Academics

Nursing | School of Nursing PhilosophyMission Statement

School of Nursing Philosophy

The ABU School of Nursing faculty believes in and supports the mission of Alderson Broaddus University. The nursing faculty commits to the college, the community, and society to provide quality baccalaureate nursing education. The philosophy of the School of Nursing is derived from basic beliefs about education and professional nursing.

Student achievement is assessed through Student Learning Outcomes (SLOs) and quality-based competency behaviors, which progress from simple to complex related to nursing process, professionalism, and safety. By the final semester, these SLOs culminate in Program Student Learning Outcomes (PSLOs). These Program Student Learning Outcomes and related competency behaviors evolve from ANA Standards of Professional Practice, AACN Essentials, NLN Standards, QSEN Competencies, and the West Virginia Standards for Professional Nursing Practice.

The faculty believes the patient, whether viewed as an individual or collectively as family, group, community, or society, is unique and holistic, meriting safe quality patient-centered care as exemplified in the nurse-patient relationship operationalized by the nursing process. Alderson Broaddus University views nursing as a caring, therapeutic, interpersonal profession that values diversity, and embodies Christian service to holistically address patient health needs in collaboration with the interprofessional health care system.

Knowledge, skills, attitudes, behaviors, and values associated with the practice and profession of nursing are assessed through seven PSLOs including:

1. Create patient-centered, safe, quality evidence-based nursing care with diverse patients across the life span.

2. Design a caring environment for the patient, family and community to promote wellness, prevent disease, and
    facilitate healing.

3. Generate critical thinking necessary to provide quality patient care.

4. Professionally communicate/collaborate with members of the interprofessional team, the patient family and                 community to provide and improve patient care.

5. Exemplify leadership in a variety of healthcare settings for diverse patient populations.

6. Synthesize information technology to communicate, manage knowledge, mitigate error and support decision            making.

7. Assimilate professional, ethical and legal guidelines in practice as a baccalaureate-prepared professional nurse.

The faculty believes a baccalaureate nursing education grounded in the liberal arts must provide learners with the opportunity to acquire the knowledge, skills, attitudes, behaviors, and values to become safe, responsible practitioners of professional nursing. The teaching-learning relationship between faculty and learner is central to education no less so when, despite the student’s valiant investment, remediation needs emerge requiring focused teaching-learning interventions. Throughout, learners are expected to demonstrate integrity and be self-disciplined, self-directed, and accountable for their own learning. The faculty is responsible for creating a caring environment in which knowledge is shared and role development enhanced.

Approved Dec. 15, 2011
Edited: Dec 8, 2013