Mission, Philosophy, and Outcomes
Mission Statement
Approved June 2024
Statement of Philosophy
The philosophy of the University of Evansville Baccalaureate Nursing Program is in harmony with the philosophy of the University. The American Nurses’ Association Scope of Nursing Practice (2021) states the definition of nursing as “Nursing integrates the art and science of caring and focuses on the protection, promotion, and optimization of health and human functioning; prevention of illness and injury; facilitation of healing; and alleviation of suffering through compassionate presence. Nursing is the diagnosis and treatment of human responses and advocacy in the care of individuals, families, groups communities, and populations in recognition of the connection of all humanity” (p.1). This emphasis on human responses as its primary concern recognizes nursing as a caring art. Therefore, we believe that the foundation for nursing is a liberal arts and sciences-based curriculum.
The philosophy of the program includes beliefs about people, environment, health, learning and nursing derived from a variety of disciplines. These beliefs support the conceptual framework of the curriculum designed to prepare broadly educated people capable of participating in the multi-disciplinary delivery of health care. We value knowledge of nursing practice, competency of nursing care across systems, self-responsibility, autonomy, altruistic caring, leadership, advocacy, policy development and scholarship as qualities of the professional nurse.
We view people (individuals and groups) as having unique characteristics that are to be respected as diverse entities. We believe people exist in relation to one another, including families, communities, and populations. People should be treated with individualized care that is holistic including the body, mind, and spirit in an integral relationship that is more than the sum of the parts. People experience development of incredible complexity across the life span.
Environment encompasses the physical, social, economic, cultural and psychological surroundings in which people receive care, live their lives, and evolve based on their human experience. We recognize there are disparities and inequities within the environment that impact the health of individuals and communities.
Health is a concept that seeks to encompass the personal experience of well-being on a continuum across the life-span. It has functional, emotional, social and spiritual dimensions that relate to integral dynamic balance within the environment.
Nursing is an evolving body of knowledge. Theoretical concepts used in the discipline of nursing are derived from nursing science and tradition and from constructs and theories applied from other sciences and traditions. Nursing science is advanced by evidence-based practice, lifelong learning, and reflective analysis of practice. Nursing practice encompasses empathetic, compassionate, ethical and holistic patient-centered care.
We engage our students in the creative enterprise of learning. Learning ultimately is a self-motivated, active process that enhances life- long development. Learning may be facilitated by teachers, mentors and peers and is nurtured in an atmosphere of mutual trust and respect.
Approved June 2024
Statement of Philosophy of Education
We believe at the University of Evansville nursing education is an ongoing process that is based on a holistic model. Our curriculum is founded in the liberal arts and sciences. We value active, experiential, individualized, collaborative and inclusive learning for students to achieve their highest potential. We actively support a global view of education as it relates to nursing. Nursing education is founded on professional standards of care, therapeutic interaction, the nursing process, and development of clinical judgement. Our essentialist educational philosophy is based on various nursing, scientific and educational theories, including but not limited to, the Dungan Model of Dynamic Integration, Boyer’s Model of Scholarship, and John Dewey’s Model of Education Theory. The curriculum is grounded in nursing knowledge, the NCSBNs Clinical Judgement Model and The Essentials: Core Competencies for Professional Nursing Education.
Approved June 2024
End of Program Learning Outcomes
A graduate nurse from the Dunigan Family School of Nursing will be able to:
- Demonstrate the application of nursing knowledge and clinical judgement founded in evidence-based practice.
- Provide safe, quality, individualized care in a variety of settings.
- Apply principles of diversity, equity, and inclusion in healthcare.
- Collaborate as a member of a multidisciplinary team within an integrated healthcare system.
- Utilize information and communication technology and informatic processes within nursing practice.
- Demonstrate a professional identity with an ethical and legal framework.
- Display actions congruent to learning as a means to improve self-directed practice and add to the body of knowledge in nursing.
- Utilize communication skills that promote an effective exchange of information, development of therapeutic relationships, and collaborative decision-making.
Approved June 2024