The Superior School Of Nursing Free Essay Sample

Introduction

The goal of every nursing school is to become a leader in scholarly and innovative nursing education. To this end, The Superior School of Nursing has designed a learning program that inculcates evidence-based training responsive to the needs of individual students. The program addresses the core concepts of nursing, professionalism, and the ever-changing modes of delivering care. The embodiment forms the core of the curriculum and organization framework for the BSN-RN program at Superior School of Nursing (SSN). In this paper, the author highlights the mission, philosophy, frameworks, and program outcomes of the RN- BSN Program at The Superior School of Nursing.

Mission

The Superior School of Nursing aims to provide an environment that helps nurses to expand their knowledge and contribute to the profession. It focuses on critical thinking, leadership skills, innovation technology, scholarly accomplishment, ethical reasoning, cultural competence, holistic perspectives, and interdisciplinary collaboration. The Superior School of Nursing is committed to excellence. It trains highly qualified healthcare professionals. The school is also committed to the discovery of knowledge that defines the form of clinical care, scholarship, and inter-disciplinary research integral to the generation of new healthcare data.

Philosophy

For more than twenty years, SSN has provided education to women and men in the nursing profession (Small & Small, 2011). It initially achieved this through diploma programs. Today, it has an online program that is aimed at enhancing nursing practice at the BSN level (McEwen, White, Pullis, & Krawtz, 2014). The program also incorporates aptitudes that empower nurses to broaden their knowledge and skills (Campinha-Bacote, 2011). The nursing program is fully accredited by the American Association of Colleges of Nursing Commission on Collegiate Nursing Education [CCNE] (Robbins, 2016). The faculty strongly feels that the graduates of SSN should be in tandem with new developments in healthcare practices. Consequently, the SSN program embraces eight essential tenets. They include evidence-based practice, critical thinking, patient-centered care, advances in technology, leadership, management, interdisciplinary collaboration that promotes professional growth, and lifelong learning (CCNE accreditation, 2016).

Organizing Framework

The Superior School of Nursing operates on a framework whose curriculum emphasizes on interdisciplinary education. It moulds highly skilled nurses that work efficiently in the modern healthcare environment.

Course Description.

83 transfer creditsSection ASection BSection CSection D
1styear, session 1NUR 914: Issues and Trends in Nursing. The course introduces the students to latest developments in nursing practices
(3 credits)
NUR 916: Health Assessment (3 credits).
The course introduces the student to health assessment methodologies and practices
NUR:918 Essentials of Nursing Research & Evidence-Based practice (4 credits)NUR 920: Cultural Diversity
in Healthcare (3 credits)
ENG 150:Advanced English Composition. The course prepares the nurse for appropriate communication
(3 credits)
MTH 210:Statistics. The course introduces the student to basic data and statistical analysis
(3 credits)
History Elective
(3 credits)
Social Sciences Elective.
The course introduces the
students to the application
of sociological approaches to
healthcare
(3 credits)
1styear session 2NUR922: Transforming Nursing and Healthcare through Technology. The course focuses on the core theoretical approaches to professional nursing practice (3 credits)NUR 924: Role of the Nurse in Public and Global Health (5 credits: 3 practicum+2 threaded discussions).NUR 926: Leadership Competencies in Nursing and Healthcare.The course focuses on the development of management skills for professional nurses (3 credits).NUR 928:Capstone Course
RN-BSN. The course helps
students to synthesize skills
and knowledge and to demonstrate
competencies that are consistent
with the program outcomes
(3 credits)
Humanities Elective
(3 credits)
ECO 310:Economic Principles. The course introduces the student to basic concepts of data analysis within the healthcare sector (3 credits).
Total Semester Credits = 45
Transfer Credits = 83
Total Credits for RN-BSN
Program = 128
BSN Program Outcomes

At the conclusion of the program, the graduate will be able to:

  1. Integrate scientific theories and concepts into nursing practice.
  2. Provide patient-centered care, which represents the values, needs, and preferences of the client in the context of families, significant others, and members of the healthcare team.
  3. Evaluate clinical findings from patient assessment and develop strategies to improve quality of care.
  4. Collaborate with consumers and other healthcare providers in the provision of care for health promotion, illness prevention, health restoration, and health maintenance.
  5. Utilize critical thinking skills for the care of individuals, families, and communities
  6. Provide safe and high quality holistic nursing care to improve patient outcomes.
  7. Demonstrate professional nursing standards within the legal and ethical definitions of the American Nurses Association Standards of Practice.
  8. Utilize information from various technologies to support evidence-based practice, reduce errors, and improve access to cost effective healthcare among clients from diverse socioeconomic and cultural backgrounds.
  9. Demonstrate the importance of life-long learning by constantly ensuring that clinical practice is current and relevant to the needs of a diverse population in the community.

Peer Collaboration

To compile this paper, the author relied on peer discussions in the thread (McEwen et al., 2014). They asked for feedback but only received a positive review and a question. The initial draft of program outcomes did not include the aspect of life-long learning. In addition, it did not address theoretical concepts. By analyzing the inputs of their peers, the author’s framework and outcomes were constantly revised. The aim was to make sure that the essential components were included. Initially, the author did not realize the amount of work required to formulate a curriculum. As such, peer collaboration was required to complete this assignment.

References

Campinha-Bacote, J. (2011). Delivering patient-centered care in the midst of a cultural conflict: The role of cultural competence. The Online Journal of Issues in Nursing, 16(5), 2.

CCNE accreditation. (2016). Web.

McEwen, M., White, M., Pullis, B., & Krawtz, S. (2014). Essential content in RN-BSN programs. Journal of Professional Nursing30(4), 333-340.

Robbins, A. (2016). The nurses: A year of secrets, drama, and miracles with the heroes of the hospital. New York: Workman Publishing.

Small, D., & Small, R. (2011). Patients first!: Engaging the hearts and minds of nurses with a patient-centered practice model. The Online Journal of Issues in Nursing, 16(2), 2.

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