About the School

 

Mission, Philosophy, Conceptual Framework & Graduate Competencies

 

ulm.edu/nursing

 

 


Mission

The University of Louisiana at Monroe School of Nursing shares the University’s commitment to instruction, research, and service. The primary mission of the School of Nursing is to offer a specialized program of study in nursing science which will prepare its graduates for effective service as beginning professional nurses who will practice in a variety of health care delivery settings as clinicians, leaders, and agents of change, provide its graduates with the background necessary for further professional education and growth, and provide an environment in which its graduates can develop a desire for life-long learning and a passion for the practice of nursing as a discipline of science, caring and compassion.

Further, it is the mission of the School of Nursing to provide continuing education to meet the needs of the nursing community of Northeast Louisiana, provide professional service to the community, and promote the development of the nursing profession through scholarly activity.

Goals

Instruction

A. To educate qualified students for careers in nursing practice.

B. To provide continuing education for registered nurses in northeast Louisiana.

C. To provide client education relating to individual health care needs.

D. To educate other health professionals concerning the practice of nursing and its interrelationships with the other health care disciplines.

Service

A. To provide professional service to the community through a variety of community service projects.

B. To provide consultation services to health care agencies related to the specialized practice of nursing.

C. To serve as a resource center for nursing practice information.

D. To enhance the profession through the support of, and participation in, the programs and activities of professional nursing organizations.

Research

A. To contribute to the advancement of nursing practice through the application of nursing research findings.

B. To contribute to the advancement of nursing education through the application of nursing research findings.

C. To contribute to the advancement of nursing science through research and other scholarly activities.



ULM School of Nursing Philosophy

    The philosophy of the School of Nursing at the University of Louisiana at Monroe is derived from and in harmony with the philosophy of the University. The faculty believes that the purpose of the School of Nursing is to prepare its graduates for safe and effective practice as beginning baccalaureate prepared nurses. This program aims to prepare nurses who will create new roles to meet the emerging needs of society. The philosophy incorporates the beliefs of the faculty regarding the major concepts of nursing, person, environment, health, and learning.

     Professional nursing is an art and a science. It is a dynamic, interpersonal discipline which exists to assist persons to maintain or move toward optimal function. The baccalaureate nurse utilizes the nursing process and critical thinking to perform the various caring roles of the nurse: advocate, leader, teacher, care provider, and researcher. As a member of the multidisciplinary team, the professional nurse provides culturally sensitive and competent care to persons of all ages in a variety of settings. Professional nursing requires specialized intellectual study, highly developed skills, and knowledge of and adherence to high ethical standards. These ethical, caring components include accountability and trustworthiness for one's self and for others.

     Person refers to individuals, families, and communities. Each person is a unique, holistic being of inherent worth. Through dynamic processes of coping, each person strives to maintain equilibrium within the environment.

     Environment consists of internal and external contexts and processes that have an impact on the person. The environment is shaped by historical, political, and economic influences.

     Health is the optimal state of well-being along a continuum of wellness to illness from conception to death. It is a perception that varies according to cultural differences and values. Health can be viewed from an individual, community, and global perspective.

     Learning is a process of discovery that culminates in acquisition of competencies. It is a dynamic, continuous process which occurs through active participation by diverse learners and is facilitated by the teacher through a variety of instructional techniques and technologies. The faculty believes in and practices the use of sound educational principles and demonstrates concern for the personal and professional development of the student. The student is accountable to and responsible for responding to the faculty as facilitators of learning. The student is accountable for his/her own personal and professional growth throughout the program.




Conceptual Framework

The faculty of the School of Nursing at The University of Louisiana at Monroe believes that the conceptual framework provides a base for planning curriculum content, course sequences, and curriculum evaluation. The conceptual framework is derived from the philosophy and is composed of three major components:  (1) a hierarchy of human needs; (2) the nursing process;(and) (3) levels of health intervention; and (4) Theories.

     The first component, a hierarchy of human needs, is divided into major categories - physiological, environmental, psychological, and sociological. This provides a logical approach for assessing and prioritizing the needs of clients. In addition, it helps the nurse to understand the commonality of people in general, as well as the uniqueness of each individual person.

     The second component, the nursing process, provides a widely-recognized, scientific approach to assist people to achieve health through therapeutic nursing interventions. The nursing process, which facilitates holistic care, consists of five steps:  assessment, analysis, planning, implementation and evaluation.

     The third component consists of four levels of health intervention .

     1)   Health promotion: “activities designed to improve or maintain health status.”
     2)   Disease prevention: “specific measures aimed at the prevention of disease or
           disability.”
     3)   Health restoration: “early recognition of and therapy for existing health problems.”
     4)   Rehabilitation: “actions that attempt to limit the incapacitation caused by health
           problems and to prevent recurrences.”

The fourth component consists of nursing and interdisciplinary theories that provide the learner with a framework for providing holistic care.

     There are seven sub-concepts, which permeate the curriculum. These include: (1) critical thinking); (2) growth and development; (3) communication; (4) interpersonal relationships; (5) legal-ethical issues; (6) personal-professional values; and (7) human diversity. Sub-concepts which will increase in emphasis as a student progresses, include:  (1) roles of the nurse; (2) health experiences; and (3) focus of care (individual, family, group and/or community).

Clark, M.J. (2003). Nursing in the community. (4th ed.). Stanford, Ct: Appleton & Lange.


Graduate Competencies

Upon completion of this program, the new graduate is expected to:

1.   Use critical thinking in nursing practice by synthesizing theoretical and empirical knowledge
      from the physical, biological, and behavioral sciences, humanities, and nursing theory.

2.   Utilize theory as the basis for making and evaluating nursing practice decisions.

3.   Utilize nursing practice as a means of gathering data for retaining and extending the
      science of nursing.

4.   Assess and analyze health status and health potential for planning, implementing, and
      evaluating nursing care with individuals, families, groups and communities in a variety
      of settings.

5.   Manage resources to improve service for individuals, families, groups, and communities.

6.   Accept individual responsibility and accountability for professional action and growth.

7.   Evaluate research for applicability of its findings to nursing actions.

8.   Use a variety of communication techniques with members of the health care team and
      others in order to facilitate optimal health care delivery to individuals, families, groups,
      and communities.

9.   Participate in effecting needed change in order to improve delivery within specific health
      care systems.

10. Participate in identifying health needs in a multi-cultural society and employ therapeutic
      nursing interventions to meet those needs.