Philosophy

The philosophy affirmed by the faculty is consistent with the Chamberlain College of Nursing mission, which is to provide educational programs in nursing in an environment of mutual commitment and accountability among students, faculty, administration, and staff. Through this philosophy, the faculty expresses its commitment to excellence in the profession of nursing and quality education. The academic programs are based on the faculty’s beliefs about PERSON, HEALTH, NURSING, ENVIRONMENT, TEACHING-LEARNING, and NURSING EDUCATION.

We believe that the PERSON has intrinsic worth, is unique, and is accountable to a higher being. PERSON is used to designate individuals, families, aggregates, communities, and societies who are consumers of healthcare and who have developmental, cognitive, psychosocial, spiritual, cultural, and physiological dimensions.

The PERSON interacts holistically within the environment, is an active collaborator in healthcare, and is responsible for individual life choices affecting health and healthcare issues.

We believe HEALTH is a dynamic and holistic process resulting in a person’s perceived state of being. Health promotion, illness prevention, health maintenance and restoration and rehabilitative activities influence the person’s present level of wellness. Optimal health implies the achievement of the highest level of wellness throughout the life span, up to and including death.

We believe NURSING is a practice profession dedicated to providing quality healthcare to all persons. NURSING is the caring art of applying nursing knowledge. Nursing knowledge derives from theories and principles of nursing, arts, physical sciences, social sciences, and humanities. The caring art of NURSING implies the compassionate application of research-based knowledge, skills, and expert judgments rendered in a variety of healthcare settings. NURSING represents empowered individuals who function within established standards of the nursing profession, serve as change agents through social interaction and political activism, and move freely among nursing roles established to meet the ever-changing needs of society.

We believe that ENVIRONMENT is the continuous interaction of processes internal and external to the person. Internal processes include stimuli from within the person or manifestations that are perceived from the surrounding space. External processes reflect the interaction of the person within the physical setting and recognition of historical, demographic, technological, political, and cultural influences. All interactions among the person, health, and nursing occur within the limitless boundaries of environment.

We believe that TEACHING-LEARNING is the interactive process through which the learner integrates and applies concepts on cognitive, psychomotor and affective levels. Formal learning takes place in both traditional and cyber learning environments. Through shared responsibility built on a reciprocal relationship, the learner evidences increased knowledge and growth relative to intellectual capabilities, prior experiences, readiness to learn, and motivation. The teacher guides and facilitates learning experiences with regard to the learner’s individual needs and abilities while facilitating the development of individual potential. The teacher utilizes a variety of teaching modalities that demonstrate shared responsibility and commitment to learning.

We believe NURSING EDUCATION promotes the social and intellectual growth of the learner. The pursuit of knowledge fosters an attitude that values the lifelong process of personal and professional development and social responsibility. The liberal educational curricular dimension provides the theoretical and experiential activities necessary for establishing a broad foundation for subsequent development. The addition of principles, concepts, and theories of nursing, generated by nursing research, culminates in a program of study that enables the student to utilize a conceptual basis for nursing practice. Emphasis is placed on supporting the learner’s development in assuming roles consistent with the profession of nursing. In accordance with our beliefs supporting career mobility, Chamberlain College of Nursing offers programs of nursing education that promote opportunities for individuals to enter and advance within the profession of nursing. The Associate of Science in Nursing program provides the requisite knowledge and skills for nursing care in acute and long-term care settings where policies and procedures are specified and supportive guidance is available. The Associate of Science in Nursing program graduates are prepared to provide direct client care to individuals within the context of family and community relationships in accordance with their level of preparation. Although the primary focus is in meeting identified healthcare needs of the adult, the graduate facilitates adaptation of clients throughout the life span. The faculty believes in accepting an individual’s competency skill and providing the avenue for increasing knowledge and clinical experience for career mobility.

Graduates with a Bachelor of Science in Nursing degree are prepared to practice comprehensive nursing care, including health promotion, illness prevention, health maintenance and restoration, rehabilitation, and health teaching to individuals, families, aggregates, and communities in a variety of practice settings. The program of study is directed toward the acquisition of knowledge and skills for the continued learning that is necessary to meet the challenges of a dynamic, evolving profession. The Bachelor of Science in Nursing degree completion program offers opportunities to registered nurses for continued learning and career advancement.

Purpose:

1. Provide educational programs that prepare graduates for professional and compassionate practice in a variety of healthcare settings entailing different degrees of competency and responsibility.
2. Provide learners with curricula and teaching modalities that develop written and oral communication skills, promote critical thinking and judgment, enhance the appreciation of cultural diversity in society, support the holistic and spiritual nature of the individual, enrich the individual student’s general education foundation, and provide the basic skills necessary for lifelong learning.
3. Encourage commitment to personal and professional development, service to the community, and civic and political responsibilities.
4. Honor the College’s historical foundations in the provision of educational programs.
5. Maintain a collegiate environment that is safe, that evidences mutual accountability, responsibility, and freedom of inquiry to stimulate intellectual growth among all constituents, and that provides the necessary structure and resources to continue to fulfill the mission.
6. Attract academically able students of all ages, races, and backgrounds and ensure the necessary services that will enable them to succeed.
7. Attract and retain an ethnically and academically diverse and experientially prepared faculty and staff who facilitate student learning and contribute to professional and community activities.
8. Collaborate with healthcare providers and nurse employers to promote evidence-based practice that enhances quality healthcare delivery.