslow and has the potential
for self-actualization. Each person has the right and responsibility to
participate in health care decisions.
The philosophy is based on the belief that our
environment is constantly
changing, requiring ongoing assessment of needs and adaptation. Through
interaction with the environment, one's cultural roles, perceptions, values, and
clinical practices are learned, modified, and perpetuated. A safe,
non-threatening and supportive climate enhances one's experiences and maximizes
one's potential for
well-being.
The philosophy is based on the belief that
health is a dynamic state of human
functioning, beginning with conception and ending with death. Individuals and
families have the responsibility to participate in the management of their
health as emphasized by Orem's Self Care Theory. Optimal health definitions vary
depending on life stages, adaptations, culture, resources, nutritional status
and the body's response to alterations and health care interventions.
The philosophy is based on the unifying concept of the
nursing process. It is
the belief that the art and science of nursing involves a systematic approach
based on scientific principles and nursing knowledge. This systematic approach
guides the process of assessment, analysis, planning, implementation and
evaluation.
The philosophy is based on the belief that the Licensed Practical Nurse has a
key differentiated role on the health care team with a unique, defined body of
knowledge, technical skills, and caring attitudes. After passing the NCLEX-PN
Examination, the graduate can practice as a competent and valued member of the
health care and nursing team. The Graduate of a PN program is prepared to begin
practice in a variety of settings within defined legal and ethical parameters
and given established policies and protocols. The PN has defined competencies,
which enable the person to work using the nursing process, under the supervision
of registered nurses, physicians, dentists or using defining protocols and
policy statements. The philosophy of the Practical Nursing program is also
influenced by the following beliefs held by faculty.
It is the philosophy of the faculty that practical nursing education is a
dynamic process focusing on the acquisition of knowledge, technical skills, and
attitudes necessary for beginning practice. Assessment of individual learning
needs and readiness is a critical, ongoing part of the educational process. PN
education is a planned program of learning based on state-mandated competencies
and expected program and educational outcomes (see
Table 1.0
–.pdf).
Faculty plays a facilitative role to assist students in the development of competence and
accountability as members of the health care team. The value of continuing
professional and educational development is manifested throughout the program.
This education takes places in an institution of higher learning, incorporating
concepts of general education and scientific rationale.
The faculty subscribes to principles of adult learning. The belief that
individuals come into nursing education with a wealth of varied experiences is
valued. The faculty understands that students are motivated by a number of
intrinsic and extrinsic factors and those individuals have the potential for
self-actualization. Individual behaviors and beliefs are influenced by one's
culture, past learning, stage of development, environment, and life cycle
events. The faculty believes that the educational process has the outcome of
developing safe, competent, caring professionals while maintaining the dignity
of the individual.
The overall statement of purpose of Delaware Institute of Health Sciences
recognizes the responsibility to enhance the educational development of all
persons able to benefit from its services. The school is a teaching institution
dedicated to providing programs and activities designed to develop responsible
citizenship and leadership in a constantly changing, complex society. We strive
to make a positive difference in people's lives every day and embrace the
diversity of the human race.
The PN Purposes and Goals are congruent with the philosophy of the PN Program,
which include:
- to provide opportunities for students from diverse backgrounds to purse their
educational goals and to enhance the educational development of all persons able
to benefit from its services.
- to graduate safe, competent practical nurses who are able to seek entry-level
positions in a variety of health care settings.
- to promote life long learning to maintain competence and encourage
professional growth through continuing education and activities.
- to foster partnerships with the community and health care agencies to enhance
the educational experiences and accomplish the objectives outlined in the PN
Curriculum.
The philosophy, program competencies, and outcomes of the PN program reflect the
stated purpose and goals. There is congruency between the institution's purpose
and goals and the program philosophy (see
Table 1.0–.pdf).
Expected benchmarks for program effectiveness and evaluation are identified in
program outcomes. These benchmarks (levels of achievement) guide data collection
and future plans for improvements and enhancements.
Educational outcomes are the indicators of the program's effectiveness and
reflect the expected results of the educational outcomes. These outcomes are
based on the recommended National League of Nursing Accrediting Commission
(NLNAC) Standards, NLN guidelines for PN programs and State Board of Nursing
standards, the national accrediting body for the program.
Identified Program outcomes are critical elements with established benchmarks
that guide the evaluation process. These benchmarks will exceed the expected
NLNAC outcomes criteria for accredited PN program and Educational Effectiveness
Standards. Program outcomes and benchmarks identified by faculty for the PN
program at DIHS include:
- 85% of students admitted will graduate from the PN program.
- 85% of graduates will pass the NCLEX-PN Exam on the first attempt.
- 90% of students will express satisfaction with the program.
- 100% of graduates will participate in continuing education and professional
development activities.
- 90% of employers and graduates will express satisfaction with the program.
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