Responding to the needs of nursing 教育 and health care of the people of the region for almost50年.
Responding to the needs of nursing 教育 and health care of the people of the region, Lincoln Memorial University established the ASN degree program in 1974. As a reflection of the changing local health care needs and national trends in nursing, 澳门威尼斯人赌城于1987年设立了注册护士到BSN计划. Both undergraduate programs are founded on the belief that nursing is a 服务 which aims 协助个人 to 达到, 维护, or regain optimum level wellness through application of the nursing process. To further assist with regional healthcare needs and to enhance nursing 服务 across the lifespan, the MSN program was initiated to educate advanced 实践 nurses in 2006, BSN项目于2010年启动.
We, 澳门威尼斯人赌城护理学院, 凯勒护理学院, 设想文化多样化从事教学的教师和学生, 教育, 服务, 实践, 和奖学金. 教师渴望成为优秀的护士教育工作者, adhering to nationally recognized competencies and standards of 护理实践, while assisting undergraduate and graduate students to become qualified nurse professionals capable of 适应, 促进适应, 在21世纪的医疗环境中. 凯勒护理学院将会发展, 达到, and engage in unique 教育al programs and 服务s for the surrounding regions. We desire to be recognized as providing excellent nursing programs of choice that value high academic, 道德, 道德标准.
与大学的使命和目标一致, the 教师 of the 凯勒护理学院 strives to instill responsibility and high 道德/ethical standards in the preparation of quality nurses, 在护理教育的多个层面, through superior academic programs at the undergraduate and graduate level. 具体地说, 该学院的使命是为护士准备ASN, BSN, 和MSN学位, 协助个人, 家庭, 社区, 和社会一样适应生理需求的变化, 角色功能, 自我概念, 以及健康和疾病期间的相互依赖关系. The 凯勒护理学院 seeks to respond to the needs of nursing 教育 and healthcare in the surrounding 社区 by preparing nurses at multiple levels and by providing continuing 教育/professional development opportunities that are rooted in knowledge, 研究, 以及其他学术活动.
护理是一门具有独特知识体系的卫生保健专业. The 凯勒护理学院 is viewed as a place where culturally diverse students and faculty actively engage in a 教学过程 获得和产生护理知识. 教师 and students are partners in this process, creating unique learning opportunities. This knowledge can be imparted through multiple levels of nursing 教育, 最能回应社会需要的设计. The 教学过程 fosters individual growth and goal 达到ment, 哪些是通过思维和行为的变化表现出来的.
The 教师 believes in multiple degree levels of nursing 教育 and encourages the promotion of ongoing/continuing 教育 for nurses. 这种教育以高等学府为基础, 包括通识教育课程和护理课程, 并由合格的学院现场提供, 或者可能包括其他交付方法, 比如通过远程教育. 教师通过护理教育发挥模范作用, 实践, 服务, 和奖学金(奖学金由大学定义).
The 教师 acknowledge the ASN graduate's focus is care of 人 with adaptive and/or in有效的 health responses, 而, BSN毕业生的重点是关心人, 组, 社区, 社会适应和/或无效的卫生反应. Graduate 教育 will prepare nurses to assume advanced 实践 roles including: practitioner, 教育家, 研究员, 提倡, 顾问/合作者, 经理, 和领袖. 另外, we agree that both undergraduate and graduate nursing 教育 must be consistent with nationally recognized competencies and standards, 包括APRN高级实践共识模型.
罗伊适应模型, 2009)为, 以及国家能力和标准, as a comprehensive framework for the curriculum of the ASN and BSN programs. The Roy Model also provides, to a lesser extent, a conceptual basis for the masters program. The graduate program relies heavily upon national competencies and standards to direct the curriculum and provides the student with a comprehensive appraisal of multiple theoretical frameworks from which they may draw in their personal professional 实践.
Fundamental to the Roy Adaptation Model "is the goal of enhancing life processes to promote 适应" with 适应 viewed "as the process and outcome whereby thinking and feeling people, 单独的或集体的, use conscious awareness and choice to create human and environmental integration" (Roy, 2009, p. 28).
人类 人 are the focus of nursing endeavors and are viewed as an adaptive system. “作为一个适应系统, the human system is described as a whole with parts that function as a unity for some purpose. 人类 systems include people 作为个人 或者分组 including 家庭, 组织, 社区, 和整个社会”(罗伊), 2009, p. 27). 教师 also believe that humans as an adaptive system act to 维护 适应 in the four adaptive modes of the Roy Model: physiologic-physical, 自我概念-群体认同, 角色功能, 和相互依存.
环境 定义为“所有条件?, 情况下, and influences that surround and affect the development and behavior of humans as adaptive systems, 特别考虑到人类和地球资源”(罗伊), 2009, p. 28). We believe that human 人 interact with the changing environment and make either adaptive or in有效的 responses.
健康 is defined as "a state and a process of being and becoming an integrated and whole human" person (Roy, 2009, p. 27). The 教师 believes that responses by human 人 that can be observed in the four adaptive modes are reflective of one's health state.
护理 is defined "as a health care profession that focuses on the life processes and patterns of people with a commitment to promote health and full life-potential for individuals, 家庭, 团体和全球社会”(罗伊), 2009, p. 3). 我们的目标是 护理实践 作为四种适应模式中每一种适应的促进, ，从而有助于健康, quality of life and dying with dignity by assessing behaviors and factors that influence adaptive abilities and by intervening to enhance environmental interventions (Roy, 2009, p. 29). The 教师 further believes that 护理实践 is both an art and a scientific discipline, 根植于关怀, 文化敏感性/能力, 道德准则, 以及护理标准和专业表现/实践标准. 我们认为，所有这些都是提供整体的必要条件, 有效的, quality nursing care; and for promotion of 适应 in humans across the lifespan, 作为个人, 或者分组, 社区, 以及整个社会在21世纪的医疗环境.
