Every school and even educational program is based on certain principles and beliefs, which shapes its structure and content. Schools always pay specific attention to the articulation of their philosophy and mission in order to ensure the enrollment of students who share similar beliefs. The detailed and concise philosophy and mission enable schools to remain concentrated on a set of goals, as well as methods utilized to achieve the established objectives (Stanhope & Lancaster, 2014).
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It is also important to note that missions and philosophies are characterized by a certain degree of flexibility as they can change in the course of time (Dolan Hunt, 2014). Moreover, the process of a philosophy and mission development implies the collaboration of many people, so manifold views and principles are entailed. This paper briefly outlines a philosophy and mission of a nursing program and sheds light on some transformations they underwent in the process of their creation.
We believe that students’ future professional success can be ensured through student-focused learning partnerships. At our University, students receive high-quality educational services that are developed and delivered in collaboration with high-profile industry professionals. We have created the culture of personal accountability, which facilitates the learning process.
One of the peculiarities of our University is the creation of a learning community that enables medical students and new healthcare professionals to make evidence-based decisions and develop confidence. We foster nursing students’ ability and eagerness to become advocates for equity and diversity in health care. We recognize that diversity is the key to success as the plurality of ideas and cultural agendas are instrumental in finding creative and effective solutions.
We also believe that medical service, teaching, and scholarship are three pillars of formal training that help people to find their path. To a certain extent, these dimensions are present in the practice of any nurse, but some of them are more pronounced in advanced nursing professionals’ activities or nursing educators. Therefore, we offer three types of programs that are critical to nursing practice.
Baccalaureate education in nursing equips students with the knowledge and skills necessary for their professional practice and further development. Apart from teaching a range of skills, we help students to develop the foundation for becoming professionals who think critically, make ethical decisions, are ready to take up leading roles and be lifelong learners. A master’s education in nursing is the following stage of mastering the profession that equips students with the knowledge and skills necessary for advanced practice. Public health leadership and systems management are the areas covered in the program. Finally, Doctoral education for advanced nursing practice is associated with all the three dimensions mentioned above: practice, scholarship, and teaching.
Our philosophy is based on the belief that nurses are lifelong learners able to think critically and prepared to make ethical and evidence-based decisions. For us, education is a lifelong process that implies the collaboration of many stakeholders. The primary purpose of our University is to facilitate students’ professional and personal development by ensuring the spirit of constant inquiry aimed at comprehending the nature of human beings and their place in the universe. Diversity is one of our most important values as we see it as a characteristic feature of education. Diverse views and different cultural backgrounds make the learning process more effective and the professional development more comprehensive.
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We also believe that education can never take place in isolation and the collaboration of various stakeholders is crucial. Apart from healthcare professionals, researchers, educators, and policymakers, the people involved in the process of nursing students learning include patients and the community. The collaboration of these stakeholders extends the boundaries of the clinical setting. Sharing ideas, volunteering, and making a difference should take place in different settings and on various levels.
The Impact of Peer Collaboration
Schools’ mission and philosophy are being distilled for many years as many people and trends influence their development (McCoy & Anema, 2018). The initial mission and philosophy were slightly different from the final version as the discussion of certain issues unveiled some inconsistencies and flaws. The first variants were characterized by the focus on the individual level. The impact on the community was mentioned once, but no details were given. However, peer discussion was instrumental in understanding the impact of nursing education on the community as well as the entire society. Hence, this aspect was described in more detail in the final mission and philosophy.
To sum up, it is possible to note that every school has its mission and philosophy that outline the central peculiarities of the educational establishment and its programs. The flexibility of the major framework of a medical school ensures this facility’s competitiveness and academic value. Students, educators, policymakers, and people living in the neighborhood often affect the development of these paradigms guiding schools’ development. These changes help universities to address the challenges emerging in the society that is constantly evolving. At the same time, schools’ mission and philosophy ensure that facilities will remain faithful to certain values and objectives.
Dolan Hunt, D. (2014). The nurse professional: leveraging your education for transition into practice. New York, NY: Springer Publishing Company.
McCoy, J. L., & Anema, M. G. (2018). Fast facts for curriculum development in nursing: How to develop & evaluate educational programs (2nd ed.). New York, NY: Springer Publishing Company.
Stanhope, M., & Lancaster, J. (2014). Public health nursing – e-book: Population-centered health care in the community (8th ed.). Maryland Heights, MO: Elsevier Health Sciences.