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MISSION
The
faculty of Long Island University School of Nursing, in developing
its mission, philosophy, and objectives, has been guided by the
general mission and philosophy statement of the Brooklyn Campus
of Long Island University, the American Nurses Association’s (ANA)
Standards of Clinical Nursing Practice, Nursing’s Social
Policy Statement, Code for Nurses, and the American Association
of Colleges of Nursing's (AACN) Essentials of College and University
Education for Professional Nursing.
The
mission of the Long Island University School of Nursing baccalaureate
program is to:
- provide a teaching and learning environment for quality baccalaureate
nursing education for students from diverse, multi-cultural backgrounds.
- assist students to share cultural insights and to appreciate
cultural differences to enrich their personal and professional
lives.
-
assist students in enhancing their critical thinking and problem-solving
skills to adapt to an ever changing professional environment.
-
provide the opportunity for students to learn to practice successfully
in the political, social, and economic environment.
-
provide caring, competent registered professional nurses to
provide healthcare for multi-cultural client populations.
-
provide students with the advocacy skills necessary to empower
clients to improve the quality and availability of their health
care, particularly in the inner city.
-
instill a love of and respect for life-long learning.
PHILOSOPHY
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The
philosophy of the School of Nursing (SON) is derived from a humanistic
view of the world. We believe that individuals possess dignity
and worth, and, therefore, have an innate right to respect and honor.
We believe that persons are accountable for their own actions, while
simultaneously bearing responsibility for contributing to the welfare
of society.
The
nursing faculty has been guided by these principles in developing
their beliefs about person, environment, health, nursing, nursing
education, and teaching and learning.
Person:
The faculty believes that a person is a unique, holistic, ever-changing
adaptive system. A person has basic human needs manifested throughout
the life cycle. To satisfy these needs, the person is constantly
interacting with the environment through adaptation. Need satisfaction
serves as the motivation for learning. Adaptive behaviors enable
the individual to achieve satisfaction of needs, resulting in reproduction,
growth and mastery.
Individuals
have freedom of choice and are accountable for their choices. As
caring individuals they enter into reciprocal relationships that
foster spiritual integrity, mutual trust, a sense of self-worth
and a feeling of belonging.
Environment:
The faculty believes that the environment is an aggregate of all
internal and external conditions affecting the life and development
of the individual, family, community, society and world. The physical,
biological, social, economic and political aspects of the environment
influence the well-being of the individual, family and community,
and the environment is, in turn, influenced by them. Further, the
faculty believes that the environment is constantly changing; this
constant change necessitates the person's continuing adaptation
to stimuli produced within the environment.
Our placement in a multi cultural, diverse, urban environment necessitates
that we understand the complex stresses and needs distinct to this
setting. Nursing in an urban environment demands the awareness
of such issues as access to care; education of the community; manipulation
of environmental hazards and supports; and the morbidity and mortality
factors indigenous to this environment. In addition, assessment
of the demographic and cultural influences such as the increasing
diversification of the population, the changing family structure,
and the shifts in the age profile of the population and their relation
to the well-being of the community are paramount.
In accepting the challenges of our urban environment, the faculty
believes that the health needs of the community must be served at
the primary, secondary and tertiary levels of care. The health
care system in general, and professional nursing in particular,
must respond to these changing community health needs. Concomitantly,
the faculty believes that the urban environment does not exist in
a vacuum, but rather interacts with and reflects the ever-changing
global environment. Nursing, therefore, must be aware of the social,
political and economic issues that have impact upon the individual,
community, society and world, and their consequences.
Health: The
faculty believes that health is a state and a process of being and
becoming an integrated whole person. Through a variety of coping
mechanisms, the person strives to attain, maintain and promote health.
In each stage of the life process, the person's integrity is expressed
in the ability to meet goals of survival, growth, reproduction and
mastery. The individual's adaptive responses occur within identifiable
patterns of behavior. Each pattern is an expression of the person's
biopsychosocial integration and can be understood only within the
context of the individual's unique interaction with his/her environment.
Health
and illness are considered to be one inevitable dimension of the
person's total life experience. Illness occurs when mechanisms
for coping are ineffective. Health pervades when the person continually
adapts effectively. The role of nursing is to facilitate adaptive
responses of individuals and groups by manipulating and managing
environmental stimuli. In so doing, the nurse promotes a positive
adaptive state which frees the individual to respond to other stimuli.
Thus, energy freed from ineffective coping can promote or maintain
health and enhance healing.
The
faculty deems adequate health care to be a basic right of every
person. Access to health care, particularly primary and tertiary
health care in an urban setting, is often limited and therefore
requires additional effort and focus on the part of nursing. We
believe that increased appropriate utilization of nurses as health
care providers can contribute to more available, more efficient
and less costly health care.
Nursing:
The faculty believes that nursing is a caring, humanistic, learned
and scientific profession whose practice focuses on the health of
the person and, by extension, on that of the groups with which the
person interacts. It is a nurturing, protective profession which
empowers people to make their own choices.
Since nursing exists in a changing environment, it, too, is continually
changing; as health care needs evolve nursing must respond. Thus,
we believe that nursing influences and is influenced by the changing
society, the profession of nursing thereby becoming increasingly
diverse.
The goals of nursing are the promotion and maintenance of health
and the restoration of health in case of illness. Thus, we believe
the function of nursing is to facilitate adaptive responses of the
person, family and community. Nursing care is seen as appropriate
in any setting in which health is a goal.
Nursing
is an interpersonal process which requires as its foundation the
development of effective verbal and nonverbal communication skills
in order to develop and use the intellectual skills and interventions
essential to the practice of nursing.
The
faculty believes that the intellectual skills necessary for nursing
practice are critical and creative thinking, problem solving, and
decision making. Further, the faculty believes that professional
nursing practice is a composite of acquired attitudes, values, beliefs
and competencies. The faculty endorses the essential values of
altruism, equality, aesthetics, freedom, human dignity, justice
and truth as articulated by the AACN.
Nursing
practice includes the role of leader/manager, change agent/facilitator,
client advocate, teacher/learner and provider of care. As a practice
profession, nursing requires competency in utilization of clinical
judgement and the related skills essential for the performance of
therapeutic nursing interventions.
Professional
nursing practice is based on knowledge synthesized from nursing,
psychosocial and biophysical sciences, and the humanities. As a
learned, scientific profession, we believe nursing must continue
to expand its knowledge base through research and the application
of research findings to practice. Therefore, nursing practice will
become more clearly defined as nursing research and theory expand.
We
further believe that the nurse is responsible and accountable for
his/her own practice and accepts responsibility for the provision
of nursing care when it is delivered by others. We see the nurse
as responsible for her/his own continued personal and professional
development and for the development of the profession.
Nursing
Education: The faculty believes that learning is an active,
lifelong process which brings about long-term changes in behavior,
thoughts, ideas, attitudes and values. These changes are not merely
the outcome of maturation or chance.
Active
learning engages the intellectual effort of both teacher and student
and is necessary for the development of critical thinking. Both
teacher and student are seen as active, responsible participants
in the educational process.
The
teacher, as a facilitator, guide, resource person and role model,
assists the student to realize her/his potential by creating an
atmosphere conducive to independent thought and action, creativity,
pursuit of scholarly achievement, awareness of self, and acceptance
of others.
The
faculty acknowledges that the student as learner is an individual
and that learners differ in their ways of learning. Individualization
within courses becomes the challenge of the teacher.
The
faculty considers baccalaureate education in nursing to be essential
preparation for beginning professional nursing practice. Baccalaureate
nursing preparation, as a composite of liberal arts and professional
education, provides the foundation for graduate study in nursing
and expands and modifies the knowledge, clinical skills, and values
required for beginning professional nursing practice and to be an
educated member of society.
The
faculty believes that professional nursing education takes place
in the upper division, i.e. it builds on general education, supportive
courses in the sciences, and beginning-level nursing courses. Supportive
courses in the natural and social sciences provide knowledge basic
to understanding the nature of human beings and society in general.
The
faculty believes that nursing courses must reflect the general body
of nursing knowledge, but must also be augmented by knowledge derived
from current nursing research and theory development. Further,
since nursing is a practice profession, the integration of knowledge
is facilitated through concurrent application in the clinical laboratory
setting. Faculty, in turn, must be expert in their clinical field
and must maintain clinical expertise through practice and study
of advances in nursing.
The
faculty further believes that evaluation is a vital component of
education and is the means by which student and teacher can determine
whether mutual expectations, goals and outcomes have been achieved.
Evaluation must take place at all levels of the educational process
and serve as the means for guiding and promoting the progressive
attainment of educational goals. Ongoing evaluation of the educational
process is necessary in order to ensure that the graduate is able
to fulfill the role of the professional nurse in an ever-evolving
environment.
We
believe that the progress of registered nurse students who are prepared
in technical nursing education programs requires recognition of
past learning both within the classroom and the experiential setting.
Their progression toward a professional degree can best be facilitated
through placement in upper-division nursing courses which reinforce
and maximize their strengths and provide an expanded professional
knowledge base which fosters leadership and self-responsibility.
PROGRAM
OUTCOMES (Back to
top)
The
program of study at Long Island University School of Nursing is
designed to prepare the student to develop the competencies essential
for beginning professional nursing practice and to build a foundation
for graduate study. Upon completion of the program, the graduate
will be able to:
Program Outcomes
- Provide culturally competent ethical nursing care aimed at promoting
and maintaining health in individuals across the lifespan with
a variety of spiritual, physical, and psychological needs.
- Pursue knowledge and integrate current technological resources
and research for the improvement of health care.
- Assume a leadership role in planning, managing and monitoring
health care to improve client outcomes in a variety of structured
and unstructured settings.
- Collaborate with other health care professionals in the development
and evaluation of traditional and complementary care delivery
systems.
- Practice within the caring framework and legal parameters of
the nursing profession.
- Acknowledge pluralism, ethnic, and cultural diversity as essential
values and communicate these values throughput the health care
community.
- Advocate for equitable health care for all.
Dean's Office: (718) 488-1059
Fax: (718) 780-4019 - E-mail: dawn.kilts@liu.edu
Admissions Office: (718) 488-1011
Fax: (718) 797-2399 - E-mail: attend@liu.edu
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