School of Health Sciences: Nursing Program Philosophy
The School of Health Sciences Nursing Program, as an integral part of Georgia Gwinnett
College, is dedicated to holistic nursing education, based on a strong foundation in liberal arts,
math, science and technology. A concept-based curriculum theoretically grounded in “caring”
will prepare leaders able to manage care and promote positive transformations for the health of
individuals, families, groups, communities, populations, systems and for nursing practice.
Caring
Caring is a mode of being, which is developed when relating to others with trust, humility and
honesty (Boykin and Schoenhofer, 2001). Caring is not an outcome but is created in the moment
by shared interactions and communications with people. Caring is realized when the unique
attributes and experiences of oneself and others of diverse backgrounds and cultures are
recognized and respected. A caring perspective guides human interactions and can transform
nursing practice and the systems in which nursing care is delivered. Nurses engage in people’s
lives in authentic caring relationships to improve health.
Health, People, and Environments
Health is a multi-faceted phenomenon which affects all matters of human life. Health is not
static, but changes on a continuum of wellness and illness; not as a physical state alone, but as a
sense of well-being in all dimensions of human life. As holistic beings, people have emotional,
spiritual, physical, social and cognitive aspects and function within dynamic social, physical,
institutional, economic and political environments which can impinge or enhance health.
Environmental alterations have the potential to cause illness and create vulnerabilities in
individuals, families, groups, communities and populations. Because health is subjective and
personal, people have the right and responsibility to self-determination and to expect a patient-
centered focus to their care. The goal for nursing practice is to assist others to achieve a positive
state of being marked by spiritual, physical, cognitive and emotional wellness, or a dignified and
compassionate death.
Nursing and Nursing Practice
Professional nursing practice is knowledge based, value driven, ethically rooted and marked by
skill in thinking and doing to promote health across the lifespan in individuals, families, groups,
communities and populations. The professional nurse must be morally responsible, be
intellectually honest, be accountable for actions and act with integrity. Development of nursing
knowledge is rooted in theory and dependent on evidence from which research is translated into
practice to provide safe and effective care. Nurses function collaboratively and autonomously
within professional standards engaging in self-reflection, self-regulation and commitment to
professional development. The primary charge for nursing is to deliver safe, competent, quality
care, using technology and informatics skills. Nurses engage in political leadership as servant
leaders, advocate for clients and interact with other disciplines and community stakeholders to
improve the health of individuals, families, groups, communities and populations.
Nursing Education
The School of Health Sciences nursing faculty believes that their participation in the educational
process emanates from a natural feeling to serve and a desire to nurture. Educators who provide a
receptive, supportive and engaging learning environment will best inspire a student’s
transformation into a professional nurse. At a time when the amount of information exceeds
one’s ability to know, a new model for education – which emphasizes concepts, creativity and
critical thinking as tools to create new knowledge and solve problems – is essential to achieving
the mission and vision of the nursing program.
The faculty believe the invitational educational environment first proposed by Purkey and Novak
(1996) can be used with a concept based curriculum to offer a vibrant social, educational and
cultural learning environment. An invitational educational environment stimulates enhanced
learning that is social, physical, cognitive, spiritual and emotional. Faculty view themselves as
collaborators, directors of learning and role models for the evolving nurse and support students’
self-development as nursing professionals. Students intentionally participate and connect
collaboratively – intraprofessionally and interdisciplinarily – in a variety of settings. This type of
learning fosters critical thinkers, problem solvers, lifelong learners and leaders for the future of
health care. In serving others, the nurse can have unique, rich, personal and professional learning
experiences, which can illuminate disparities and vulnerabilities, and better prepare students for
the 21
st
century global health care needs.
References
Boykin, A., and Schoenhofer, S. (2001). Nursing as caring: A model for transforming practice.
Sudbury, Massachusetts: Jones and Bartlett.
Purkey, W. W., and Novak, J. (1996). Inviting school success: A self-concept approach to
teaching, learning, and democratic practice (third edition). Florence, Kentucky:
Wadsworth.
