Our Philosophy

The Chamberlain College of Nursing philosophy, affirmed by the faculty, is consistent with the Chamberlain mission, which is to provide a superior nursing education experience distinguished by academic excellence, innovation, integrity and world-class service and to graduate compassionate, ethical and knowledgeable nurse leaders who are empowered to transform healthcare. The faculty believes that nursing education is best accomplished in an environment of mutual commitment and accountability among students, faculty, administration and staff. 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 is a unique, holistic being with intrinsic worth. Person is defined as individuals, families (identified by the individual), aggregates, communities and global societies who are consumers of healthcare with developmental, psychosocial, spiritual, cultural and physiologic dimensions. The person interacts within the environment as an active collaborator in healthcare, responsible for individual life choices affecting health and healthcare issues.

We believe HEALTH is a dynamic, holistic process that projects a person’s perceived state of wellness. Health promotion, wellness, restoration and revitalization activities influence a person’s level of health and energy. Optimal health implies the achievement of the highest level of natural balance in all spheres throughout the entire life continuum.

We believe NURSING is a practice profession dedicated to providing person-centered care through application of the nursing process. Nursing knowledge derives from theories and principles of nursing, arts, physical sciences, social sciences and humanities. Caring implies the compassionate application of knowledge, clinical skills, cultural competence, ethical principles and expert judgments rendered in a variety of nursing practice settings. Nurses work collaboratively with individuals, families and interdisciplinary team members to provide quality care and ensure client safety.

Nurses engage in evidence-based practice and employ information processes and technology resources to achieve excellence in client outcomes. Nursing represents empowered individuals who function within established standards of the nursing profession, accept responsibilities associated with professional practice, are accountable for their actions, engage in activities guiding healthcare policy 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 with recognition of historical, demographic, technological, political and cultural influences. Interaction of the person within the external environment and nursing will incorporate the highest standards for safety and quality of care. All interactions among the person, health and nursing occur within the boundaries of the internal and external environments.

We believe that TEACHING-LEARNING is an interactive process between the student and faculty demonstrating shared responsibility for attainment of learning outcomes. Learner-centered teaching provides the basis for designing learning experiences. Individual student learning styles are considered in designing activities embracing the cognitive, affective and psychomotor domains. Faculty employs a variety of teaching modalities that integrate current technology and available learning resources. Faculty believes that learning takes place through both informal and formal interactions. Informal learning opportunities imply interactions that are unplanned and occur spontaneously in a variety of settings. Formal venues include planned learning activities in classrooms, web environments, learning laboratories, simulation laboratories and patient care settings. Learning occurs independently and collaboratively through relationship development and group interaction.

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 studies that enables the student to utilize a conceptual basis for nursing practice. Integration of nursing informatics (intersection of healthcare, information science, computer technology and nursing science) throughout the curriculum supports evidence-based practice and quality healthcare outcomes. 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.

We believe the Associate Degree in Nursing (ADN) program prepares the graduate to provide safe, competent nursing care across the lifespan to individuals, families and groups in a variety of practice settings. Nursing care incorporates evidence-based principles, sciences and critical reasoning necessary for nursing practice in the development of responses to real or perceived healthcare needs. The ADN graduate is equipped with the necessary skills and knowledge to function as a beginning nurse and values the concept of lifelong learning. The ADN program provides a foundation for continued learning and career advancement.

We believe graduates with a Bachelor of Science in Nursing (BSN) degree are prepared to provide safe, comprehensive, professional nursing care across the lifespan to individuals, families, aggregates and communities in global societies. Professional nursing care incorporates evidence-based principles, sciences and critical reasoning and judgment in the development of responses to real or perceived healthcare needs.

The BSN graduate possesses the necessary knowledge and core competencies to meet the challenges of a dynamic and evolving profession in the 21st century. The BSN degree program provides the foundation for graduate study and beginning scholarship, encourages service to the profession and community and supports the concept of lifelong learning.

We believe the Master of Science in Nursing (MSN) degree program prepares the graduate to assume advanced roles in nursing administration, education, informatics, healthcare policy and clinical practice. The graduate applies acquired knowledge of leadership skills in educational, organizational and practice settings. The graduate attains proficiency in systematic inquiry with the use of evidence-based knowledge, which supports contributions to society and the nursing profession. This degree program provides a foundation for doctoral study, lifelong learning and continued scholarship.

We believe the Doctor of Nursing Practice (DNP) degree program prepares graduates who aspire to earn the highest level of study for nurses in clinical practice. The graduate acquires proficiency in the creation of new knowledge, translating evidence-based research into practice and scholarship to advance patient safety and outcomes in a variety of healthcare delivery settings. In response to the complex healthcare needs of society, the graduate is prepared to influence healthcare policy providing systematic leadership at the highest level of scientific knowledge and practice expertise.

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