Mission, Philosophy, and Organizing Framework
Mission
The mission of the Associate Degree Nursing Program is “to provide a quality associate degree
nursing program to prepare highly educated, dedicated, and motivated registered nurses for the
community served by Coahoma Community College”. The nursing faculty’s philosophical
beliefs and values in regard to the concepts of Nursing, Society, Client, Health and
Teaching/Learning provide the foundation for the curriculum and are reflected in the student
learning outcomes and graduate competencies as they progress through the program of study.
Philosophy
The following reflects the beliefs and values of the nursing faculty in regard to concepts
foundational to the philosophy of the nursing program which include Nursing, Society, Client,
Health, and Teaching/Learning.
Nursing is an art and a science. Nursing is a dynamic, interpersonal discipline which exists to
assist clients of all cultures and ethnic backgrounds to maintain or move toward optimal
function. The nurse utilizes the nursing process as a scientific, clinical reasoning approach to
client care that includes assessment, analysis, planning, implementation and evaluation. The
nurse develops and practices communication skills to enhance the nurse-client relations The
nurse displays respect and compassion in client interactions and seeks to develop trust in the
nurse-client relationship in the achievement of desired client outcomes. The nurse develops and
utilizes documentation skills to ensure appropriate interaction with members of the healthcare
team members regarding client care. Accountability and responsibility for one’s self and for
others is foundational to all nursing interactions.
Society is a social system composed of diverse groups of people with unique cultural beliefs and
behaviors. Each person in society should be respected as an individual and offered access to
quality health care.
Client is a unique, holistic individual who is a biological, psycho-social-cultural being with the
freedom to choose and make decisions. Through dynamic processes of coping, each client
strives to maintain equilibrium within the environment. Each client is capable of growth and
change over the entire life span. The client is the recipient of nursing care, which can include
meeting the human needs of comfort, nutrition, safety, elimination, self-worth, and social
interaction.
Health is a dynamic adjustment to stressors in the internal and external environment through
optimal uses of resources, in order to achieve a state of physical, emotional, intellectual, social
and spiritual well-being. A state of health depends on the goals and potential of the individual,
as well as the family, community, and society within the person’s environment. Health is a
continuum, and is experienced at varying levels throughout the lifespan.
Teaching/Learning is a process which manifests itself as a change of behavior in a person. It is a
dynamic, continuous process which occurs through active participation by the learner and is
facilitated by the teacher, through a variety of instructional interactions. The integration of
cognitive, affective, and psychomotor experiences is essential to the teaching-learning process
and is the means through which the learner discovers innate abilities and maximizes one’s
potential. The teacher provides support to the learner to build on experiences brought to the
program, experiences exposed to during the course of study, and retention of information as a
result of active involvement. This process is dynamic, self-directed and developmental, moving
from simple to complex building higher levels of insight and discernment.
Organizing Framework
The following organizing framework was designed by the nursing faculty to demonstrate how
the major components connect and build to achieve the student learning and program outcomes.
The components of the organizing framework include the major concepts of the philosophy, the
8 core concepts of the nursing curriculum reflected in the Student Learning Outcomes of each
course and the Role Specific Graduate Competencies and Program Outcomes.
.
1st semester
2nd semester
3rd semester
Simple --- Complex
Leadership
Evidence-Based Practice
Reduction of Risk Potential
Psychosocial Care
Pharmacological Management
Safe and Effective Care
Environment
Health Promotion
Nursing Process/Clinical Reasoning,
Simple --- Complex
Program Outcomes
Graduate Competencies
Core Concepts of the Nursing Curriculum
4th semester
Philosophical Beliefs on Nursing, Society, Client, Health, and Teaching-Learning